RELATIONSHIP BETWEEN ATTITUDES OF COLLEGE

STUDENTS TOWARD STATISTICS AND

RESEARCH COURSES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 17
Issue 2
Pages: 97-103
Document ID: 2024PEMJ1545
DOI: 10.5281/zenodo.10658376
Manuscript Accepted: 01-24-2024
Psych Educ, 2024, 17(2): 97-104, Document ID:2024PEMJ1545, doi:10.5281/zenodo.10658376, ISSN 2822-4353
Research Article

Relationship between Attitudes of College Students Toward Statistics

and Research Courses
Maraih Kathleen C. Cosicol*
For affiliations and correspondence, see the last page.
Abstract
This study showed attitudes of college students toward statistics and research courses. It was conducted to determine
the relationship between the attitudes toward statistics courses and attitudes toward research courses of college
students. It also identified significant differences of these attitudes with demographic factor. The data were collected
through standardized questionnaires, Revised Attitudes Toward Research (R-ATR) and Survey of Attitude Toward
Statistics (SATS-28), both using 7-point scale. A descriptive-comparative and descriptive-correlational method were
utilized with a total number of one hundred sixty (160) college students as respondents of this study. Based on the
results, neutral attitudes toward statistics and research courses were found out. A significant difference was also
determined on the attitudes toward research when grouped according to the college department. However, no
significant differences were found out on the attitude toward research courses according to sex and on the attitudes
toward statistics according to sex and college department. Finally, a significant relationship was revealed between
attitudes of college students toward statistics and research courses. This suggests a minor interdependence between
these subjects in terms of student attitudes.
Keywords: attitudes toward statistics, attitudes toward research, research and statistics, R-ATR, SATS-28,
college students

Introduction
Statistics is a systematic method to problem-solving that is often used in several fields (Ashaari et al., 2011). Due to its significance,
the subject is offered both at the high school level as one of the core subjects and as part of general education at the Tertiary Level in
the Philippines. In addition, research work is also required for college students to contribute to the body of knowledge in their respective
fields. Research has grown to be one of the most essential pursuits of intellect, with the need to change people’s way of life to their
needs and demands made by society (Oguan et al., 2014). Moreover, statistics are widely known to be utilized in quantitative research,
both descriptive and inferential. It is used by researchers who aim to examine a population's characteristics, perceptions, opinions, or
attitudes or to investigate cause-effect or linear relationships between variables (Paltridge & Phakiti, 2015).
Attitude deals with how people view or respond to their surroundings and is seen as important in learning situations and conditions
(Male & Lumbanturuan, 2020). Despite the views on the importance of statistics and research, studies showed that students tend to
view research-related courses with negative attitudes and feelings (Shaukat et al., 2014; Papanastasiou, 2005). One of the key issues
with these negative attitudes is that they act as roadblocks to learning (Papanastasiou, 2005). A positive attitude encourages learners to
find a solution to the issue promptly. However, a negative attitude makes research efforts more difficult.
In the study of Ashaari et al. (2011), the results revealed a positive attitude toward statistics in the effort component, meaning students
have worked hard in understanding and learning statistics courses. However, a negative attitude was found in the affective and value
components, showing that students feel afraid and stressed in solving statistics problems and show uncertainty about the relevance and
uses of statistics. Student and teacher reports have shown negative beliefs, anxieties, and expectancies among some students as they
study and learn statistics and/or research (Wisecup, 2017; Sevidy-Benton & O’Kelly, 2015). The study by Gonda et al. (2022), revealed
that students still believe that statistics is just for students who they believe are gifted.
On the other hand, the attitude of students toward research is associated with their interest in conducting research after graduation as
professionals (Griffioen, 2019). According to Papanastasiou (2005), students find research important in their personal and professional
lives and do not consider it a hard course. However, students seemed to show negative attitudes and were anxious and nervous toward
research courses.
According to Murtonen et al. (2008), research and statistical skills are not limited to researchers but they are required in all professions
where it is important to stay informed of discoveries, understand phenomena through the application of scientific reasoning, and be
able to contribute to the development of knowledge in society actively. With this, it is important to gain an in-depth understanding of
the factors that influence the interest of learners in research and statistics in order to improve educators' knowledge in designing and
delivering their courses and for students to understand the factors that could have an impact on their learning (Gredig et al., 2020;
Murtonen et al., 2008; Peiro-Signes et al., 2021). Therefore, understanding the attitudes of college students toward statistics and
research courses is important for both students and teachers, not just in the context of teaching and learning in the school setting but
also in reinforcing realistic views of students’ career goals.
However, despite several studies on the attitudes towards statistics, it suggested that further research should be concluded as there are

Maraih Kathleen C. Cosicol 97/103

Psych Educ, 2024, 17(2): 97-104, Document ID:2024PEMJ1545, doi:10.5281/zenodo.10658376, ISSN 2822-4353
Research Article

complex relationships between these attitudes (Schau et al., 2012, as cited by Peiro-Signes et al., 2021). According to Papanastasiou
(2014), students might find doing research while doing statistics confusing and, therefore, find their poor quantitative skills a barrier
to doing well in research courses. Thus, the purpose of the study is to determine the attitudes of college students toward statistics and
research courses and to determine underlying factors with these attitudes.
Research Questions
This study's primary purpose is to determine the relationship between the attitudes of college students toward statistics and research
courses. Specifically, this study sought to answer the following questions:
1. What is the profile of the respondents in terms of the following:
1.1 sex, and
1.2 college department?
2. What are the attitudes of the respondents toward statistics courses?
3. What are the attitudes of the respondents toward research courses?
4. Are there significant differences in the respondents' attitudes toward statistics courses when grouped according to profile?
5. Are there significant differences in the respondents' attitudes toward research courses when grouped according to profile?
6. Is there a significant relationship between the attitudes of college students toward statistics and research courses?

Methodology
The study attempted to measure the attitudes of college students toward statistics and research courses, conducted from a post-positivist
view (Creswell, 2013). Post-positivism does not refer to the thinking on the reductionist perspective of positivism but implies a
quantitative, evidence-based, approach to research. In this perspective, we consider to examine reasons of outcomes. The study used
descriptive surveys to know the present attitudes of the students towards both statistics and research courses. Descriptive statistics was
used, specifically, mean scores. Descriptive-comparative and descriptive-correlational designs were employed since the researcher
would want to know more information than simply describing the involved variables.
Participants
The study randomly selected 160 college students in one of the private higher education institutions in Bohol using a purposive
sampling technique. Respondents are those students who have enrolled in courses, statistics, and research.
Instruments
Data were collected through adopted questionnaires. This was administered using the Revised Attitudes Toward Research (R-ATR)
scale by Elena T. Papanastasiou in 2019 and Survey of Attitude Towards Statistics (SATS-28) instrument (Schau, 2003), which assesses
both student’s cognitive and non-cognitive factors. Both items in the instruments are measured in a 7-point Likert scale. A value of 1
indicates a response of ‘strongly disagree’, while a value of 7 corresponds to ‘strongly agree’. Included in the questionnaire were
questions about the participants’ demographic factors.
The following was used to interpret attitudes of the respondents.

Interval Interpretation
6.16-7.00 Strongly Positive Attitude
5.30-6.15 Positive Attitude
4.44-5.29 Somewhat Positive Attitude
3.58-4.43 Neutral Attitude
2.72-3.57 Somewhat Negative Attitude
1.86-2.71 Negative Attitude
1.00-1.85 Strongly Negative Attitude
Procedure
Survey questionnaires in paper and pen format were distributed to the selected respondents. The collected data were then subjected to
analysis. Descriptive statistics was used to describe students’ overall scores on the R-ATR and SATS-28 scale. Mean scores were
conducted on each of the dimensions of the R-ATR and SATS scales. Using SPSS with alpha level of 0.05, it was found out that the
data is approximately normally distributed, and assumptions of normality were not violated as noted. Consequently, T-test and ANOVA
were carried out for test of significant differences on the students’ attitudes toward statistics and research courses when grouped
according to demographic profile. Pearson Product Moment correlation test was conducted to test the relationship between the students’
R-ATR and SATS. Interpretations were then based on the results of the said statistical analysis.
Ethical Considerations
A permit from the respondents’ school was secured through letters addressed to the institution’s research director, college dean, and

Maraih Kathleen C. Cosicol 98/103

Psych Educ, 2024, 17(2): 97-104, Document ID:2024PEMJ1545, doi:10.5281/zenodo.10658376, ISSN 2822-4353
Research Article

the Vice president for academics. Informed consent from the participants to be part of the study will be obtained. All of the participants’
information gathered was handled with care and kept private and was used solely for the study only. Additionally, all of the data were
discarded after this study was completed in compliance with the Data Privacy Act of 2012.
Results and Discussion
Mean ratings were computed for the subscales of two scales, according to scoring directions and assumptions of normality. This section
will discuss results of descriptive analysis followed by inference analysis.
Table 1. Demographic Profile of Respondents
Frequency Percentage
Male 57 35.6
Sex
Female 103 64.4
CABM 39 24.4
COED 28 17.5
College Department
CAST 37 23.1
CON 56 35.0

The demographic profile of the students is shown in Table 1. 35.6% of the respondents were male, and 64.4% were female. 24.4%
were students from the College of Accountancy, Business, and Management (CABM), 17.5% were students from College of Education
(COE), 23.1% were students from College of Arts, Sciences, and Technology (CAST), and 35% were students from the College of
Nursing (CON). Students who participated in this study are mostly female and from the College of Nursing (CON).
Table 2. Mean scores on R-ATR items
Attitudes Toward Research Mean Interpretation
A1. *Research courses make me anxious. 2.98 Somewhat negative
A2. I enjoy my research courses. 3.99 Neutral
A3. *Research courses scare me. 3.11 Somewhat negative
A4. Research is useful for my career. 5.40 Positive
A5. I love research courses. 3.73 Neutral
A6. I find research courses interesting. 4.17 Neutral
A7. Research is connected to my field of study. 4.98 Somewhat positive
A8. *Research courses are stressful. 2.02 Strongly negative
A9. *Research courses make me nervous. 2.40 Strongly negative
A10. The skills I have acquired in research will be helpful to me in the future. 5.55 Positive
A11. Research should be indispensable in my professional training. 5.13 Somewhat positive
A12. *Research courses are difficult. 2.33 Strongly negative
A13. Research courses are pleasant. 4.61 Somewhat positive
*Items reversely scored

Table 2 shows the mean score for each item for the scale in the attitudes toward research. The respondents have shown their agreement
and disagreement towards the items. They have shown a positive attitude towards statements A4 (mean=5.40) and A10 (mean=5.55).
On the other hand, strongly negative attitude was shown in A8 (mean=2.02), A9 (mean=2.40), and A12 (mean=2.33). It shows that
students understand that the skills they will have to acquire in research will be helpful for them in the future and in the careers that they
are pursuing. However, they find research courses stressful, and difficult, and could make them nervous.
In the study of Murtonen et al. (2008), half of the students were unsure that they would require research skills in their future jobs.
However, the study of Gredig and Bartelsen-Raemy (2018) revealed that students acknowledge the usefulness of research in their social
work practice. Additionally, the result agrees with the study of Jansen et al. (2021), which resulted in a slightly positive attitude of
students toward research courses, especially regarding the usefulness of research for their future careers. Students considered research
classes fairly stressful and tough, but they were not terrifying. Students also considered that research classes could be interesting to
some extent, but they did not expect to experience love, appreciate, or enjoy their research courses.
Table 3. Mean scores for Affect Component
Attitude Toward Statistics (Affect) Mean Interpretation
B1. I will like Statistics. 4.13 Neutral
B2. *I will feel insecure when I have to do statistics problems. 3.48 Somewhat negative
B3. *I will get frustrated going over statistics tests in class. 3.23 Somewhat negative
B4. *I will be under stress during statistics class. 3.24 Somewhat negative
B5. I will enjoy taking statistics courses. 4.05 Neutral
B6. *I am scared by statistics. 3.42 Negative
Table 3 shows the mean score for each item under the affect component on attitude towards statistics. Students have shown neutral

Maraih Kathleen C. Cosicol 99/103

Psych Educ, 2024, 17(2): 97-104, Document ID:2024PEMJ1545, doi:10.5281/zenodo.10658376, ISSN 2822-4353
Research Article

attitude on statements B1 (mean=4.13) and B5 (mean=4.05 and a negative attitude was shown for item B6 (mean=3.42).
Students have recognized statistics as part of their educational pursuits but find the course fearful. The study by Hagen et al. (2012)
revealed that students also found statistics courses somewhat fearful with the statement, “When I think about statistics, I feel scared.”
The study by Gredig et al. (2020) also revealed that fear is predicted by students’ self-efficacy and statistics anxiety.
Table 4. Mean scores for Cognitive Competence Component
Attitude Toward Statistics (Cognitive Competence) Mean Interpretation
B7. *I will have trouble understanding statistics because of how I think. 3.43 Somewhat negative
B8. *I will have no idea of what's going on in this statistics course. 3.80 Neutral
B9. *I will make a lot of math errors in statistics. 3.14 Somewhat negative
B10. I can learn statistics. 5.08 Somewhat positive
B11. I will understand statistics equations. 4.53 Somewhat positive
B12. *I will find it difficult to understand statistical concepts. 3.22 Somewhat negative

For the cognitive competence component on attitude towards statistics (table 4), respondents gave somewhat positive attitudes on
statements B10 (mean=5.08) and B11 (mean=4.53) and somewhat negative attitudes for items B7 (mean=3.43), B9 (mean=3.14), and
B12 (mean=3.22). The students believed that statistics was a challenging course to understand. Despite having hesitations about their
ability to grasp statistical concepts, they still consider the course a subject that can be learned. It contradicts the findings of other studies
where students believed that statistics concepts are only for the gifted ones (Gonda et al., 2022).
Table 5. Mean scores for Value Component
Attitude Toward Statistics (Value) Mean Interpretation
B13. *Statistics is worthless. 5.21 Somewhat positive
B14. Statistics should be a required part of my professional training. 4.51 Somewhat positive
B15. Statistical skills will make me more employable. 4.72 Somewhat positive
B16. *Statistics is not useful to the typical professional. 4.94 Somewhat positive
B17. *Statistical thinking is not applicable in my life outside my job. 4.84 Somewhat positive
B18. I use statistics in my everyday life. 4.26 Neutral
B19. *Statistics conclusions are rarely presented in everyday life. 4.03 Neutral
B20. *I will have no application for statistics in my profession. 4.66 Somewhat positive
B21. *Statistics is irrelevant in my life. 4.70 Somewhat positive

In value component (Table 5), the students exhibited somewhat positive attitude on statements B13 (mean=5.21), B14 (mean=4.51),
B15 (mean=4.72), B16 (mean=4.94), B17 (mean=4.84), B20 (mean=4.66), and B21 (mean=4.70). A neutral attitude was shown in B18
(mean=4.26) and B19 (mean=4.03).
The respondents acknowledged the importance of statistics in both their professional lives and outside of work. Nevertheless, students
were not entirely convinced of the usefulness of statistics in everyday life. In a study by Piero-Signes et al. (2021), it showed that
students’ motivation to use statistics in their professional lives reduced as a negative attitude toward statistics was shown. The result
confirmed with the study of Gonda et al. (2022).
Table 6. Mean scores for Difficulty Component
Attitude Toward Statistics (Difficulty) Mean Interpretation
B22. Statistics formulas are easy to understand. 3.57 Somewhat negative
B23. *Statistics is a complicated subject. 3.28 Somewhat negative
B24. Statistics is a subject quickly learned by most people. 3.76 Neutral
B25. *Learning statistics requires a great deal of discipline. 2.73 Somewhat negative
B26. *Statistics involves massive computations. 2.66 Negative
B27. *Statistics is highly technical. 2.83 Somewhat negative
B28. Most people have to learn a new way of thinking to do statistics. 5.21 Positive

Table 6 shows the mean score for the difficulty component. The respondents were found to exhibit a somewhat positive attitude on
statement B28 (mean=5.21) and a negative attitude on statement B26 (mean=2.66).
The results indicate that students perceive statistics as complex and highly technical. They believe that understanding statistical
formulas isn't easy and requires rigorous practice due to the heavy computations involved. It is also important to note that considering
these perceived difficulties, students believe that new approaches should be explored to better understand the subject.
The result agrees with the study of Islington et al. (2020), where students believe that statistics is complicated due to complex
calculations. However, the study of Gonda et al. (2022) showed no improvement in the student’s view of statistics, even when a
proposed way was considered to motivate them to study statistics.

Maraih Kathleen C. Cosicol 100/103

Psych Educ, 2024, 17(2): 97-104, Document ID:2024PEMJ1545, doi:10.5281/zenodo.10658376, ISSN 2822-4353
Research Article

Table 7. Mean scores for Each Attitude Component

Attitude Toward Statistics Component Mean Interpretation
Affective 3.59 Neutral
Cognitive Competence 3.85 Neutral
Value 4.65 Somewhat positive
Difficulty 3.43 Negative

Table 7 shows the students’ attitude towards the statistics course in 4 components. The analysis displays students having somewhat
positive attitude on the value component with a mean of 4.65. A neutral attitude was observed on affective and cognitive components
with means of 3.59 and 3.85, respectively. However, a negative attitude was given to difficulty component with a mean of 3.43.
The findings indicate that students perceive statistics as useful, relevant, and valuable in both personal and professional spheres.
Nevertheless, they perceive statistics as entailing extensive computations, being highly technical, intricate, and demanding a
considerable level of discipline. This suggests that while students recognize the significance of statistics, they grapple with its
challenging nature, encountering difficulty in fully grasping the subject's concepts.
Moreover, in the study of DeVaney (2010), it was found out that students’ scores on the difficulty and affect components were
significantly different. Nonetheless, the students’ attitudes toward statistics courses in the study of Ashaari et al. (2011) showed
positive attitude where they found the course difficult yet they have put effort to understand the concept.
Table 8. Differences in the Attitudes Toward Research and Statistics Courses
Mean P-Values Decision on Ho
Research
Male 3.80 0.275 Not rejected
Female 3.92
College Department
CABM 3.57
COE 4.02
0.009 Rejected
CAST 3.94
CON 3.97
Statistics
Sex
Male 3.88
0.177 Not Rejected
Female 3.99
College Department
CABM 3.06
COE 3.98
0.977 Not Rejected
CAST 3.94
CON 3.93

In order to see if there is a difference in mean scores between male and female, t-test was carried out. The results show no difference
between two genders for both attitudes toward research and statistics courses with level of significance of 0.05 (See table 8). For the
differences on the mean scores of attitudes toward research and statistics courses in the college departments, ANOVA test was carried
out. Based on the result, a significant difference on the attitudes toward research was found with the highest mean of 4.02 in the COE
and lowest mean of 3.57 in the CABM department (See Table 8). Using Post-Hoc analysis for pair comparisons, significant results
were found on pairs, CABM & COE, CABM & CAST, and CABM & CON.
Students’ attitudes toward statistics were not significantly different in terms of sex and college department. It apprehends the result of
no significant difference between males and females in students’ attitudes toward statistics in the study of Ashaaari et al. (2011). In
contrast, the study of Appel & Durandt (2018) revealed significant difference in the attitude of male and female students in statistics
courses. It showed that female students found the course more difficult, enjoyed the course less, and believe they needed to exert more
effort in learning statistics than male students.
The results also displayed no significant difference on the attitudes toward research courses between male and female. This finding
contradicts the studies of Maqsood et al. (2019) and Shaukat et al. (2014), which found that men generally were somewhat more
positive toward research (usefulness) than females. According to Shaukat et al. (2014), men may prefer areas like mathematics,
statistics, and economics. Nonetheless, gender did not significantly affect attitudes toward research (Gredig et al., 2020). However, it
has a significant difference among college departments with COE with a neutral attitude and CABM with negative attitude. In the
study by Secret et al. (2003), it resulted in a higher level of interest in research courses for social work students.

Maraih Kathleen C. Cosicol 101/103

Psych Educ, 2024, 17(2): 97-104, Document ID:2024PEMJ1545, doi:10.5281/zenodo.10658376, ISSN 2822-4353
Research Article

Table 9. Test of Relationship Between Attitudes Towards Research and Attitudes Toward Statistics
le 9. Test of Relations Btween Attitudes Towards Research and Attitudes Toward Statistic
Variables Correlation Coefficient P-value Decision on H0
Attitudes Toward Research
Attitudes Toward Statistics 0.364 < 0.01 Rejected

Table 9 depicted the test of relationship between the attitude toward research and attitude toward statistics courses. The result of
Pearson R correlation revealed a significant relationship between the two variables with a p-value of < 0.01 and a level of significance
of 0.05. However, it shows a weak correlation with correlation coefficient of 0.364.
The result shows a significant relationship between the attitude of students toward research courses and attitude of students toward
statistics. However, it showed a weak correlation. It implies that attitude of students in research and statistics courses is slightly related
with each other.
According to Gonda et al. (2022), skills in statistics are important for understanding research results. The study of Papanastasiou (2014)
also revealed that students might find doing research with statistics confusing and, therefore, find their poor quantitative skills a barrier
to doing well in research courses. Results of this study showed that students’ positive and/or negative attitudes toward research courses
could also be positive and/or toward statistics courses and vice versa.
Conclusion
While gender differences in statistics and research attitudes of students differ across studies, this research highlights a weak but
significant correlation between attitudes toward research and statistics. This suggests a minor interdependence between these subjects
in terms of student attitudes.
These findings offer valuable insights for educators and students to comprehend factors influencing learning in statistics and research
courses. Teachers can use this information to adapt teaching approaches, considering students' viewpoints and challenges to foster
more effective learning experiences in these subjects. On the other hand, students can gain insight into their self-directed learning.
Furthermore, using a larger sample to generalize results from the population reliably is suggested.
Acknowledgment
This research work was presented and successfully defended as a partial completion of a doctoral course, Quantitative Research
Methods in Education, at Cebu Normal University, Academic year 2023-2024. Sincere and warmest gratitude is extended to the
dedicated professor, Dr. Leviticus M. Barazon Jr., for his significant guidance and skill in sharing his expertise in quantitative research
methodologies, which greatly helped with this work. Heartfelt gratitude is also extended to the distinguished and eminent panelists,
Dr. Jay P. Picardal and Dr. Marchee T. Picardal, for their expertise, and helpful criticism in completing this work.
References
Ashaari, N.S., Judi, H.M., Mohamed, H., Wook, T.M.K. (2011). Student’s Attitude towards Statistics Course. Procedia Social and
Behavioral Sciences. Doi:10.1016/j.sbspro.2011.05.041
Cresswell, J.W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand oaks, CA: Sage
Publications.
DeVaney, T. A. (2010). Anxiety and attitude of graduate students in on-campus vs. online statistics courses. Journal of Statistics
Education, 18(1). www.amstat.org/publications/jse
Griffioen, D. M. E. (2019). The influence of undergraduate students’ research attitudes on their intentions for research usage in their
future professional practice. Innovations in Education and Teaching International, 56(2), 162-172.
Gonda, D., Pavlovicova, G., Duris, V., Tirpakova, A. (2022). Implementation of Pedagogical Research into Statistical Courses to
Develop Students’ Statistical Literacy. Mathematics, 10, 1793. https://doi.org//10.3390/math10111793
Gredig, D., Heinsch, M., Bartelsen-Raemy, A. (2020). Exploring Social Work Students’ Attitudes toward Research Courses:
Comparing students in Australia and Switzerland. Social Work Education. DOI: 10.1080/02615479.2020.1849086
Gredig, D., & Bartelsen-Raemy, A. (2018). Exploring social work students’ attitudes toward research courses: Predictors of interest in
research-related courses among first year students enrolled in bachelor’s programme in Switzerland. Social Work Education. Doi:
10.1080/02615479.2017.1389880
Hagen, B., Awosoga, O., Kellet, p., Dei, S. O. (2012). Evaluation of undergraduate nursing students’ attitudes towards statistics
courses, before and after a course in applied statistics. Nurse Education Today, 33 (2013) 949-955. Doi: 10.1016/j.nedt.2012.11.005

Maraih Kathleen C. Cosicol 102/103

Psych Educ, 2024, 17(2): 97-104, Document ID:2024PEMJ1545, doi:10.5281/zenodo.10658376, ISSN 2822-4353
Research Article

Jansen, S.J. T., Boumeester, H. J. F. M., Rooij, R. M. (2021). Architecture students and reseach courses: are they aligned? Students’
attitude towards research courses. Learning Environment Research (2022) 25: 549-563. DOI: 10.1007/s10984-021-09380-z
Male, H., & Lumbantoruan, J.H. (2020). Students’ Perceptions and Attitudes Towards Statistics. Advances in Social Science,
Education and Humanities Research, volume 560. DOI 10.2991/assehr.k.210615.095
Murtonen, M., Olkinuora, E., Tynjala, P., Lehtinen, E. (2008). “Do I need research skills in working life?”: University students’
motivation and difficulties in quantitative methods courses. Institute for Educational Research.
Oguan Jr., F., Bernal, M., Pinca, M. (2014). Attitude and Anxiety towards Research, Its Influence on the Students’ Achievement in the
Course. Asian Journal of Management Sciences &Education,Vol.3(4).
http://scholar.google.com/scholar_lookup?hl=en&volume=3&publication_year=2014&pages=165172&journal=Asian+Journal+of+
Management+Sciences+%26+Education&issue=4&author=F.+E.+Oguan&author=M.+M.+Bernal&author=M.+C.+D.+Pinca&title=
Attitude+and+anxiety+towards+research%2C+its+influence+on+the+students%E2%80%99+achievement+in+the+course
Oslington, G., Mulligan, J., Van Bergen, P. (2020). Third-graders’ predictive reasoning strategies. Educational Studies in Mathematics,
104, 5-24. https://doi.org/10.1007/s10649-020-09949-0
Paltridge, B. & Phakiti, A. (2015). Approaches and Methods in Applied Linguistics Research. In Research Methods In Applied
Linguistics: A Practical Resource; Paltridge, B., Phakiti, A., Eds.; Bloomsbury Publishing: London, UK, 2015; pp. 1–5.
https://scholar.google.com/scholar_lookup?title=Approaches+and+Methods+in+Applied+Linguistics+Research&author=Phakiti,+A.
&author=Paltridge,+B.&publication_year=2015&pages=1%E2%80%935
Papanastasiou, E. (2014). Revised-Attitudes Toward Research Scale (R-ATR); A First Look at its Psychometric Properties. Journal of
Research in Education. Volume 24, Number 2.
Papanastasiou, E. (2019). Revised Attitudes Toward research (R-ATR) questionnaire English. Research Gate. DOI:
10.13140/RG.2.2.21467.41768
Peiro-Signes, A., Trull, O., Segarra-Oña, M., Garcia-Diaz, J.C. (2021). Anxiety towards Statistics and Its Relationship with Students’
Attitudes and Learning Approach. Behavioral Sciences, 11, 32. https://doi.org/10.3390/bs11030032
Schau, C. (2003). Students’ attitudes: The “other”important outcome in statistics education. Paper presented at the Joint Statistical
Meetings, San Francisco, CA. http://www.statlit.org/pdf/2003SchauASA.pdf
Schau, C., Millar, M., Petocz, P. (2012). Research On Attitudes Towards Statistics. Statistics Education Research Journal, 11(2), 2-5.
Secret, M., Ford, J., Rompf, E. L. (2003). Undergraduate research courses. Journal of Social Work Education, 39(3), 411-422. Doi:
10.1080//10437797.2003.10779146
Sevidy-Benton, A.L., & O’Kelly, M. K. (2015). Connecting theory to practice: Making research real for graduate students. Handbook
of research on scholarly publishing and research methods, pp. 38-60. 10.4018/978-1-4666-7409-7.ch003
Shaukat, S., Siddiquah, A., Abiodullah, M., Akbar, R. A. (2014). Postgraduate students’ attitudes towards research. Bulletin of
Education and Research, 36(1), 111-122.
Wisecup, A. K. (2017). Take it or leave it: Students’ attitude about research methods. Teaching Sociology, 45(1), 73-19. Doi:
10.1177/0092055X16658087

Affiliations and Corresponding Information

Maraih Kathleen C. Cosicol
Mater Dei College - Philippines

Maraih Kathleen C. Cosicol 103/103