CHAPTER 3

RESULTS AND DISCUSSION

This chapter deals with the presentation, analysis, and interpretation of

relevant data on the knowledge, attitudes, and practices towards research ethics

among DMMMSU-SLUC researchers.

KNOWLEDGE OF THE RESPONDENTS

Table 5. Bloom’s cutoff categories for the total Knowledge Scores

Category Student Faculty Research

Personnel
High 63 (21.07%) 22 (57.89%) 2 (100%)
Moderate 230 (76.92%) 16 (42.11) 0
Low 6 (2%) 0 0

The knowledge of the respondents is in terms of principle of ethics,

importance of research ethics, establishment of research ethics, and research ethics

operation. It is categorized from high to moderate and low as well as the number and

the percentage of respondent’s knowledge.

The results of the study showed that 230 students are at a moderate level in the

knowledge section which is equivalent to 76.92%. It showed that students are

moderately knowledgeable in terms of the principle of ethics, the Importance of

Research Ethics, the Establishment of Research Ethics, and Research Ethics

Operations. 63 students are in high level equivalent to 21.07% while 2% of the

population of the students showed low level in knowledge section.

The results of the study showed that 22 faculty members are in a high level in

the knowledge section which is equivalent to 57.89%. It showed that the faculty

members of DMMMSU-SLUC are highly knowledgeable in terms of Principle of

ethics, Importance of Research Ethics, the Establishment of Research Ethics, and

Research Ethics Operations. However, 42.11% of the population or 16 faculties are at

a moderate level in the knowledge section.

The results of the study showed that all the 2 research personnel who became

the respondents of the study are in a high level in the knowledge section which is

equivalent to 100%. It showed that the research personnel of DMMMSU-SLUC are

highly knowledgeable in terms of Principle of ethics, Importance of Research Ethics,

the Establishment of Research Ethics, and Research Ethics Operations.

According to Mobarak (2020) that their study demonstrated that Lebanese

professional physicians have low knowledge regarding research ethics guidelines and

regulations; however, they have positive attitudes towards practices in research ethics.

Moreover, research ethics training positively impact the development of physicians’

knowledge and attitudes toward research ethics, where majority declared being aware

of research ethics guidelines which reflects increased knowledge. Besides, a

significant moderate positive correlation was found between research ethics

regulations knowledge and physicians’ attitudes toward practices of research ethics,

signifying positive attitudes.

Azakir, B., Mobarak, H., Al Najjar, S., El Naga, A. A., & Mashaal, N. (2020).

Knowledge and attitudes of physicians toward research ethics and scientific

misconduct in Lebanon. BMC medical ethics, 21(1), 1-10.

Table 6. Mean Percentage of Correct Responses towards knowledge

Student Faculty Research

Personnel
Principle of Ethics 72.22% 80.29% 90%
Importance of 83.95% 92.11% 100%
Research Ethics
Establishment of 81.19% 86.34% 87.5%
Research Ethics
Research Ethics 57.61% 60.53% 100%
Operations
General Weighted 73.63% 81.02% 92.65%
Mean
Standard
Deviation

The results of the study showed that 73.63% is the general weighted mean

grade of the student’s knowledge towards Research Ethics; Principle of Ethics: It has

a 72.22% of their mean grade depicts that they have poor knowledge in Principle of

Research Ethics; Importance of Research Ethics: It has a 83.95% of their mean grade.

It shows they are knowledgeable in identifying the Importance of Research Ethics.;

Establishment of Research Ethics: It has a 81.19% of their mean grade. It shows that

they are knowledgeable towards the Establishment of Research Ethics.; Research

Ethics Operations: It has a 57.61% of their mean grade. It shows that they are poor

knowledgeable in Research Ethics Operations.

The researchers concluded that among the medical faculties participating in

our study, there is acceptance of RECs and training in research ethics, while there are

knowledge gaps in research ethics guidelines, research involving children. There is

need to train researchers and students to make them aware about various aspects of

research Munoli (2017)

 Munoli, S., Niveditha, G., & Deepthi, R. (2017). Knowledge, attitude and practice

of research ethics among medical faculty in a teaching hospital. Int J Basic Clin

Pharmacol, 6(4), 913-8.

There was a deficiency in knowledge regarding the subject of research ethics

among study participants. This, however, did not correlate with the respondents’

subjective reports of previous ethics training and exposure. Tarboush (2020) .

Tarboush, N.A., Alkayed, Z., Alzoubi, K.H. et al. The understanding of

research ethics at health sciences schools in Jordan: a cross-sectional study. BMC

Med Educ 20, 121 (2020).

The results of the study showed that 81.02% is the mean grade of the faculty

members’ knowledge towards Research Ethics; Principle: It has a 80.29% of their

mean grade depicts that they have poor knowledge in Principle of Research Ethics;

Importance of Research Ethics: It has a 92.11% of their mean grade. It shows they are

knowledgeable in identifying the Importance of Research Ethics.; Establishment of

Research Ethics: It has a 86.34% of their mean grade. It shows that they are

knowledgeable towards the Establishment of Research Ethics.; Research Ethics

Operations: It has a 60.53% of their mean grade. It shows that they are poor

knowledgeable in Research Ethics Operations.

Parallel to the study of Deepthi, 2017 that they concluded that among the

medical faculties participating in the study, there is acceptance of RECs and training

in research ethics, while there are knowledge gaps in research ethics guidelines,

research involving children.

The results of the study showed that 92.65% is the mean grade of the research

personnel’s knowledge towards Research Ethics; Principle: It has a 90% of their mean

grade depicts that they have poor knowledge in Principle of Research Ethics;
Importance of Research Ethics: It has a 100% of their mean grade. It shows they are

knowledgeable in identifying the Importance of Research Ethics.; Establishment of

Research Ethics: It has a 87.5% of their mean grade. It shows that they are

knowledgeable towards the Establishment of Research Ethics.; Research Ethics

Operations: It has a 100% of their mean grade. It shows that they are poor

knowledgeable in Research Ethics Operations.

ATTITUDES OF THE RESONDENTS

Table 7. Bloom’s cutoff categories for the total Attitude Scores

Category Student Faculty Research

Personnel

Positive 116(38.80%) 25 (65.79%) 2 (100%)

Neutral 115 (38.46%) 6 (15.79%) 0

Poor 68 (22.74%) 7 (18.42%) 0

The overall attitude of the students towards Research Ethics indicated that 116

(38.80%), 115 (38.46%), and 68 (22.74%) of them had a positive, neutral and

negative attitude, respectively. This study showed the overall attitudes of the

students towards research ethics where in 38.80% of the students had a positive

attitude towards research ethics, and most of them are friendly when answering the

survey questionnaires. The 38.46% of the students stated that they would have been

more inclined towards research ethics. And 22.74% of the students have negative

attitudes because they stated that they would avoid seeking to answer survey

questionnaires, if possible, until they had a lecture about research ethics.

The overall attitude of the faculty towards Research Ethics indicated that 25

(65.78%), 6 (15.79%), and 7 (18.42%) of them had a positive, neutral and negative

attitude, respectively.This study showed the overall attitudes of the faculty towards

research ethics. Most of the faculty respondents had positive attitudes (65.78%).

Additionally, most of them are aware that research ethics are very important. Almost

one-fourth (18.42%) of the faculty had negative attitudes, and at the time of the

survey, they were busy doing some other stuff. And 15.79% of respondents were

willing to have a proper lecture regarding research ethics.

 The overall attitude of the research personnel towards Research Ethics

indicated that 2 (100%), 0 (0%), and 0 (0%) of them had a positive, neutral, and

negative attitude, respectively. This study showed the overall attitudes of the research

personnel towards research ethics. In response to attitudes towards research ethics,

100% of them reported that research ethics had increased their overall attitudes and

that they had positive attitudes towards research ethics.

Table 8. Mean Percentage of Positive Attitude

Student Faculty Research

Personnel
Submissions 79.93% 70.95% 45%

Collection of Data 78.6% 72.19% 63.25%

The 79.93% of the population of respondents (student) shows good attitude

during Submission in Research Ethics. The 78.6% of the population of respondents

(student) shows good attitude during Collection of Data. The 70.95% of the

population of respondents (faculty) shows good attitude during Submission. The

72.19% of the population of respondents (faculty) shows good attitude during

Collection of Data. The 45% of the population of respondents (Research Personnel)

shows poor attitudes on Submission. The 63.25% of the population of respondents

(Research Personnel) shows good attitude during Collection of Data.

According to Mobarak (2020) that their study demonstrated that Lebanese

professional physicians have low knowledge regarding research ethics guidelines and

regulations; however, they have positive attitudes towards practices in research ethics.

Moreover, research ethics training positively impact the development of physicians’

knowledge and attitudes toward research ethics, where majority declared being aware

of research ethics guidelines which reflects increased knowledge. Besides, a

significant moderate positive correlation was found between research ethics

regulations knowledge and physicians’ attitudes toward practices of research ethics,

signifying positive attitudes.

Azakir, B., Mobarak, H., Al Najjar, S., El Naga, A. A., & Mashaal, N. (2020).

Knowledge and attitudes of physicians toward research ethics and scientific

misconduct in Lebanon. BMC medical ethics, 21(1), 1-10.

Parallel to the study of Wang (2023) that the attitudes of medical

postgraduates toward research ethics. Most participants believed that a research ethics

course should be mandatory for medical postgraduates and believed that all

researchers should receive training in research ethics. In addition, thought that

measures should be taken to prevent accidental data leakage when obtaining data from

research subjects.

Liu, X., Wang, X., Wu, Y., Yu, H., Yang, M., Khoshnood, K., ... & Wang, X. (2023).

Knowledge and attitudes of Chinese medical postgraduates toward research ethics and

research ethics committees: a cross-sectional study. BMC Medical Education, 23(1),

482.
PRACTICES OF THE RESPONDENTS

Table 9. Bloom’s cutoff categories for the total Practice Scores

Category Student Faculty Research

Personnel

Excellent 110(36.79%) 25 (65.79%) 2 (100%)

Good 91 (30.48%) 8 (21%) 0

Poor 98 (32.78%) 5 (13.1%) 0

The extent of practice of the students towards Research Ethics indicated that

110 (36.79%), 98 (32.78%), and 91 (30.43%) of them had a excellent, good and

negative practices, respectively. The results of this study revealed that 36.79% (110

students) of the 299 students were engaging in excellent practice in research ethics.

Informed consent is obtained from respondents prior to data collection, which shows

that students are getting excellent practice in gathering information. Additionally, it

revealed that 98 students, or 32.78%, were engaging in bad behavior or negative

practices because citing references when doing a research study was an option. While

91 students, or 30.43%, are following ethical research techniques or doing good

practices.

The extent of practice of the faculty towards Research Ethics indicated that 25

faculty member which comprises of (65.79%) are following excellent practice in

doing research, while 8 faculty members which comprises of (21%) are doing good

practices, and 5 faculty members (13.1%) are doing negative or bad practices. The

results of the study revealed that 25 faculty members which comprises of 65.79% are

doing excellent practice in conducting their study. It showed that the faculty of

DMMMSU-SLUC were engaging in excellent practice in research ethics.

Furthermore, 8 faculty members which comprises of (21%) are doing good practice,

while the remaining 5 faculty members or equivalent to 13.1% are engaging in

negative practice in research ethics.

The extent of practice of the research personnel towards Research Ethics

indicated that 2 (100%) of them are engaging in excellent practice of research ethics,

0% engage in good and negative practice. The results of this study revealed that

extent of practice of the 2 research personnel (100%) towards research ethics is

excellent. It only means that the research personnel of DMMMSU-SLUC are

engaging in excellent practice.

According to Shivananda S. et.al., (2020) that the responses to attitudes

towards the research ethics committees and research ethics education. We can clearly

observe here that most of the respondents suggest that the research ethics should be

taught as a mandatory postgraduate module and the members of a research ethics

committee should receive training in research bioethics and also all investigators

should have some training in research ethics.

Table 10. Mean Percentage of Positive Practice

Student Faculty Research

Personnel

Gathering Data 77.2% 83.76% 100%

Guidelines/Foundations 21.41% 57.88% 100%

in Research
Benefits of Research 98.9% 99.99% 100%

The 77.2% of the population of respondents (student) shows good practice

during Gathering Data. The 21.41 % of the population of respondents (student)

shows poor practice during Guidelines/Foundations in Research. The 98.9% of the

population of respondents (student) shows excellent practice on Benefits of Research

Ethics. The 83.76% of the population of respondents (faculty) shows good practice

during Gathering Data. The 57.88 % of the population of respondents (faculty) shows

poor practice during Guidelines/Foundations in Research. The 99.99% of the

population of respondents (faculty) shows excellent practice on Benefits of Research

Ethics. The 100% of the population of respondents (Research Personnel) shows

excellent practice during Gathering Data. The 100 % of the population of respondents

(Research Personnel) shows excellent practice during Guidelines/Foundations in

Research. The 100% of the population of respondents (Research Personnel) shows

excellent practice on Benefits of Research Ethics.

According to Shivananda S. et.al., (2020) that the participants responses to

attitudes regarding practices in research ethics, was a bit surprising to know that the
 response to the question of getting informed consent from patients is necessary for use

of their biological samples in research showed mixed response, wherein many

respondents not being aware of the mandatory requirement of consent from the

participants for using their biological samples for study purpose.

Correlation of KAP among respondents towards Research Ethics

Correlations

Score in Score in Score in

Percentag Percentag Percentag

e of e of e of

Knowledg Attitude Practice

e towards towards towards

Research Research Research

Group According to College Grad Ethics Ethics Ethics

Spearman' College Score in Correlation 1.000 .412** .453**

s rho Undergradua Percentage of Coefficient

te Knowledge Sig. (2-tailed) . .000 .000

towards Research N 299 299 299

Ethics

Score in Correlation .412** 1.000 .509**

Percentage of Coefficient
 Attitude towards Sig. (2-tailed) .000 . .000

Research Ethics N 299 299 299

Score in Correlation .453** .509** 1.000

Percentage of Coefficient

Practice towards Sig. (2-tailed) .000 .000 .

Research Ethics N 299 299 299

College Score in Correlation 1.000 .557** .698**

Graduate Percentage of Coefficient

Knowledge Sig. (2-tailed) . .000 .000

towards Research N 40 40 40

Ethics

Score in Correlation .557** 1.000 .777**

Percentage of Coefficient

Attitude towards Sig. (2-tailed) .000 . .000

Research Ethics N 40 40 40

Score in Correlation .698** .777** 1.000

Percentage of Coefficient

Practice towards Sig. (2-tailed) .000 .000 .

Research Ethics N 40 40 40

Table 11. Correlation is significant at the 0.01 level (2-tailed).

Correlation table shows the correlation of the three scale variables. The

Correlation Coefficient is the actual correlation value that denotes magnitude and

direction, the Sig. (2-tailed) is the p-value that is interpreted, and the N is the number

of populations that were correlated. If the p-value is LESS THAN .05, then

researchers have evidence of a statistically significant bivariate association between

the two ordinal variables. If the p-value is MORE THAN .05, then researchers have

evidence that there is not a statistically significant association between the two ordinal

variables. Higher rho coefficients denote a stronger magnitude of relationship

between variables. Smaller rho coefficients denote weaker relationships. Positive

correlations denote a relationship that travels at the same trajectory. As one value goes

up, then the other value goes up. Also, as one value goes down, then the other value

goes down too. Negative correlations denote a relationship that travels in different

directions. As one value goes up, the other value goes down. Also, as one value goes

down, then the other value goes up (scalestatistic.com).

The researchers wanted to determine the extent of “Knowledge, Attitude, and

Practice” among the respondents who passed the standard of the researchers. The

spearman test is equal to the sig. (2-tailed) greater than the p-value whereas the p-

value=0.05 against the alternative. In particular, the null and alternative hypothesis of

the interest are; if H ∅ : ρ ≥ 0.05 the null hypothesis is accepted whereas the null

hypothesis is, there is no association between the three variable (Knowledge, Attitude,

and Practice) among the respondents which are the college graduate (faculty member

and research personnel) and college undergraduate (student) towards Research Ethics;

and if H 1 : ρ≤ 0.05

The null hypothesis is rejected and proceeds to the alternative hypothesis

whereas the alternative hypothesis is, there is an association between the three

variables (Knowledge, Attitude, and Practice) among the respondents which are the

college graduate (faculty member and research personnel) and college undergraduate

(student) towards Research Ethics. Since all value of the sig. (2-tailed) is less than the

p-value whereas p-value is equal to 0.05 the null hypothesis is rejected and proceed to

accept the alternative hypothesis there is an association between the extent of

Knowledge, Attitude, and Practice among the respondents which are the college

graduate (faculty member and research personnel) and college undergraduate

(student) towards Research Ethics. A significant correlation was found between

knowledge and attitude. A significant correlation was found between knowledge and

attitude. A significant correlation was also observed between knowledge and

participation in research workshops (Molook T, et.al.).

Graphs

Graph 1. Score in Percentage of Attitude towards Research Ethics

The graph shows a slightly ascending order which means there are slight gaps

or slight differences in the knowledge and attitudes of studentss. As the scores in

percentage of knowledge towards research ethics increase, scores in attitudes also

increased. The plot shows that knowledge and attitudes of the students are correlated.
Graph 2. Score in Percentage of Attitude towards Research Ethics

The graph shows an ascending order which means there are gaps or

differences in the knowledge and attitudes of faculty and research personnel who are

college graduates.As the scores in percentage of knowledge towards research ethics

increase, scores in attitudes also increased. The plot shows that knowledge and

attitudes of the faculty and research personnel are correlated.

Graph 3. Score in Percentage of Practice towards Research Ethics

The graph shows a slightly ascending order which means that there are slight

gaps or slight differences in the knowledge and practices of students. As the scores in

percentage of knowledge towards research ethics increase, scores in attitudes also

increased.. The plot shows that knowledge and practices of the students are correlated.
Graph 4. Score in Percentage of Practice towards Research Ethics

The graph shows an ascending order which means there are gaps or

differences in the knowledge and practices of faculty and research personnel who are

college graduates. The plot shows that knowledge and practices of the faculty and

research personnel are correlated.

Graph 5. Score in Percentage of Practice towards Research Ethics

This graph shows a slightly ascending order . As the scores in

percentage of attitudes towards research ethics increase, scores in practices

also increased. In other words, the plotted points show that attitudes and

practices of college undergraduate respondents in DMMMSU-SLUC are

correlated.
Graph 6s. Score in Percentage of Practice towards Research Ethics

This graph shows an ascending order which indicates that there are gaps and

differences between the attitudes and practices of faculty members and research

personnel who are college graduates. The plotted points show that attitudes and

practices of faculty members and research personnel are correlated.

This research study is parallel to the study of Mohammadi (2018) that there

was significant association between low level of education (primary) or not having

formal education with poor KAP scores compare to higher level of education. This

may be described by the point that educated people had better access to numerous

source of written informative materials.

Mohammadi, S., Karim, N. A., Talib, R. A., & Amani, R. (2018). Knowledge, attitude

and practices on diabetes among type 2 diabetic patients in Iran: a cross-sectional

study. Science, 3(4), 520-4.

 According to Than (2020), significant gaps exist among post-graduates

regarding their knowledge, awareness, and attitudes regarding research ethics and

RECs. We recommend that post-graduates receive further training in research ethics

to ensure the ethical conduct of research. Further studies should be performed to

determine the generalizability of our findings to other institutions in Myanmar.

Than, M. M., Htike, H., & Silverman, H. J. (2020). Knowledge, Awareness, Attitudes,

and Practices towards Research Ethics and Research Ethics Committees among

Myanmar Post-graduate Students. Asian bioethics review, 12(4), 379–398.

https://doi.org/10.1007/s41649-020-00148-w

LIMITATION

The scope of this study is limited because the respondents are from South La

Union Campus students, faculty, and research personnel rather than the four

DMMMSU campuses. The findings of this study indicate that students have a

moderate level of knowledge about research ethics, indicating that students are not

much very competent when it comes to what they know and are not well-informed

about research ethics.