Abstract

Purpose: This study aimed to examine the impact of the use of statistical software on the research skills of biomathematics students, while exploring the mediating role of statistical self-efficacy and the moderating role of learning orientation. The research sought to understand how technological engagement, psychological confidence, and motivational orientation collectively contribute to research competence. Method: A quantitative, cross-sectional design was employed using data collected from 224 biomathematics students selected through stratified random sampling. Standardized scales were adopted from prior research to measure the constructs. Data were analyzed using SmartPLS 4.0, applying measurement and structural model assessments to test reliability, validity, and hypothesized relationships. Findings: The results revealed that the use of statistical software significantly enhances student research skills. Statistical self-efficacy was found to positively affect research performance and mediate the relationship between software use and research skills. Moreover, learning orientation significantly moderated the association between use of statistical software and research skills, strengthening this relationship among highly learning-oriented students. Originality/Implications: This study contributes to the literature by integrating technological, cognitive, and motivational factors within a single model. Practically, it underscores the need for research-based curricula that combine software training, self-efficacy enhancement, and reflective learning approaches to foster research competency in higher education.