Overcoming Anxiety in a Research Methodology Course: Using Journaling to Teach Preservice Teachers

Background: Research methodology courses are a component of teacher education; they are essential for fostering evidence-based practice and critical thinking. However, these courses are often perceived as unhelpful, with many students reporting anxiety about research methodology. Traditional lecture-based formats remain common, despite their limitations. Purpose: This case study examined the extent to which journaling, implemented within an experiential learning framework, facilitated engagement with all stages of Kolb's experiential learning cycle and supported the transformation of student research anxiety into a productive starting point for learning. The study further explored the potential of this approach to enable preservice teachers to progress from affective experience toward conceptual and analytical competence in research methodology. Method: A case study design was employed, using questionnaires, classroom observations, instructor reflections, and analysis of student work. Findings: The findings indicate that journaling enabled students to engage with each stage of Kolb's experiential learning cycle, beginning with concrete experience rooted in anxiety and uncertainty. The productive transformation of experience depended on continuous instructor scaffolding, which prompted reflection and supported abstract conceptualization through the introduction of conceptual frameworks. Implications: This approach offers a viable classroom-based model for experiential learning in large higher education settings.