Is There Educational Value in the Master's Thesis?

Abstract

This study examines the impact of four variables on student evaluations of the master's thesis requirement in social work education. The findings indicate that the thesis is considered more valuable by the more academically able students. Second, students' preference for a cognitive mode of making judgments was negatively associated with a positive evaluation of the thesis requirement. No significant relationships were found to hold between perceived value and tolerance for ambiguity or type of thesis.