Influences of Learning Experiences on Research Literacy Among Postgraduate Students at Malaysian Research Universities
Authors: JALILAH YUSOF IBNATUL , Khadijah Mohamad Siti , Hakim Ismail Lukman 
Published: August 2024

Aim/Purpose: Given the limited research on assessing research literacy among postgraduate students in the education field, this study aims to explore the association between research literacy scores and learning experiences. These experiences include reading intensity, participation in formal research-related courses, and engagement in presenting and publishing articles.

Background: Postgraduate students are required to master essential skills such as reading, evaluating, interpreting, and synthesizing information from primary research articles, as they are expected to be both consumers and producers of scholarly work like theses and research articles. Developing research literacy, which encompasses these skills, is crucial. Without adequate research literacy, students may misinterpret research findings, compromising the quality of their studies. This not only affects their own work but also negatively impacts other researchers who reference their research outputs.

Methodology: This study utilized a survey method with a sample of 236 postgraduate research students in education. The participants were selected through stratified sampling, dividing them into two strata: master’s students and doctoral students. The survey data were analyzed using multiple regression for inferential purposes.

Contribution: This study offers guidance on designing supportive programs based on the examined factors influencing research literacy among postgraduate students. Understanding these factors will enable more targeted and effective program development to foster students’ research abilities.

Findings: Findings revealed that all five predictors predict the research literacy of postgraduate students in education. Nevertheless, further analysis shows that three of the five predictors significantly predicted research literacy scores. These include the total number of courses attended, t (230) = 2.62, p < .05; the total number of papers published, t (230) = 4.05, p < .05; and the number of articles read monthly. Among these, the total number of articles published emerged as the strongest predictor, followed by the total number of courses attended and the number of articles read monthly.

Recommendations for Practitioners: Practitioners in education should focus on enhancing research literacy within formal research courses provided for postgraduate research students. These courses should be tailored to improve research literacy skills and align with evolving needs and expectations, especially in the context of academic publication. Additionally, practitioners should implement interventions that cultivate reading habits, as staying informed directly affects students’ academic publication endeavors.

Recommendation for Researchers: Researchers should investigate additional learning experiences that could impact research literacy. This includes exploring the role of mentorship, collaborative projects, and the use of digital resources in research education. Furthermore, engaging in longitudinal studies to track the development of research literacy over time is recommended. This would provide insights into how research skills evolve throughout the course of postgraduate studies.

Impact on Society: This study aims to empower research students by providing them with essential skills and knowledge for critical assessment, engagement, and contribution to research findings. Enhancing research literacy leads to a more informed, problem-solving, and evidence-based research community. Ultimately, this effort can significantly improve the quality of research education.

Future Research: Future studies may examine other factors, such as the barriers and challenges that students face in acquiring research literacy skills, including motivational, psychological, and socio-economic factors.