“Maintaining Order and Meaning”: Students’ perceptions and experiences with the research design matrix

Abstract

Educators face the challenge of teaching research design to students who have no prior experience carrying out projects of this nature. However, the available academic literature on pedagogical perspectives, strategies, and tools for teaching research design is limited. To address this gap, this study explored the use of a research design matrix (RDM), proposed in the literature, as a resource to guide students in their design decisions and ensure coherence among the components of a research project. The analysis involved college students with no prior research experience who used the RDM in two courses to gather their perceptions and evaluations of this resource. Through interviews and qualitative thematic analysis, the findings suggest both favorable and critical perspectives. The matrix is primarily viewed as a tool to maintain consistency in the project and guide the instructor through the various stages of the process. Although some students found the matrix confusing at first and questioned its necessity, future analyses could explore the individual characteristics that influence its acceptance, as well as its transferability and perceived effectiveness across various academic disciplines, in order to improve our understanding of it.