Graduate Students' Knowledge and Process Skills in Learning Research

Research competence is an essential aspect of graduate education, facilitating students' engagement in scholarly inquiry, contributing to knowledge creation, and effectively resolving real-world issues. Nonetheless, numerous graduate students encounter challenges in comprehending and applying research concepts and processes in their own work. This study investigated the research knowledge and process skills of graduate students at Northeastern College. Specifically, it evaluated the level of research knowledge concerning research concepts, research design, data collection methods, and data analysis, as well as research process skills in terms of problem identification, literature review, data gathering, data analysis and interpretation, and report writing. A quantitative descriptive-correlational design was employed, using a structured questionnaire administered to graduate students enrolled in research-related courses. Data analysis was conducted using the mean, standard deviation, Pearson’s product-moment correlation coefficient, t-test, and analysis of variance (ANOVA). The findings indicate that graduate students exhibit a high level of research knowledge, while their research process skills are evident. A significant moderate positive correlation was identified between research knowledge and research process skills, suggesting that enhanced knowledge improves research performance. Significant differences were observed when grouped according to the academic program, whereas no significant differences were found concerning age, sex, and year level. Furthermore, difficulties in learning research were notably apparent, particularly in terms of statistical analysis, research design, and data interpretation. Based on these findings, an enhancement program is proposed to bolster research competence through targeted interventions, such as workshops, mentoring, and skills-based training.