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A cross-sectional design collected data from 170 students enrolled in Master of Philosophy programs in the Department of Education and Psychology at the University of Cape Coast, Ghana. Correlational results showed a strong positive association between intermediate statistics and research methods. 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A cross-sectional design was employed, and data was collected from 170 students enrolled in master of philosophy programs in the department of education and psychology at the University of Cape Coast, Ghana. The correlation analysis revealed a strong positive correlation between students'performance in intermediate statistics in education and research methods in education. This indicates a close relationship between the two domains. The MANOVA analysis showed no significant differences in the linear combination of intermediate statistics in education and research methods in education scores across the different undergraduate programs. The tests of between-subjects effects further confirmed that the student's performance in intermediate statistics in education and research methods in education did not differ significantly across the different undergraduate programs. These findings contribute to the existing literature by providing insights into the correlation between educational statistics and research methods, and the influence of undergraduate program backgrounds on students' performance in these domains. The strong positive correlation between intermediate statistics and research methods highlights the importance of a solid foundation in statistics for understanding and applying research methods. Moreover, the consistent relationship across different academic backgrounds emphasizes the need for targeted interventions and support systems to enhance graduate students' competencies in these critical areas.\u003Cbr>Keywords: Educational statistics, research methods, undergraduate programs, students’ performance. |\n| --- |\n| *Corresponding author. Email: [justicedadzie19@gmail.com](justicedadzie19@gmail.com). |\n\nINTRODUCTION  \nIn today's educational landscape, the mastery of statistical concepts and research methodologies is increasingly recognized as fundamental for students pursuing advanced studies in various disciplines (Daniel, 2022; Wishkoski et al. , 2022) . Particularly in fields such as education and psychology, where empirical research plays  \na pivotal role in advancing knowledge and practice, proficiency in statistics and research methods is indispensable. However, the extent to which students'undergraduate program background influences their performance in intermediate statistics in education and subsequent research methods in education remains an  \nAfr Educ Res J 338  \narea of inquiry worthy of exploration.  \nStatistics education serves as a foundational pillar in equipping students with the necessary analytical skills to critically evaluate research findings, design empirical studies, and draw valid conclusions (Olgun, 2023; Dehalwar and Sharma, 2023) . Therefore, it is reasonable to hypothesize that students who have received adequate training in statistics during their undergraduate education may exhibit a greater aptitude for understanding and applying statistical concepts in the context of research methods courses. Conversely, students with limited exposure to statistical concepts may face challenges in comprehending the intricacies of research methodologies, potentially impacting their academic per","cbCaive2jp8qzemT","https://ap.wps.com/l/cbCaive2jp8qzemT","pdf",196290,11,"English","# Abstract\n# Introduction","[{\"question\":\"What was the main objective of the study?\",\"answer\":\"The study examined the correlation between students' performance in educational statistics and research methods in education, and assessed whether performance differed according to students' undergraduate programs.\"},{\"question\":\"How was the data collected and from whom?\",\"answer\":\"A cross-sectional design was used, collecting data from 170 students enrolled in Master of Philosophy programs in the Department of Education and Psychology at the University of Cape Coast, Ghana.\"},{\"question\":\"What did the correlation and MANOVA analyses show?\",\"answer\":\"Correlation analysis indicated a strong positive relationship between intermediate statistics in education and research methods in education. MANOVA and between-subjects tests showed no significant differences in scores across different undergraduate programs.\"}]","African Educational Research Journal Vol. 12(4) - Full Length Research Paper - Exploring the Correlation Between Students' Performance and Research Methods | PDF",1792071618,28]