Collaborative learning with a touch of friendly competition!

Pedagogical Objectives  |  Terms of Use  |  Bibliography  |  Development Team  |  Comments

The pedagogical simulation The Research Competition (TRC) aims at supporting teachers and students with the production of research work for the course Social Science Research Methods. It may also be useful as a methodological complement to the courses Quantitative Methods in Social Science Research and Integration of the Social Sciences.

Simulating the process of funds allocation for social science research in a manner similar to the yearly competitions held by funding councils, such as Fonds de Recherche du Québec - Société et Culture (FRQSC) or Social Sciences and Humanities Research Council (SSHRC), TRC provides activities, tools, and methods related to the social science research process.  TRC will help students launch research projects in any number of disciplines or design modalities.

The spotlight is on supporting the production of empirical research proposals and reports, key assignments in research methods courses (RM). TRC supplements existing RM course work material (textbook, manual, etc.) and is not intended as a stand-alone, comprehensive course package.

Pedagogical Objectives

TRC addresses ministerial competency 022Q: Apply the scientific approach used in the field of Social Science to empirical research.

More specifically, it covers the following four elements (out of seven) of this competency:

  1. Explain the characteristics of the scientific approach used in Social Science.
  2. Identify a research problem.
  3. Select a research method and technique that correspond to the problem identified.
  4. Produce a data collection instrument based on the research method and technique selected.

In addition, the Collegiate Contest portion of TRC aims to fulfill the criteria for activities that are covered by the various Student Involvement Recognition (SIR) programs of the CÉGEP network. The hours spent by students participating to the Contest would count toward the mention for student involvement on their academic transcript. The proposed number of hours that can be recognized towards a mention on the student’s record is ten (10).

TRC aims to fulfill the criteria of Contributory involvement, in the Science area of student involvement

Contributory involvement
Where students contribute significantly to one or more extracurricular activities that require them to take on responsibilities, take initiative, show leadership and enhance learning. (§ 2.1, p. 4)

This area includes scientific or technical activities that involve research, testing or communication, and that raise the level of interest and knowledge in science and technology. Learning associated with methodology, rigour, ingenuity, analysis and synthesis is recognized. (§ 4.1, p. 7)

Finally, TRC contributes to the development of the following skills of the ICT Profile for College Students:

  1. Search for information
  2. Process information
  3. Present information
  4. Use ICTs in an Efficient and Responsible Manner 

Terms of use

The content on this site may be used for personal, educational and non-commercial purposes as stipulated by the following Creative Commons license. Creative Commons

Commercial Use

Any use of the media from The Research Compeition website for commercial purposes must be the subject of a unique contract between the applicant wishing to use the media and the CCDMD.

Media Integrity

To maintain and protect the integrity of a work under the Copyright Act, content on this site should not be altered. Otherwise, the wording "Altered" must be included with the document source. The videos may not be modified without permission of the CCDMD.


Alvermann, D. (2008). Why bother theorizing adolescents’ online literacies for classroom practice and research? Journal of Adolescent & Adult Literacy 52(1). 8-19. Retrieved May 24, 2011, from Academic Search Complete.

Bean, J.C. (1996). Engaging Ideas: The Professor’s guide to integrating writing, critical thinking, and active learning in the classroom.  San Francisco: Jossey Bass.

Dean, R.J., & Dagostino, L. (2007, February). Motivational factors affecting advanced literacy learning of community college students. Community College Journal of Research & Practice 31(2), 149-161. Retrieved February 10, 2010, from EbscoHost.

Elliott, A., & King, D. (2007), The Report of the Read/Write Needs Assessment Survey. John Abbott College report.

Gamification blog/WIKI at http://gamification.org/

Gelston, L. & Seller, R. (2011, November 14). REPORT: Assessing Literacy Needs and Practices in the Research Methods Course. Unpublished submission to John Abbott College as part of 5.2 release project. Available on college website.

Jetton, T. L., Cancienne, M. B., & Greever, B. (2008). The evolving roles of faculty learning communities : A university/high school literacy partnership. Theory into Practice 47, 327-335. Retrieved August 5, 2011, from Academic Search Complete.

Karre, I. (2010). Busy, noisy & powerfully effective: Team-based learning in the college. Handbook of Teaching & Learning Strategies.  Made available by author for college workshop, Cooperative Learning in the College Classroom. John Abbott College.  Available on college website.

Lewis, C., & Fabos, B. (2005). Instant messaging, literacies, and social identities. Reading Research Quarterly 40(4), 470-501. Retrieved August 8, 2011 from Academic Search Complete.

Mannion, G., & Ivanic, R. (2007, January). Mapping literacy practices: Theory, methodology, and methods. International Journal of Qualitative Studies in Education 20(1), 15-30.

Retrieved May 31, 2011, from Academic Search Complete. 

Savvidis, S. (2011, November 6). Dragons’ Den: Applied @ JAC in Business & Research Methods, unpublished Power point presentation delivered at in-house teacher conference November 6, 2011.  John Abbott College.  Available on college website.

Social Science Program Assessment Report. (2011, May). John Abbott College.  Available on college website.

Soares, L.B., & Wood, K. (2010, March). A critical literacy perspective for teaching and learning social studies. The Reading Teacher 63(6), 486-494. Retrieved March 8, 2011, from Academic OneFile.

Squire, K. & Jenkins, H. (2003). Harnessing the power of games in education.  Insight 3, pp. 5-33. Retrieved February, 12, 2012 http://website.education.wisc.edu/kdsquire/manuscripts/insight.pdf

Varga, J. (2011, October 3). Cloud-based Blended Synchronous/Asynchronous Shared [http://www.profweb.qc.ca/en/publications/reports/a-venir/the-issue/index.html]Documents, published in Profweb, Online.

Wheeldon, J. & Ahlberg, M. (2012). Visualizing Social Science Research. Los Angeles: Sage Publications.

Zhao, C. & Kuh, J.D. (2010). Adding value:  Learning communities and student engagement. Research in High Research in Higher Education, in presser Education, in press. Retrieved October 20, 2011. http://nsse.iub.edu/pdf/research_papers/Zhao_Kuh_Learning_Communities.pdf

Development Team

The Research Competition is a product of the Centre collégial de développement de matériel didactique (CCDMD). 

Instructional design

Lynda Gelston, John Abbott College

Scientific review

Wendi Hadd, Ph.D. (John Abbott College)
Karine St-Denis, Ph.D. (Centre de Recherche en Éthique CRÉ)
Bruce Tsuji, Ph.D. (Carleton University)


Wendi Petersen, trad. a

Animations and audio materials

Production: Unik Media
Audio recording and sound design: Studio SFX
Voices: Jordan Wiberg, Erin Setch


Félicité Roy
Michael Gannon 

Website development


Visual Design

Christine Blais

HTML Integration

Véronique Pivetta

Content Integration

Kim Trudel 

Project Manager

Michel Hardy-Vallée, CCDMD


Your opinion is very important to the creators of this resource. The Comments section on the CCDMD website allows you to directly evaluate the content or media quality of this product and to send us your feedback. You can also consult the evaluations and comments of other users.

Go to the Comments section.