The Role of Research Methodology Course in College of Education Students' Acquisition of Scientific Research skills: The Actual Reality and the Hope

Abstract
    The present study aimed to assessing the actual reality and the hopeful level concerning the role of research methodology course in College of Education students' acquisition of scientific research skills form students' points of view. Additionally, it explores the significant differences between the actual reality and the hopeful status, and the difference in reality and hopeful status attributed to the specializations (sciences- humanities). To achieve the aims of the study, a questionnaire measuring scientific research skills was developed and validated. The questionnaire was validated on 202 students while the main sample consisted of 100 students enrolled in college of Education, Minia University. Participants were randomly selected from seniors, special and professional diploma students.
     Results indicated a weak assessment of the role of research methodology course in College of Education students' acquisition of scientific research skills form students' points of view concerning the actual reality. The mastery level was inferior to 75% in all dimensions and the total score (69.48%). The least dimension entitled "statistical skills" (58%), followed by the dimension entitled "results, recommendations, and suggested research" (66%). On the contrary, the hopeful role of the research methodology course was very high either for the dimensions or the total score (79.11%). The highest relative mean was for the dimension entitled statistical skills" (87.15) followed by the dimension entitled "results, recommendations, and suggested research (83.52%).
    No statistically significant differences were found in students' assessment of actual reality or the hopeful status attributed to the difference in specialization (Sciences- Humanities) in all dimensions and the total score except for 5 sub-scales namely (title, aims, population & sample, citation, quoting and avoidance of plagiarism, Writing references). Significant differences were detected between the assessment of reality and hopeful status in all dimensions and the total score. Moreover, the effect size values for all significant dimensions were high indicating that there was a great gab between the reality and the hopeful status. Findings were discussed and interpreted in the light of the literature. Certain recommendations and further research topics were presented.