Reflections on Active Teaching and Learning of Research Methodology from Undergraduates’ and Instructor’s Perspectives

Research methodology courses are challenging for students and instructors. They demand teachers to master abstract knowledge of the content. Therefore, present study attempted shed light on active teaching learning—an instructional approach that engages learners in interactions reflection learning—of research from perspectives undergraduates course instructor at Majmaah university. Classroom observations follow-up interviews with 14 undergraduate were conducted achieve this. While participants highlighted some benefits (learning about methods, enhancing their assignments, raising interests methodology, learning through group work, discussions feeling satisfied self-confident), they also faced several challenges (content-related challenges, task-related learning-related challenges). Thus, offers useful theoretical pedagogical implications instructors future circumventing issues such courses.