Early Exposure to Research Program: An Approach to Improve the Academic Success and Performance of Postgraduate Students

Azadeh Kordestani  Moghaddam; Mohammadreza  Askari; Ahmad  Esmaillzadeh; Leila  Azadbakht

doi:10.18502/jimc.v9i3.21820

Azadeh Kordestani Moghaddam Educational Development Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
Mohammadreza Askari School of Nutritional Sciences and Dietetics, Tehran University of Medical Sciences, Tehran, Iran
Ahmad Esmaillzadeh Department of Community Nutrition, School of Nutritional Sciences and Dietetics, Tehran University of Medical Sciences, Tehran, Iran
Leila Azadbakht Department of Community Nutrition, School of Nutritional Sciences and Dietetics, Tehran University of Medical Sciences, Tehran, Iran

DOI: https://doi.org/10.18502/jimc.v9i3.21820

Keywords: Academic success, Case-control studies, Curriculum, Personal satisfaction, Research, Students, Surveys and questionnaires

Abstract

Background: Early exposure to research activities is recognized as a key factor in enhancing research skills and academic achievement. This study aimed to evaluate the effect of the Early Exposure to Research Program (EERP) on research performance and academic success in postgraduate students.

Methods: This educational intervention utilized a quasi-experimental, case-control design with pre- and post-test assessments. The study was conducted from September 2021 to October 2023 at the School of Nutritional Sciences and Dietetics. Thirty-four students participated in the intervention group and 34 in the control group. Valid and reliable researcher-developed questionnaires assessed student satisfaction and research performance. Academic achievement was measured by mean course scores. Statistical analysis was conducted using Chi-square and independent t-tests, and effect sizes were interpreted for mean differences.

Results: The EERP significantly improved research performance among the postgraduate students, with notable increases in published articles (60.7 vs. 25.0%, p=0.005), research training participation (35.7 vs. 3.6%, p=0.003), and other research activities for MSc students, and enhanced training (50.0 vs. 0%, p=0.046) and article reviewing (66.7 vs. 16.7%, p=0.079) for PhD students. Academic achievement was higher in the intervention group, with mean course scores for MSc students of 18.16 compared to 16.29 in the control group (d=1.78), and for PhD students, 17.96 vs. 16.66 (d=1.32). No significant differences were observed in baseline characteristics between groups.

Conclusion: Implementing similar programs can enhance research performance and academic achievement among postgraduate students. It is recommended that such approaches be incorporated into postgraduate educational curricula. Future research should use randomized designs and longer follow-up to confirm and expand these findings.