Research Knowledge Assessment: A Study of MSW Students’ Acquisition and Retention of Research Knowledge

ABSTRACT

In response to the need for meaningful data about student learning in research courses, we developed and implemented the Research Knowledge Assessment instrument to measure MSW student acquisition, application, and retention of research knowledge over a 3-year period across the research curriculum. Initial findings indicated that students entered the foundation research methods course with little research knowledge, gained some knowledge during the course but not at an acceptable level, and lost 22% of the gain by the beginning of the concentration research course. The greatest knowledge acquisition was in sampling and the least in theory and question development. Knowledge acquisition was associated with not having a BSW and not having adjunct faculty as a research instructor.

Notes

¹ Carpenter (2011) describes a third and fourth level of outcome, the changes in behavior of a student, including changes in organizational practice, and the benefit to users and informal caregivers. These levels are outside the scope of the present investigation, and the literature in social work education with examples from these levels is scarce. In fact, only one study identified by Carpenter’s review focused on a Level 4 outcome.

Additional information

Notes on contributors

Mary Secret

Mary Secret is Associate Professor, Melissa L. Abell is Associate Professor and MSW Program Director, and Christopher J. Ward is a PhD candidate at Virginia Commonwealth University. Jennifer L. K. Charles is Assistant Professor at Catholic University of America. Nathan H. Perkins is Clinical Assistant Professor at Loyola University Chicago.

Melissa L. Abell

Mary Secret is Associate Professor, Melissa L. Abell is Associate Professor and MSW Program Director, and Christopher J. Ward is a PhD candidate at Virginia Commonwealth University. Jennifer L. K. Charles is Assistant Professor at Catholic University of America. Nathan H. Perkins is Clinical Assistant Professor at Loyola University Chicago.

Christopher J. Ward

Mary Secret is Associate Professor, Melissa L. Abell is Associate Professor and MSW Program Director, and Christopher J. Ward is a PhD candidate at Virginia Commonwealth University. Jennifer L. K. Charles is Assistant Professor at Catholic University of America. Nathan H. Perkins is Clinical Assistant Professor at Loyola University Chicago.

Jennifer L. K. Charles

Mary Secret is Associate Professor, Melissa L. Abell is Associate Professor and MSW Program Director, and Christopher J. Ward is a PhD candidate at Virginia Commonwealth University. Jennifer L. K. Charles is Assistant Professor at Catholic University of America. Nathan H. Perkins is Clinical Assistant Professor at Loyola University Chicago.

Nathan H. Perkins

Mary Secret is Associate Professor, Melissa L. Abell is Associate Professor and MSW Program Director, and Christopher J. Ward is a PhD candidate at Virginia Commonwealth University. Jennifer L. K. Charles is Assistant Professor at Catholic University of America. Nathan H. Perkins is Clinical Assistant Professor at Loyola University Chicago.