Does field research modify academic development?

Authors

Emily Eardley, St. Mary's
Abigail Delarosa, St. Mary's
Desiree Martinez, St. Mary's

Files

Digital Publisher

Digital Commons at St. Mary's University

Publication Date

Spring 2025

Keywords

policymakers; student; public and private school students

Description

Undergraduate research experiences (URE) provide hands-on exposure to the research process but also aid in the development of self-efficacy and interest in research. In the study, students from distinct types of universities (two public and one private) were asked to take a survey before and after their URE. The results of the pre-and post were analyzed based on self-efficacy, interest in research, type of school, and gender. The results showed that there is no relationship between public and private school students and their research interests. The study's findings underscore the nuanced interplay between students' self-efficacy, gender, and engagement experiences, shedding light on the complex factors that influence students' academic confidence and motivation. Understanding these dynamics is crucial for educators and policymakers seeking to implement effective strategies to support diverse student populations and foster inclusive learning environments.

Format

pdf

Size

1 page

City

San Antonio, Texas

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.