Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/6498
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dc.contributor.authorTaruvinga Muzingilien_US
dc.contributor.authorRaymond Taruvingaen_US
dc.contributor.authorJohn Chiwanza Magochaen_US
dc.contributor.authorWeston Chidyausikuen_US
dc.date.accessioned2024-12-12T06:57:08Z-
dc.date.available2024-12-12T06:57:08Z-
dc.date.issued2024-10-14-
dc.identifier.urihttps://cris.library.msu.ac.zw//handle/11408/6498-
dc.description.abstractThis study examines the nature of competency required of social work students in qualitative and quantitative methods as well as the preferred learning period duration for the acquisition of proficiency in each method. Utilising a descriptive-correlational design, data was gathered from a sample of 1268 social work students who completed their dissertations during their last year of study. The Kaplan-Meier survival analysis indicated that social work students need a longer duration to acquire proficiency in quantitative research strategies as opposed to qualitative and mixed methodologies. The hazard function prediction analysis indicated a significant likelihood of quantitative approaches not being utilized in students’ dissertations, in contrast to other approaches. In terms of course structure, the majority (72%) of social work students learned both qualitative and quantitative approaches simultaneously. A simple linear regression analysis revealed that the research course structure had a statistically significant effect (p < .05) in predicting the improvement in the learning curve for particular methodological methods. We propose that the research method course structure be customized to meet the specific needs of students, such as providing methodological training and capacity development, implementing a research mentorship programme, fostering a supportive learning environment in all methodological approaches, and promoting inter-professional collaboration.en_US
dc.language.isoenen_US
dc.publisherTaylor and Francis Groupen_US
dc.relation.ispartofSocial Work Educationen_US
dc.subjectMethodological choiceen_US
dc.subjectlearning curveen_US
dc.subjectresearch methoden_US
dc.subjectsocial work dissertationsen_US
dc.subjectZimbabween_US
dc.titleMethodological learning curve: predilection for qualitative over quantitative approaches in Zimbabwean social work dissertationsen_US
dc.typeresearch articleen_US
dc.identifier.doihttps://doi.org/10.1080/02615479.2024.2411369-
dc.contributor.affiliationDepartment of Social Work, Midlands State University, Gweru, Zimbabween_US
dc.contributor.affiliationDepartment of Social Work, Africa University, Mutare, Zimbabween_US
dc.contributor.affiliationDepartment of Social Work, University of Zimbabwe, Harare, Zimbabween_US
dc.contributor.affiliationDepartment of Social Work, Eswatini Medical Christian University, Mbabane, Eswatinien_US
dc.relation.issn1470-1227en_US
item.grantfulltextopen-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.openairetyperesearch article-
item.fulltextWith Fulltext-
item.languageiso639-1en-
Appears in Collections:Research Papers
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