The research is a national study of educational research in Australia, with particular emphasis
particular area of interest and intellectual challenge at p
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particular area of interest and intellectual challenge at p<.05. Differences in the perceptions of full-time and part-time students towards the role their higher degree studies play in the workplace Several independent sample t-tests were run to find out whether there are differences in the perceptions of full-time and part-time students towards the role of higher degree studies in their workplace.In other words, one of the research’s objectives was to find out whether modes of enrolment could make any differences in the students’ opinion about the role that their higher degree studies could play in the workplace. Table 10. Relationship between students’ modes of enrolment and scales Group Statistics Enrolment FT/PT N Mean t value Sig. (2-tailed) Res awareness raised Full-time 246 3.72 2.31 .021 Part-time 1002 3.61 Studies help self Full-time 248 3.63 2.69 .007 Part-time 998 3.51 Studies help employer Full-time 235 3.10 1.94 .052 Part-time 984 2.98 Studies help understanding Full-time 245 3.63 1.85 .064 Part-time 1000 3.53 Studies help work Full-time 239 3.48 3.87 .000 Part-time 992 3.24 Ref to publications Full-time 243 3.53 4.29 .000 Part-time 995 3.30 Generally, the full-time students obtained higher mean scores in all scales. However, the mode of enrolment did not significantly affect their opinions about the role of their higher degree studies in helping their schools, centre or institute get more out of educational research information and in helping themselves to gain a deeper understanding of what they do in their work at p<.05. The full-time student appreciate significantly more highly the role of their studies in raising their awareness of educational research (t=2.31, p<.05); in helping themselves to get more out of educational research information and perspectives (t=2.69, p<.05); in actually helping them to do better at work (t=3.87, p<.05); and in encouraging them to refer more often to research publications or findings in the future (t=4.29, p<.05). As for the perceptions of students towards the impact of educational research on educational practice or planning as a result of their degree studies, the full-time and part-time students achieved nearly similar mean scores in all three areas: the levels of being informed, the levels of the impact and the benefit of impact (table 11). There was no significantly difference between full-time and part-time students in these scales at p<.05. Table 11.Relationship between students’ modes of enrolment and scales tải về 328.91 Kb. Chia sẻ với bạn bè của bạn:
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