{'fraction_non_alphanumeric': 0.012864493996569469, 'fraction_numerical': 0.0, 'mean_word_length': 5.630681818181818, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The continuing search to find a more effective and less intimidating way to teach research methods in higher education

Existing literature examining the teaching of research methods highlights difficulties students face when developing research competencies. Studies of student-centred teaching approaches have found increased student performance and improved confidence in undertaking research projects. To develop a student-centred approach, it could be beneficial to teach students through active participation, with the development of their research agendas as the basis for progression. To develop this goal, the research methods module for graduate students at a UK business school was restructured into a two-week block utilising a student-centred approach. The performance of the students was then compared to the performance of students who undertook the same course material presented in a traditional semester-long module and the results were then statistically analysed. The results of this study provide new and interesting evidence of increased student achievement and understanding through the new format, and provide new avenues for future research.