Scientific Research from the Perspective of University Students: A Qualitative Approach

Abstract

The development of scientific research represents a recurring challenge for university students. This qualitative study, using a phenomenological design, aims to explore research-related difficulties through the lens of students’ attitudes toward research, epistemological understanding, methodological proficiency, perceptions of the thesis process, and associated emotions. A focus group technique and purposive sampling were employed, involving five students from a public university in Lima, Peru. Transcription was carried out using MAXQDA and its “transcription” function, while data analysis was conducted with ATLAS.ti 25, following a deductive logic. Findings reveal gaps in epistemological comprehension and difficulties in applying research methods. An ambivalent attitude toward the thesis was identified, characterized by anxiety and stress, yet also by motivation and satisfaction with the learning achieved. The perception of the thesis as a bureaucratic requirement, combined with limited faculty guidance, negatively affects the research experience. However, peer support and self-directed learning emerged as key adaptation mechanisms. The study concludes that it is essential to strengthen the teaching of epistemological and methodological foundations and to implement academic and emotional support strategies that foster student autonomy. These findings highlight the need for comprehensive research training aimed at improving students’ perception of scientific research and enhancing the university experience, particularly in public education contexts.