Research Participation Improves Student's Exam Performance

  1. Gil Gómez de Liaño, Beatriz 2
  2. León, Orfelio Gerardo 2
  3. Pascual Ezama, David 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

Journal:
The Spanish Journal of Psychology

ISSN: 1138-7416

Year of publication: 2012

Volume: 15

Issue: 2

Pages: 544-550

Type: Article

DOI: 10.5209/REV_SJOP.2012.V15.N2.38865 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: The Spanish Journal of Psychology

Abstract

Although there have been several attempts to explore for beneficial effects of research participation in social sciences, most of them have mainly explored satisfaction and students learning perceptions (e.g., Bowman & Waite, 2003). Very few works have studied learning by measuring exam performance. Moreover, participation has been usually conceptualized as a mixture of active and passive participation, including in the same measure different practices such as filling up questionnaires, running experiments or reading and answering questions about a journal article or a scientific conference. The present work tries to determine if there is an advantage due to research participation comparing exam performance, satisfaction and perceived learning of the matter Research Methods in Psychology, in three different groups (non-participating, passive and active participating). As we can see in the results, the mere participation benefits exam performance. Results are discussed in terms of the use of research participation as a new powerful active method in education.

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