European Journal of Educational Research Volume 6, Issue 1, 1 - 13. ISSN: 2165-8714 http://www.eu-jer.com/ Examination of the Attitudes of Preschool Teacher Candidates and Teacher Candidates in Other Branches Towards Scientific Research in Terms of Some Variables Fatma Yasar Ekici * Istanbul Sabahattin Zaim University, TURKEY Abstract: The main objective of this study is to examine the attitudes of preschool teacher candidates and teacher candidates in other branches towards scientific research in terms of some variables. Survey method was used. The study group consists of 547 teacher candidates studying in education faculty of a private university in the spring term of 2015-2016 in Istanbul province. Personal Information Form, Scale of Attitude towards Scientific Research were used as data collection tool. According to the results; Preschool teacher candidates’ levels of reluctance to help researchers and negative attitudes towards research are lower when compared to Turkish language teacher candidates. Preschool teacher candidates’ positive attitudes towards researchs and researchers are higher when compared to Turkish language teacher candidates. Guidence and psychological counselor candidates’ negative attitudes towards research are lower when compared to Turkish language teacher candidates. The levels of reluctance to help researchers of male teacher candidates are higher when compared to female teacher candidates. Negative attitudes towards research of the teacher candidates who do not take the course of scientific research methods are higher when compared to the teacher candidates who take the research methods course. The teacher candidates’ attitudes towards research do not vary by age, grade level and the academic success average. Keywords: Preschool teacher candidate, attitude towards scientific research. To cite this article: Yasar Ekici, F. (2017). Examination of the attitudes of preschool teacher candidates and teacher candidates in other branches towards scientific research in terms of some variables. European Journal of Educational Research, 6(1), 1-13. doi: 10.12973/eu-jer.6.1.1 Introduction It is observed that the scientific development levels of the modern countries around the world which are regarded to be developed are also advanced because the countries tend to take being advanced in science as a basis for ensuring the welfare and development of the societies. The way to ensure development in science and to overcome the obstacles before the countries in the way of becoming a “modern and developed” society is proportional to the contribution they provide to the scientific research culture. For this, it is necessary for societies’ attitudes towards scientific research to be positive and at an improvable level (Polat, 2014). Scientific research is defined as data collecting and analysis of the collected data in accordance with a certain purpose and through systematic processes (McMillan & Schumacher 2010). Research is regarded to be the cornerstone of scientific developments (Marczyk at al., 2005). One of the most characteristic qualities of the scientific research is that it consists of a number of steps following each other. The research process starting with the perception of a problem includes determining the methods to be followed and fulfilling the requirements, collecting the data, processing the data, developing result and recommendations that will form a solution to a problem based on the data, recording the process and the result achieved (Madsen, 1991; Cone & Foster, 1993; Bolker, 1998; Llewellyn, 2002). In the conception of education of the 21st century, it is emphasised that raising individuals who can recognise the problems and have the ability to solve them, who can use research techniques and have a positive attitude towards scientific research has come to the forefront (Bektur, Yasar, Kucukkaragoz, Titiz, 1997; Hoshmand, 1991; Uzunoglu, 1997). In order to produce information, the individual has to have the ability to think scientifically. In today’s society, that an individual has the ability to think scientifically has become a necessity rather than an extra skill. Therefore, raising individuals who can think scientifically takes place among the primary goals of the education systems (Ata & Yenilmez, 2012). ______________________ * Correspondence: Fatma Yasar Ekici, Istanbul Sabahattin Zaim University, Faculty of Education, Istanbul, Turkey Email: [email protected] 2  YASAR EKICI / Attitudes of Teacher Candidates Towards Scientific Research Teachers are among the people who have the biggest responsibility in the education system to raise individuals who inquire and question. In other words, it is regarded as an important necessity that today’s teachers should have enough information and skills and have a positive attitude towards scientific research. As a result of this necessity, there is a scientific research methods course at each department of education faculties. Thus, it is aimed that teacher candidates acquire positive attitude towards scientific research and researchers with the basic information and skills related to scientific research (Korkmaz at al., 2011a). When the literature related to the subject is examined, studies on the views, opinions, and attitudes of teachers and teachercandidates towards scientific research, their state of being able to follow studies, to understand the research results and to use them in the class applications are encountered (Bahtiyar & Can, 2016; Ucgun & Unal, 2015; Cakmak, Taskiran, Bulut, 2015; Cinar & Koksal, 2013; Kaya, Afacan, Polat, Urtekin, 2013; Yenilmez & Ata, 2012; Polat, 2014; Ayaydin & Kurtuldu, 2010; Ulutas, 2009; Costa, Marquez, Kempa, 2000; Cousins & Walker, 2000; Cepni & Kucuk, 2003; De Jong, 2004; Ekiz, 2006; Everton, Galton, Pell, 2000; Gilbert, De Jong, Justi, Treagust, Van Driel, 2003; Gitlin, Barlow, Burbank, Kauchak, Stevens, 1999; Greenwood & Maheadly, 2001; Kempa, 2002; Korkmaz, Sahin, Yesil, 2011b, Korkmaz at al., 2011c; Isakson & Ellsworth, 1978; McIntyre, 2005; Ozturk, 2010; Shkedi, 1998; Yavuz, 2009). Besides this, there are also studies in the literature on providing research skills and research skill levels (Sahin & Altinay, 2009; Tekbiyik & Ipek, 2007); students’ and teachers’ scientific research proficiencies (Nartgun, Nartgun, Uluman, Akin, Celik, Cevik, Sanli, Gulozer, 2008; Tasdemir & Tasdemir, 2011); scientific research methods course (Papanastasiou & Zembylas, 2008; Kurt, Izmirli, Firat, Izmirli, 2011; Tay, Demirci-Guler, Tasdemir, 2009), on developing the scales of the attitude towards scientific research and scientific research methods course (Papanastasiou, 2014; Yasar, 2014; Korkmaz at al., 2011a; Tavsancil, 1995; Sammy King-fai, 2004; Papanastasiou, 2005; Walker, 2010). Main Objective and Sub-objectives of the Research The main objective of this study is to examine the attitudes of preschool teacher candidates and teacher candidates in other branches towards scientific research in terms of some variables. The sub-objectives determined in line with this main objective are as follows:  Is there a significant difference between the attitudes of preschool teacher candidates and teacher candidates in other branches towards scientific research?  Do the teacher candidates’ attitudes towards scientific research vary by age?  Do the teacher candidates’ attitudes towards scientific research vary by gender?  Do the teacher candidates’ attitudes towards scientific research vary by grade level?  Do the teacher candidates’ attitudes towards scientific research vary by the state of taking scientific research methods course?  Do the teacher candidates’ attitudes towards scientific research vary by academic success average? Methodology Research Design Survey method was used in this study as the teacher candidates’ attitudes towards scientific research are examined. Survey methods are research approaches that aim to describe the past or existing situation as it is (Karasar, 2015). Researh Population and Study Group The population of the study consists of teacher candidates studying in education faculties of universities in Istanbul province. The study group consists of 547 teacher candidates studying in education faculty of a private university in the spring term of 2015-2016 in Istanbul province. Data Collection Tool Personal Information Form, Scale of Attitude towards Scientific Research were used as data collection tool. Personal Information Form: A form structured by the researcher was developed and applied to the participants in the study to acquire information regarding the teacher candidates’ teaching branch, age, gender, grade level, the state of taking scientific research methods course and academic success average. Scale of Attitude towards Scientific Research: The scale was developed by Korkmaz, Sahin and Yesil (2011) and it is a 5-point Likert-type scale containing 30 items. In this 5-point Likert-type scale, the items are scored between 1 and 5 (1=not agree at all, 2=not agree, 3=have no idea, 4=agree 5=completely agree). Sub-scale points are obtained by dividing points acquired from each sub-scale to the number of items in the related sub-scale. Validity and reliability studies are applied by Korkmaz, Sahin and Yesil (2011a). According to the results of the explanatory factor analysis, the inventory was composed of four factors. These factors are reluctance to help researchers, negative attitude towards research, positive attitude towards research and positive attitude towards researchers. When the factor loads, factor eigenvalues and detected variance rates are considered; it can be confirmed that the inventory has structural validity. European Journal of Educational Research 3 In order to confirm the factor structure of the inventory, primary and secondary level confirmatory factor analyses were conducted. As a result of the confirmatory factor analysis; the examined values of the inventory model has coherence according to the results of both primary and secondary confirmatory factor analyses. The correlation value between each item of the inventory and the each factor of inventory vary between 0.571 – 0.767; the fixed correlation value between each item of the inventory and the each factor of the inventory vary between 0.413-0.677. According to the results it can be asserted that each item and each factor in the inventory serve meaningfully in the aim of measuring the desired features in the inventory. Item analysis was conducted in order to determine the discriminative power of 30 items in the inventory and it was determined that every item is discriminative at the desired level. Internal consistency coefficients of the inventory were calculated by using the Cronbach Alpha, Sperman-Brown formula and the Guttmann split-half reliability formula. Within the framework of these values; this confirms that the inventory does produce reliable measurements, in all these factors. In order to determine the time invariance of the items of the inventory, the test-retest method was applied by using the data of the practices conducted every five weeks. According to the results, every item and every factor in the inventory is able to give stable measurements by the way of time invariance (Korkmaz at al., 2011a). Data Collection In order to collect the data related to the study, teaching staff working at the education faculty of Sabahattin Zaim University were informed about the study and were taken permission. Then, the data collection tools were applied by going to the classrooms, being distributed to the teacher candidates and the forms applied were collected. Data Analysis Data collected for the study were analysed using SPSS 20 program. One-Way Variance Analysis (ANOVA), Tamhane’s T2 Test, Scheffe’s Test, Kruskal-Wallis H Test and Independent Group t-Test were used in the analysis of the data. Findings The findings obtained from the study are tabulated below in the framework of sub-objectives. Findings on the First Sub-objective The first sub-objective of the study is to determine whether there is a significant difference between the attitudes of preschool teacher candidates and teacher candidates in other branches towards scientific research or not. Below, there are findings on the first sub-objective in the form of a table. Table 1. One-Way Variance Analysis (ANOVA) performed in order to determine whether there is a significant difference between the attitudes of preschool teacher candidates and teacher candidates in other branches towards scientific research or not f . and ss Values ANOVA Sub- Group N sd Source of the Sum of df Mean F P scales Variance Squares Square Preschool Intergroups 723.466 3 241.155 4.749 .003* education teaching 151 20.92 7.041 Intragroup 27625.782 543 50.783 p le Turkish language Total 28349.248 546 h o teaching 81 24.57 7.141 t esr English language cneh teaching 90 22.54 7.127 ac tr Guidence and ca uleReser cTooutanls eling 251487 2222..2245 77..118919 Preschool Intergroups 1674.912 3 558.304 10.637 .000* education teaching 151 19.53 6.660 Intragroup 28501.143 543 52.488 ehc Turkish language Total 30176.055 546 dr utae teaching 81 24.78 8.915 ittse English language AR e s teaching 90 22.80 6.985 vd itagraw Gcouuidnesnelcien ga nd 218 21.09 7.067 eo NT Total 547 21.46 7.434 4  YASAR EKICI / Attitudes of Teacher Candidates Towards Scientific Research Table 1. Contunied Sub- Group N sd Source of the Sum of df Mean F P scales Variance Squares Square Preschool Intergroups 351.968 3 117.323 3.486 .016* education teaching 151 25.69 5.838 Intragroup 18276.339 543 33.658 h educrae Tteuarckhiisnhg l anguage 81 23.32 5.445 Total 18628.307 546 ts itteR English language A e sd teaching 90 24.00 6.282 vr Guidence and itisaw counseling 218 24.66 5.696 oo PT Total 547 24.65 5.841 s Preschool Intergroups 271.831 3 90.610 3.297 .020* re education teaching 151 24.56 4.721 Intragroup 14923.573 543 27.484 h educrae Tteuarckhiisnhg l anguage 81 22.53 6.301 Total 15195.404 546 ts itteR English language A e sd teaching 90 23.91 5.282 vr Guidence and itisaw counseling 218 23.25 5.154 oo PT Total 547 23.63 5.275 As it is seen in Table 1, the difference between the arithmetic averages of the groups was found significant in the subscale of reluctance to help researchers (F=4.749; p<.05), the subscale of negative attitude towards research (F=10.637; p<.05), the subscale of positive attitude towards research (F=3.486; p<.05) and the subscale of positive attitude towards researchers (F=3.297; p<.05). Complementary analyses were initialized following this result. The homogeneity of the variances was checked first when determining which comparison analysis to use. It was found out that the variance is not homogenous in the subscale of negative attitude towards research (LF=4.245;p<.05) and thus the Tamhane’s analysis was applied. As for the subscale of reluctance to help researchers (LF=.023;p>.05), the subscale of positive attitude towards research (LF=,385;p>.05) and the subscale of positive attitude towards researchers (LF=1.842;p>.05) the variance was found to be homogeneous and hence the Scheffe’s analysis was applied. The comparative results of the Tamhane’s and Scheffe’s analyses are tabulated below. Table 1.1. Tamhane’s T2 and Scheffe’s Tests carried out in order to determine between which groups the scores taken from the subscales vary by the field of study Test Subscales Field of study Field of study Mean p difference Sandart Error Scheffe Reluctance Preschool Turkish language teaching -3.650 .974 .003* to help education teaching English language teaching -1.627 .941 .394 researchers Guidance and psk.counseling -1,320 .744 .370 Turkish language Preschool education teaching 3.650 .974 .003* teaching English language teaching 2.023 1.091 .330 Guidance and psk.counseling 2.330 .927 .098 English language Preschool education teaching 1.627 .941 .394 teaching Turkish language teaching -2.023 1.091 .330 Guidance and psk.counseling. .307 .892 .990 Guidance and psk. Preschool education teaching 1.320 .744 .370 counseling Turkish language teaching -2.330 .927 ,098 English language teaching -.307 .892 .990 European Journal of Educational Research 5 Table 1.1. Continued Test Subscales Field of study Field of study Mean p difference Sandart Error Tamhane’s Negative Preschool Turkish language teaching -5.252 1.123 .000* T2 Attitude education teaching English language teaching -3.275 .907 .002* Towards Guidance and psk. counseling -1.562 .714 .164 Research Turkish language Preschool education teaching 5.252 1.123 .000* teaching English language teaching 2.978 1.234 .507 Guidance and psk.counseling 3.691 1.100 .006* English language Preschool education teaching 3.275 .907 .002* teaching Turkish language teaching -1.978 1.234 .507 Guidance and psk.counseling 1.713 .878 .278 Guidance and psk. Preschool education teaching 1.562 .714 .164 counseling Turkish language teaching -3.691 1.100 .006* English language teaching -1.713 .878 .278 Scheffe Positive Preschool Turkish language teaching 2.369 .793 .031* Attitude education teaching English language teaching 1.690 .766 .183 Towards Guidance and psk.counseling 1.029 .606 .411 Research Turkish language Preschool education teaching -2.369 .793 .031* teaching English language teaching -.679 .889 .900 Guidance and psk.counseling -1.340 .755 .370 English language Preschool education teaching -1.690 .766 .183 teaching Turkish language teaching .679 .889 .900 Guidance and psk.counseling -.661 .727 .843 Guidance and psk. Preschool education teaching -1.029 .606 .411 counseling Turkish language teaching 1.340 .755 .370 English language teaching .661 .727 .843 Scheffe Positive Preschool Turkish language teaching 2.026 .716 .047* Attitude education teaching English language teaching .646 .692 .833 Towards Guidance and psk.counseling 1.305 .548 .130 Researchers Turkish language Preschool education teaching -2.026 .716 .047* teaching English language teaching -1.380 .803 .399 Guidance and psk.counseling -.721 .682 .773 English language Preschool education teaching -.646 .692 .833 teaching Turkish language teaching 1.380 .803 .399 Guidance and psk.counseling .659 .657 .800 Guidance and psk. Preschool education teaching -1.305 .548 .130 counseling Turkish language teaching .721 .682 .773 English language teaching -.659 .657 .800 As it is seen from table 1.1, it was determined that the difference in question in the sub-scale of the reluctance to help research took place between the preschool teacher candidates and Turkish language teacher candidates, in favour of Turkish language teacher candidates at p<.05 level. It was determined that the difference in question in the sub-scale of the negative attitude towards research took place between the preschool teacher candidates and Turkish language teacher candidates, in favour of Turkish language teacher candidates at p<.05 level; between the preschool teacher candidates and English language teacher candidates, in favour of English language teacher candidates at p<.05 level; between the Turkish language teacher candidates and guidence and psychological counselor candidates, in favour of Turkish language teacher candidates at p<.05 level. It was determined that the difference in question in the sub-scale of the positive attitude towards research took place between the preschool teacher candidates and Turkish language teacher candidates, in favour of the preschool teacher candidates at p<.05 level. It was determined that the difference in question in the sub-scale of the positive attitude towards researchers took place between the preschool teacher candidates and Turkish language teacher candidates, in favour of the preschool teacher candidates at p<.05 level. The differences between the arithmetic means of other groups were not found to be significant (p>.05). Findings on the Second Sub-objective The second sub-objective of the study is to determine whether teacher candidates' attitudes towards scientific research vary by age. Below, there are findings on the second sub-objective in the form of a table. 6  YASAR EKICI / Attitudes of Teacher Candidates Towards Scientific Research Table 2. Kruskal Wallis-H Test carried out in order to determine whether the sub-scale scores of the Scale of Attitude towards Scientific Research of teacher candidates vary by age. Sub-scales age N Mean rank df X2 P Reluctance to 18-20 196 277.36 help researchers 21-22 248 276.57 23-25 76 271.14 4 3.041 .551 26-30 18 211.22 31 + 8 280.75 Total 546 Negative 18-20 196 280.98 Attitude 21-22 248 273.67 Towards 23-25 76 262.45 4 2.985 .560 Research 26-30 18 222.75 31 + 8 304.13 Total 546 Positive Attitude 18-20 196 277.41 Towards 21-22 248 269.27 Research 23-25 76 264.64 4 2.001 .736 26-30 18 314.56 31 + 8 300.63 Total 546 Positive Attitude 18-20 196 278.63 Towards 21-22 248 270.51 Researchers 23-25 76 266.36 4 1.623 .805 26-30 18 305.22 31 + 8 237.19 Total 546 Upon examining table 2, it is seen that no statistically significant difference was found between the sub-scores of the reluctance to help researchers (Χ2=3.041; p>.05), negative attitude towards research (Χ2=2.895; p>.05), positive attitude towards research (Χ2=2.001; p>.05), positive attitude towards researchers (Χ2=1.623; p>.05) of teacher candidates. Findings on the Third Sub-objective The third sub-objective of the study is to determine whether teacher candidates' attitudes towards scientific research vary by gender. Below, there are findings on the third sub-objective in the form of a table. Table 3. Independent group t-test carried out in order to determine whether the sub-scale scores of the Scale of Attitude towards Scientific Research of teacher candidates vary by gender Sub-scales gender N Standart Standart T Test deviation error t df p mean Reluctance to help female 457 21.90 7.111 .332 researchers male 87 24.01 7.276 .780 -2.491 119.299 .014* Negative Attitude female 457 20.90 7.250 .339 Towards Research male 87 24.49 7.798 .836 -3.987 116.038 .000* Positive Attitude female 457 24.77 5.654 .264 Towards Research male 87 24.06 6.762 .725 1.049 542 .295 Positive Attitude female 457 23.98 5.148 .241 Towards Researchers male 87 21.89 5.654 .606 3.417 542 .001* Upon examining Table 3, it is seen that no statistically significant difference was found between the arithmetic means of the subscale of Positive Attitude Towards Research (t=1.049; p>.05). As for the subscale of reluctance to help researchers, the difference between the arithmetic means of the groups was found to be statistically significant (t=-2.491; p<.05). Upon examining the means in order to determine in favour of which group the difference is, it is seen that the arithmetic mean of the males ( =24.01) is higher than the arithmetic European Journal of Educational Research 7 mean of the females ( =21.90). In other words, the difference in question is in favour of the males. As for the subscale of negative attitudes towards research, the difference between the arithmetic means of the groups was found to be statistically significant (t=-3.987; p<.05). Upon examining the means in order to determine in favour of which group the difference is, it is seen that the arithmetic mean of the males ( =24.49) is higher than the arithmetic mean of the females ( =20.90). In other words, the difference in question is in favour of the males. As for the subscale of positive attitudes towards researchers, the difference between the arithmetic means of the groups was found to be statistically significant (t=3.417; p<.05). Upon examining the means in order to determine in favour of which group the difference is, it is seen that the arithmetic mean of the females ( =23.98) is higher than the arithmetic mean of the males ( =21.89). In other words, the difference in question is in favour of the females. Findings on the Fourth Sub-objective The fourth sub-objective of the study is to determine whether teacher candidates' attitudes towards scientific research vary by grade level Below, there are findings on the fourth sub-objective in the form of a table. Table 4. One-Way Variance Analysis (ANOVA) performed in order to determine whether the sub-scale scores of the Scale of Attitude towards Scientific Research vary by grade level f . and ss Values ANOVA Olcek Group N sd Source of Sum of df Mean F P alt the Squares Square boyutla Variance ri Reluctan 1.grade 149 23.12 6.794 Intergrou 294.583 3 98.194 1.904 .128 ce to 2.grade 152 22.18 7.178 ps 280054.665 543 51.571 help 3.grade 138 22.40 7.506 Intragrou 28349.248 546 research 4.grade 108 20.97 7.279 p ers Total 547 22.25 7.199 Total Negative 1.grade 149 22.55 8.032 Intergrou 481.522 3 160.507 2.935 .033* Attitude 2.grade 152 21.92 7.690 ps 29694.533 543 54.686 Towards 3.grade 138 20.95 6.865 Intragrou 30176.055 546 Researc 4.grade 108 19.98 6.671 p h Total 547 21.46 7.434 Total Positive 1.grade 149 24.97 6.018 Intergrou 89.922 3 29.974 .878 .452 Attitude 2.grade 152 24.53 5.968 ps 18538.386 543 34.141 Towards 3.grade 138 24.07 5.661 Intragrou 18628.307 546 Researc 4.grade 108 25.13 5.645 p h Total 547 24.65 5.841 Total Positive 1.grade 149 23.91 5.418 Intergrou 100.791 3 33.597 1.209 .306 Attitude 2.grade 152 24.11 5.492 ps 15094.613 543 27.799 Towards 3.grade 138 23.23 5.035 Intragrou 15195.404 546 Researc 4.grade 108 23.08 5.044 p hers Total 547 23.63 5.275 Total As it is seen in Table 4, the difference between the arithmetic averages of the groups was found insignificant in the subscale of reluctance to help researchers (F=1.904; p>.05), the subscale of positive attitude towards research (F=.878; p>.05) and the subscale of positive attitude towards researchers (F=.306; p>.05). The difference between the arithmetic averages of the groups was found significant in the subscale of negative attitude towards research (F=2.935; p<.05). Complementary analyses were initialized following this result. The homogeneity of the variances was checked first when determining which comparison analysis to use. It was found out that the variance is homogenous in the subscale of negative attitude towards research (LF=2.246; p>.05) and thus the Scheffe’s analysis was applied. The comparative result of the Scheffe’s analyses are tabulated below. Table 4.1. Scheffe’s Tests carried out in order to determine between which groups the scores taken from the subscale of negative attitude towards research vary by grade level Test Subscales Field of study Field of study Mean p difference Sandart Error Scheffe negative 1.grade 2.grade .937 .974 .734 attitude 3.grade .722 .941 .867 towards 4.grade 2.148 .744 .132 research 8  YASAR EKICI / Attitudes of Teacher Candidates Towards Scientific Research Table 4.1. Continued Test Subscales Field of study Field of study Mean p difference Sandart Error 2.grade 1.grade 3.650 -.937 .734 3.grade 2.023 -.214 .996 4.grade 2.330 1.212 .614 3.grade 1.grade 1.627 -.722 .867 2.grade -2.023 .214 .996 4.grade .307 1.426 .494 4.grade 1.grade 1.320 -2.148 .132 2.grade -2.330 -1.212 .614 3.grade -.307 -1.426 .494 As it is seen in Table 4.1, the difference between the mean difference of the groups could not be found significant as a result of the Tamhane’s T2 and Scheffe’s test carried out in order to determine between which groups the scores taken from the sub-dimensions of family guidance in technology use and technology application areas vary by the children’s age (p>.05). Findings on the Fifth Sub-objective The fifth sub-objective of the study is to determine whether teacher candidates' attitudes towards scientific research vary by the state of taking scientific research methods course. Below, there are findings on the fifth sub-objective in the form of a table. Table 5. Independent group t-test carried out in order to determine whether the sub-scale scores of the Scale of Attitude towards Scientific Research of teacher candidates vary by the state of taking course of scientific research methods Sub-scales the state of N Standart Standart T Test taking course of deviation error t df P scientific mean research methods Reluctance to help yes 192 21.54 7.539 .543 researchers no 355 22.64 6.988 .371 -1.674 369.531 .095 Negative Attitude yes 192 20.24 7.043 .508 Towards Research no 355 22.12 7.566 .402 -2.901 416.324 .004* Positive Attitude yes 192 24.82 5.895 .425 Towards Research no 355 24.56 5.818 .309 .506 545 .613 Positive Attitude yes 192 23.41 5.394 .389 Towards Researchers no 355 23.75 5.214 .277 -.724 380.438 .469 Upon examining Table 5, it is seen that no statistically significant difference was found between the arithmetic means of the subscale of reluctance to help researchers (t=-1.674; p>.05), the subscale of positive attitudes towards research (t=.506; p>.05), the subscale of positive attitudes towards research (t=-.724; p>.05). As for the subscale of negative attitudes towards research, the difference between the arithmetic means of the groups was found to be statistically significant (t=-2.901; p<.05). Upon examining the means in order to determine in favour of which group the difference is, it is seen that the arithmetic mean of the teacher candidates who did not take the scientific research methods course ( =22.12) is higher than the teacher candidates who took the scientific research methods course ( =20.24). In other words, the difference in question is in favour of the teacher candidates who did not take the scientific research methods course. Findings on the Sixth Sub-objective The sixth sub-objective of the study is to determine whether teacher candidates' attitudes towards scientific research vary by academic success average. Below, there are findings on the sixth sub-objective in the form of a table. European Journal of Educational Research 9 Table 6. Kruskal Wallis-H Test carried out in order to determine whether the sub-scale scores of the Scale of Attitude towards Scientific Research of teacher candidates vary by academic success average Sub-scales Academic N Mean rank df X2 p success average Reluctance to 0-1.99 14 228.00 help researchers 2.00-2.99 240 251.31 3.00-4.00 235 240.63 2 .901 .637 Total 489 Negative 0-1.99 14 265.29 Attitude 2.00-2.99 240 251.20 Towards 3.00-4.00 235 237.46 2 1.424 .491 Research Total 489 Positive Attitude 0-1.99 14 226.25 Towards 2.00-2.99 240 242.94 Research 3.00-4.00 235 248.22 2 .421 .810 Total 489 Positive Attitude 0-1.99 14 214.89 Towards 2.00-2.99 240 241.92 Researchers 3.00-4.00 235 249.94 2 1.049 .592 Total 489 Upon examining table 6, it is seen that no statistically significant difference was found between the sub-scores of the reluctance to help researchers (Χ2=.901; p>.05), negative attitude towards research (Χ2=1.424; p>.05), positive attitude towards research (Χ2=.421; p>.05), positive attitude towards researchers (Χ2=1.049; p>.05) of teacher candidates. Results and Discussion The results obtained from the study were discussed by comparing them to the findings of other studies carried out on the subject below. It was determined that there was a significant difference between the attitudes of preschool teacher candidates and teacher candidates in other branches towards scientific research. According to this, the preschool teacher candidates’ levels of reluctance to help researchers are lower when compared to Turkish language teacher candidates. The preschool teacher candidates’ negative attitudes towards research are lower when compared to Turkish and English language teacher candidates. The preschool teacher candidates’ positive attitudes towards research and researchers are higher when compared to Turkish language teacher candidates. The guidance and psychological counselor teacher candidates’ negative attitudes towards research are lower when compared to Turkish language teacher candidates. According to the results that Korkmaz, Sahin and Yesil (2011b) achieved in the study he carried out with teacher candidates, the levels of reluctance to help researchers of the psychological counselling and guidance department students and their negative attitudes towards research are lower when compared to students from other departments; negative attitudes towards scientific research of the psychological counselling and guidance department students and primary mathematics department are higher when compared to students from other departments; negative attitudes towards scientific research of the science and classroom teaching students are lower when compared to social studies teaching students; positive attitudes towards researchers of the science and classroom teaching students are higher when compared to social studies teaching students, preschool teaching students and Turkish language teaching students. In the study carried out by Polat (2014), the positive attitude scores of elementary school mathematics teaching students towards researchers turned out to be higher when compared to Turkish language teaching students. Other studies carried out on the subject bear qualities that support this finding as well (Bibi at al., 2012; Yavuz, 2009). Differently from this, studies which discover that the attitudes towards scientific research do not vary by the department come into question (Konokman at al., 2013; Cogaltay, 2016). This difference among the research results may result from the fact that sample/study groups and their characteristics differ from each other. The teacher candidates’ attitudes towards research do not vary by age. Different from that, the teacher candidates’ attitudes towards research vary by gender. According to this, the levels of reluctance to help researchers of male teacher candidates are higher when compared to female teacher candidates. Male teacher candidates’ negative attitudes towards researches are higher when compared to female teacher candidates. Female teacher candidates’ positive attitudes towards researchers are higher when compared to male teacher candidates. As a result of the study carried out by Ilhan, Celik and Aslan (2016), it was discovered that females’ positive attitudes towards research are higher than those of males. In the study carried out by Korkmaz, Sahin and Yesil (2011b) the levels of reluctance to help researchers of the male teacher candidates and their negative attitude towards research turned out to be higher than those of the female teacher candidates. As a result of the study carried out by Polat (2016), it was discovered that males’ positive attitudes towards research are higher than those of females. Differently from this result, studies discovering that the attitudes towards scientific research do not vary by gender are also encountered (Bicer at al., 2013; 10  YASAR EKICI / Attitudes of Teacher Candidates Towards Scientific Research Ata & Yenilmez, 2012; Cakmak at al., 2015; Konokman at al., 2013; Ekiz, 2006; Walker & Cousins, 1994; Jordan & Roland, 1999; Saracaloglu, 2008; Saracaloglu at al., 2005; Winans & Madhavan, 1992; Cogaltay, 2016). Having achieved different results regarding the gender in the studies shows that gender is not a factor that solely determines the attitude towards research. The teacher candidates’ attitudes towards research do not vary by the grade level. While some of the results of the studies carried out on the subject support this finding (Ilhan at al., 2016; Cakmak at al., 2015), some do not (Ata & Yenilmez, 2012; Korkmaz at al., 2011b; Kurt at al., 2011). In the study he carried out, Polat (2014) determined that the attitudes of the 4th-grade teacher candidates towards willingness to help researchers were higher when compared to other grades. In the study he carried out, Bicer, Bozkirli and Er (2013) discovered that 4th-grade Turkish language teacher candidates’ attitudes towards scientific research were more negative when compared to other grade levels. This situation can be interpreted as that the courses related to scientific research that students take during their undergraduate education at different grades also affect their attitudes towards scientific research. The teacher candidates’ attitudes towards scientific research vary by whether they have taken the scientific research methods course. According to this, the negative attitudes towards research of the teacher candidates who do not take the course of scientific research methods are higher when compared to the teacher candidates who take the research methods course. There are studies in the literature which discover that taking the research methods course affects the research attitudes positively (Benton at al., 1983; Cooke at al., 1993; Ata & Yenilmez, 2012). Differently from this, studies discovering that taking the research methods course does not create a significant difference in the attitudes toward scientific research come into question as well (Cokluk at al., 2005; Ilhan at al., 2016; Tavsancil, 1995; Winans & Madhavan, 1992; Benton & Jerrolds 1982). This situation can be associated with a difference in the quality of the content of the scientific research methods course that students take and the attitude of instructing staff giving this course towards students. Hence, it was concluded in the studies conducted on the subject that there were problems with the teaching of the scientific research method course (Cetin & Dikici 2014), that teacher candidates acquired data collecting and reporting skills yet they had difficulty in analysing the data (Kart & Gelbal, 2014), that the application manner of the course caused a negative attitude towards scientific research to develop (Ayaydin & Kurtuldu, 2010), that as the success of teacher candidates in the scientific research methods course increased their positive attitudes towards scientific research increased as well (Camuzcu-Asiroglu, 2016). The teacher candidates’ attitudes towards research do not vary by the academic success average. While the result of the study carried out by Ata and Yenilmez (2012) supports this finding, the results achieved in the study carried out by Diri (2007) and Kurt at al.(2011) do not support this finding. This situation may be an indicator of the fact that the level of the academic success and the effort shown are not related to the scientific information and research curiosity. References Ata, A. & Yenilmez, K. (2012). Matematik ogretmeni adaylarinin bilimsel arastirmalara yonelik tutumlarinin incelenmesi [Examination of math teacher candidates’ attitudes towards scientific research]. X. Ulusal Fen Bilimleri ve Matematik Egitimi Kongresi, Bildiri e-Kitabi, 27-30 Haziran 2012, Nigde Universitesi, Nigde, Turkiye. Ayaydin, A. & Kurtuldu, M. K. (2010). Guzel sanatlar egitimi bolumu ogrencilerinin bilimsel arastirma yontemleri dersine iliskin tutumlari [Attitudes of fine arts education students towards scientific research methods lesson], Abant Izzet Baysal Universitesi Dergisi, 10/2, 1-8. Bahtiyar, A. & Can, B. (2016). Fen ogretmen adaylarinin bilimsel surec becerileri ile bilimsel arastirmaya yonelik tutumlarinin incelenmesi [Examination of the scientific process skills and attitudes towards scientific research of prospective science teachers], Buca Egitim Fakultesi Dergisi, 42, 47-58. Bektur, T.; Yasar, H.; Kucukkaragoz, H. & Titiz, T. (1997). Ezbersiz egitim [Education without masters],Nasil Bir Egitim Sistemi: Guncel Uygulamalar Ve Gelecege Iliskin Oneriler Egitim Sempozyumu, 10-12 Nisan, Izmir, 139-47. Benton, S. E. & B. W. Jerrolds. (1983). A comparison of educational research attidudes and achievement. Paper presented at the Annual Meeting of the Georgia Educational Research Association. Athens, GA, Nov 18, 1983. (ERIC ED238928). Benton, S. E. and B. W. Jerrolds. (1982). Predicting success in an educational research course. Paper presented at the Annual Meeting of the Georgia Educational Research Association. Atlanta, GA, Nov 19, 1982. (ERIC ED226020). Bibi, F.; Lqbal, H. M. & Majid, N. (2012). Attitude of prospective teachers towards research: Implications for teacher education in Pakistan. Contemporary Educational Researches Journal, 1, 8-14. Bicer, M.; Bozkirli, K. C. & Er, O. (2013). Turkce ogretmeni adaylarinin bilimsel arastirmaya yonelik tutumlarinin degerlendirilmesi [Evaluation of Attitudes Towards Scientific Research of Turkish Language Prospective Teachers], A.U. Turkiyat Arastirmalari Enstitusu Dergisi, 50, 327-342. Bolker, J. (1998). Writing your dissertation in fifteen minutes a day: A guide to starting, revising, and finishing your, Doctoral Thesis. Bellingham: OwlBooks.