Abstract

*Mogae Kedikilwe, Moroka Tibone and Magang Kitso

One of the negative aftermaths of the on-going controversy among researchers with regards to which research method, qualitative or qualitative is superior is its adverse influence on learning-related behaviour of graduate students in the research classroom. The need to expose graduate students to all sides of the same coin in research methodology is retarded by the confusion this controversy has created in the minds of students. Many come to class with their minds already made up as a result of indoctrination by their supervisors and peers. With this mindset, they tend, without any critical inquiry, to be inclined immaturely to one or the other of these orientations even if their research problem does not called for the methodology they have been indoctrinated to prefer. This study aims at exploring the influence of research inclination on research classroom learning behaviour of University of Botswana graduate education students. Survey data were generated from a total number of 79 graduate education students at the University of Botswana (GES.UB), on research inclination and some research-related affective behaviour. Using ANOVA, seven hypotheses were tested. The results showed that feelings as to the usefulness of research generally and to one’s professional life, the likelihood of offering research courses if they were not compulsory, and of registering for any research course in the future, and the level to which research courses are deemed to be demanding all are significantly influenced by research orientation. These were discussed briefly and recommendations made.