Gender-Related Differences in Scientific Method Comprehension and Research Practices Among Final-Year University Students

This study investigates university students’ understanding of the scientific method and their scientific performance during thesis research using a mixed-methods approach. Quantitative data were collected through a test administered to final-year students, while qualitative data were obtained through interviews exploring students’ experiences in applying scientific procedures during the research process. The quantitative analysis using Welch’s t-test showed no statistically significant difference between male and female students (p = 0.068), although the Mann–Whitney U test indicated differences in score distribution across groups. In addition, effect size analysis revealed a moderate magnitude of difference between male and female students. The qualitative findings indicated that both groups experience similar challenges in several stages of the research process, particularly in research design and data interpretation. Overall, the findings suggest that male and female students demonstrate comparable abilities in applying the scientific method in thesis-related research activities, despite variations in statistical patterns. Based on these findings, instructional practice should emphasize structured formative feedback on students’ visual data representations through annotated figures during writing to improve clarity, interpretation, and communication of scientific data. These results highlight the importance of strengthening scientific literacy and research communication skills in higher education to support effective thesis completion.