INTRODUCTION
Background
Scientific research activities are essential for socio-economic development and human advancement, providing a solid ideological and scientific foundation for various aspects of life In today's academic landscape, engaging in scientific research significantly enhances students' critical thinking and self-improvement skills These activities not only enrich students' knowledge in their fields of study but also equip them with valuable experience for their future careers, fostering their personal growth in theory, science, and practice while addressing the evolving needs of society.
Ho Chi Minh City Open University is a prominent public higher education institution that offers a diverse array of high-quality programs and degrees, emphasizing international integration to meet societal and economic needs This commitment has significantly enhanced the university's scientific research activities, resulting in impressive achievements During the 2019–2020 and 2020–2021 academic years, the university published 475 and 299 research papers internationally, respectively In the 2020–2021 school year alone, 247 papers by lecturers and 52 by students were published, alongside 93 award-winning projects Additionally, students from the university have excelled in competitions such as the Eureka Competition and the National Science Research Student Competition 2020, further showcasing the institution's dedication to academic excellence and research innovation.
The factor contributing to Ho Chi Minh Open University's increase in research papers by students is the regulation on graduation consideration Specifically, at the School of
To ensure the quality of training and graduation, students must engage in a scientifically recognized research topic Research is inherently challenging, demanding in-depth subject knowledge, meticulous planning, and dedication Our team identified that students often struggle with selecting and developing research topics, highlighting the complexities involved in scientific investigation Consequently, we have chosen to explore "The Challenges and Problems Faced by Students in Research."
STUDENTS IN DOING SCIENTIFIC RESEARCH IN SCHOOL OF ADVANCED
Explore the factors influencing scientific research activities among students at Ho Chi Minh City Open University, particularly within the School of Advanced Study This study aims to identify key challenges and propose effective solutions to enhance the quality of scientific research conducted by students in this institution.
Objectives of the study
This study was carried out in order to:
- Find out the challenges faced by students in the School of Advanced Study of Ho Chi Minh City Open University when they carry out the scientific research
- Explore if the challenges are different in terms of academic year and academic major.
Research questions
- What problems do students report having when doing research?
- Are the problems different in terms of student academic year?
- Are the problems different in terms of student major?
Significance of the study
The purpose of this study was to examine the barriers faced by students of School of
Advanced research at Ho Chi Minh City Open University, particularly within the School of Advanced Study, provides valuable insights that address student research challenges The findings of this study can enhance support measures for students conducting research Additionally, other universities and colleges can utilize these results as a reference to improve their own student research projects.
Scope of the study
This study aimed to explore the challenges faced by students at the School of Advanced Study in conducting research due to time constraints It was conducted at Võ Văn Tần Campus, involving students from various majors, including English, Chinese, Japanese, Civil Engineering, Accounting, Finance and Banking, Biotechnology, Computer Science, and Business Administration, who enrolled between 2018 and 2021 at the Open University of Ho Chi Minh City.
Chapter 1 provides some background information for this study as well as the reason for conducting the research This chapter also presents the study's objectives, research questions, its significance, and scope.
Chapter 2 literature review covers five perspectives on research: the importance of research, factors that encourage students to research, required research skills, research benefits, and challenges when conducting research in some context.There are some research challenges that are thoroughly examined and an effective strategy for overcoming these obstacles is proposed
Chapter 4 focuses onthe findings and discussion of the majors findings.
Chapter 5 summarizes the study's main findings and makes some recommendations as well as suggestions for future research.
This chapter explores five key perspectives on research, including its significance, the motivating factors for student engagement, essential research skills, the advantages of conducting research, and the challenges faced during the research process It will delve into the difficulties encountered in research and present effective guidelines to overcome these obstacles.
What is research?
So far, there have been many definitions of research.
According to Waltz and Bansell (1981) Research is a systematic, formal, rigorous and precise process employed to gain solutions to problems or to discover and interpret new facts and relationships.
Research, as defined by Kothari (2006), is a systematic pursuit of knowledge that involves study, observation, comparison, and experimentation It aims to find objective solutions to problems through a structured methodology.
According to Payton (1979) Research is the process of looking for a specific question in an organized, objective, reliable way.
Research, as defined by Martyn Shuttleworth, encompasses the comprehensive collection of data, information, and facts aimed at enhancing knowledge This broad interpretation highlights the essential role of research in the pursuit of understanding and discovery across various fields.
Research, as defined by Creswell, is a systematic process that involves a series of steps to gather and analyze information, enhancing our understanding of a specific topic or issue This process comprises three essential steps: formulating a question, collecting data to address that question, and presenting the findings as an answer.
Characteristics of research
Based on the definitions above, there are several characteristics of research that researchers should acquaint themselves with as follows:
Research is a systematic (stage by stage) process An appropriate process must be followed in order to conduct a study.
Research is usually conducted to study a problem.
Researchers conduct an in-depth and critical analysis of all data that they have collected to ensure that there is no error in the interpretation
Research is based on observation or direct experience by the researchers.
Research is objective, unbiased, and logical.
Saunders et al (2007) state that there are three key characteristics of research as follows:
3 There is a clear purpose: to find things out.
The important of scientific research to student
a Scientific research with the progress of society
Scientific research is crucial for societal progress and the socio-economic development of nations According to Marxist theory, advancements in science transform production methods, facilitating the transition to more effective production relationships This evolution enhances human progress and societal welfare As a result of research activities, labor productivity rises, living standards improve, and social security is strengthened Furthermore, the quality of scientific research among university students significantly contributes to these advancements.
Scientific research plays a crucial role in enhancing students' expertise in their fields of study and preparing them for future careers By engaging in research, students develop critical thinking skills and broaden their knowledge base, which enables them to produce high-quality research articles and apply their findings in real-world scenarios This underscores the significance of Circular number 22/2011/TT-BGDT in promoting research opportunities for students.
Ministry of Education and Training states that scientific research is one of the main missions of universities, thus increasing the quality of human resources training in universities.
Factors that thriving students to research
The Expectancy Theory of Motivation, proposed by Vroom in 1964, suggests that an individual's performance is influenced by their expectations of outcomes and their attraction to those outcomes Effective research can lead to various rewards for students, including monetary prizes, medals, or trophies, which symbolize their accomplishments and motivate them to put in greater effort.
Applying Maslow's Hierarchy of Needs, students participate in undergraduate research to satisfy their esteem and self-actualization needs Engaging in scientific research enhances academic performance, enriches knowledge, fosters critical thinking skills, and helps students realize their full potential Additionally, in some universities, conducting research is a mandatory requirement for program completion, further motivating students to engage in these valuable activities.
Required skills for researching
A skill set encompasses the learned abilities necessary to perform tasks effectively within a specific timeframe and energy constraints Essential skills for successful research include critical thinking, information gathering, teamwork, academic writing, and time management These competencies not only enhance students' academic performance but also establish a foundation for lifelong learning, as noted by Zamorski & Yeoman (2008).
According to Swartz (2004), as referenced by Yeoman and Zamorski (2008), critical thinking encompasses five key forms: complexity, which involves understanding the interconnections between information; flexibility, the ability to adapt to new knowledge; multiple perspectives, openness to diverse ideas; self-reflection, the examination of personal experiences; and insightfulness, the capacity to deeply analyze situations Students who possess these critical thinking skills gain a significant advantage in research endeavors.
They carefully analyse the information
They use evidence when they have to support a claim
Logic and reasoning are their friends when having a debate or argument.
Self-aware of their own thoughts.
They base their judgment on evidence and reason.
Effective scientific research relies heavily on the ability to analyze data through logic, evidence, and reasoning Critical thinking is essential for students, as it significantly influences the research process and ultimately impacts the study's outcomes Additionally, gathering accurate information is crucial for successful research endeavors.
A literature review is a crucial component of research that involves synthesizing multiple studies and efficiently locating relevant materials, ultimately saving time Despite the advantages of the Internet in facilitating this process, effective research skills remain essential According to a survey by Graham and Metaxis (2003), cited in Lanna, Ryan, and Anne (2004), students are enthusiastic about using the Internet for research While the Internet enables students to access a vast array of research materials with ease, it also increases the risk of plagiarism, as copying and pasting information has become effortless Plagiarism can severely damage a student's reputation and lead to significant consequences Therefore, honing research skills is vital for students to navigate the wealth of available studies while maintaining academic integrity.
Effective collaboration among a group of individuals with a shared goal leads to achieving or surpassing that goal, as highlighted by Ben Shneiderman (2016), who noted that teams generate high-quality research by combining complementary knowledge, skills, and attitudes The urgency of addressing contemporary issues and the potential for impactful outcomes motivate individuals to work together in research settings By dividing tasks and leveraging diverse research methods, teams can enhance workflow efficiency, ultimately resulting in a superior final product.
Academic writing is a formal style used for scholarly purposes, emphasizing the presentation of ideas supported by strong evidence and logical reasoning (Zhihui Fang, 2021) To write a research paper effectively, students must organize their thoughts in a coherent sequence and provide substantial evidence to back their findings Without proficient academic writing skills, students may struggle with research assignments and face challenges in their academic disciplines Additionally, effective time management is crucial for success in this area.
Effective time management is crucial for undergraduate students, as highlighted by Tichaona Mapolisa and Onias Mafa (2012), who liken time to money—an economic resource that must be utilized wisely Struggling with time management can adversely affect students' research, academic performance, and overall daily life By mastering time management skills, students can enhance their research efficiency, ensuring a smoother research process while also achieving a balanced approach to studying and daily responsibilities.
Challenges when doing research
Conducting a research study poses significant challenges for students, requiring them to gain extensive knowledge in their field and develop a suitable research design (Qasem & Zayid, 2019) The final output should demonstrate originality, critical thinking, and thorough documentation, along with a well-organized structure (Matin & Khan, 2017) Various factors influence the successful completion of an undergraduate dissertation, including personal issues and academic competency of the student, as well as institutional support.
A study in Turkey revealed that students' completion of their studies is significantly impacted by research methodology challenges, including the selection of research design, development of data collection tools, and data analysis issues Additionally, students' knowledge levels, influenced by theoretical lessons and insufficient course content, further contribute to these difficulties (Akyürek & Afacan, 2018).
The lack of literature review skills among students significantly affects their decision-making development (Akyürek & Afacan, 2018) A study in Bangladesh found that students often lack the necessary knowledge to conduct research effectively (Matin & Khan, 2017) Additionally, failing to adhere to a research plan can result in anxiety, frustration, and depression during the research process Consequently, students' academic skills and their ability to conduct research play a crucial role in determining whether they successfully complete their dissertations.
Some of the institutional factors that affect student completion of a dissertation are the availability of cooperation, guidance, funds and physical facilities to the students (Safari,
Factors influencing the student-lecturer relationship, such as the lecturer's expertise, engagement, and timely feedback, play a crucial role in undergraduate research completion (Yousefi, 2015) Additionally, the absence of relevant study materials can hinder students' progress (Tichaona Mapolisa, 2012) To enhance their research experience, students can adopt strategies like maintaining a research diary and collaborating with peers to address challenges encountered during the research process (Gupta, 2012).
Related Studies
Title Author Year Content Notes
The status of scientific research activities of students (case study of The University of Science, Thai Nguyen University)
Between 2006 and 2010, scientific research activities among students at the University of Science, Thai Nguyen University, showed a significant upward trend in both quantity and quality The findings indicate a steady improvement in students' engagement and contributions to scientific research during this period.
Many students remain unaware of the importance of scientific research activities Survey findings indicate that personal issues and a lack of knowledge significantly affect the quality of students' research Additionally, the role of schools and instructors also influences research efforts In response, the author has taken steps to enhance student engagement in scientific research activities.
Resolution promoting scientific research activities of students in college of Foreign languages – University of
Tran Nguyen Phuong Khanh, Nguyen Phan Thuy Uyen
A 2012 survey evaluated students' views on the significance of scientific research in higher education The study highlights the advantages and obstacles faced by educators, including their enthusiasm, funding for project execution, comprehension of research methodologies, topic selection, and the registration process.
The team chose and incorporated the
"cognitive" factor into the research model based on this topic. topic implementation that students face when implementing the topic.
3 Factors that affect the effectiveness of internet use in teaching, learning and research at the
In 2010, the author highlighted the crucial role of the Internet in enhancing the teaching and learning experiences of both lecturers and students, as well as in facilitating scientific research The study found a significant correlation between the effectiveness of Internet usage for learning and research and various student capabilities, including computer proficiency, information search and evaluation skills, self-study abilities, and foreign language proficiency.
This study serves as a valuable reference for the group as they explore the impact of the Internet on scientific research conducted at Ho Chi Minh City Open University.
4 Measures to enhance the quality of students'
Dr Le Thi Thanh Chung
2005 - Systematize the theoretical foundations of measures aimed at improving the quality of scientific research conducted by University of Pedagogy students.
-Determine the structure of students' scientific
-Research into the current state of students' scientific research activities at Southern Pedagogical Universities, as well as the causes and effects of those actions.
-Creating a process for students to gain experience in scientific research through various teaching formats such as seminars, subject exercises, and graduation theses.
-Using research skills in seminar products, course assignments, and graduation theses to develop criteria for evaluating the quality of scientific research
Some solutions to promote university students to participate in scientific
In 2019, the article evaluates the significant role of scientific research among university students and highlights the current realities they face It also suggests effective management strategies aimed at encouraging students to engage in independent scientific research while ensuring high-quality outcomes.
From the literature review, a theoretical framework was constructed as follows:
Motivation Knowledge Skills Experiences Time
How to guide Communication Regular meeting Facilities Traning Commendation
A literature review reveals that students face various challenges while conducting research However, there has been no prior research on this issue at the Open University of Ho Chi Minh City Consequently, our group has chosen to explore this topic further.
THE METHODOLODY
Research design
This descriptive research project examines the challenges faced by students conducting scientific research at the School of Advanced Study, Ho Chi Minh City Open University Through a comprehensive analysis, the study identifies and details various obstacles that hinder students' research efforts.
Research setting
The current study was conducted at Ho Chi Minh City Open University, School of
Founded in 2006 and located at 97 Vo Van Street, Ward 6, District 3, Advanced Study aims to deliver high-quality university training services The institution focuses on advanced training methods and develops programs that align with societal needs while integrating with international university curricula.
Students start studying the How to Do Research in the 2nd year, with 30 periods How to
The Do Research course is essential for students, focusing on enhancing their research knowledge, academic writing, and critical thinking abilities Participants will learn to conduct small-scale research projects using survey designs or interview techniques to gather data, ultimately presenting preliminary findings, discussions, and implications.
On March 9, 2016, the Ministry of Education and Training approved Ho Chi Minh City Open University's high-quality training project in various fields, including Business Administration, Finance-Banking, Accounting, Economic Law, and English Language The university has consistently met the requirements for high-quality education and, over the past decade, has successfully produced skilled human resources for businesses and financial institutions In addition to the aforementioned programs, the university also offers courses in Chinese Language, Japanese Language, and Computer Science, further enhancing its educational offerings.
The faculty currently offers majors in Biotechnology and Civil Engineering, taught by highly qualified lecturers from the School of Advanced Study These educators, holding Doctorate and Master's degrees from developed countries, bring a wealth of professional expertise and extensive teaching experience to their roles.
Participants
The study involved 220 undergraduate students from the School of Advanced Study at Ho Chi Minh City Open University, comprising 64 first-year, 51 second-year, 70 third-year, and 35 final-year students These participants were enrolled in various fields, including Accounting, Economic Law, Finance and Banking, English, Chinese, Japanese, Biotechnology, Civil Engineering, Business Administration, and Computer Science During one semester, a portion of the students received instruction on writing research proposals and projects, although most had not taken this course Notably, one response was invalidated due to a participant selecting the same answer for all questions without reading them.
The questionnaire served as the primary data collection tool, featuring a variety of question types, including multiple-choice questions and a five-point Likert scale Respondents rated their agreement on a scale from 1 (strongly disagree) to 5 (strongly agree), alongside open-ended questions to gather qualitative insights.
The initial section of the survey comprised three key questions aimed at gathering participant information The first two questions inquired about the participants' current academic year and their chosen major The third question sought to classify participants into two categories: those who have engaged in scientific research and those who have not Participants who indicated "Completed scientific research" or "In progress doing scientific research" would be prompted to answer additional follow-up questions, while those selecting "Haven't done any research" could submit the form without addressing any further inquiries.
From the second section onwards, which was designed for students who selected
"Completed scientific research" or "In progress doing scientific research," students were asked about scientific research competitions in which they had participated
In the third section of the survey, students will be prompted to explain their motivations for conducting scientific research The questionnaire features a combination of multiple-choice and checkbox questions, ensuring efficiency and fostering a comfortable response environment.
In the fourth section of the survey, students will identify the challenges they encounter in scientific research, focusing on aspects such as knowledge and research skills, personal difficulties, instructor-related issues, and university or library constraints The survey items are derived from a comprehensive literature review (Chapter 2) and utilize a five-point Likert scale for responses, ranging from "strongly disagree" to "strongly agree." The final section will gather students' insights on potential solutions to enhance their scientific research skills, incorporating multiple checkbox questions for comprehensive feedback.
To guarantee comprehension among participants, all questions were translated into Vietnamese, and both English and Vietnamese versions of the questionnaires underwent thorough double-checking Before distribution, the questionnaires were submitted to the researcher's supervisor for revision and feedback Additionally, a pilot test was conducted with three random students, who were not involved in the main data collection, to validate the effectiveness of the questionnaire.
The questionnaire reached the reliability statistics of 0.925, which is higher than 0.70
- the acceptable level of reliability.
Data collection procedure
This study aims to explore the major problems faced by students in School of
The research employed an advanced quantitative method to collect data through a questionnaire distributed to students both offline and online Offline, the survey was translated into Vietnamese and administered to 222 students during their break, ensuring comprehension and completion within a twenty-minute timeframe using printed forms Online, participants accessed the questionnaire via Google Forms shared through social media and email As a token of appreciation for their participation, two e-books were offered to the respondents.
Data analysis
Descriptive statistics were produced through SPSS and were reported using Pie charts and Bar charts and Tables.
FINDINGS AND DICUSSION
Personal information
1st year 2nd year 3rd year 4th year
Figure 1: Information about the year of study of participants
A survey conducted among 220 students revealed that 29.1% are first-year students, 14.5% are in their second year, 40.9% are third-year students, and 15.9% are in their final year.
Figure 2: Information about the majors of participants
This study involved 220 undergraduate students from the School of Advanced Study at Ho Chi Minh City Open University, specializing in various fields such as Accounting, Economic Law, Finance and Banking, English, Chinese, Japanese, Biotechnology, Civil Engineering, Business Administration, and Computer Science During one semester, a portion of these students received instruction on writing research proposals and projects, with the majority having not previously taken such a course.
Cumulative Percent Valid Haven't done it
Figure 3: Information about the experience in conducting research of participants
According to Figure 3, 42.3% of students, totaling ninety-three, have successfully completed their research study, while 10.5%, or twenty-three students, are currently engaged in their research projects Meanwhile, 47.3% of the students have yet to finish their research.
We categorized participants into two groups: those engaged in scientific work and those who are not involved in any scientific research.
Participants who indicated "Completed scientific research" or "In progress doing scientific research" will be prompted with follow-up questions However, those selecting "Haven't done any research" can submit the form without addressing any follow-up inquiries A total of 115 suitable responses were selected for analysis.
Cumulative Percent Valid Haven’t participate/Planning to participate
Figure 4: Information about the contest in which participants took part
The pie chart clearly shows that the majority of students (77.6 %) have not participated in or plan to participate in any scientific research competition
Faculty-level scientific research competition attendance was 21.18 % And the rest with 18 % in the School-level Scientific Research Competition
Figure 5: Information about prize of participants
The pie chart illustrates that a significant majority of students, accounting for 82%, did not receive a prize In contrast, only 18% of the students received a prize, highlighting that a smaller portion of the student population was recognized for their achievements.
Figure 6: Information about purposes that students do scientific research
The findings highlight several influences on students at the School of Advanced Study regarding the implementation of scientific research The most significant motivations include gaining hands-on experience (57.8%) and fulfilling mandatory educational requirements (53.4%) Additionally, 45.7% of students reported receiving commendations for their research efforts, while 42.4% indicated that they engaged in research for training purposes In contrast, a smaller percentage of students expressed motivations driven by a strong desire to study and explore (36.2%) or to demonstrate their research abilities (34.5%) Engaging in research is essential for students at the School of Advanced Study, as it is a crucial requirement for graduation.
Should Scientific Research be a compulsory subject in
Figure 7: Students' opinions on whether scientific research should be required as a university course
The majority of participants (46.6 %) recognized the importance of research; however, 24.1
% suggested that research not be required as part of their undergraduate curriculum.29.3% of respondents said they had no opinion on this topic.
Figure 8: Students' perceptions of the usefulness of scientific research for their study
A significant majority of respondents highlighted the importance of enhancing their information technology and software skills for research, with 77.6% emphasizing this aspect Additionally, 72.4% acknowledged the value of expanding their knowledge beyond traditional textbooks when delving into scientific subjects Furthermore, practicing teamwork skills was also noted as a crucial component of their learning experience.
A significant percentage of students reported that their research practices enhanced their academic experience, with 69.8% benefiting from improved material searching skills, 63.8% gaining a deeper understanding of classroom knowledge, and 64.7% acquiring foundational knowledge for their graduate thesis However, only 47.4% felt that showcasing creativity during research was advantageous Additionally, 53.4% of participants acknowledged that conducting research enabled them to implement findings effectively, while 57.8% improved their presentation skills, 55.2% demonstrated independent thinking, and 56.9% enhanced their CV through their research activities.
Difficulties in conducting research of students in School of Advaced Study
Deviation Doesn’t have enough time
Problems like: must balance between study, part-time job, stress when doing research
Limitation in IT and foreign language level
Don’t have enough knowledge to conduct research
Research direction has not been determined
Doesn’t known how to use research tools
Difficulty with foreign documents because of limited language ability
Difficulty in planning for the research
Lectures less care about the progress
Scientific research course doen’t provide enough knowledge to conduct research
Research training topics do not attract students
Figure 9: Mean scores related to Difficulties in conducting research of students in
A recent survey conducted among students at the School of Advanced Studies at the Open University of Ho Chi Minh City reveals significant challenges in managing personal issues The findings indicate that students struggle with time management, reflected in a mean score of 2.88, suggesting strong agreement with this concern Additionally, the survey highlights difficulties in balancing academic responsibilities with part-time work and the stress associated with research tasks, which garnered a mean score of 2.86.
Students face significant challenges related to knowledge and skills, including inadequate information technology and foreign language proficiency (M=2.42), insufficient teamwork (M=2.36), low motivation (M=2.35), and limited financial resources (M=2.31) The most pressing issue identified is a lack of familiarity with research tools (M=2.97), followed by difficulties in data analysis (M=2.95), insufficient knowledge for conducting research (M=2.93), and challenges in sample selection (M=2.90) Additional obstacles include a lack of research direction, difficulties with foreign documents due to language barriers, and issues with research planning, with mean scores ranging from 2.71 to 2.73.
Students face significant challenges in their interactions with lecturers, particularly due to infrequent contact, which received a mean score of 2.59, indicating considerable difficulty Conversely, factors such as lecturers' lack of concern for student progress (mean score of 1.92) and infrequent provision of instructions (mean score of 1.97) suggest that students perceive minimal difficulty in these areas.
University students face significant challenges in scientific research courses, which fail to deliver adequate knowledge for conducting research (M=2.50) The topics presented in research training are unengaging for students (M=2.48), further hindering their learning experience Additionally, library resources are insufficient (M=2.35), and there is a notable lack of documentation in the university's online storage (M=2.33) These factors collectively impede students' ability to reference necessary materials for their academic papers.
Differences problems when conducting research on students in the School of Advanced
a Differences in problem- related to knowledge and skills in terms of academic year b.
Don’t have enough knowledge to conduct research
Research direction has not been determined
Does not understand how to use research tools
Difficulties with foreign documents due to a lack of second language proficiency
Difficulty in planning for the research
Figure 10: Mean scores as to Problem- related to knowledge and skills
Regarding knowledge and skills to do research, it was also noted that students of all years limited research skills and did not use research tools successfully.
The second year of study presents significant challenges for students, with common issues including insufficient research knowledge (average score of 3), difficulties in data analysis (average score of 3.11), and unclear research direction (mean score of 2.82) Additionally, limited foreign language proficiency hampers their ability to read international documents (average score of 2.79) As second-year students have only completed one semester of research study, they lack practical experience in applying their knowledge.
Third- and fourth-year students generally face fewer challenges in scientific research, having often participated in at least one research competition that contributes to their future dissertation work However, they still encounter difficulties, particularly in sample selection, which third-year students rated as the most challenging aspect (average score of 3), followed by research planning (average score of 2.87) Fourth-year students reported similar challenges with average scores of 2.82 for sample selection and 2.5 for planning Additionally, both groups struggle with foreign language skills, facing issues with foreign documents, reflected in their average scores of 2.73 in the third year and 2.71 in the fourth year.
Don’t have enough knowledge to conduct research
Research direction has not been determined 518
Does not understand how to use research tools
Difficulties with foreign documents due to a lack of second language proficiency
Difficulty in planning for the research 467
Table 1: Chi-square test of the problem related to knowledge and skills in terms of the academic year b Differences in problem- related to lecturers in terms of academic year
Lectures less care about the progress
Figure 11: Mean scores related to Problem related to lecturers
The data indicates that students across all academic years experience significant challenges with their lecturers, noting a lack of concern for student development, infrequent meetings, and minimal guidance, all averaging a score of 2 This lack of instructor contact negatively affects scientific research outcomes, as students need proper guidance and feedback from their lecturers to produce high-quality research papers.
Lectures less care about the progress 632
Table 2: Chi-square test of the problem related to lecture in terms of the academic year
The correlation test conducted in this study revealed a significant positive relationship (p