A SINGLE-DAY INTERVENTION: MEASURING THE IMPACT ON RESEARCH CONFIDENCE AMONG FEMALE UNDERGRADUATE STUDENTS

Abstract

The passage from coursework to independent research can be very difficult for most undergraduate students, such as due to lacking the necessary foundation knowledge. This study examined the success of a single-day research seminar in improving knowing comprehension of research among female undergraduate students in Health and Physical Education. The study used a one-group pre-test post-test design, and produced data from 75 students using a validated, self-administered questionnaire. This research found statistically significant knowledge gains across all 15 domains explored after the intervention (p < 0.001). Major gains included understanding research problems (37.3% to 90.7%), discerning research types (33.3% to 86.7%), and grasping methods concepts such as reliability (24.0% to 82.7%) and validity (20.0% to 78.7%). The findings indicate that a brief, but intensive seminar could serve as a highly effective pedagogical intervention to rapidly close critical research methodology knowledge gaps. This model serves as a very practical and efficient way to run academic departments to equip undergraduates with the necessary competencies to start and conduct academic research.

Keywords: Research methodology, undergraduate education, intervention study, pedagogical efficacy, knowledge assessment