UNDERGRADUATE RESEARCH ENGAGEMENT: INSIGHTS FROM A MIXED-METHODS INVESTIGATION OF STUDENTS’ PERSPECTIVES AT A VIETNAMESE UNIVERSITY

By Ho Trung Hau
DOI: 10.37550/tdmu.EJS/2026.01.694

Undergraduate research is widely recognized as a meaningful practice that develops students’ critical thinking, problem‑solving, and science identity, yet student engagement remains uneven due to multiple factors. To address this issue, this mixed-methods study examines undergraduate students’ engagement in research at a Vietnamese university, focusing on their attitudes, perceived support, and intentions to participate. Survey data (N = 164) and interviews (N = 8) reveal a clear divide between students’ positive views of research outcomes and their ambivalence toward the research process. Although students believe lecturers are supportive, they report low comfort in seeking help, limited peer encouragement, and little awareness of institutional research policies. Students express moderate intention to conduct a research project but show strong reluctance toward presenting or publishing their work. The qualitative findings highlight psychological barriers, unclear pathways, and an outcome-oriented mindset. The study argues that current support structures are passive and insufficient. Institutions should implement more visible, structured mentorship to strengthen students’ confidence and foster a more active undergraduate research culture.