Research Methodology, pdf - 2B2B.org

the development of effective time management skills (Archer and Lamnin, 1985; Desmond and
Glenwick, 1987).
When one considers the research on interrole conflict and students at the graduate level,
studies suggest that interrole conflict influences both the affect (e.g., anxiety and attitude) and
ability (e.g., statistics ability) of these students (Dyk, 1987; Fenster, 1992). The influence of
interrole conflict is said to result from the fact that many students at this level are not
“traditional” students in that many fulfill roles other than that of student. These students
generally have family and work obligations in addition to their student or academic obligations,
they are generally older than traditional college students, and often show greater variability in the
number of hours worked on a job (Beutell & O’Hare, 1987; Fenster, 1992a; Klotsche, 1966;
McLaughlin, 1985; Metzner & Bean, 1987; Potts, 1992; Tinto, 1975).
Fenster’s recent investigation (1992a) suggests that interrole conflict can play an important
part in explaining performance in a statistics class. In addition, Fenster demonstrated that the
influence of interrole conflict on performance was a negative one. These findings are consistent
with Goode’s (1960) beliefs that role conflict negatively impacts student performance. However,
while Fenster’s study considered the effects of variables related to demographic, skill, and
interrole conflict variables, he neglected to address the influence of affective variables which are
also suggested to influence student performance in statistics (Bendig & Hughes, 1954; Elmore,
1993, Feinberg & Halperin, 1978; Fenster, 1992b). As a result, there is a need to build a model
that more fully explains student performance in statistics. It is the purpose of this study to
consider variables related to affect in addition to various demographic, skill, and interrole
conflict variables previously studied. The major ramification of developing a more accurate and
reliable model to predict performance in statistics is that it will allow administrators to identify
students who may be at risk of performing poorly in statistics, and as a result, a proactive
strategy could be utilized to assist students where necessary prior to enrolling in an advanced
graduate level statistics class. Identifying problem areas for students, and implementing activities
or interventions that would help students in these areas should decrease the percentage of
students performing poorly in quantitative courses.
General Research Question
What is the relationship between various skill, demographic, and affective variables and
performance of graduate students in an advanced level statistics course.
General Research Hypotheses
The research hypotheses that will be investigated in this study will include:
H1: Gender will not be related to performance in an advanced level graduate statistics course.
H2: Anxiety with statistics will be related to performance in an advanced level graduate
statistics course.
H3: Attitude towards statistics will be related to performance in an advanced level graduate
statistics course.
H4: Previous background in math and statistics at the college level will be related to
performance in an advanced level graduate statistics course.