Students' Responses: My Opinion As Students Do

Students Responsesuliit Is My Opinion That We As Students Dread The Re

Students response Suli It is my opinion that we as students dread the research process so much because of the length of the paper and because we are not used to completing the process of doing research papers. I can not speak for other students of course only my own educational experience, but I have never had any experience at all with a research paper from high school and actually have taken a university English class in Hawaii and it did not have a research paper. So, I must admit I was totally shocked that we would have to write one in this class. I think it was something that I had always associated with a higher level of class. I do not think I am qualified to make any suggestions to my other classmates; however, I can simply just share what I am doing.

I am currently doing research based on the topic that I would like to use and putting it into a document “research notes” so that once I get all clear from Dr. C I can then begin to organize and write my introduction that includes my thesis statement first. I struggle a bit with outlining, but I am working hard to try and use it, I find that just writing, getting the words out of my head onto the page helps me the most and then to begin to read it out loud helps me work on the organizational part. I have already begun a rough draft of the organizational part with the introduction paragraph and have added some other paragraphs that I feel support my introduction. It is my hope that if I commit solidly to ensuring that I write at minimum of one page a day for one week then I can spend the following week going back and re-working those pages.

Paper For Above instruction

The challenges students face when approaching research papers are multifaceted, encompassing issues related to familiarity, motivation, and skill development. Many students, like Suli, express a sense of surprise and intimidation upon encountering research assignments, especially if their prior educational experiences lacked such requirements. This phenomenon can be attributed to the perception that research papers are reserved for higher academic levels or more advanced coursework. Consequently, students often find themselves unprepared for the demands of research, which include extensive reading, critical analysis, and organized writing.

One of the primary reasons students dread research papers is the sheer length and complexity of these assignments. The need to synthesize information from multiple sources and create a cohesive narrative can be overwhelming. As Suli notes, the process involves not only gathering data but also organizing it logically, crafting a thesis statement, and developing supporting paragraphs. For many students, this process is unfamiliar and uncomfortable, especially if they have not been adequately introduced to research methodologies before approaching college-level work. Developing skills such as outlining and effective note-taking becomes essential for managing these challenges, yet many students find these techniques difficult to master initially.

Furthermore, students' attitudes toward research papers are also influenced by their reading and writing skills. Monique highlights that many students dislike research because it requires extensive reading, which can lead to boredom, loss of focus, and comprehension difficulties. She emphasizes the importance of choosing a topic of personal interest to make research more engaging, which aligns with existing research on motivation and academic engagement. When students select topics they care about or have prior knowledge of, they tend to experience less stress and find the research process more manageable (Schunk, Pintrich, & Meece, 2008).

Maryah Reed discusses the negative feelings associated with research papers, attributing them to perceived time consumption and lack of confidence in writing ability. Many students view research as a daunting task due to the need for evidence-based writing, adherence to specific formats, and the extensive effort required to locate relevant sources. She suggests that shifting perspectives and adopting a positive attitude toward research can alleviate some of these concerns. Time management is crucial; breaking down the project into smaller tasks, such as setting aside dedicated time for research and writing, can improve productivity and reduce anxiety (Lunenburg & Irby, 2008).

Research indicates that students’ perceptions of research tasks are significantly influenced by their prior experiences and skill development. When students are not explicitly taught how to conduct research or organize their findings, they often feel lost or frustrated. Therefore, incorporating explicit instruction on research strategies, effective note-taking, and outlining into curricula can empower students, improve their confidence, and foster a more positive attitude toward research (Ertmer & Newby, 2013).

In addition to pedagogical strategies, motivation plays a pivotal role in students' success with research papers. As Ryan and Deci (2000) explain, intrinsic motivation—a genuine interest in the topic—can significantly enhance engagement and persistence. Educators can foster intrinsic motivation by allowing students to select topics that resonate with their personal interests or experiences, thereby increasing their investment in the project. Incentivizing progress through incremental goals and providing structured checkpoints also help maintain motivation and ensure steady progress.

Finally, academic institutions should recognize the emotional and cognitive challenges associated with research papers. Providing resources such as writing centers, peer mentoring, and access to research tools can further support student success. As research progresses, feedback from instructors helps students refine their approach, foster critical thinking, and develop necessary research skills. Cultivating an environment that views research as a valuable learning process rather than a burdensome task can transform students’ perceptions and improve their academic performance (Kuh, 2008).

In conclusion, students' dread of research papers stems from unfamiliarity, perceived difficulty, time constraints, and lack of confidence. Addressing these issues through targeted instruction, motivational strategies, and institutional support can mitigate negative perceptions and promote positive engagement with research. As students develop their research skills and confidence, they are more likely to see research papers not as intimidating obstacles but as opportunities for intellectual growth and academic success.

References

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