TEACHING RESEARCH METHODOLOGY (TRM) AND SUPERVISING RESEARCH WORK (SRW): CONCEPTIONS, DIFFICULTIES, AND PRACTICES OF LEBANESE UNIVERSITY INSTRUCTORS
Bibliographic record
Abstract
Research methodology is an essential subject in higher education, however, it is challenging to instructors because of the complexity of the course material. This study aims to highlight the conceptions, difficulties and practices of the Lebanese University research methodology instructors and research work supervisors. For this purpose, research experts constructed and validated a questionnaire. 81 instructors and / or supervisors voluntarily participated. Results showed diversification in conceptions of participants with respect to some common essential concepts within the framework of research methodology, this reflects the complexity of the content and can hinder teaching research methodology (TRM) as well as supervising research work (SRW). Moreover, the participants indicated that they face many difficulties during SRW. The majority of the instructors elaborate their own resources for teaching methodology, they implement student-centered teaching methods and variety of assessment methods allowing students to explore and practice methodology concepts. In addition, they update their knowledge and practices on their own by attending conferences, performing research, discussing with colleagues, and by reflecting on their practices. Thus, our findings imply the need to precise the competencies required for TRM and SRW, and to encourage instructors and supervisors to reflect on their practices and share their experiences.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.082 | 0.065 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".