Research in Action: Student Perceptions of Active Learning in Criminal Justice Research Courses

Abstract

This project addressed two major points: do interactive classroom activities improve student’s perception of learning research methodology in an undergraduate course and does the class structure, i.e. traditional face-to-face versus hybrid impact perceived student comprehension? Over the course of two fall semesters, the researchers utilized three common interactive assignments. These assignments were designed around the subjects of sampling, content analysis, and survey craftsmanship. The students completed the activities during class and then completed a brief survey immediately following the activity. A total of 72 students were part of the study (32 in a traditional course and 40 in a hybrid course). Regardless of the class format, at least 75% or more of the students agreed or strongly agreed that the interactive class activity increased their knowledge of the topic. In comparing the responses between both sets of students, there does seem to be some differences in perceptions of student learning based on whether the class is taught traditionally or in a hybrid format.

Keywords:

• Pedagogy
• research methods
• interactive activities
• hybrid
• traditional
• methodology

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Dana N. Baxter

Dana N. Baxter, PhD, is an assistant professor in the Department of Criminology and Criminal Justice, Shenandoah University, Virginia. Her research and teaching interests currently focus on criminal justice pedagogy, substance use, criminological theory, and victimology.

Katherine Ely

Katherine Ely, PhD, is an associate professor in the Department of Criminal Justice, Lock Haven University, Pennsylvania. Her research and teaching interests currently focus on offender reentry, women and crime, and criminal justice research methods.