(Saima Eman, University of Sheffield, UK) A Comparative study of knowledge and attitudes towards research methods with statistics among undergraduate and postgraduate students (Saima Eman, University of Sheffield, UK) 1. Rationale Students usually find research particularly statistics very tough and boring. Literature shows that research methods with statistics is generally unpopular amongst students due to its high level of difficulty but at the same time it is very important for obtaining a higher level of qualification (Ax & Kincade, 2001; Lindo, Holder-Nevins, Roberts, Dawkins, & Bennett, 2013; Mehrdad, Salsali, & Kazemnejad, 2008; Mpezeni, Mpofu, & Shumba, 2013; Murtonen, 2005; Tashakkori &Teddlie, 2003). The mathematical ability of the students seems to facilitate the development of negative attitude towards research with statistics (Becker & Greene, 2004; Holcomb, 2004; Nardi & Steward, 2002). This study explores relationship between knowledge and attitudes towards research methods with statistics at graduate and postgraduate levels amongst students belonging to a variety of science and arts disciplines. 2. Hypotheses There will be a significant difference between the knowledge of undergraduate and postgraduate students. There will be a significant difference between the attitudes of undergraduates and postgraduates towards research methods with statistics. There will be a significant correlation between knowledge and attitudes. 3. Methodology Opportunity sampling Survey research design Tools: MCQs [34 items test of knowledge about research methods with statistics. Examples: Which of the following scales has a true zero? a) nominal, b) ordinal c) interval d) ratio). Similarly research related items included meaning of terms such as subject mortality, operational definitions, experimental design and SPSS]. Attitude survey [61 items survey measuring attitudes towards research methods with computer and statistics on a 4 point Likert scale varying from strongly disagree to strongly agree. Examples: Research methods is only meant for people with a high IQ level; Statistics has little value in daily life; I have attended almost all of my quantitative research methods lectures]. Demographics 4. Participants 60 undergraduate and 45 postgraduate students (N=105) from Middlesex University, London, UK 5. Results Factor analysis revealed four factors which are 1: Statistics anxiety, 2: Computer, research and statistics phobia, 3: Research methods and statistics aversion, 4: Quantitative research methods and statistics appeal. Perceived statistical ability was the major predictor of attitudes (on Statistics anxiety, Research methods and statistics aversion and Quantitative research methods and statistics appeal) towards research methods and statistics with gender, age and computer experience as other significant predictor variables. There was a weak significant negative correlation , r(103) = -.201, p<.05 between knowledge and attitudes on mean factor 4:Quantitative research methods and statistics appeal which means that increase in the level of knowledge decreases the level of appeal towards research methods with statistics. There are significant differences amongst the knowledge and attitudes of undergraduate and postgraduate students [Postgraduate Masters and PhD students have more knowledge, t(103) = -2.13, p <.05 and positive attitudes towards research with statistics on mean factor 1: Statistics anxiety and 3: Research methods and statistics aversion, t(102) = -3.35, p <.01 as compared to undergraduate bachelor students]. in attitudes with respect to gender and age [female students, t(102) =2.65, p <.05 as well as students aged 24 years and above, t(97) =2.11, p<.05) have significantly more positive attitude towards research with statistics as opposed to male students and those below 24 years of age respectively on mean factor 3: Research methods and statistics aversion.   6. Implications The results of this study suggest that research related attitudes develop over a period of time with increase in knowledge and age. Therefore, it might be proposed that if research related attitudes are tackled at an earlier age, students might develop more positive attitudes towards research. Children and adolescents seem to be less motivated to pursue research with statistics as compared to those aged 24 or above. Research (Kellet, 2005; Lobo, 2007; Mills, 2004) demonstrates that school children have worked on research projects which address issues such as increase in the confidence level of students, communication, problem solving ability, and parent child interaction. As a consequence, students have informed spending decisions such as construction of seating area within the school premises. Perhaps, if university students are practically able to experience the results of their research, they might become more interested in research with statistics. Research methods and Statistics lecturers could build up a research oriented environment with practical activities which encourage students from both science and arts disciplines including both genders to discuss and implement various ideas for research. Statistics games involving marbles, SPSS, news items, and social media might not only improve knowledge about quantitative research methods but also alleviate statistics anxiety, phobia and aversion towards research with statistics.   7. Future Research Future research could compare perceived and actual statistical ability by taking into account the actual statistics scores on exams taken at previous levels of education. The weak negative correlation between knowledge and attitudes needs further exploration. Perhaps a qualitative research including in-depth interviews with students might reveal how greater level of knowledge reduces or increases the appeal for research methods with statistics. 8. Acknowledgments This research was conducted as part of Masters research project under the supervision of Dr. Bahman Baluch, Reader in Experimental psychology, Middlesex University, London, UK.