Relationship among students' research awareness, research interest, and final grades in first-year science courses

Abstract

Undergraduate research experience can benefit first year students through better understanding of scientific principles and awareness of research potential. Prior research experience and course-embedded research may increase research interest and understanding of science course principles in students' first years. We investigated the relationship between students' research awareness and their interest in pursuing research and final grades in first-year science courses at Oklahoma State University. We invited students in first year science courses to take the Student Awareness of Research Survey in the Fall 2018 and Spring 2019 semesters to complete the 23-question online survey. Students who engaged in research prior to taking the course earned higher final grades in their science courses than students who did not (p=0.005). Students aware of current research were more interested in pursuing research than peers who were not (p=0.000). Students aware of current research earned higher final grades than peers (p=0.001). Lastly, students who earned higher grades in the course were more interested in future research than peers (p=0.000). We conclude student awareness and research interest reflects engagement with their field of study. Increasing student awareness of research activities of their instructors and peers may improve student engagement in research and academic outcomes.