Parker, JH ORCID: 0000-0001-5175-7781 (2018) Undergraduate Research, Learning Gain and Equity: The Impact of Final Year Research Projects. Higher Education Pedagogies, 3 (1). pp. 145-157. ISSN 2375-2696

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Abstract

This study evaluates the impact of undergraduate research on student achievement. It analyses graduating students from 2011 to 2016 at a UK university that requires a research project comprising 25% of final-year credits in most subjects, providing a sample of over 5000 students across the natural sciences, social sciences and humanities. It compares project grades to other final-year grades to gauge the impact on students’ achievement. A multiple regression analysis then determines what factors affect this impact. It concludes that students achieve better grades on research projects than the average of other modules. This improvement is larger for students with lower prior achievement, women, and students in the natural sciences, though smaller for Asians and students declaring a disability. The implications are that undergraduate research provides a measurable benefit to all students, but this impact is larger for some, though not all, historically underrepresented or underachieving groups of students.

Item Type: Article
Additional Information: This is the final published version of the article (version of record). It first appeared online via Taylor & Francis at http://doi.org/10.1080/23752696.2018.1425097 - please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: undergraduate research, high-impact practices, learning gain, assessment, higher education
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Humanities and Social Sciences > School of Humanities
Depositing User: Symplectic
Date Deposited: 07 Sep 2017 10:53
Last Modified: 27 Sep 2018 15:03
URI: http://eprints.keele.ac.uk/id/eprint/3998

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