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Research Journal of Education
ISSN(e): 2413-0540, ISSN(p): 2413-8886
Vol. 9, Issue. 3, pp: 41-51, 2023
URL: https://arpgweb.com/journal/journal/15
DOI: https://doi.org/10.32861/rje.93.41.51
Academic Research Publishing
Group
41
Original Research Open Access
Exploring Advanced Placement Research Course: Student Perspectives,
Advantages, and Obstacles
Omar Al Noursi
Institute of Applied Technology, Tahnoon Bin Mohammed Educational Complex, Applied Technology High
School- Al Ain Campus
Email: omar_noursi@hotmail.com
Article History
Received: 17 July, 2023
Revised: 19 September, 2023
Accepted: 25 September, 2023
Published: 29 September, 2023
Copyright © 2023 ARPG &
Author
This work is licensed under the
Creative Commons Attribution
International
CC BY: Creative
Commons Attribution License
4.0
Abstract
This study examines the efficacy, benefits, and concerns of high school students in the 2021-2022 AP Research course. It
assesses their satisfaction with course materials and methods, utilizing surveys and essays for data collection. The
findings reveal that, despite challenges, most students improved and were satisfied with the teacher's pedagogy. These
results enhance our understanding of AP Research's effectiveness and impact on student engagement. Further research is
required to optimize student experiences and outcomes in the program.
Keywords: AP research; High school students; Efficacy; Satisfaction; Course pedagogy.
1. Introduction
The Applied Technology High School (ATHS) introduced the Advanced Placement (AP) Capstone Diploma
Program in 2018-2019, aiming to enhance students' analytical, research, problem-solving, and communication skills.
This study evaluates the level of knowledge and skills acquired by students after completing the AP Research course,
as well as their self-efficacy and concerns. Additionally, the study explores students' perceptions of teaching
behaviors, course materials, pacing, resources, and assessment. Data were collected through a survey and reflective
assignments.
The primary objective of this study is to assess the knowledge and skills acquired by students upon completion
of the AP Research course. Additionally, the study aims to examine students' self-efficacy and identify any concerns
related to the course. Furthermore, the study seeks to gain insights into students' evaluations of teaching behaviors,
course materials, pacing, resources, and assessment. It is important to acknowledge that some students may feel
unprepared or overwhelmed, while others may exhibit a lack of confidence and engagement during formative
assessment tasks. These tasks are designed to assist students in skill development and meeting ATHS requirements.
To collect data and information, the researcher developed a survey and asked students to provide reflective
responses on the course after submitting their required assignments. The survey includes questions related to
knowledge acquisition, skill development, self-efficacy, and concerns. The reflective responses aim to elicit students'
perspectives on teaching behaviors, course materials, pacing, resources, and assessment.
By examining the impact of the AP Research course on students' knowledge, skills, and perceptions, this study
contributes to the ongoing efforts of ATHS to provide a high-quality education. The findings will inform future
improvements in teaching practices, course materials, and assessment strategies, ensuring that students are well-
prepared and supported throughout their academic journey.
1.1. About the AP Research Course
The AP Research course offers students an opportunity to apply and enhance their knowledge and skills
acquired from the AP Seminar and other courses. This paper aims to provide an overview of the course and its
assessment components.
The AP Research course encourages students to delve deeply into an academic topic, problem, issue, or idea of
personal interest. It requires students to design, plan, and execute a yearlong investigation to address a research
question. By engaging in this inquiry, students develop their research methodology skills, practice ethical research
conduct, and master the process of accessing, analyzing, and synthesizing information. The culmination of the
course involves the completion of an academic paper and a presentation, which includes an oral defense.
Assessment: Students' performance in the AP Research course is evaluated through a through-course
performance task comprising of two distinct components. These components are summarized in Table 1 (see
Appendix) and contribute to the calculation of the students' final AP scores.
Research Journal of Education
42
Table-1, Components of the AP Research Performance Tasks
Component Scoring Method Weight
Academic Paper (4000- 5000 words) College Board scored 75%
Presentation and Oral Défense (POD) (15-20 Mint) Teacher scored 25%
The AP Research course requires students to write an original research paper that is 4000 – 5000 words in
length. The paper should include an Introduction, Literature Review, Methodology, Results and Findings,
Discussion, and Conclusion. While teachers and consultants (Academic Advisors) can provide guidance, the paper
must be the student's own work. Students must submit their academic papers through their digital portfolio, which is
developed and managed by the College Board. The College Board readers are responsible for scoring the students'
submissions.
Once the Academic Paper is completed, students are required to deliver a final summative assessment in the
form of a Presentation of their work and an Oral Defense (POD). The presentation should incorporate various media
to support and enhance the student's report of key findings, description of the chosen approach, and challenges
encountered. During the Oral Defense, the student will answer questions posed by a panel of three AP Research
experts, including the AP Research teacher and the student's consultant(s). It is recommended that the presentation
be limited to 15 minutes or less, allowing five minutes for the panel questions. The score for the POD will be
determined by the certified course teacher, who is also responsible for entering the scores into the AP Digital
portfolio platform.
The individual teachers are responsible for designing their own curriculum (syllabus), assignments, and
resources for AP courses, just like other AP courses. Therefore, they must complete curricular training before
teaching each course for the first time. Each year, all AP Research teachers are required to take and pass the
Presentation and Oral Defense (POD) certification test in order to submit scores for this performance task
component.
1.2. Context of the Study
AP Research is a mandatory course for Grade 12 students enrolled in the Advanced Science Program (ASP). It
is the primary course in which research skills are taught and practiced at the ATHS. While the AP Seminar course,
which serves as a prerequisite for AP Research, is introduced in Grade 11, an introductory AP Capstone course is
locally developed and given to Grade 10 students. The English department is responsible for delivering the AP
Capstone program, but no credit hours are granted for the English courses. A ninety-minute face-to-face block is
allocated in the timetable for the AP Research course. During this block, the teacher meets with the students to
explain the course requirements, assessment rubrics, important dates, and conduct tasks and activities to guide
students in writing their paper and preparing for their presentation and oral defense. As previously mentioned, the
scores from these two distinct components form the final AP Research score/band. However, students are also
expected to complete teacher-planned tasks and activities, both in and out of class. These tasks may include
documenting their experiences, continuously reflecting on their research process through the Process and Reflection
Portfolio (PREP), writing an inquiry proposal for committee approval of their research project, doing a poster
presentation about their project, and writing a course reflection essay. These tasks and activities are assessed using
well-developed rubrics, and the scores from these teacher-planned tasks are calculated to form the formative
assessment score for the course, which will be reflected in their school records. The assessment policy at ATHS does
not permit using students' submissions to the College Board for their school-based formative assessment. Students
have consistently expressed a need for a systematic change to the course so that its content aligns with the
requirements and pacing of their other courses. In response to these concerns, formative assessment activities and
tasks have been developed to include only tasks that help students complete the summative assessment assignments
(academic paper and presentation).
The general structure of the course provided by the curriculum unit at the directorate has remained unchanged
for the past two years since its introduction in 2019 for ATHS students. However, minor modifications have been
made to some of the formative assessment tasks. Although the College Board offers some materials and suggestions
through their platforms, this course was developed, coordinated, and delivered by the same teacher during this
consecutive two-year period.
To enhance the research process for students, the instructor created a website that contains course materials,
examples of previously released papers, tips for academic writing, and links to other relevant resources.
Additionally, individual student folders were created on the One Drive platform, allowing for the submission and
ongoing development of assignments as "living" documents. This approach enabled the instructor to monitor
students' progress in real-time and from any device, thereby facilitating continuous dialogue and motivation.
Furthermore, by incorporating weekly feedback through the use of PrEP, the lesson materials and delivery were
adapted to meet the evolving needs and address the concerns of students. This level of support fostered a positive
relationship between the instructor and students, resulting in increased confidence and proficiency in research skills.
The course emphasizes skill development rather than knowledge recall; therefore, students were not required to take
quizzes or tests, but rather to demonstrate their skills through the completion of course assignments. Despite this,
there has been no formal evaluation of the course or measurement of student satisfaction and effectiveness.
Research Journal of Education
43
1.3. Participants and Case Description
A total of 24 grade 12 students from the Advanced Science Program (ASP) were enrolled in the AP Research
course at the ATHS-Ain campus. The gender distribution of the participants was 67% (N=16) female and 33%
(N=8) male. While no formal data on the participants' proficiency levels was available beyond school records, it can
be inferred that the students enrolled in the ASP stream possess high levels of proficiency and study skills, as
admission to this program is typically limited to students who achieve an average score of 85 or higher in their
school subjects. To provide context on the participants' proficiency levels, the researcher reviewed their academic
performance in grade 11. The results indicated that the average scores of the participants ranged from 89.4% to
98.2%, placing them among the highest achieving students in the school.
1.4. Research Instruments
Two instruments were used to gather data and information on the quality of the AP research course and the
perceptions of the students enrolled in it: a course evaluation questionnaire and an individual self-reflection essay.
1.5. Course Evaluation Questionnaire
To gain a comprehensive understanding of the AP research course and the experiences of the students enrolled
in it, a two-pronged approach was employed. Firstly, a course evaluation questionnaire (Appendix A) was distributed
to the students during the final week of the course once all submissions had been uploaded to the College Board
digital portfolio. This questionnaire aimed to quantify and qualify students' satisfaction with the course and identify
areas that require improvement. The questionnaire consisted of four demographic multiple-choice questions, 28
Likert-scale questions, eight multiple-choice questions, and two open-ended questions. The Likert-scale questions
were categorized into four groups: Organization and Clarity (six items), Skills Learned (seven items), Delivery
Climate (seven items), and Course Elements (eight items). To ensure the questionnaire's reliability, Cronbach's alpha
was calculated on data from the 28 Likert-scale items. All questions had a five-level scale (strongly disagree,
disagree, neutral, agree, strongly agree) for the first three categories, and (not very helpful, somewhat helpful,
sufficiently helpful, extremely helpful, not applicable) for the last category. The questionnaire demonstrated internal
consistency and reliability, with a Cronbach’s alpha value of .77 for all groups. A Cronbach’s alpha value above 0.70
is considered reliable according to Pallant (2001).
1.6. Course Reflection Essay
To gain a deeper understanding of students' perceptions of the course, a course reflection essay was employed as
part of their formative assessment after the course had been completed. The participants were asked to reflect on the
course and its impact on their learning, share any challenges they faced, suggest areas for improvement, and evaluate
the teaching behaviors.
To ensure that students approached the course reflection essay in a structured and thoughtful manner, they were
provided with a set of focused questions to guide their reflection. These questions were carefully designed to cover
various aspects of the course, such as content, teaching methods, assignments, and overall learning outcomes. By
providing this guidance, we aimed to encourage students to critically evaluate their learning experiences and provide
valuable insights for course improvement.
Additionally, examples of well-written reflection essays were discussed with the students. This exercise aimed
to clarify the expectations and help students understand the qualities of a well-constructed reflection essay. By
analyzing and discussing these examples, students were able to gain a deeper understanding of the reflective process
and the elements that make a reflection essay effective.
To ensure the timely collection of data, students were given a week to complete their individual essays. This
timeframe was chosen to provide students with sufficient time for thoughtful reflection and composition of their
essays, while still maintaining a reasonable deadline for submission
It is noteworthy that all enrollees submitted their essays on time, resulting in a complete dataset for analysis.
This high level of participation indicates the engagement and commitment of the participants to the research process,
further enhancing the validity and reliability of the findings.
According to Braun and Leinder (2009), it is important to distinguish between evaluations of teaching behavior
and self-reported gains in competencies. Building upon this notion, our research includes both a questionnaire and
the course reflection essay to comprehensively assess students' perceptions and satisfaction with the course.
The course reflection essay allows students to provide detailed narratives about their learning experiences,
challenges faced, areas for improvement, and evaluations of teaching behaviors. This qualitative approach provides
rich and nuanced insights into students' perspectives and allows for a deeper exploration of their experiences.
On the other hand, the questionnaire specifically includes a section dedicated to assessing students' satisfaction
with teaching behavior. This section aims to gather quantitative data that can be used to evaluate the quality of the
teaching and instructional methods employed throughout the course.
By incorporating both qualitative and quantitative measures, our research aims to provide a holistic and
comprehensive understanding of students' perceptions, satisfaction, and suggestions for improvement in the
academic course.
Research Journal of Education
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2. Materials and Method
2.1. Limitations
One limitation of this study is that the AP research course is relatively new, and as such, there is limited
literature available on the topic. Most studies on course evaluation have been conducted in higher education
institutions, with few studies examining course evaluation in high schools. This is likely due to the fact that at the
high school level, curriculum and course materials are often provided by curricula departments. Additionally, there is
limited research specifically on the AP research course, with most studies focusing on the AP Capstone program as a
whole. To address this limitation, the researcher utilized various sources of data including published information
from the College Board's official website and other related professional learning communities. This allowed for a
comprehensive understanding of the AP research course and its evaluation.
Another limitation of this study is the small sample size, which may impact the generalizability of the findings
to other courses and contexts. To enhance the reliability and validity of the study, it is recommended to increase the
sample size in future research. This would allow for a more representative sample and improve the generalizability
of the findings.
2.2. Problem Statement
This study aims to investigate the challenges faced by students in the AP Research course in completing course
requirements and assignments. It also seeks to explore their perceptions of the course being beyond their abilities and
knowledge. The study is based on data collected from a single AP Research course over a two-year period, providing
an in-depth understanding of students' learning throughout the capstone course.
This study adopts a Scholarship of Teaching and Learning (SoTL) approach, which is not commonly utilized in
high schools. It employs a longitudinal panel study, incorporating both quantitative and qualitative research methods
(Creswell, 2012). This methodology was selected due to its suitability for investigating a small population.
2.2.1. Research Questions
1. How does the AP Research course impact students' proficiency in conducting original research and
communicating research results, as reflected in their responses to the research instruments?
2. How do different course elements (e.g., learning outcomes, graded assignments, pace, materials and
resources, and delivery) influence students' efficacy in completing course assignments, as indicated by their
responses to the research instruments?
3. Literature Review
The literature review on the evaluation of the AP Research course is limited, as the course is relatively new,
having been introduced in 2014. While course evaluation is a common practice in higher education, it is less
common in the high school setting and is typically used to measure the effectiveness of teaching styles and a course
(Suriyati et al., 2011). Measuring the effectiveness of the AP Research course for high school students is a complex
task and may involve various scopes.
The literature review on the evaluation of the AP Research course is limited due to its recent introduction in
2014. Course evaluation is more commonly conducted in higher education rather than the high school setting, where
it is typically used to measure teaching effectiveness and course outcomes (Suriyati et al., 2011). Evaluating the
effectiveness of the AP Research course for high school students is a complex endeavor that may encompass various
dimensions.
Jagesic et al. (2017), investigated the impact of the AP Research course on student performance in other
content-specific AP courses. They examined AP Exam scores for a sample of students from schools that offered both
AP Seminar and AP Research in the academic years 2015-16 and 2016-17. By comparing the results of students who
took the AP Research Exam with those who did not, they found that AP Research participants scored between 0.07
and 0.22 points higher on their English, history, and politics AP Exams taken in the same year. Additionally, the
analysis revealed that AP Research participants had statistically significant higher scores on science AP Exams taken
in the year following AP Research, compared to similar AP students who did not take AP Research. This research
suggests that developing research skills through the AP Research course may contribute to improved achievement in
content-based subjects. However, while this approach provides valuable statistical insights into the course's
effectiveness, it does not incorporate students’ feedback and perceptions about the course.
Since the AP Research course is paired with AP Seminar, conducting separate studies to determine the effect of
AP Research alone is not feasible. Therefore, most studies found in the relevant literature have focused on
investigating the effect of the AP Capstone program (which includes both AP Seminar and AP Research) on
students’ academic performance, similar to Jagesic et al. (2017) study. In line with this, Campbell et al. (2017)
examined the impact of the AP Capstone program on student academic performance using data from a large urban
school district in the United States. Their study found that students who participated in the AP Capstone program
achieved higher scores on AP exams and were more likely to earn college credit compared to their non-participating
peers. Similarly, Jenkins and Quisenberry (2013) explored the impact of the AP Capstone program on student
achievement and college enrollment. Their study revealed that students who participated in the AP Capstone
program had higher scores on AP exams and were more likely to enroll in college compared to their non-
participating peers. In a more recent study, Mumper and Hines (2019) employed a mixed methods approach to
evaluate the impact of the AP Capstone program, including the AP Research course, on student learning and
Research Journal of Education
45
engagement. Their findings indicated that participation in the AP Capstone program was associated with increased
student engagement, critical thinking skills, and research abilities.
Most of the reviewed studies above focused on evaluating the effect of the AP Capstone course by analyzing
students' scores on AP exams and AP Capstone scores. However, it is crucial for the current research project to also
consider studies that explore students' perceptions of the course.
One study conducted by Knezek and Vaught (2017) surveyed students who had completed the program and
found that the majority reported high levels of engagement, enjoyment, and satisfaction. The students also stated that
the program helped them develop critical thinking, communication, and research skills.
Another study by Taveras and Walpole (2017) examined the impact of the AP Capstone program on students'
critical thinking and communication skills. They surveyed students who had completed the program and discovered
significant improvements in these areas, as well as in their ability to conduct independent research and write research
papers.
Similarly, Vaught and Knezek (2020) surveyed students who had completed the AP Capstone program and
found that many felt it had helped them develop skills important for their future academic and career goals. The
study also revealed that students felt more self-motivated and independent as learners, and reported improvements in
critical thinking and communication skills.
Additionally, a study conducted by Benson et al. (2018) explored the experiences of both students and teachers
in the AP Capstone course. The authors found that the program positively impacted student engagement and critical
thinking skills, and that teachers perceived it as academically challenging and rewarding.
Parallel to the above studies, Anderson et al. (2019) conducted in-depth interviews with AP Capstone students
at a high school in Illinois and found that the majority of students believed that the program had helped them develop
important skills such as critical thinking, problem-solving, and communication, as well as a greater sense of self-
motivation and responsibility. Similar findings were reported by Smith et al. (2017) in Texas and Williams et al.
(2018) in Virginia.
Overall, the research on the evaluation of the AP Capstone program on student performance is promising
(Jenkins and Quisenberry, 2013; Mumper and Hines, 2019). These studies indicate that the program has the potential
to improve student learning, critical thinking skills, and college readiness. However, it is important to acknowledge
that these studies have limitations. For example, the studies may not be representative of all students or individual
courses of the AP Capstone program. Additionally, all the reviewed studies surveyed students in the USA, and there
are no studies found that examine the experiences and perceptions of international students about the AP Capstone
course. Furthermore, these studies do not provide information on the long-term impact of the program on student
success, and they treat the two courses (AP Seminar and AP Research) as one program. Therefore, more research is
needed to explore and fully understand how international students perceive and value the course, and to identify best
practices for effectively implementing the program for bilingual learners.
4. Results and Findings
4.1. Questionnaire Results
The course evaluation questionnaire asked the participants to evaluate the course in main four areas:
organization and clarity (1-6), skills gained (7-13), course delivery (14-18), and the main elements of the course (19-
23). Tables 2, 3, 4 and 5 display the students’ responses to items 1 through 23.
Tables 2 displays the participants’ responses to items 1 to 6. It is evident that the students had relatively high
opinion of the course in general.
Table-2. Students’ Responses to Items 1–6 about Course Organization and Clarity
Item
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
Mean/
N=24
1. Course materials were presented in
an organized manner.
8%
17%
13%
42%
21%
3.5
2. The course outline was provided
and consistently followed.
4%
13%
13%
42%
28%
3.8
3. The course objectives were clearly
explained.
8%
17%
8%
42%
25%
3.6
4. The requirements were adequately
explained.
0%
13%
17%
50%
20%
3.8
5. Competneces of the course were
well connected.
17%
13%
13%
50%
7%
3.2
6. Multiple formats for the course
information (course website, shared
folders) and contacting the instructor
are available.
0%
13%
4%
58%
25%
3.9
Most students (42-58%) agreed or strongly agreed that course materials were presented in an organized manner,
the course outline was provided and consistently followed, the requirements were adequately explained and multiple
formats for the course information and contacting the instructor were available. However, a significant proportion of
Research Journal of Education
46
students (17-25%) disagreed or strongly disagreed that the course objectives were clearly explained, and some
students (7-17%) disagreed or strongly disagreed that the competences of the course were well connected. The mean
score for the items 1-6 is between 3.2-3.9 out of 5, which is generally considered as good but with some areas of
improvement.
The students also appraised the skills they gained as a result of enrolling this course by responding to the seven
items displayed in table 3. The responses indicate that the students had successfully developed the target skills.
Table-3. Students’ Responses to Items 7–13Skills Development
Item
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
Mean
N=24
7. I gained a good understanding of
concepts principles in the research
process.
0%
17%
8%
50%
25%
3.50
8. I developed the ability to
communicate my arguments and
thesis clearly in both oral and
written formats.
4%
4%
13%
46%
33%
3.80
9. I became more aware about the
multiple perspectives on any issues.
8%
17%
8%
42%
25%
3.70
10. I developed the ability to carry
out original research.
0%
13%
17%
50%
20%
3.79
11. I developed the ability to read
critically and synthesize ideas.
17%
13%
13%
50%
7%
3.20
12. I was stimulated to do outside
reading about different topics.
0%
13%
4%
58%
25%
3.95
13. I learned to value the new
viewpoints.
4%
11%
15%
52%
18%
3.75
Table 3 demonstrates that
1. Most of the students agreed or strongly agreed that they gained a good understanding of concepts and
principles in the research process (75% agreed or strongly agreed).
2. A large majority of students agreed or strongly agreed that they developed the ability to communicate their
arguments and thesis clearly in both oral and written formats (79% agreed or strongly agreed).
3. Most students agreed or strongly agreed that they became more aware of multiple perspectives on any
issues (67% agreed or strongly agreed).
4. Most of the students agreed or strongly agreed that they developed the ability to carry out original research
(70% agreed or strongly agreed).
5. Most students agreed or strongly agreed that they developed the ability to read critically and synthesize
ideas (58% agreed or strongly agreed).
6. Most students agreed or strongly agreed that they were stimulated to do outside reading about different
topics (83% agreed or strongly agreed).
7. Most students agreed or strongly agreed that they learned to value new viewpoints (70% agreed or strongly
agreed).
Overall, the students generally had positive perceptions of the skills development they experienced as a result of
the course. The highest mean score is 3.95 and the lowest mean score is 3.20 which indicate that students were
generally satisfied with their learning experience.
The students also expressed their appreciation for the course delivery as reflected in their responses to items 14
through 18. The responses indicate that students had a generally positive attitude towards the course delivery, with
nearly equal levels of satisfaction across the items in Table 4.
Table-4. Students’ Responses to Items 14–18 about the Course Delivery
Item
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
Mean
N=24
14.The general climate was good for learning.
8%
17%
8%
42%
25%
3.58
15.This course delivery encourages students to
learn from one another.
4%
13%
13%
42%
28%
3.79
16.Discussion in this course is stimulating.
8%
17%
8%
42%
25%
3.54
17.There was a collaborative environment in
this course.
0%
13%
17%
50%
20%
3.79
18.Students' participation and engagement
contributed significantly to this course.
8%
7%
13%
58%
13%
3.20
Based on table 4, it appears that many students agreed or strongly agreed with items 14-18, which pertain to the
delivery of the course. Specifically:
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47
1. A majority of students (83%) agreed or strongly agreed that the general climate was good for learning (item
14).
2. A majority of students (83%) agreed or strongly agreed that this course delivery encourages students to
learn from one another (item 15)
3. A majority of students (83%) agreed or strongly agreed that discussion in this course is stimulating (item
16)
4. A majority of students (70%) agreed or strongly agreed that there was a collaborative environment in this
course (item 17)
5. A majority of students (71%) agreed or strongly agreed that students' participation and engagement
contributed significantly to this course (item 18)
The mean scores for each item range from 3.2 to 3.79, on a scale of 1-5, which indicates that overall, students
have a positive view of the course delivery.
Students were also asked to evaluate the different elements of the course. Table 5 presents the findings of the
students’ evaluations of different aspects of the course. Utilizing a three-point Likert scale (Not very helpful,
Somewhat helpful, and Sufficiently helpful), they assessed items 19-25.
Table-5. Students’ Responses to Items 19–25 about the Different Elements of the Course
Item
Not very
helpful
Somewhat
helpful
Sufficiently
helpful
Mean
N= 24
19.Communication of course goals, objectives, or
intended learning outcomes.
25%
50%
25%
3.00
20. Formative graded assignments (proposal, PREP,
presentations, reflection essays, etc.)
21%
41%
38%
3.33
21.Pace of the course schedule. (Time allotted or the
course in the schedule)
58%
25%
17%
2.17
22. Collaboration atmosphere in this course.
21%
38%
42%
3.42
23.Course materials (readings, handouts sample
papers, activities ... etc.)
17%
38%
46%
3.58
24.Technology for Teaching and Learning (e.g.:
Teacher’s power point presentations, shared folders,
course website, e-collaboration)
8%
44%
48%
3.75
25. College Board website and Video Lessons
Provided.
42%
42%
17%
2.50
Table 5 demonstrates that the elements of the course that received the highest mean ratings were formative
graded assignments (3.33), collaboration atmosphere (3.42), course materials (3.58), and technology for teaching and
learning (3.75). These elements were considered "sufficiently helpful" or "somewhat helpful" by a majority of the
students surveyed.
On the other hand, the communication of course goals, objectives, or intended learning outcomes received the
lowest mean rating (3.00), with an equal number of students considering it "not very helpful" or "sufficiently
helpful." The pace of the course schedule also received a low rating (2.17), with a majority of students considering it
"not very helpful." The College Board website and video lessons provided also received a low rating (2.50), with an
equal number of students considering it "not very helpful" or "somewhat helpful."
Overall, the results suggest that the students found the formative graded assignments, collaboration atmosphere,
course materials, and technology for teaching and learning to be the most helpful aspects of the course. However,
they were less satisfied with the communication of course goals and objectives, the pace of the course schedule, and
the College Board website and video lessons provided.
4.2. Course Evaluation Essay
Based on the feedback provided in the students' essays, it is evident that they had a predominantly positive
experience with the course, despite initial resistance and negativity. They expressed that the course structure was
distinct and more engaging compared to their regular subjects, as it allowed them to select their own topic of interest
and required them to find their own resources for analysis. Additionally, the students appreciated the autonomy and
freedom granted by the course.
The students displayed a commendable level of dedication to the course and expressed satisfaction with the
outcomes of their research and presentations. They demonstrated a serious approach to the course, even working on
their research papers and presentations during breaks and vacations. Overall, their comments indicate that the
students found the course challenging and engaging, and they were content with the results of their efforts. The
following are two students' comments regarding the course:
"...in contrast to other courses, where the teachers selected the topics, this course allowed us to choose any
topic of interest to work on throughout the year. Moreover, we were responsible for finding and analyzing our own
resources."
"Although I did not have a choice in taking this course, as all ASP students were required to, I approached it
with seriousness and devoted significant effort to writing a research paper that could score a 5 on the college board.
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48
I even engaged in reading articles and existing research related to my topic, worked on my research paper, and
prepared for the presentation during my vacations. I believe that I exerted a tremendous amount of effort in this
course."
The students appear to have recognized the course's value in terms of enhancing their research skills. They noted
that they acquired the ability to evaluate sources based on credibility, establish connections between different
sources and articles, and analyze qualitative and quantitative data. Additionally, they felt that they learned how to
formulate research questions, reference articles in APA style, and manage their time more effectively. The students
believe that these skills will be advantageous in their future studies and academic pursuits. Overall, they found the
course to be challenging yet valuable, and they express gratitude for having had the opportunity to take it. Here are a
few excerpts from their reflections:
"I acquired the skill of evaluating sources based on their credibility and connecting various sources and articles
that present different perspectives. Moreover, I am now proficient in selecting the most suitable research design
method for any given topic. Additionally, I have learned how to analyze qualitative and quantitative data, interpret
the results, and relate them to existing research and studies."
“As a result, from the beginning of the course, I've been gaining information and abilities, as well as a greater
comprehension of the unique procedure in each session. The more vital it is that I understand how to develop
research questions. This experience, I believe, will be extremely beneficial to me in the future.”
“I've been gaining research skills and information with each class since beginning of this course. For example,
the capacity to collect and organize vital information and how to locate reputable sources. In fact, this course taught
me a lot. I learned how to reference articles in APA style, which articles should I save, and which should I discard.
This training also taught me how to be more organized and how to efficiently manage my time. Also, I learnt how to
create a research paper.”
In their reflection essays, students discussed the challenges they encountered during the course and how they
were able to overcome them. Many students reported struggling with time management and resource allocation, as
well as the need to develop and utilize various skills within a short timeframe. Additionally, they mentioned that the
writing process and preparation for presentations could be burdensome, especially when combined with tests and
exams for other subjects. The following excerpts highlight some of the challenges faced by students in the AP
research course:
“I believe that getting data from important sources was challenging since I spent a lot of time looking for good
sources. Furthermore, considering this was our first time using this program, we should utilize Excel in the results
area. Also, because we were having a lot of exams and assignment, we couldn’t manage our time good (well).”
“…..the course was difficult since I faced multiple barriers. It was stressful to gain knowledge, and I wasted a
lot of time looking for reliable and informative websites. I too battled with time management in the beginning
because I had a lot on my plate at the same time.
“…. I had to master a variety of abilities quickly, such as distributing online surveys, statical tests, and data
representation using an excel sheet. Finally, I struggled with stress as a result of my high expectations of myself.
Despite all of my efforts, I believe this course was worthwhile to take.
“To be honest, at the beginning I didn’t enjoy this course at all because of the pressure I was facing and the
lack of time. However, as we proceed into the course, I gained time management skills and found enough time to
work on this course, which allowed me to realize how interesting this course is. In addition, I faced difficulties
reading and understanding long articles to gather sources because my English wasn’t that good.”
The students expressed high levels of satisfaction with the teaching behaviors of their course instructor. They
greatly appreciated the teacher's commitment and guidance, which were instrumental in their learning throughout the
course. Additionally, the students were highly satisfied with the feedback they received. The feedback was not only
easy to comprehend but also provided promptly, accessible on their devices, and actionable in most cases.
Furthermore, the students perceived the teacher to foster a positive learning environment. This environment was
characterized by positive reinforcement, a positive mindset, positive relationships, and a strong connection between
the students and the teacher. The students also acknowledged the teacher's availability and responsiveness in
addressing their questions and concerns. Moreover, they found the classroom setting to be engaging, which further
motivated them to actively participate and learn.
Overall, it is evident that the students had a positive experience with the teacher and found his teaching
behaviors to be effective and beneficial. The following excerpts highlight the teaching behaviors that contributed to
this positive experience:
“…(the teacher) informs us precisely what we need to accomplish, guides us through the course from start to
finish, and advises us on what we should avoid doing in our research. He motivates us to do our assignment by the
deadline. If we had any questions, he answered them thoroughly”.
“…(the teacher) always answers our questions and requests through emails even if it wasn’t school time which
enhances our understanding of the course and motivates us to work harder.”
“….(the teacher) creates great PowerPoint presentations to facilitate the understanding of the lesson and
organizes them in a OneDrive folder allowing us to have a look at them after class.
“ ….. method of teaching writing new areas of the study each week was also planned and ordered so that I
could complete my job more quickly. Finally, my teacher's expectations were high, which motivated me to work
harder and do my best.
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49
“ …Furthermore, the classroom setting was engaging and kept me interested/motivated to learn about various
parts of research, such as writing academic research, public speaking, data collection tools, and data collection
methodologies.”
“He (the teacher) reads through the reflection and is always being available to respond my to emails whether I
have questions or concerns every week.”
In summary, the reflection essays analysis identified four primary themes: New learning-Skills gained,
Challenges faced, Teaching Behaviors, and Aspects to be improved. These themes and the percentage of their
recurring ideas among the subjects' reflection essays are represented in Table 6.
Table-6. Reflection Essay’s Analysis Results
New learning-Skills gained
Challenges faced
differentiate between
scholarly and non-scholarly articles. (95.8%)
choose a research method appropriate to
answer research questions. (83.3%)
Use APA reference style. (100%)
English abilities increased naturally during the
course. (91.6%)
analyze sources based on their
trustworthiness. (83.3%)
connect multiple sources and articles with
varied perspectives to write a research paper.
(75%)
cite sources appropriately
within the text of my paper. (95.8%)
Review articles and assess peers’ work
effectively. (70.8%)
Time management skills were improved.
(66.6%)
Reading and interpreting extensive articles to
gather information. (83.3%)
Managing time to cope with all requirements.
(91.6%)
Locating subjects for the study to collect
reliable data. (66.6%)
Analyzing data collected using MS excel.
(95.8%)
Coping up with stress resulted from course
requirements. (95.8%)
Teaching Behaviors
The classroom setting was engaging and kept
me interested/motivated to learn about various
parts of research. (95.8%)
Classroom discussions enriched understanding.
(95.8%)
Using research log (PrEP) was excellent to
have a timeline and reflect on our progress.
(83.3%)
Teachers’ immediate and actionable feedback.
(91.6%)
Weekly tasks and lessons were well-planned
and well sequenced. (83.3%)
Peer review helped me to develop my paper
and presentation.(79.2%)
Aspects to be improved
Time allotted for the course. (100%)
More fun activities to break the boredom in
few lessons. (33.3%)
Overall, the analysis of the reflection essays reveals that the students found the course to be valuable in terms of
the new learning skills they gained, and they were satisfied with the teaching behaviors of the course instructor and
the feedback provided. However, they also identified some challenges they faced and suggested some aspects that
could be improved.
5. Discussion
This paper presents the findings of a study conducted at the Applied Technology High School, which aimed to
explore students' perception and experience of the AP Research course during the academic year 2021-2022. The
study collected data from 24 students enrolled in the AP Research course using a well-developed questionnaire and
narrative feedback in the form of reflection essays.
Overall, the survey responses from the 24 students were predominantly positive. The responses indicated that
students found the AP Research course to be challenging, of high quality, and ultimately beneficial. The narrative
responses from the reflection essays further revealed that compared to their other high school courses, the AP
Research course offered a greater depth of content and fostered a sense of efficacy in conducting research projects,
reading critically, and communicating professionally.
It is important to note that the role of the teacher and their teaching behaviors were also reflected in a number of
survey items and the students' essays. While the participants generally believed that their teacher was passionate
about the course and had high expectations for students, some comments highlighted the lack of scheduled class time
dedicated to the course and the perceived rigidity of the instructional materials. The quality of the teacher reportedly
influenced not only the students' enjoyment of the course but also their overall benefit from it.
The participants reported that the AP Research course benefited them in various areas, including the
development of research proposals, reflective thinking on their own work and that of others, the acquisition of solid
research skills, purposeful and professional communication, effective time management, and the ability to analyze
the strengths and weaknesses of different perspectives. Furthermore, the course instilled confidence in the
participants that they would be successful in college.
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50
Overall, this study provides valuable insights into students' perception and experience of the AP Research
course at the Applied Technology High School. The findings suggest that the course offers a unique and beneficial
educational experience, but also highlights areas for improvement, such as the allocation of sufficient class time and
flexibility in instructional materials.
These findings of the present study support previous research that has shown AP Capstone participants develop
critical thinking, communication, and research skills (Knezek and Vaught, 2017; Taveras and Walpole, 2017;
Vaught and Knezek, 2020). The findings support previous studies on "engagement and motivation" (Mumper and
Hines, 2019).
One skill that the subjects of this study reported gaining from the AP research course was improvement in their
English language abilities. More than 90% of participants stated that their English skills naturally improved during
the course. One student noted, "In addition, I faced difficulties reading and understanding long articles to gather
sources because my English wasn't that good. However, I think that my English skills automatically improved
throughout the course because of the intensive reading we did to find credible sources." This finding is not surprising
considering the type of skills developed in AP Research, which are directly applicable to subjects such as English,
history, and politics (Jagesic et al., 2017). The individualized learning in AP Research allows students to build a
solid repertoire of academic words and develop their academic writing abilities in various subject areas, from science
to humanities.
Regarding the course organization and clarity, participants rated items related to these aspects reasonably high.
Table 2 shows that the averages of items 1 to 6 ranged from 3.2 to 3.9. Students expressed contentment with the
course organization and clarity in their essays. One student remarked that the course was "well-organized and helped
me to understand the concepts and ideas being presented." This positive evaluation may be attributed to two reasons:
first, the course instructor, who has been teaching the course for three years, was deeply involved in designing the
syllabus and selecting materials; second, a wide range of resources, including syllabi, worksheets, handouts, lesson
plans, and personal websites, were available for common use. Students were provided with a detailed overview of
the course content and expectations. The formative assessments, such as research papers, presentations, and weekly
reflections, were aligned with the learning objectives and gave students the opportunity to demonstrate their
understanding of the materials. This demonstration of knowledge likely contributed to students' engagement, their
ability to embrace challenges, and their motivation to continuously exhibit what they know through course
assignments. For example, one student reported, "I really enjoyed analyzing quantitative data I collected from the
questionnaire and performing statistical tests on them to write conclusions based on what I found."
Regarding the participants' evaluation of the course delivery and elements, it is evident that students held a
positive attitude towards the teaching, as indicated in their ratings for items 14 to 25 in the survey. Students valued
the learning environment, the collaboration among students, the formative assessment, and in-class activities.
However, two items, the time dedicated to the course in the schedule and the College Board website, were reported
to be less impactful than other elements of the course. This evaluation is consistent with students' narrative
reflections, which expressed overall satisfaction with the teaching behaviors. One possible explanation for this may
be that involving teachers in syllabus design and materials creation leads to impactful results on students'
engagement and performance.
In conclusion, AP Research, as one of the two Capstone courses, has the potential to enhance student learning
and engagement in meaningful ways. Students involved in this course expressed satisfaction with the outcomes and
requirements. However, further research is needed to fully understand the impact of the program on student
performance and to identify best practices for effective implementation. Future research should also examine the
long-term impact of the program on student success.
6. Conclusion and Recommendations
In conclusion, the AP Research program, as one of the two Capstone courses, has demonstrated its potential to
enhance student learning and engagement in meaningful ways. The findings of this study indicate that students who
participated in the AP Research course reported satisfaction with the outcomes and requirements of the program.
However, further research is necessary to gain a comprehensive understanding of the program's impact on student
performance and to identify best practices for its effective implementation.
Moreover, future research should focus on examining the long-term impact of the AP Research program on
student success in higher education. This includes exploring the extent to which the skills and competencies
developed in the program contribute to students' academic and professional achievements beyond high school.
Additionally, it is recommended that educators and administrators continue to assess and refine the curriculum,
instructional strategies, and resources used in the AP Research program. By continually evaluating and improving
these elements, educators can ensure that the program remains effective in promoting student learning, critical
thinking, and research skills.
Furthermore, collaboration among educators, researchers, and policymakers is essential in further investigating
the potential benefits of the AP Research program. This includes sharing best practices, conducting rigorous research
studies, and disseminating findings to inform the development and implementation of similar programs.
Overall, the AP Research program holds promise for enhancing student learning and preparing them for future
academic and professional endeavors. Continued research and improvement efforts are needed to fully realize the
potential of this program and maximize its impact on student success.
Research Journal of Education
51
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