Effect of Time on Perceived Gains from an Undergraduate Research Program

Abstract

This study examines student perceived gains from an undergraduate research experience (URE) program, using data from pre-, mid-, and postparticipation surveys. Results suggest that students experienced different gains at developmentally different stages of their UREs and reported gains in fewer areas at the end of the Summer segment than at end of the yearlong experience.

Abstract

The current study examines the trajectories of student perceived gains as a result of time spent in an undergraduate research experience (URE). Data for the study come from a survey administered at three points over a 1-yr period: before participation in the program, at the end of a Summer segment of research, and at the end of the year. Repeated-measures analysis of variance was used to examine the effect of time on perceived gains in student research skills, research confidence, and understanding of research processes. The results suggest that the students experienced different gains/benefits at developmentally different stages of their UREs. Participants reported gains in fewer areas at the end of the Summer segment compared with the end of the yearlong experience, thus supporting the notion that longer UREs offer students more benefit.