Abstract
Since research methods are central to thesis writing, most graduate students at the research stage need to take a methodology course. Integrating theory and practice is often a challenge to them. This study is based on fieldwork to be conducted through a required masters-level course in “Quantitative Research Methods.” It adopts the approach of “collaborative action research,” with the main research object being the 40 graduate students who take this course and are willing to participate in the study. The purpose of the course is to help students design their thesis proposals. The first stage will be a guided inquiry into research topics planned by teachers and students, while the second will consist of independent research into research topics of personal interest. Data to be collected might include classroom observations, records of community, research reports, thesis proposals, questionnaires, interviews, journal entries, and other tools, with the overall goal of analyzing the feasibility of the “inquiry and practice” approach. The results of this study found that the teaching of inquiry and practice in this course helped to enhance students’ self-regulated learning, thesis writing, and their research abilities. In addition, as for the “inquiry and practice” approach, 86.49% of the students affirmed its feasibility. To improve the feasibility, some students proposed to increase the opportunities for practical exercises and the time for group discussion and inquiry, and read relevant research and literature in advance. Through the teaching process of “inquiry and practice” in this course, the researcher has a better understanding of how to choose research topics, allocate teaching time, and choose teaching materials according to students’level and needs.