Laboratory Learning in a Research Methods Course

Abstract

Laboratory-based learning is increasingly considered to be an integral component of undergraduate education. However, students do not always perceive the value of laboratory learning in the college classroom. The current research sought to create an effective laboratory learning environment within a research methods course and to assess students’ perceptions of this approach at the end of one semester. This article reports the findings for two studies; in Study 1, a survey was given to 17 criminal justice, health care management and advocacy, and psychology students. In a subsequent semester, challenges from Study 1 were addressed, and the same survey (i.e., Study 2) was given to 20 criminal justice and psychology majors. Across both samples, students’ responses to the laboratory learning paradigm were generally positive, yet concerns and challenges were identified. Future research should attempt to address these concerns and to assess objective student outcomes, such as grades in the course.