SEPTEMBER 2023 ISSUE

Evaluation of Undergraduate Research Course Using Stufflebeam's Context, Input, Process, Product Model

Research Article

Evaluation of Undergraduate Research Course Using Stufflebeam's Context, Input, Process, Product Model

Abstract

An undergraduate research course is often considered the pinnacle of a student's college experience, as it allows them to apply both the soft and hard skills acquired during their academic journey. In order to ensure students gain relevant experiences that align with desired learning outcomes, the evaluation of such courses is essential. This study explores the perceptions of graduating research students regarding their experiences in undergraduate research courses. Using a descriptive survey, data was collected from 60 students to investigate their views. The assessment of their evaluation of the course was based on their level of agreement with statements related to context, input, process, and outcomes of their Undergraduate Research Experience (URE). The majority of students indicated strong agreement with most statements. However, their agreement was only moderate concerning the availability and usefulness of library and laboratory resources, the financial support available for research, and the accessibility of research advisors. In conclusion, the students' perceptions suggest that the undergraduate research course aligns well with the intended outcomes. Nevertheless, the findings highlight the necessity to evaluate and enhance laboratory and library resources to better support engineering research. Moreover, implementing financial support mechanisms to alleviate financial barriers in conducting studies and optimizing the support provided by research advisors is recommended.

Keywords: research, evaluation, CIPP, undergraduate research