Current issues in preparing future teachers to conduct research using statistical analysis methods

Abstract

The article discusses a range of issues related to preparing future teachers to conduct research using statistical analysis methods. In the context of rapid digitalization of society, increasing demands on the quality of education, growing volumes of information, and innovative transformations in the educational space, an important component of professional training for teachers is the ability to engage in scientific inquiry, critically reflect on pedagogical reality, and interpret empirical data in a well-founded manner.
The authors focuses on the formation of research competence in students of higher education institutions as an integrated characteristic that combines cognitive activity, analytical thinking, the ability to make scientific observations, process data, and draw well-founded conclusions. The article describes in detail the typical difficulties that arise in the process of pedagogical research: the variability of the object (personality, social influences), the complexity of constructing the instrumentation, and the stage of preparing primary data for statistical processing.
Particular attention is paid to the methods of statistical analysis used in pedagogical research: Student's t-test, χ²-test, correlation and regression analysis, their significance in testing hypotheses and identifying dependencies between variables. The authors emphasizes the need to combine quantitative and qualitative approaches, which allows for a deeper interpretation of the results and ensures the scientific validity of the conclusions.
The article also reveals the organizational and methodological aspects of students' educational and research activities: types, stages, forms of implementation, and the relationship between classroom and extracurricular activities. The role of digital technologies and software (SPSS, R, Python libraries, etc.) in supporting research is considered, which enhances the information and technological literacy of future teachers.
It is concluded that effective preparation for research activities not only increases the professional competence of teachers, but also shapes their readiness for continuous education, adaptability, and participation in innovative processes. The results obtained can be used to improve educational programs, develop a research culture in higher education institutions, and improve the quality of teacher education in general.