‘Routledge (58) Argues …’

A Quasi-Experimental Evaluation of Different Formats to Teach Students How to Reference

Bibliographic Data

ID17583012
AuthorsKatja Sarmiento-Mirwaldt (0000-0002-7886-9414, Brunel University of London, corresponding author)
Year2014
Volume36
Issue2
Pages210-219
Publication date2014-12-24
Open AccessYes
TypeARTICLE
VenuePolitics (JOURNAL)
Journal identifiersISSN: 0032-3268 • E-ISSN: 1467-9256
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1111/1467-9256.12085
OpenAlexW2145476508
LanguageEN
References cited19

Referencing academic and other sources is a key study skill, but very little research has been dedicated to the effectiveness of different methods to teach students how to reference. This research seeks to determine which teaching methods are most effective in helping politics students to learn how to reference correctly. The research design is quasi-experimental: different students’ ability to cite academic sources are mapped onto the same students’ attendance at different learning activities dedicated to referencing. The analysis indicates that lecture-based and online methods, as well as group work in seminars, have no impact on students’ ability to reference. While one has to bear in mind the limited internal validity of quasi-experiments, this research suggests that attending a one-to-one tutorial on referencing has a positive impact on students’ ability to reference

Attendance · Mathematics education · Political science · Computer Science · Evaluation of Teaching Practices · Innovations in Educational Methods · Innovative Teaching Methodologies in Social Sciences · Psychology

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