The Effect of Research-Based Learning on University Students’ Research Skills and Academic Performance
DOI:
https://doi.org/10.65415/8rax2v36Palabras clave:
Research-Based Learning, research skills, academic performance, university students, research competence, higher education.Resumen
This study examined the effect of Research-Based Learning on university students’ research skills and academic performance within a research-related course. A quantitative quasi-experimental pre-test and post-test design was employed with university students enrolled in a subject focused on research methodology and scientific inquiry. Data were collected using a Research Skills Assessment Questionnaire and course-based academic performance records. The intervention incorporated Research-Based Learning activities in which students identified research problems, formulated research questions and objectives, reviewed scientific literature, selected methodological procedures, collected and analyzed data, and communicated research findings. Results showed an increase in the overall research skills mean from 2.67 in the pre-test to 4.09 in the post-test, indicating a shift from a moderate to a high level of research competence. Improvement was observed across all eight evaluated criteria, with the greatest gains in academic writing and presentation of findings, as well as data analysis and interpretation. The findings suggest that Research-Based Learning can contribute to the development of research competencies by promoting active engagement with the different stages of the research process. The study supports the integration of research-oriented instructional strategies into university research courses to strengthen students’ methodological knowledge, practical research abilities, and academic development.
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Derechos de autor 2026 Cinthya Carlota Delgado Herrera
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
