The total responses were 161 and only 60 responses were considered for analysis (N = 60), 101 questionnaires were excluded, due to incomplete responses. The average age of students who participated in this study was 21.98-year-old (SD = 0.701). The data was found to be normally distributed based on Shapiro-Wilk Test (Table 1).
Table 1
Results of Shapiro-Wilk Test for Normality
| skewness | SE* | kurtosis | SE | P-value |
Total attitude scores | -0.012 | 0.309 | -0.104 | 0.608 | 0.649 |
Total knowledge scores | 0.016 | 0.309 | -0.322 | 0.608 | 0.079 |
Total barriers scores | 0.234 | 0.309 | 1.035 | 0.608 | 0.079 |
SE = Standard Error |
Table 2 shows the participants' characteristics as number and percentage based on school of education, current level of study, gender, age, marital status, and household monthly income. Most of the completed responses were received from the students of IAU (24.6%). Majority of the responders were from level 8 (56 responses) and 63.9% of the total response was from female students.
Table 2
Participant’s Characteristics
Variables | N (%) |
School of Education |
Princess Nourah University | 13 (21.3%) |
King Khalid University | 12 (19.7%) |
University of Tabuk | 9 (14.8%) |
Umm Al-Qura University | 11 (18.0%) |
Imam Abdulrahman Bin Faisal University | 15 (24.6%) |
Current Level of Study |
Level 7 | 5 (8.2%) |
Level 8 | 56 (91.8%) |
Gender |
Female | 39 (63.9%) |
Male | 21 (34.4%) |
Age |
21 | 14 (23%) |
22 | 34 (55.7%) |
23 | 12 (19.7%) |
24 | 1 (1.6%) |
Marital Status |
Single | 59 (96.7%) |
Married | 1 (1.6%) |
Household Monthly Income |
Less than 5000 | 23 (37.7%) |
5000-9,999 | 4 (6.6%) |
10,000–14,999 | 18 (29.5%) |
15,000–19,999 | 9 (14.8%) |
20,000 and more | 6 (9.8%) |
N (%) = Sample size (percentage) |
The PT students showed a positive attitude towards research as 65% totally agreed that every one of them should be familiar with the scientific method of research (question A2). Most of students (58%) agreed that they can design & perform a research project and write scientific paper (question A8). More than half of the responders also agreed that “PT students should be involved in research during their courses” (question A19) (Fig. 1).
The knowledge assessment showed lack of research knowledge, as five out of eight answers were incorrect (Fig. 2). 58% of the students didn’t know what “a scale from 1–5 is called?” (Question K57), whereas the same number of students didn’t know the “Most approved way of writing a reference in most medical journals?” (Question K60). Similarly, the majority of the responders (77%) could not answer correctly “The type of research that sees sample loss more often” (Question K63).
Figure 3 shows that 42% of students "totally agreed" that they had limited time to do research because of academic engagements (question B34). Moreover, 48% of the responders agreed there is lack of research applications in personal life and professional job (question B50), and 47% agreed to the lack of skills for submitting articles (question B41). PT students also reported lack of appropriate databases (question B26), inability to publish article after the completion of the project (question B44) and lack of confidence in potential for completing research (question B53) represented 43% of responses each.
The effect of socio-demographic data and the three variables attitude, knowledge, and barriers toward research were evaluated using independent t-test and one way-ANOVA. For independent samples t-test, socio-demographic variables (gender, marital status, and current level of study) were included. However, marital status (married n = 1) and current level of study (level 7, n = 4)could not be performed due to small sample size. Similarly, in one-way ANOVA, socio-demographic variables like school of education, age, and household income were included, but age could not be tested because of small sample size for 24 years (n = 1).
Effect of gender on attitude, knowledge, and barriers toward research
Table 3 shows the means of socio-demographic characteristics, and the three variables: attitude, knowledge, and barriers toward research. The means between male (50.95 ± 10.32) and female (50.56 ± 10.32) participants showed similar results of total attitude score toward research. The assumption of homogeneity of variance was tested and satisfied through Levene's F test for equality of variances (F(58) = 0.04 with P value = 0.83). The independent samples t-test was insignificant (t(58)=-0.13 with P value = 0.89). The Cohen’s d (d = 0.036) represented a small effect size of attitude towards research between genders.
Table 3
Socio-demographic characteristics with total scores | n | Mean | SD | SE |
Total score of attitudes towards research | | | | |
Gender | | | | |
Female | 39 | 50.56 | 10.32 | 1.65 |
Male | 21 | 50.95 | 10.32 | 2.25 |
School of Education | | | | |
Princess Nourah University | 13 | 47.92 | 9.36 | 2.59 |
King Khalid University | 12 | 53.58 | 10.99 | 3.17 |
University of Tabuk | 9 | 48.00 | 11.12 | 3.70 |
Umm Al-Qura University | 11 | 48.27 | 9.81 | 2.96 |
Imam Abdulrahman Bin Faisal University | 15 | 54.20 | 9.75 | 2.51 |
Household Income | | | | |
Less than 5000SR | 23 | 48.34 | 8.83 | 1.84 |
5000-9,999 SR | 4 | 57.75 | 13.14 | 6.57 |
10,000–14,999 SR | 18 | 49.88 | 11.78 | 2.77 |
15,000–19,999 SR | 9 | 52.22 | 10.23 | 3.41 |
20,000 SR and more | 6 | 55.16 | 7.33 | 2.99 |
Total score of knowledge toward research | | | | |
Gender | | | | |
Female | 39 | 4.35 | 1.70 | 0.27 |
Male | 21 | 3.23 | 1.81 | 0.39 |
School of Education | | | | |
Princess Nourah University | 13 | 4.46 | 1.71 | 0.47 |
King Khalid University | 12 | 3.58 | 1.37 | 0.39 |
University of Tabuk | 9 | 2.66 | 1.50 | 0.50 |
Umm Al-Qura University | 11 | 4.27 | 1.90 | 0.57 |
Imam Abdulrahman Bin Faisal University | 15 | 4.40 | 2.06 | 0.53 |
Household Income | | | | |
Less than 5000 SR | 23 | 3.43 | 1.94 | 0.40 |
5000-9,999 SR | 4 | 4.50 | 1.00 | 0.50 |
10,000–14,999 SR | 18 | 4.11 | 1.87 | 0.44 |
15,000–19,999 SR | 9 | 4.22 | 1.64 | 0.54 |
20,000 SR and more | 6 | 4.83 | 1.60 | 0.65 |
Total score of barriers toward research | | | | |
Gender | | | | |
Female | 39 | 79.17 | 17.20 | 2.75 |
Male | 21 | 84.14 | 25.10 | 5.47 |
School of Education | | | | |
Princess Nourah University | 13 | 71.69 | 12.95 | 3.59 |
King Khalid University | 12 | 80.08 | 14.13 | 4.08 |
University of Tabuk | 9 | 80.00 | 26.04 | 8.68 |
Umm Al-Qura University | 11 | 93.81 | 27.38 | 8.25 |
Imam Abdulrahman Bin Faisal University | 15 | 80.66 | 17.10 | 4.41 |
Household Income | | | | |
Less than 5000 SR | 23 | 83.13 | 21.89 | 4.56 |
5000-9,999 SR | 4 | 80.25 | 18.73 | 9.36 |
10,000–14,999 SR | 18 | 73.94 | 18.96 | 4.47 |
15,000–19,999 SR | 9 | 82.66 | 21.18 | 7.06 |
20,000 SR and more | 6 | 91.16 | 15.72 | 6.42 |
n = Sample size, Mean, SD = Standard Deviation, SE = Standard Error, SR = Saudi Riyal |
The mean of total score of knowledge toward research for female participants (4.35 ± 1.70) was higher than male participants (3.23 ± 1.81). Through Levene's F test, the assumption of homogeneity of variance was tested and satisfied (F(58) = 0.006, P = 0.939). The independent samples t-test was significantly associated (t(58) = 2.37, P = 0.021 and the effect size (d = 0.62) indicated moderate effect.
The mean total score of barriers to research among females (79.2 ± 17.2) was lower than male participants (84.1 ± 25.1). Levene’s F test was performed to test the homogeneity of variance with a satisfactory results (F(58) = 1.73, P = 0.194). The independent samples t-test showed insignificant effect (t(58)=-0.904, P = 0.194). The effect size (d= -0.23) indicated a small effect, thus, there was no significant difference in means of total score of barriers toward research between male and female students.
Effect of school of education on attitude, knowledge, and barriers towards research
A slight difference in the mean of attitude toward research between universities was observed. IAU students had slightly higher mean total score of attitudes toward research (54.20 ± 9.75), and the PNU students had lowest mean (47.92 ± 9.36) as compared to other universities (Table 3). The assumption of homogeneity of variance was tested and satisfied via Levene's F test (F(4, 55) = 1.24 with P value = 0.30). The effect size (d = 0.08) indicated a small effect implying that there was no difference between the means.
PNU students exhibited the best total score of knowledge toward research (4.46 ± 1.71) whereas the UoT students showed the lowest mean (2.66 ± 1.50) as compared to other universities (Table 2). The assumption of homogeneity of variance was tested and satisfied via Levene's F test (F(4, 55) = 1.94, P = 0.11). Further, the effect size (d = 0.12) indicated a small effect inferring that there was no statistically significant effect between universities.
UQU students showed the highest mean total score of barriers toward research (93.8 ± 17.1) whereas the PNU participants had lowest mean (71.69 ± 12.95) as compared to other universities (Table 2). The assumption of homogeneity of variance was tested and satisfied via Levene's F test (F(4, 55) = 1.254, P = 0.299). Between-group ANOVA was statistically insignificant (F(4, 55) = 1.913, P = .0121). The effect size (d = 0.139) indicated a small effect showing that there was no difference.
Effect of household monthly income on attitude, knowledge and barriers towards research
Students with household income between SAR 5000-9,999 had highest mean total score of attitudes toward research (57.75 ± 13.14), contrastingly the students who had household income SAR < 5000 had lowest mean (48.34 ± 8.83) (Table 2). The assumption of homogeneity of variance was tested and satisfied via Levene's F test (F (4, 55) = 1.15, P value = 0.34). No difference between groups was found as the Cohen’s d (d = 0.07) implied a small effect.
Students of household income of SAR ≥ 20,000 SR showed higher mean of total score of knowledge (4.83 ± 1.60) as well as barriers (91.16 ± 15.7) towards research. Oppositely the students from household income SAR < 5000 had lowest mean (3.43 ± 1.94) for knowledge but the students from household income of SAR 10,000–14,999 showed lowest mean scores for barriers towards research. Levene's F test showed satisfactory results for both knowledge (F(4, 55) = 0.99, P = 0.41) and barriers (F(4,55) = .267, P = 0.898). Additionally, the effect size for knowledge (d = 0.06) and barriers (d = 0.07) were small and hence there was no difference between groups.