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. 2014 Spring;13(1):139-48.
doi: 10.1187/cbe.13-03-0045.

Effect of time on perceived gains from an undergraduate research program

Omolola A Adedokun  1 , Loran C Parker, Amy Childress, Wilella Burgess, Robin Adams, Christopher R Agnew, James Leary, Deborah Knapp, Cleveland Shields, Sophie Lelievre, Dorothy Teegarden
Affiliations

Effect of time on perceived gains from an undergraduate research program

Omolola A Adedokun et al. CBE Life Sci Educ. 2014 Spring.

Abstract

The current study examines the trajectories of student perceived gains as a result of time spent in an undergraduate research experience (URE). Data for the study come from a survey administered at three points over a 1-yr period: before participation in the program, at the end of a Summer segment of research, and at the end of the year. Repeated-measures analysis of variance was used to examine the effect of time on perceived gains in student research skills, research confidence, and understanding of research processes. The results suggest that the students experienced different gains/benefits at developmentally different stages of their UREs. Participants reported gains in fewer areas at the end of the Summer segment compared with the end of the yearlong experience, thus supporting the notion that longer UREs offer students more benefit.

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Figures

Figure 1.
Figure 1.
Example of variables with statistically significant immediate gains, defined as changes only between the pre- and midparticipation scores.
Figure 2.
Figure 2.
Example of statistically significant long-term gains, defined as changes only between the pre- and postparticipation scores.
Figure 3.
Figure 3.
Example of variables with statistically significant immediate and long-term gains, defined as statistically significant changes between the pre- and midparticipation scores, as well as between the pre- and postparticipation scores, but with no statistically significant changes between the mid- and postparticipation scores.
Figure 4.
Figure 4.
Example of items with statistically significant consistent growth across the three time periods, defined as significant changes from pre- to mid- and mid- to postintervention.
See this image and copyright information in PMC

References

    1. Adedokun OA, Bessenbacher A, Parker LC, Childress A, Kirkham L, Teegarden D, Burgess WD. How do summer undergraduate research experiences compare to other models? Paper presented at the annual meeting of the National Association of Research in Science Teaching, held 27 March 2012, Indianapolis, IN. 2012a
    1. Adedokun OA, Zhang D, Parker LC, Bessenbacher A, Childress A, Burgess WD. Towards an understanding of the processes of the effects of undergraduate research experiences on students’ aspirations for research careers and graduate education. J Coll Sci Teach. 2012b;42:82–91.
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    1. Dolan E, Johnson D. Toward a holistic view of undergraduate research experiences: an exploratory study of impact on graduate/postdoctoral mentors. J Sci Educ Technol. 2009;18:487–500.

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