Asian Journal of Education and Social Studies

Research has become a vital rather than an alternative skill for undergraduate students. Statistical anxiety (SA), characterised by apprehension and discomfort associated with statistical analysis, plays a significant role in shaping researchers' attitudes towards data analysis and its application in research. This study aimed to understand the influence of SA on the attitude towards research (ATR). This study employed a quantitative research approach utilizing a descriptive–predictive research design to examine college students’ attitude toward research and their level of statistical anxiety. With the use of 409 college research students selected through stratified random sampling who answered a standardised adopted questionnaire, the data underlined that the higher scores in Test Anxiety and Difficulty in Interpretation are associated with lower values of the ATR, while attitude to Statistics Teachers yields a favorable impact. These findings underscore the significance of considering diverse elements like academic performance and teacher support in ATR prediction. The overall model, y = 4.67 – 0.1334 *test anxiety – 0.0787* interpretation anxiety + 0.072 * teacher anxiety, exhibits satisfactory explanatory power, as reflected by significant statistical indicators. Correlation analysis revealed a significant positive correlation between statistical anxiety and attitude toward research (r = 0.196, p < 0.001), suggesting that higher anxiety levels are associated with more negative attitudes toward research. In light of these results, it is recommended that the UM Digos may implement comprehensive assessments and targeted interventions to mitigate the multifaceted influences on the outcome variable, thereby fostering a more conducive learning environment for students and educators alike.