THE ROLE OF STATISTICS AND RESEARCH SOFTWARE COURSES IN STUDENTS’ BUSINESS RESEARCH SUCCESS: A LONGITUDINAL QUANTITATIVE STUDY
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Abstract
This study aimed to 1) Compare knowledge and skills in statistics and the use of research software. 2) Examine the relationships and effects of knowledge and skills on research proposal quality. 3) Study the effects of knowledge and skills on research performance; and 4) Explain the learning outcome pathways of students from the course on statistics and research software toward research success. A longitudinal quantitative research design was employed. The sample consisted of 44 undergraduate students in the Modern Trade program who had completed the course Statistics and Research Software and subsequently enrolled in Research Methodology and Research Practicum. The participants were selected using purposive sampling. Research instruments included a knowledge and skills test, a research proposal quality assessment form, a research performance evaluation form, and a research outcome record form. Data were analyzed using descriptive statistics, paired-samples t-tests, multiple regression, and logistic regression. The results revealed that 1) Students’ knowledge and skills in statistics and research software after completing the course were significantly higher than before the course; 2) Such knowledge and skills had a positive effect on the quality of students’ research proposals; 3) Such knowledge and skills had a positive effect on students’ research performance; and 4) Research proposal quality had a positive effect on students’ success in conducting research. The findings demonstrate an empirical learning outcome pathway from the statistics and research software course to research proposal quality, research performance, and ultimately students’ success in conducting research in a sequential manner. These results highlight the role of integrative course and curriculum design under the framework of Outcome-Based Education in enhancing students’ research competencies and the quality of research outputs in higher education.
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References
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