Kasula (2015) describes action research is a growing form of

methodology that has recently been an area of great interest in

the field of language learning. It is also described as a set of

approaches to research that systematically investigates a given

social situation and promotes democratic change and collaborative

participation. Within an AR setting, the researcher and teacher

roles are coalesced, meaning that when conducting research,

participants not only examine their students but also themselves

through reflective teaching and researching practices.

Kasula, A. (2015). Conducting Action Research in a Practicum: A

Student Teacher's Perspective. The CATESOL Journal , 229-237.

Anxiety is a normal reaction to certain situations. A small

level of anxiety is normal, but severe anxiety can be a serious

problem. Anxiety can become more detrimental over time. Most

teachers will have students with social anxiety and/or academic

anxiety. Anxiety can also affect a teacher’s performance. If a

teacher has anxiety, the teacher might not be able to complete

group tasks or might not feel comfortable asking for help in

class (Dobson, 2014).

Dobson, C. (2014). Effects of Academic Anxiety on the Performance

of Students with and Without Learning Disabilities and How
Students can Cope with Anxiety at School. Academic Anxiety and
Coping With Anxiety , 1-36.
 According to Syokwaa (2015) anxiety is highly unpleasant

affective state similar to intense fear which can include

feelings of threat, vague objectless fear, a state of uneasiness

and tension, and a generalized feeling of apprehension. Anxiety

thus occurs Anxiety thus occurs to the body system after one has

experienced a threatening situation. An automatic physiological

response is triggered to prepare to protect him/her self, or

escape from the source of threat. If the activity is carried out,

then the changes are reversed, however, if no activity is done,

the body continues to remain in the “charged state” for longer

than normal, and the resulting changes become a disturbing source

of anxiety. This leads to further activation of the flight or

fight response and the whole cycle is continued, (Galvin cited by

Syokwaa, 2015).

Syokwaa, K. (2015). Relationship between Anxiety Levels and

AcademiAchievement Among Students in Selected Secondary Schools
in Lang'ata District Kenya. Journal of Educational and Social
Research , 403-437.

The symptoms of anxiety can interfere with functioning at any

stage in life. For children and adolescents, this interference is

particularly important because they are in school learning the

skills to become successful adults. The transitions students

encounter as a normal part of development often lead to decreased

motivation, academic performance, and self-perceptions when they

struggle with anxiety. Person who are distracted by anxiety

symptoms struggle to focus on class work, worry excessively,

experience physiological arousal, stomach aches, headaches, often

poor attendance, and subpar performance (Hess, 2015).

Hess, J. (2015). Anxiety Prevalence Among High School Students.

Counselor Education Master's Theses Counselor Education Journal ,
49-69.

Ngidi and Sibaya (2015) said that teacher education programme is

expected to do quality teaching. To develop quality teaching,

teachers must involve themselves in research. Quality teaching

Practice serves as the standard in the development and

application of theories stated in the books into the real-life

world of the students. Empirical findings support the notion that

a high level of anxiety among teachers may be tied to various

negative consequences such as class control problems and

classroom disruptions. There is a correlation between teacher

anxiety and class control problems. Therefore, anxiety appears to

be a relevant characteristic of teachers in the conduct of

research.
(Ngidi, 2015)

Ngidi, D. , Sibaya, P. (2015). Student Teacher Anxities Related

to Practice Teaching. South African Journal of Education , 18-21.

Impevedo and Malik (2016) clearly stated that to be a reflective

practitioner, a teacher can implement different strategies. They

could, for example, analyse and question happenings within the

teaching–learning context; show consideration for feelings and

behaviours; keep a regular or daily record of significant events;

share stories about students’ learning; ask colleagues and

students’ families for their insights; or read professional

literature to learn more about changing the environment and

materials to support students’ learning. At the same time, they

can reflect, rely upon or critically accept curriculum and

official content. Effective reflection requires not only time but

also meta-teaching and metacognitive skills, considered as self-

ideas which intentionally guide a teacher’s thinking (Chen,

2014). Cunliffe cited by Impevedo and Malik (20160 offers three

examples of ways to stimulate critically reflexive practice: an

exercise to help students think about the socially constructed

nature of reality; a map to help stimulate reflective and

reflexive practice; and a description and examples of critically

reflexive journaling. To become a reflective practitioner, “must

involve a willingness to be an active participant in a perpetual

growth process.
(Impevedo, 2016)

Impevedo, M. , Malik, S. (2016). Becoming A Reflective In-Service

Teacher: Role of Research . Australian Journal of Teacher
Education , 100-112.

Chen, X. (2014). Meta-Teaching: Menaing and Strategy. Africa

Education Review , 63-67.
Akcoltekin (2016) considering the competences of individuals in

today’s society, there is a need for problem solving, research-

oriented, questioning, productive, constructive and creative

individuals who can approach incidents as a scientist (Michael,

2014). Many countries revise their science programs in order to

equip individuals with 21st Century skills such as cooperation,

critical thinking and creativity (Ravitz, Hixson & Mergendoller,

2014). The most appropriate way to meet these skills is directing

individuals to scientific research. The process of presenting

scientific knowledge as a whole is called “scientific research”

(Geray & Punch, 2015). The basic principle of scientific research

is the inclusion of a planned work process and consists of a

number of successive steps. The research process, starting with

the identification of the problem includes identification of the

methods to be employed, data collection, developing results and

recommendations to solve the problem, and preparing a scientific

report by including the conclusions reached and recommendations

(Llewellyn, 2014). Since this process, called the scientific

method, adopts the principle of obtaining the evidence at the

point of rejection or verification of facts and principles

presented, it may differ from other methods used to reach the

information (Honer, Thomas, & Okholm, 2014). The most important

tool in the development of scientific research competence in

students in science fairs. Students exhibit their scientific

projects during these science fairs. Teachers are the main factor

in increasing or reducing participation of students in science

fairs (Fisanick, 2015). Teachers play an important role in terms

of informing and guiding students through science fairs and

scientific projects (Blenis, 2015). If teachers have first-hand

experience and information about scientific research, the

interest of students in scientific research will eventually

increase (LaBanca, 2014).

Akcoltekin, A. (2016). Innvestigation of the Effects of Training

on the Development of High School Teachers' Attitudes towards
Scientific Research and Project Competitions. Educational
Sciences, Theory and Practices Journal .

Ata, A. (2014). Examination of Math Teacher Candidates Attitudes Towards Scientific Research. ProQuest
Educational Journal , 27-30.

Blenis, D. (2015). The Effects of Mandatory, Competititve Science Fairs on Fifth Grade Students' Attitudes
Towards Science. ProQuest Educational Journal , 21-30.

Caraway, K. (2014). Self-Efficacy, Goal Orientation and Fear of Failure as Predictors of School Engagement
in High School Students. Psycholog Journal of Education , 417-427.

Chen, X. (2014). Meta-Teaching: Menaing and Strategy. Africa Education Review , 63-67.

Dobson, C. (2014). Effects of Academic Anxiety on the Performance of Students with and Without
Learning Disabilities and How Students can Cope with Anxiety at School. Academic Anxiety and Coping
With Anxiety , 1-36.

Ekici, F. (2014). Examination of the Attitudes of Preschool Teacher Candidates and Teacher Candidate.
European Journal of Education Research , 1-13.

Farrand, K. (2016). Self-Efficacy of Students With Visual Impairments Before and After Participation in an
Inquiry-Based Camp. Journal of Science Education , 50-60.

Fisanick, L. (2015). A Descriptive Study of the Middle School Science Teachers Behavior for Required
Student Participation in Science Fair Competitions. ProQuest Educational Journal , 119-134.

Geray, H. (2015). Introduction to Qualitative and Quantitative Methods in Social Research. 21-40.
Hess, J. (2015). Anxiety Prevalence Among High School Students. Counselor Education Master's Theses
Counselor Education Journal , 49-69.

Honer, S. (2014). Call fo Philosophy Problems. 204-208.

Impevedo, M. (2016). Becoming A Reflective In-Service Teacher: Role of Research . Australian Journal of
Teacher Education , 100-112.

Ince, H. (2018). The Relationship Between The Attitudes of Mathematics Teacher Candidates Towards
Scientific Research and Their Thinking Styles. Universal Journal of Educational Research , 1467-1476.

Kasula, A. (2015). Conducting Action Research in a Practicum: A Student Teacher's Perspective. The
CATESOL Journal , 229-237.

LaBAnca, F. (2014). Impact of Problem Finding in the Quality of Authentic Open Science Inquiry Science
Research Projects. ProQuest Journal of Education , 80-89.

Linnenbrink, E. (2014). The Role of Self-Efficacy Beliefs in Student Engagement and Learning in the
Classroom. 119-137.

Llewellyn, D. (2014). Inquiry Within: Implementing Inquiry Based Science Standards. ProQuest Journal of
Education , 110-121.

McCombs, B. (2014). Self-regulated Learning and Academic Achievement: A Phenomenological View. 67-
123.

McKim, A. (2017). Developing Self-Efficacy: Exploring Preservice Coursework, Student Teaching and
Professional Development Experiences. Journal of Agricultural Education , 172-185.

Michael, K. (2014). A Comparison of Students' Product Creativity Using A Computer Simulation Activity
Versus A Hands-On Activity in Technology Education. . Journal on Educational Technology , 62-79.

Ngidi, D. (2015). Student Teacher Anxities Related to Practice Teaching. South African Journal of
Education , 18-21.

Polat, M. (2014). Students, Attitudes Towards Scientific Research in the Faculty of Education. Proquest
Educational Journal , 77-90.

Ravitz, J. (2014). Using Project Based Learning to teach 21st Century Skills: Findings from Statewide
Initiative . American Educational Research , 215-233.

Rezaei, M. (2015). The Relationship Between Research Self-Efficacy, Anxiety and Attitude Toward
Research: A Study of Agricultural Graduate Students. Journal of Educational And Instructional Studies ,
69-78.

Schunk, D. (2014). Self-Efficacy and Education and Instruction. 281-303.

Shi, H. (2018). Self-Efficacy Beliefs and Effective Instructional Strategies: U.S. University English Learners'
Perspective. International Journal of Teaching and Learning in Higher Education , 477-496.

Syokwaa, K. (2015). Relationship between Anxiety Levels and AcademiAchievement Among Students in
Selected Secondary Schools in Lang'ata District Kenya. Journal of Educational and Social Research , 403-
437.

Yilmaz, H. (2018). Fear of Success and Life Satisfaction in terms of Self-Efficacy. Universal Journal of
Educational Research , 1278-1285.

Zeldin, A. (2014). A Comparative Study of Self-Efficacy Beliefs of Successful Men and Women in
MAthematics, Science and Technology Careers. Journal of Research and Science Teaching , 1036-1058.

(Akcoltekin, 2016)
(Michael, 2014)
(LaBAnca, 2014)
(Llewellyn, 2014)
(Ravitz, 2014)
(Geray, 2015)
(Honer, 2014)
(Fisanick, 2015)
(Blenis, 2015)

Blenis, D. (2015). The Effects of Mandatory, Competititve Science

Fairs on Fifth Grade Students' Attitudes Towards Science.
ProQuest Educational Journal , 21-30.

Chen, X. (2014). Meta-Teaching: Menaing and Strategy. Africa

Education Review , 63-67.

Fisanick, L. (2015). A Descriptive Study of the Middle School

Science Teachers Behavior for Required Student Participation in
Science Fair Competitions. ProQuest Educational Journal , 119-
134.

Geray, H. (2015). Introduction to Qualitative and Quantitative

Methods in Social Research. 21-40.

Honer, S., Thomas, C., & Okholm, D. (2014). Call fo Philosophy

Problems. 204-208.

LaBanca, F. (2014). Impact of Problem Finding in the Quality of

Authentic Open Science Inquiry Science Research Projects.
ProQuest Journal of Education , 80-89.
Llewellyn, D. (2014). Inquiry Within: Implementing Inquiry Based
Science Standards. ProQuest Journal of Education , 110-121.

Ravitz, J., Hixson, N., & Mergendoller, A. (2014). Using Project

Based Learning to teach 21st Century Skills: Findings from
Statewide Initiative . American Educational Research , 215-233.

Michael, K. (2014). A Comparison of Students' Product Creativity

Using A Computer Simulation Activity Versus A Hands-On Activity
in Technology Education. . Journal on Educational Technology ,
62-79.

Ekici (2014) observed that the scientific development levels

of the modern countries around the world which are regarded to be

developed are also advanced because the countries tend to take

being advanced in science as a basis for ensuring the welfare and

development of the societies. The way to ensure development in

science and to overcome the obstacles before the countries in the

way of becoming a “modern and developed” society is proportional

to the contribution they provide to the scientific research

culture. For this, it is necessary for societies’ attitudes

towards scientific research to be positive and at an improbable

level (Polat, 2014).

Scientific research is defined as data collecting and

analysis of the collected data in accordance with a certain

purpose and through systematic processes. Research is regarded to

be the cornerstone of scientific developments. One of the most

characteristic qualities of the scientific research is that it

consists of a number of steps following each other. The research

process starting with the perception of a problem includes

determining the methods to be followed and fulfilling the

requirements, collecting the data, processing the data,

developing result and recommendations that will form a solution

to a problem based on the data, recording the process and the

result achieved (Llewellyn cited by Ekici, 2014).

In the conception of education of the 21st century, it is

emphasised that raising individuals who can recognise the

problems and have the ability to solve them, who can use research

techniques and have a positive attitude towards scientific

research has come to the forefront. In order to produce

information, the individual has to have the ability to think

scientifically. In today’s society, that an individual has the

ability to think scientifically has become a necessity rather

than an extra skill. Therefore, raising individuals who can think

scientifically takes place among the primary goals of the

education systems (Ata & Yenilmez, 2014).

(Ekici, 2014)
(Ata, 2014)
(Polat, 2014)

Ata, A. & Yenilmez K. (2014). Examination of Math Teacher

Candidates Attitudes Towards Scientific Research. ProQuest
Educational Journal , 27-30.

Ekici, F. (2014). Examination of the Attitudes of Preschool

Teacher Candidates and Teacher Candidate. European Journal of
Education Research , 1-13.
Polat, M. (2014). Students, Attitudes Towards Scientific Research
in the Faculty of Education. Proquest Educational Journal , 77-
90.

Ata and Yenilmez (2014) aimed to determine the attitudes of

mathematics teacher candidates towards scientific research and

researchers in their study. It was stated that the teacher

candidates were generally neutral in terms of scientific research

in the study conducted with the participation of 201 teacher

candidates. It was seen that the attitude toward scientific

research did not differ according to gender and academic

achievement, but differed significantly in terms of grade level,

the frequency of making scientific research in the future, and

the graduated high school. Moreover, it was also determined that

the teacher candidates want to do scientific research mostly on

the subjects of limit-derivative-integral and the attitudes

towards mathematics anxiety and mathematics.

It is seen that it was aimed to determine the attitudes of

university students, teachers and teacher candidates regarding

scientific research according to various variables in the most of

the researches in the literature. However, it was not encountered

any study in which the attitudes of the teachers and the teacher

candidates towards scientific research were examined in terms of

thinking styles. The power of effective think that individuals

have cannot be ignored in this era where science and technology

are rapidly developing. From this point of view, it is considered

that determining whether or not there is a relationship between

the thinking styles of both teachers and teacher candidates, who

are effective in educating of future individuals and their

attitudes towards scientific researches, will contribute to the

literature (Ince, Cenberci & Yavuz, 2018).

Ince, H., Cenberci, M., & Yavuz, D. (2018). The Relationship

Between The Attitudes of Mathematics Teacher Candidates Towards
Scientific Research and Their Thinking Styles. Universal Journal
of Educational Research , 1467-1476.

Self-efficacy is related with a strong sense of personal

efficacy, better health, higher success and creativity, and

better social integration. Self-efficacy is about whether an

action is to be started and how much effort will be paid and how

much struggle will put against obstacles and failures. In other

words, self-efficacy is not a concept related to our abilities

and technical skills, but it is a concept related to the

perception whether we can reach our goals. According to Bandura

self-efficacy makes a difference in the way people think, feel

and behave. Low self-efficacy is associated with depression,

anxiety, and despair. Individuals with lower self-efficacy also

have lower self-esteem and they have pessimistic thoughts about

their achievements and personal growth. People with high self-

efficacy are willing and creative in performing more challenging

tasks. Higher self-efficacy also enables to choose challenging

goals, explore the environment and take advantage of

environmental conditions. Self-efficacy is not a skill; it is the

belief on what the individuals can do in accordance with their

abilities. Self-efficacy is much more than the intention of the

individual to achieve an aim, since it is the sum of beliefs

about starting, maintaining, concluding, and even more

importantly, struggling with the obstacles that will face in this

process. In short, self-efficacy belief is an individual’s belief

that they can perform the behavior that produces the result

(Yilmaz, 2018).
(Yilmaz, 2018)

Yilmaz, H. (2018). Fear of Success and Life Satisfaction in terms

of Self-Efficacy. Universal Journal of Educational Research ,
1278-1285.

Self-efficacy refers to successfully completing a given

task. Past success provides a roadmap for future success, thus

enhancing self-efficacy (Bandura cited by McKim & Velez, 2017).

Vicarious experiences, the second potential developer of self-

efficacy, entails observing another individual complete a given

task. Research suggests vicarious experiences are most powerful

when the individual being observed is similar to the observer

(Bandura, 1986). The third potential developer of self-efficacy,

social persuasion, entails being told you can complete a given

task. For example, a cooperating teacher telling a student

teacher “you can do this” before a lesson, may enhance the self-
efficacy of the student teacher (McKim & Velez, 2016). Finally,

physiological and emotional states, the fourth potential

developer of self-efficacy, refers to biological (e.g., sweaty

palms) and psychological (e.g., nervousness) states when

contemplating a given task. Perceptions of physiological and

emotional states provide clues for the individual as to how

successful or unsuccessful they will be when attempting a given

task (McKim & Velez, 2017).

(McKim, 2017)

McKim, A. (2017). Developing Self-Efficacy: Exploring Preservice

Coursework, Student Teaching and Professional Development
Experiences. Journal of Agricultural Education , 172-185.

The beliefs a person has about his or her ability influences

behavior. Bandura as cited by Farrand and Wild (2016) suggested

that these beliefs create effects through cognitive,

motivational, affective, and selection processes. Performance

accomplishments, vicarious experience, verbal persuasion, and

physiological states are the four main sources of information

that form the base for personal self-efficacy (Bandura cited by

Farrand & Wild (2016). A student’s personal self efficacy belief

influences their participation in school. The belief that

students have in their ability to do school work impacts their

involvement and perseverance in the work (Linnenbrink & Pintrich,

2014). This belief in one’s own capability influences an

individual’s effort and interest in school related work. Student

performance may be improved when students have a high sense of

self- efficacy in a subject area and may influence students in

considering career choices in that subject area (Pajares, 2014).

This is supported by findings that suggest that a person’s self-

efficacy beliefs are a factor in their selection of and

achievement in a science and math related career (Zeldin,

Britner, & Pajares, 2014).

(Farrand, 2016)
(Zeldin, 2014)
(Linnenbrink, 2014)

Farrand, K. (2016). Self-Efficacy of Students With Visual

Impairments Before and After Participation in an Inquiry-Based
Camp. Journal of Science Education , 50-60.

Linnenbrink, E. & Pintrich, R. (2014). The Role of Self-Efficacy

Beliefs in Student Engagement and Learning in the Classroom. 119-
137.

Zeldin, A., Britner, S., & Pajares, F. (2014). A Comparative

Study of Self-Efficacy Beliefs of Successful Men and Women in
Mathematics, Science and Technology Careers. Journal of Research
and Science Teaching , 1036-1058.

Self-efficacy is an aspect of social cognitive theory.

McCombs (2014) explains self-efficacy in reference to the

learner’s judgment of his or her competency for successful task

completion. This theory assumes that people possess the ability

to reflect and regulate their actions and to shape their

environment rather than merely react to it.

Bandura as cited by Shi (2018) self-efficacious individuals

view attainments as under their control. When students believe

they are capable of performing well on an academic task, they are

motivated to perform well, work harder, and persist in the task

for longer periods of time. These behaviors (or positive self-

efficacy) are essential for academic success. High levels of

self-efficacy have been associated with high levels of

achievement. The level of perseverance devoted to a task is

supported by perceived self-efficacy (Bandura cited by Shi,

2018). Efficacious teachers “sustain their work longer” because

they anticipate that they will succeed at the end of the task.

Conversely, students with a low self-efficacy tend to believe

that difficult tasks are not achievable and lack confidence in

their abilities (Bandura cited by Shi, 2018). Schunk (2014)

claims that learners are likely to have low self-efficacy if they

think they have great difficulty in understanding the academic

material while those who feel capable of understanding the

material have a higher self-efficacy. “Self efficacy determines

aspect of task engagement including which tasks individuals

choose to take on, the amount effort, persistence, and

perseverance they demonstrate with regard to the task, and their

feelings related to the task” (Caraway, Tucker, Reinke, & Hall,

2014).
(Shi, 2018)
(McCombs, 2014)
(Schunk, 2014)
(Caraway, 2014)

Caraway, K. , Tucker, C.M., Reinke, W.M., & Hall, C. (2014).

Self-Efficacy, Goal Orientation and Fear of Failure as Predictors
of School Engagement in High School Students. Psycholog Journal
of Education , 417-427.

McCombs, B. (2014). Self-regulated Learning and Academic

Achievement: A Phenomenological View. 67-123.

Schunk, D. (2014). Self-Efficacy and Education and Instruction.

281-303.

Shi, H. (2018). Self-Efficacy Beliefs and Effective Instructional

Strategies: U.S. University English Learners' Perspective.
International Journal of Teaching and Learning in Higher
Education , 477-496.

A growing literature has documented the importance of

research self-efficacy in the research training of students

(Gelso and Lent, 2015). In general, self-efficacy term represents

one’s confidence in being able to perform a given behavior. It is

just not possible to elucidate aspects of human functioning such

as motivation, learning, self regulation and achievement without

bringing the role played by self-efficacy beliefs into the

discussion (Pajares and Urdan, 2016). Self-efficacy helps

individuals to decide how much effort they will spend on a task,

how long they will persist when experiencing difficulties, and

how resilient they will appear in detrimental situations

(Dinther, 2015). According to self-efficacy theory, if people

believe that they have the ability to complete successfully a

given behavior, then they are more likely to engage in that

behavior (Phillips and Russell, 2014).

The term self-efficacy was soon extended to research domain.

Forester (2014) defined research self-efficacy as one’s

confidence in successfully performing tasks associated with

conducting research (e.g., performing a literature review or

analyzing data). Bieschke (2016) stated that research self-

efficacy is judgments about one’s ability to perform specific

research. Lei (2014) and Uranu and Beck (2015) believed that

research self-efficacy can be defined as confidence in carrying

out research activities from organizing a research plan to

carrying out the research process from library research and

reading to writing and publication. Mullikin (2017) defined

research self-efficacy as the confidence one has in his or her

abilities to perform research related tasks and activities.

Researchers identified four dimensions for research self-

efficacy, including: data analysis (i.e., confidence in one’s

ability to work with and analyze data), research integration

(i.e., confidence in one’s ability to integrate one’s research

ideas with the existing literature), data collection (i.e.,

confidence in one’s ability to complete data collections tasks

such as training raters and keeping accurate records), and

technical writing (i.e., one’s ability to write research articles

for publication) (Forester et al. 2004). High research self-

efficacy has been connected to both future research involvement

and higher research productivity. Unrau and Beck (2015) stated

that students’ research self-efficacy increased over the course

of a semester. In relation to gender, results have been

inconsistent.
(Rezaei, 2015)

Rezaei, M. (2015). The Relationship Between Research Self-

Efficacy, Anxiety and Attitude Toward Research: A Study of
Agricultural Graduate Students. Journal of Educational And
Instructional Studies , 69-78.

Gelso, C. J., & Lent, R. W. (2015). Scientific training and

scholarly productivity: The person, the training environment,
and their interaction.

Bieschke, K. J. (2006). Research self-efficacy beliefs and

research outcome expectations: implications for developing
scientifically minded psychologists. Journal of Career
Assessment, 15(3): 367-387.

Dinther, M. V. (2015). Factors affecting students’ self-efficacy

in higher education. Educational Research Review, 6: 95-108.

Forester, M. (2014). Factor structures of three measures of

research self-efficacy. Journal of Career Assessment, 12(1): 3-
16.

Lei, S. A. (2014). Factors changing attitudes of graduate school

students toward an introductory research methodology course.
Education, 128(4): 667-685.

Mullikin, E. A.(2017). Assessing research self-efficacy in

Physician-Scientists: The clinical research appraisal inventory.
Journal of Career Assessment, 15(3): 367-387.
Pajares, F., & Urdan, T. (2016). Foreword. In F. Pajares, and
T.Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. ix–
xii).Greenwich, CT: Information Age Publishing.

Phillips, J., & Russell, R. (2014). Research self-efficacy, the

research training environment, and research productivity among
graduate students in counseling psychology. The Counseling
Psychology, 22(4): 628–641.

Unrau, Y.A., & Beck, A.R. (2015). Increasing research self-

efficacy among students in professional academic programs.
Innovative Higher Education, 28(3): 187-204.

Chow, S., & Yong, B. (2014). Secondary School Students'

Motivation and Achievement in Combined Science. US-China
Education Review , 213-228.

Jordan, C.V.J (2018). Development and Validation of Lesson

Exemplar Using Seven-E’s, 20-45.

Ulla, M., Barrera, K., Acompanado, M. (2017, November).

Philippine Classroom Teachers as Researchers: Teachers'
Perceptions, Motivations and Challenges. Australian Journal of
Teacher Education , 52-64.

Valdez, P. &. Lapinid, C. (2015). Constraints of Math Teachers

in Conducting Action Research in the Philippines: Rights
Analysis. Malaysian Journal of Learning and Istruction , 1-19.

Amedu, O. (2017). Attitude of Students Towards Cooperative

learning in Some Selected Secondary Schools in Nasarawa
State. Journal of Education nd Practice , 29-32.

Konokman, G. Y. (2015). Preschool Teacher Candidates' Research

Qualifications and Research Anxiety Level towards Research .
Eurasian Journal of Educational Research , 57-74.

Bhat (2018) describe descriptive research is defined as

a research method that describes the characteristics of the

population or phenomenon that is being studied. This methodology

focuses more on the “what” of the research subject rather than

the “why” of the research subject. In other words, descriptive

research primarily focuses on describing the nature of

a demographic segment, without focusing on “why” a certain

phenomenon occurs. In other words, it “describes” the subject of

the research, without covering “why” it happens.

Bhat, A. (2018). Descriptive Research: Definition,

Characteristics, Methods, Advantages and Disadvantages. 21-34.