Emotional, Attitudinal and English Language Learning Gains of Student Researcher-Leaders from Research Project Experiences
DOI:
https://doi.org/10.11594/ijmaber.07.09.14Keywords:
Emotional Regulation, Leadership Training, Resilience, Student Development, Student EngagementAbstract
This study investigated the emotional, attitudinal, and English language learning gains of student researcher-leaders from research project experiences as well as the contributing aspects of the gains as basis for an intervention program. In additio, the study provided the profile of the participants, analyzed their learning gains, identified the contributing aspects behind the learning gains, and made an intervention program on the basis of the results. Employing a qualitative case study design, data were collected from sixteen (16) student researcher-leaders between the ages of 21-24 through structured responses concerning their research experiences. Thematic interpretation was used to analyze the data by looking into recurrent patterns in the responses. It was found that the participant students gained emotionally in terms of confidence, resilience, patience, emotional regulation, leadership maturity, and pressure management. As regards the attitudinal gains, the students gained increased appreciation of research, commitment to research, motivation in research, and understanding of research as a meaningful and purposive activity rather than an academic task. On the other hand, in terms of the English language learning gains, the students gained skills in terms of writing, speaking, reading, and comprehension through revision, oral defense, academic writing, consultation, and literature review. The contributing aspects of the learning gains include leadership role, revision and feedback, group and adviser collaboration, data gathering and analysis, oral defense experience, academic reading, and research involvement.
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