Fostering first-year student learning through research integration into teaching: Student perceptions, beliefs about the value of research and student achievement

Figures & data

Table 1. Scales, reliability, means and sample items of the Student Perception of Research Integration Questionnaire (Likert scale 1–5).

Scale	N items	Cronbach’s α	Mean (sd)	Sample items
				During this academic year…
Student perceptions
Critical reflection on research	4	.75	2.98 (.66)	…I learned to pay attention to the way research is carried out
Participation in research	5	.85	1.94 (.69)	…as a student I felt involved in research
Familiarity with current research	5	.79	2.65 (.68)	…I became familiar with the research carried out by my teachers
Motivation for research	4	.81	2.71 (.78)	…I became enthusiastic about research in medicine
Other
Beliefs about the value of research for practice	6	.84	3.64 (.67)	Scientific skills are important for being a doctor
Beliefs about the value of research for learning	3	.80	2.99 (.81)	…my learning is stimulated when education is grounded in research
Quality of learning environment	3	.69	3.80 (.51)	…the teachers carried out their instruction adequately

Table 2. Correlations between scales of the Student Perceptions of Research Integration Questionnaire and GPA.

Scales	Participation	Familiarity current research	Motivation	Beliefs value for practice	Beliefs value for learning	GPA
Student perceptions
Critical reflection on research	.36*	.57*	.49*	.18*	.20*	.06
Participation in research		.61*	.46*	.11	.23*	−.06
Familiarity with current research			.66*	.23*	.31*	.17*
Motivation for research				.54*	.59*	.22*
Other
Beliefs about value of research for practice					.68*	.33*
Beliefs about value of research for current learning						.22*

^* p < .05.