Does having prior research experience influence postgraduate students’ research competency?

Cliford J. Ringo; Shauri O. Kinunda

doi:10.51867/asarev.2.1.15

Auteurs-es

Cliford J. Ringo Mzumbe University, Tanzania Auteur-e https://orcid.org/0009-0006-3150-7471
Shauri O. Kinunda Mzumbe University, Tanzania Auteur-e https://orcid.org/0009-0003-4719-9440

DOI :

https://doi.org/10.51867/asarev.2.1.15

Mots-clés :

Experimental Learning, Higher Learning Institutions, Postgraduate Research, Research Competency

Résumé

Mastering research courses at the postgraduate level is challenging, as students consider them complex and stressful. Anecdotal evidence reveals that most postgraduate students are expressing frustration about their difficulties in mastering the research course at the postgraduate level. Although some postgraduate students have prior research experience, it's been difficult to distinguish them from those without experience. Using Experiential Learning Theory, this study aimed to investigate whether prior research experience influences research competency at the postgraduate level. A cross-sectional study was conducted among 85 postgraduate students at Mzumbe University, Tanzania. The sample was drawn using a stratified sampling technique from a population of 150 students, with schools, campuses, and faculties serving as strata. Descriptive and regression analysis was conducted using SPSS version 20 software. The results indicate that having prior research experience and conducting research at the undergraduate level significantly influenced research competency at the postgraduate level at P = 0.01 and P = 0.011, respectively. Nonetheless, undertaking a research course at the undergraduate level was determined to be statistically insignificant in improving graduate research competencies. The study concluded that enhancing research competencies and learning structure requires integration of both the theoretical and practical components of teaching methodologies. This calls for higher learning institutions to review their undergraduate curricula to reflect the learning needs of their students.

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