Students' Experiences and Perspectives Regarding Undergraduate Research in Speech-Language Pathology

Research is crucial in developing evidence-based clinical practice, particularly in fields such as speech-language pathology (SLP). However, disparities in research engagement persist, especially in low- and middle-income countries, where barriers such as resource limitations and inadequate mentorship impact students' research experiences. This study explores the experiences and perspectives of undergraduate Speech-Language Pathology students at a South African university as they navigate their final-year research projects. Using a qualitative research approach, with a phenomenological design, data were collected via semi-structured questionnaires at two key stages—before data collection and post-research completion. The study was conducted with 8 participants gathered through non-probability purposive sampling. Eight main themes emerged from the data, including group work in undergraduate research projects, the role of the supervisor, barriers and facilitators to the research process, pursuing postgraduate studies, suggestions for the future, feelings towards research and understanding the importance of research. Findings indicate that while students acknowledge the importance of research in clinical practice and knowledge expansion, challenges such as time constraints, inadequate supervision, and group dynamics affect their overall experience. Despite initial anxieties, many students developed a more positive perception of research over time, with some considering postgraduate studies. The study highlights the need for improved supervision structures, research training, and institutional support, such as financial aid, to facilitate improved research experiences at the undergraduate level for Speech-Language Pathology students in South Africa.