Research anxiety

ANXIETY IN UNDERGRADUATE RESEARCH METHODS COURSES:

ITS NATURE AND IMPLICATIONS

Elena C. Papanastasiou, Intercollege, Cyprus

Michalinos Zembylas, Open University of Cyprus

e-mail: [email protected]

ABSTRACT

Undergraduate students who are enrolled in research methods courses tend to believe that
such courses are overwhelming and that it is almost impossible to get through them. It has
been reported that education students, in particular, enter research methods courses with
feelings of stress and anxiety, although in most cases, they are not really aware of what
research methods are all about. The purpose of this study is to examine the nature of anxiety
that undergraduate students experience in a research methods course and explore some of the
factors that influence their anxiety levels. The implications of this study are discussed and
teaching interventions are suggested to assist students deal with their anxiety.

Paper presented at the annual meeting of the American Educational Research

Association, San Francisco, CA, April 2006.
 Research Anxiety

ANXIETY IN UNDERGRADUATE RESEARCH METHODS COURSES:

ITS NATURE AND IMPLICATIONS

Many undergraduate students in education need to take courses in research methods

and/or statistics or some combination of those, as part of their teacher education program.
Such courses are important because they typically provide the only formal exposure to
educational research concepts and practices received by undergraduate students in their
teacher education programs. Undergraduate students suddenly find themselves being
introduced to completely new concepts that are often accompanied by mathematically-based
ideas. Being confronted with new and challenging material is likely to trigger a number of
responses from these students including stress, uncertainty and anxiety. Indeed, recent
research on quantitative research methodology and statistics courses shows that college
students have difficulties and experience anxiety (Forte, 1995; Hauff & Fogarty, 1996;
Murtonen, 2005; Murtonen & Lehtinen, 2003; Onwuegbuzie, & Daley, 1999; Onwuegbuzie
& Seaman, 1995; Onwuegbuzie & Wilson, 2003).
The overwhelming majority of studies on the anxiety experienced by students in
research methods courses is focused on statistics anxiety. Zeidner (1990) defined statistics
anxiety as “a performance characterized by extensive worry, intrusive thoughts, mental
disorganization, tensions, and physiological arousal…when exposed to statistics content…”
(p. 319). However, many research methods courses for undergraduate students do not only
include quantitative methods but also qualitative techniques. Therefore, in this paper we want
to use the construct of research methods anxiety to refer in general to the complex array of
emotional reactions which occur when a student encounters research methods in any form
and at any level. The usefulness of this construct may be justified at two levels. First, at an
epistemological level, the notion of research methods anxiety is a multidimensional construct
and is not limited to the distinction between quantitative and qualitative methods. Besides, as
Onwuegbuzie et al. (2005) point out, there is a growing attention to the need for introducing a
mixed methodological framework for alleviating students’ negative feelings. Second, at an
experiential level, research methods instructors—at least in the fields of education and the
social sciences—often talk about students’ overall anxiety for research methods courses and
how it influences the ability of students to understand new concepts and apply them in
practice (Wilson, 2001). Consequently, we find the construct of research methods anxiety
helpful in our effort to understand students’ difficulties and find ways to overcome the
multiplicity of reasons behind these difficulties.
The purpose of this study is to delve into the notion of research methods anxiety and
examine its nature in an undergraduate research methods course. In particular, we are
interested in exploring some of the factors that influence the anxiety levels of undergraduate
students. We believe that research methods anxiety is an important construct to study; first,
because this notion has not been adequately examined, and second, because the results of this
study can be beneficial to those who teach mixed research methods in assisting students to
reduce their anxiety levels, and in turn, to possibly increase their potential for learning the
course materials. This is not to say that the insights offered here constitute an in-depth
analysis of the anxiety experienced by undergraduate students in research methods. Far from
that, this analysis aims at initiating a series of investigations that begin by identifying those
aspects that seem to have an impact on students’ anxiety.

Literature Review
It has been reported that education students enter research methods courses with
feelings of stress and anxiety, although in most cases, they are not really aware of what
research methods are all about (Murtonen & Lehtiner, 2003; Wilson, 2001). Students tend to
believe that research methods courses are overwhelming and that it is almost impossible to

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 Research Anxiety

get through them. In addition, many students are not even sure why they have to complete
such courses and what their usefulness will actually be in their teaching careers (Lodico,
Spaulding, & Voegtle, 2004; Pan & Tang, 2004). Such attitudes towards research create
concerns among teacher educators since it has been found that anxiety affects learning
negatively (Onwuegbuzie & Seaman, 1995). This is also alarming because these attitudes
may prevent students from being able to read critically or appreciate research results in their
professional careers. Although this claim needs to be substantiated by research, it has been
already highlighted by Monahan (1994) who found that education professionals who had
completed a research methods course and experienced difficulties and anxiety, were not
motivated to engage in research of their own or take additional research courses.
In the literature, research methods anxiety has been scarcely examined per se
(Papanastasiou et al., 2005; Winn, 1995). Empirical research has mainly focused on the
notion of statistics anxiety and the challenges associated with learning statistical concepts.
Statistics anxiety has been extensively studied in two major areas—the measurement of and
factors contributing to statistics anxiety (Pan & Tang, 2004). Over the last three decades,
several statistics anxiety measurement instruments have been developed. A number of
theories on statistics anxiety have been proposed focusing primarily on the relationship
between statistics anxiety, personal and attitudinal factors, and student performance.
According to Onwuegbuzie and Wilson’s (2003) review, there are three types of factors that
contribute to statistics anxiety: (a) situational factors, such as prior knowledge and
experience; (b) dispositional factors, such as self-esteem in engaging in math, statistics of
research, and perceived usefulness of these topics; and (c) environmental factors, such as
learning style, age, gender and ethnicity.
In particular, situational factors that have been found to be related to statistics anxiety
include: prior knowledge, course grade, status of course (i.e. required or elective), major,
attitudes towards calculators, and course and instructor evaluation (Onwuegbuzie & Wilson,
2003). Also, a number of studies highlighted that negative prior experiences with
mathematics, poor achievement in mathematics and a low sense of mathematical self-efficacy
correlated with statistical anxiety (Garfield & Ahlgren, 1988; Onwuegbuzie et al., 1997;
Zeidner, 1991), although mathematical anxiety is distinct from statistics anxiety
(Onwuegbuzie et al., 1997). Dispositional factors are related to self-concept and level of self-
esteem; such factors have been found to be important contributors to statistical anxiety
(Onwuegbuzie, 2000a). A number of other dispositional factors that have been linked to
statistics anxiety include: perfectionism, academic procrastination, and examination-taking
and study coping strategies (Onwuegbuzie & Wilson, 2003). Finally, environmental factors
include: learning styles, age, gender, and race (Onwuegbuzie, 1998, 1999) and other cultural
factors (Murtoner & Lehtinen, 2003).
It can be argued that Onwuegbuzie and Wilson’s (2003) three categories of factors are
involved in research methods anxiety in general, regardless of whether statistics are an
exclusive component of research methods courses or not. In other words, it may be proposed
that research methods anxiety involves dispositional, situational and environmental factors.
The interaction of these factors provides a framework for understanding the processes
involved in learning research methods. One important assumption, according to the research
done so far, is that the anxiety experienced by students is not necessarily due to the students’
lack of ability or insufficient skills. Most likely, this anxiety is multidimensional
(Onwuegbuzie et al., 1997) and seems to be related to the students’ perceptions about the
rigid and formal nature of research methods, the fear of negative evaluation, students’ prior
experiences and attitudes, and the students’ fear to ask questions that would reveal
incompetence to their instructors and peers. For instructors of research methods this is
significant, because educators need to be able to identify students with high levels of anxiety
and use teaching and learning strategies that alleviate students’ negative feelings.

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 Research Anxiety

After all, there is a large body of research that has documented the implications of
statistics anxiety for students’ learning outcomes. The results indicate a consistent negative
relationship between statistics anxiety and course performance (Onwuegbuzie & Seaman,
1995; Zanakis & Valenza, 1997; Zeidner, 1991). In fact, statistics anxiety has been found to
be the best predictor of achievement in research methodology and statistics courses
(Onwuegbuzie & Wilson, 2003). Similarly, it may be assumed that students’ anxiety about
research methods can have an impact on their learning, for example, on whether they have
difficulties in learning or whether they are motivated to learn and use those methods
(Murtonen, 2005). Statistics anxiety can have a debilitating effect on course performance
(Onwuegbuzie & Seaman, 1995; Onwuegbuzie & Wilson, 2003)—e.g. preventing students
from finishing up a course or a degree program—and thus educators need to design course
that reduce anxiety levels.
There have been a few reports focusing on students’ research methods anxiety—
although it is not named as such. In a series of studies performed by Wilson and his
colleagues (Wilson 1998; Wilson & Onwuegbuzie, 2001), it has been found that the main
factors that contributed to the increase of graduate students’ anxiety in a research methods
course were those of the amount of work required, the amount of material covered, test
taking, difficulty of the material covered in class, as well as preparing individual research
projects. It would be interesting to examine whether similar factors are related to
undergraduate students who are younger in age. It is possible that undergraduate students will
have even higher levels of anxiety than graduate students for two reasons. First, because the
higher number of years of education tends to decrease the anxiety of students; second, it is
likely that it is more difficult for undergraduate students to see the value of research
especially if they enroll in such a course early in their studies.
Finally, there are several implications from previous research on statistics anxiety in
relation to teaching and learning strategies that can alleviate anxiety. For example, Gal and
Ginsburg (1994) emphasized that in order to make statistics less threatening and more
effective, attention should be focused on students’ beliefs and attitudes. Other researchers
report specific strategies that help reduce students’ anxiety levels; these strategies include:
encouraging students, using humor, teaching gimmicks, helping students to understand the
course objectives, administering open book exams, using performance assessments, using
effective teaching style, provide extensive feedback, addressing ways to relieve anxiety,
applying statistics to real world examples, and assigning students to work in groups
(Onwuegbuzie & Wilson, 2003).
In general, our own work builds on previous literature related to statistics anxiety and
aims to identify the main factors that contribute to undergraduate students’ research anxiety.
In this way we will create possibilities to understand research anxiety and relevant attitudes
and to ground ideas about course improvements. Given that little attention has been placed on
mixed methodology courses, the present paper introduces some insights into students’ anxiety
levels within a curricular framework that is just beginning to gain more attention in the
literature (Onwuegbuzie et al., 2005). The ideas discussed here can help researchers to
address research anxiety at the undergraduate level in a more comprehensive manner, rather
than drawing boundaries around quantitative and qualitative methodologies.

Research Methods
The research questions that will be examined in this study are the following:

1) What are the levels of anxiety experienced by undergraduate students enrolled in a

research methods class?
2) What is the relationship between research methods anxiety and other anxiety types
and attitudes towards research?

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 Research Anxiety

3) What variables can explain and predict the anxiety levels of these students?
4) How does the students’ anxiety affect their achievement in the course?

Participants
The sample in this study includes 472 students who had completed a research
methods course at the University of Cyprus. The students who had taken part in the study
were all undergraduates that came from the field of education. The data were gathered
between the fall of 2002 and the spring of 2005. More specifically, all undergraduate students
who were enrolled in the required research methods course were requested to respond to a
questionnaire on the last day of their class. Therefore, only the students who were absent on
the last day of class did not respond to this questionnaire. For validity purposes, it was not
possible to administer the questionnaire at the beginning of the semester. Although this had
been attempted, the researchers eventually realized that the students were not familiar with
the content that would be covered in research courses that would enable them to respond to
the questionnaire appropriately. The majority of the students in the sample were female
(87.3%), while the remaining students were male. This is due to the fact that the majority of
the students enrolled in the field of education in Cyprus are females. Since this course is not
offered to other academic majors that have a larger percentage of male students, it was not
possible to gather more data from males.
In order to enter the University of Cyprus, the students have to take the fiercely
competitive entrance examination at the end of their high school studies. Among the majors
that are offered at the University of Cyprus, the elementary and kindergarten majors are the
most competitive majors (Zembylas & Papanastasiou, 2005); only 150 students (out of the
approximately 3,000 applications) are accepted each year. Consequently, the students who
are accepted and enroll in the field of education are among the highest achieving students in
the University entrance examinations (along with the field of Medicine). Therefore, the
students who have been used in this sample are overall high achievers.

Description of the Course

The research methods course that the students were enrolled in, was designed to help
students become critical readers of research as well as prepare them to undertake a research
project related to educational issues. The course covers an overview of the various types of
quantitative research designs, which include experimental and quasi-experimental research
designs, correlational studies, as well as research methods that are more qualitative in nature
such as how to conduct interviews and observations and analyze documents. This course also
engages students in understanding the stages of research design, that is, the components of
conceptualizing and defining a research problem, conducting literature reviews, collecting
and analyzing data (quantitative and qualitative), as well as writing and interpreting results
(Papanastasiou, 2005). Finally, the students in this course are required to design, execute and
complete a group research project on a topic of their choice that is related to an educational
issue.

Instruments
Two questionnaires were administered to the students for the purpose of this study.
The Attitudes Toward Research (ATR) scale (Papanastasiou, 2005), as well as the Adult
Manifest Anxiety Scale-College Version (AMAS-C) (Reynolds, Richmond & Lowe, 2003).

Attitudes Toward Research (ATR) scale

The Attitudes Toward Research (ATR) scale consists of 32 items measured on a 7-
point Likert scale. A value of 1 indicates a response of ‘strongly disagree’, while a value of 7

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 Research Anxiety

corresponds to ‘strongly agree’. The items in the ATR can be subdivided into five subscales:
usefulness of research in the students’ profession; research anxiety; positive attitudes towards
research; relevance of research in the students’ personal lives; and research difficulty. The
research usefulness subscale included questions such as ‘research is useful for my career’ and
‘research is connected to my field of study’. The second subscale, that of research anxiety,
included questions such as ‘research makes me nervous’ and ‘research is stressful’. The third
subscale, that of positive attitudes toward research, included questions such as ‘I love
research’ and ‘I enjoy research’. The fourth subscale, that of relevance to life, included
questions such as ‘I use research in my daily life’ and ‘Research oriented thinking plays an
important role in everyday life’. Finally, the last subscale, that of research difficulty,
included items such as ‘I have trouble with arithmetic’ and ‘I find it difficult to understand
the concepts of research’.
The Cronbach’s alpha reliability estimates of the subscales were adequate towards high.
The Coefficient alpha reliability for the research usefulness in the profession factor which
included 9 items was .912; the reliability for the research anxiety factor which included 8
items equaled .932; the reliability for the positive attitudes toward research factor equaled
.924 (8 items). The reliability of the life relevancy factor that included 4 items equaled .713,
while the reliability for the research difficulty factor equaled .701 (3 items). The reliability of
the whole scale was very high, and equaled 0.939.
AMAS-C scale
In addition to the ATR the Adult Manifest Anxiety Scale-College Version (AMAS-C)
(Reynolds, Richmond & Lowe, 2003) was also administered to a subgroup of 95 students in
order to measure their trait anxiety levels. The AMAS-C is a 49-item self-report measure
designed to assess chronic, manifest anxiety in the college student population. The students
had to respond to the AMAS-C on a nominal true/false scale. The construct validity of the
scale that was obtained through a factor analysis revealed four subscales: worry anxiety;
physiological anxiety; test anxiety; social anxiety. In addition there was a lie scale. According
to Lowe (2001), the internal consistency reliability estimate of the AMAS-C is .91 for the
AMAS-C Total Anxiety scale scores. Internal consistency reliability estimates for the four
anxiety subscale scores ranged from .75 to .87. The Lie scale scores had an internal
consistency reliability estimate of .70.

Results
The results of this analysis will first describe the anxiety levels of the students
towards research methods, and then will relate these levels to students’ attitudes on other
issues, their achievement in the research methods course, and their gender.

Anxiety and Other Attitudes

The factor of research anxiety was comprised of eight items which were all recoded
so that higher responses on each item would represent more positive attitudes and thus less
anxiety. Overall, the students’ responses to all eight items on the research anxiety subscale
were quite similar since their average responses ranged from 3.01 to 3.72 on a 7-point scale.
This is further reflected by the very high internal consistency of this scale which equaled
0.93. This was also the subscale that had the highest level of reliability compared to the other
ATR subscales. The item on which the students responded to with the lowest score was
‘Research makes me anxious’, while the item on which the students responded with the
highest score was ‘Research scares me’ (see Table 1).

Table 1. Research anxiety items

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 Research Anxiety

Mean SD
Research scares me. * 3.72 1.79
Research makes me nervous. * 3.72 1.79
Research is complicated. * 3.37 1.55
I feel insecure concerning the analysis of research data. * 3.35 1.67
Research is difficult. * 3.33 1.59
Research is stressful. * 3.29 1.77
Research is a complex subject. * 3.15 1.52
Research makes me anxious. * 3.01 1.65
(*) indicates that the items have been recoded

In order to examine the student’s attitudes in perspective, the average scores of the
students on the five ATR subscales are presented below (see Table 2). What can be seen is
that the factor on which the students responded in the most negative manner was that of their
anxiety towards research, since they had the lowest score on this factor (3.60). However, the
students were not as affected by the difficulty of the course since this is the factor that the
students responded to with the highest score (5.06), indicating that the students did not
consider the course to be very difficult. The students also responded to the ‘usefulness for the
profession’ subscale with higher scores, indicating that they recognized the usefulness of this
course.

Table 2. Attitudes Toward Research Subscales

Mean Standard Deviation Reliability
Research difficulty 5.06 1.20 0.701
Usefulness for the profession 4.99 1.10 0.912
Relevance to life 4.85 1.03 0.713
Positive attitudes 3.84 1.16 0.924
Research anxiety 3.60 1.36 0.932
Overall attitudes towards research 4.44 0.85 0.938

An attempt was also made to try to predict the anxiety factor from the other ATR
subscales (see Table 3). The regression that was performed was significant (F=62.258,
p=0.000) and it explained 45.2% of the variance of the students’ research methods anxiety.
The three ATR subscales that were significant in predicting the anxiety of the students were
those of usefulness of the profession (β=-0.33, t=-3.75, p=0.000), positive attitudes (β=0.57,
t=7.81, p=0.000), and research difficulty (β=0.48, t=-8.85, p=0.000). Because of the recoding
of the anxiety factor where higher responses indicated lower anxiety, the results can be
interpreted as follows; the students who had positive attitudes towards research had lower
levels of anxiety. In addition, the students who considered research to be difficult had higher
levels of anxiety, while the students who considered research to be useful in their profession
also had higher levels of anxiety.

Table 3. Predicting anxiety from the other ATR scales

Unstandardized Standardized t Sig.
Coefficients Coefficients
Variables B Std. Error Beta
(Constant) .033 .374 .087 .931
Usefulness for the profession -.333 .089 -.255 -3.755 .000
Positive attitudes .570 .073 .472 7.805 .000

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 Research Anxiety

Relevance to life .118 .081 .086 1.465 .144

Research difficulty .477 .054 .419 8.852 .000

An attempt was also made to predict the research methods anxiety of the students with
the use of the AMAS-C (see Table 4). The aim of this analysis was to determine whether
other anxiety factors also influence the students’ research methods anxiety. The results of this
analysis were significant (F=2.765, p=0.034). However, the only factor that was significant in
predicting research methods anxiety was that of test anxiety (β=0.69, t=2.26, p=0.027).

Table 4. Predicting research methods anxiety from the AMAS-C

Unstandardized Coefficients Standardized t Sig.
Coefficients
B Std. Error Beta
(Constant) 2.618 .342 7.664 .000
Worry anxiety -.003 .055 -.010 -.062 .951
Physiological anxiety -.025 .066 -.067 -.386 .701
Test anxiety .069 .031 .328 2.262 .027
Social anxiety .069 .063 .164 1.104 .274

Gender and Anxiety

An ANOVA was also performed to determine whether there were gender differences
on the anxiety levels of the students. The ANOVA was significant (F=9.04, p=0.003) with
males having lower levels of anxiety compared to females. An examination of Table 5 shows
that in all eight questions that comprise the research anxiety factor, males had higher scores,
which because of the recoding indicated that they had lower levels of anxiety. The item on
which males and females had the highest discrepancy in their responses was that of ‘Research
scares me’, while the item on which the two genders were the most similar in their responses
was that of ‘Research is difficult’, indicating that both genders found their research methods
courses about average in difficulty.

Table 5. Gender differences

Mean Standard
Deviation
Scale items male female male female
Research makes me anxious. * 3.90 2.88 1.92 1.57
I feel insecure concerning the analysis of research data.* 4.04 3.24 1.68 1.65
Research scares me. * 4.70 3.59 1.79 1.75
Research is stressful. * 4.12 3.16 1.88 1.72
Research makes me nervous. * 4.53 3.60 1.86 1.75
Research is complicated. * 3.90 3.30 1.65 1.52
Research is difficult. * 3.83 3.25 1.63 1.57
Research is a complex subject. * 3.70 3.07 1.64 1.48
(*) indicates that the items have been recoded

Anxiety and Achievement

In the last series of analyses, a regression was performed to determine whether the
grade that the students expected to receive in their research methods course had influenced
their levels of anxiety. The regression analysis that was performed was not significant though

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 Research Anxiety

(F=2.753, p=0.101). So, there were no significant differences in the anxiety levels of the
students regardless of whether the students were expecting to receive high or low grades in
their research course.
However, an additional regression was performed to determine whether the five ATR
factors could help predict the student’s final grade in the course. The analysis was significant
(F=6.56, p=0.000), while the percentage of variance explained equaled R2=0.102. The factors
that were significant in predicting achievement were those of usefulness of the profession and
anxiety (see Table 6). More specifically, the students who were considered the course to be
useful to their profession, as well as the students who had low levels of anxiety had higher
grades in their research methods course.

Table 6. Predicting the research methods course grade

Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) 6.840 .451 15.183 .000
Usefulness for the .387 .109 .318 3.546 .000
profession
Anxiety -.177 .070 -.190 -2.520 .012
Positive attitudes .075 .096 .066 .774 .439
Relevance to life -.128 .097 -.101 -1.319 .188
Research difficulty .066 .073 .062 .901 .368

In order to examine this relationship further, the anxiety levels of the students were
correlated with the students’ scores on the midterm and final examinations in the course (see
Table 7). The interesting result from this analysis showed that with the exception of the factor
of ‘usefulness for the profession’, the student’s attitudes were not correlated with their
midterm grades, although they were significantly correlated with their grade on the final
examination. All of these relationships were positive, indicating that students with higher
levels of anxiety factors also had higher grades on their final examination.

Table 7. Correlation of midterm and final examination grades with ATR scales
MIDTER
M FINAL f1useprofes f2anxiet f4relevlif
GRADE GRADE s y f3attitud e
mid MIDTERM
1
GRADE
fin FINAL GRADE .563(**) 1
Usefulness for the
.195(**) .212(**) 1
profession
Anxiety .027 .292(**) .170(**) 1
Positive attitudes .104 .263(**) .672(**) .516(**) 1
Relevance to life .104 .137(*) .669(**) .234(**) .507(**) 1
Research difficulty .043 .278(**) .168(**) .587(**) .398(**) .226(**)
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).

Discussion and Implications

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 Research Anxiety

For more than thirty years, the prevalence of research attention has been mainly on
the notion of statistics anxiety. Recognizing the importance of paying attention to research
holistically, the results of this study suggest the need to pay more attention to the
development of research (and consequently the anxiety associated with it) as an integrated
whole (see also Murtonen & Lehtinen, 2003). Few studies examined students’ anxiety levels
in learning research methods. The findings of this study confirm some of the results of earlier
research on statistical anxiety; in addition, this study contributes to understanding students’
anxiety about learning research methods and suggests possible teaching and learning
strategies that could be potentially helpful in reducing students’ anxiety and to assist them
learn research methods effectively.
In general, the findings of this study highlight the following issues. First, the results
show that the students who found their research courses easy were more likely to have lower
levels of anxiety. In other words, self-perceptions that were positively related to the research
course seemed to influence the level of anxiety, just like Onwuegbuzie (2000a) found in a
previous study. This implies that it is extremely important to help students overcome any
difficulties during the course (see next section). At the same time, however, the grades that
students were expecting to earn in such courses did not predict students’ anxiety. This
indicates that students’ anxiety was influenced by other factors, one of which might be the
amount of trait anxiety experienced by all students, regardless of the situations that they were
in. Such situational factors have also been found in previous research on statistics anxiety
(Onwuegbuzie & Wilson, 2000). Future investigations should try to determine whether self-
perceptions and research anxiety are causally related. Unfortunately, it is beyond the scope of
this investigation to determine whether high levels of research anxiety worsen students’ self
perceptions and vice versa. It is more likely that Onwuegbuzie (2000a) is right to point out
that there is a bidirectional relationship between research anxiety and self-perception.
A second result of this study is that students who considered research to be important
for their profession had higher levels of anxiety. This may be explained in that students who
saw the usefulness and importance of such a course ended up being more frustrated when
dealing with such issues, which could in turn increase their anxiety levels. This assumption is
something that certainly needs more investigation in the future.
A puzzling result of the study though was that the students who had low levels of test
anxiety had high levels of research methods anxiety. This negative relationship might be due
to the fact that a large portion of the grading in this course was based on the actual
implementation of a research study. Although tests were administered in the course, they
were not the only component that played a role in the grading of the students. Thus the
negative correlation between test anxiety and research methods anxiety might be due to the
fact that the research methods anxiety could have been mostly based on the students’ feelings
about the actual process of completing a research study. Students’ attitudes toward test-based
examination and performance-based assessment (projects, tasks, assignments or
investigations) has been also tackled by Onwuegbuzie (2000b) who found that examinations
that are untimed and in which supporting material is allowed are regarded by the majority of
students as inducing the least amount of anxiety.
Finally, our study has also found that gender played a role on students’ attitudes since
males experienced lower levels of anxiety compared to females. Although the gender
composition of the present sample appears to reflect that of most educational research courses
(Onwuegbuzie, Bailey & Daley, 1999), the fact that participants were predominantly female
is a limitation of the present study (see also, Onwuegbuzie, 2000a). Certainly, the inclusion of
more male students would facilitate the generalizability of the findings; however, our
findings agree with a previous study on the attitudes of female students for research methods
(Wilson, 1998).

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 Research Anxiety

Another limitation in this study is that students’ views on research methods were
measured with single items, which can cause problems with respect to reliability of the data
(see also Murtonen, 2005). Students views, conceptions and attitudes towards research
methods should be further investigated using other data sources as well (e.g. interviews) to
obtain a richer understanding of research anxiety. At this time, this study can serve only as an
exploratory point of departure for further studies.

Implications for the Design of Research Methods Courses

Teaching research methods to undergraduate students in education is not an easy task.
Despite the best intentions of instructors, research methods courses may cultivate anxiety
among students. In accord with other studies that have taken place at the graduate level, the
present study has also found that undergraduate students tend to experience anxiety when
they take a research methods course. These findings shed more light on the impact of
undergraduate student perceptions about research methods on their levels of anxiety, and may
have some useful implications for research methods instruction. Some of these implications
are discussed below.
First, some of these factors associated with research anxiety can be tackled in the
classroom. For example, it is important for instructors to be aware of students’ anxiety, and
make efforts to address it early on in the course. The instructors need to be sensitive to
students’ concerns and attentive to their worries as soon as they make their appearance in the
course. Encouragement from instructor and flexibility (Wilson & Onwuegbuzie, 2001),
humorous teaching style (Forte, 1995; Wilson, 1998), and addressing the anxiety and
providing coping strategies to students (Wilson, 1998) were suggested in the literature for
reducing statistics anxiety.
Second, the structure of the course and the classroom environment should be
supportive of learning. Research methods courses may be structured in such a way as to
include activities designed to target the roots of students’ anxiety (e.g. the creation of support
groups to work on assigned projects; the use of performance assessment strategies instead
only of tests). It is important to help students understand what is being taught, and what the
usefulness and importance of such a course is. Thus, for example, providing practical
application, real-life stories and case examples may be helpful in reducing research anxiety
(Pan & Tang, 2004; Wilson, 1998). By doing so, the students might become more patient
with the course materials, and might make further efforts to comprehend what is being taught.
Research methods courses must emphasize “connections to the learner’s knowledge that
make the transition to new knowledge both safer and more meaningful” (Wilensky, 1997, p.
178).
Finally, research courses need to re-thought and re-designed to help students see the
connections with other courses, and to combine a variety research epistemologies to enhance
students’ insights into the research process (Murtonen & Lehtinen, 2003). By getting students
to understand research holistically and see its importance in relation to the real world, we
may be able to decrease their anxiety levels. By emphasizing the multidimensionality and
complexity of the research process, research instructors will be able to link research methods
and research questions—something that is missing from many current research courses
(Onwuegbuzie et al., 2005).
A systematic and comprehensive research agenda examining research methods
anxiety and intervention methods to deal with it clearly needs to be expanded. Additional
investigations of the interaction of anxiety with research methods courses, and particularly
the gender factor, are essential. For example, replications of this study, with graduate and
undergraduate students would be especially desirable. This could provide more detailed
guidance to instructors of research methods courses to structure their graduate and

11
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undergraduate courses accordingly. Finally, specific intervention methods to alleviate anxiety

can be designed, carried out and evaluated in the future.

12
 Research Anxiety

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