CSU-R&D Form No.

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Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Caritan, Tuguegarao City

CAPSULE RESEARCH AND DEVELOPMENT PROPOSAL

(for the Individual Component Study)

(1) Basic Information

Study Title: Correlates of Teachers’ Research Disposition to the Role of Research in Teaching
Researchers: Gender Field of Specialization
Study Leader: BRYAN M. NOZALEDA Male Science Education
NARCISA LAGGUI Female Language Education
MADEL TANGUILAN Female Biology
Campus: Carig Campus Telephone/Email of Study Leader: bnozaleda@gmail.com
(4) Research Classification: EDUCATION AND ALTERNATIVE LEARNING MODALITIES
Research Priority Theme/Sector Research Development
Science Education / Basic Pilot Testing
Applied Technology Promotion
Others:

(2) Introduction/Significance/Justification

In the Philippines, faculty members are usually working on multi-dimensional roles, consisting of teaching,
research, and community service/extension; thus, university faculty members are required to become teachers,
researchers, and service-oriented professionals. In other words, the strategic career directions of the faculty members
are influenced by these roles. In the attempt of describing the role of university teachers, Boyer (1997) defined four
fields of the academic profession: the scholarships of discovery, integration, application, and teaching. The
scholarship of teaching is to ‘study teaching models and practices to achieve optimal learning’. This can be done,
among other things, through developing and testing instructional materials and through advancing learning theory
using classroom research. It is interesting that Since Boyer’s report was published, as observed by Tight (2016) the
scholarship of teaching – now known as the scholarship of teaching and learning – has become a major research
interest in the academic community.
Moreover, the emphasis on the duality of teaching and research is expressed in the differences between
teaching in higher education and teaching in secondary education. Two major differences were mentioned in
literature. Aside from the conjunction of research function with their teaching function in HEIs, secondary education
has the objective of providing a broad basic general education in contrast with the provision of specialized educative
training expected from HEIs. Additionally, it is also observed that most of the teachers in universities have more
experience in research or in a profession, but often have limited pedagogical training. Consequently therefore,
teachers in higher education are slanted towards their discipline rather than towards the scholarship of teaching.
These brought about the ideology in higher education research which relates research and teaching and examine
ways that these two elements overlap as a single unit. Academics call this as the research-teaching nexus.
The term research-teaching nexus is used interchangeably with teaching-research nexus with the order
reflecting the prominence from the other. This has been the subject of increasing discussion in the higher education
research literature. In today’s trend, there is a strong call on bridging the gap between research and teaching. Filling
this link between research and teaching means that higher education institutions are encouraged to continually
explore ways to adjust, in order to prepare for potential changes in society and the demands put forward by various
stakeholders.
 In university teaching, knowledge of concepts, principles, and theories are important elements of scientific
literacy, but knowledge about the processes of scientific inquiry cannot be neglected. The process of scientific
inquiry can be emphasized in multiple ways in university curricula in which research and teaching are integrated.
Although science staffs at universities have much experience in research as well as in teaching, they rarely explicitly
express their inclinations to act (Samarapungavan, 2006). The idea underlying the present study is that university
science teaching in research intensive environments might be positively influenced by giving attention to scientific
research and teaching dispositions in science curricula. Focusing explicitly on aspects of scientific research
dispositions could provide students with a more realistic picture of scientific practice. Understanding tendencies to
act during research activities could be helpful when developing pedagogies and approaches to enhance links between
research, teaching and learning, for example, by emphasizing what teachers need to focus on when improving
students' understanding of scientific research practice.
There has been considerable work exploring the interconnection of teaching and research, and a diversity of
ways in which it can be expressed. Similarly, a growing number of in-depth, qualitative interview studies that probe
academics’ perceptions indicate a strong belief in a symbiotic relationship between research and teaching. A close
reading of these studies suggests that academic experiences like research and teaching may vary according to the
nature of the institution, the status of faculty members, the level of teaching, the discipline involved, and, above all,
the meanings attached to the activities of research and teaching.
Conversely, how teachers think about the role of research in teaching is likely to be influenced by what they
believe about teaching in general. Brew (2001) has argued that the way in which teachers perceive the nature of
research, teaching and knowledge will presumably affect the way in which they bring research and teaching together.
Driel (2012) found that particularly the way in which teachers conceptualize teaching (i.e., their beliefs about
teaching) correlates most strongly with the way in which they perceived the relationship between research and
teaching.
The way in which teachers embed research into teaching can also be affected by the institutional context.
This is because individual learning, thinking and behavior are assumed to be affected by the structural factors within
the institution like resources, workload, evaluation and feedback procedures and institutional policies and other
cultural factors within the institution (Smylie, 1995). Marsh and Hattie (1996), has similarly argued that institutional
context is likely to mediate the relationship between research and teaching.
However, with the vast plethora of researches linking research and teaching, only few studies have delved
on research integration in instruction in the Philippines. Additionally, since faculty members are expected to be the
primary producers of research in a university, it would be useful to discover their beliefs in the role of research in
teaching and teaching itself, and their perceptions of the institution’s efforts to enhance research productivity. The
beliefs and perceptions of teachers will be examined because they mediate to the knowledge acquisition, definitions
of tasks, and actual actions of teachers (Pajares, 1992). Different beliefs and perceptions about the role of research
in university teaching may thus produce different teaching actions for the incorporation of research into teaching.
These are interesting investigations specially in a university that is in the process of strengthening its research
capabilities. Hence, this study.
In this study the beliefs of teachers in higher education, particularly in CSU-Carig Campus, about the role of
research in university teaching are to be examined in connection with hypothesized constraints brought about by
their individual and institutional backgrounds. The researcher believes that voices of faculty members must be heard
as they contribute to the understanding of an underlying phenomena within a university that is building research
culture among its academic forces.
As an end, the results of this study are deemed beneficial to various sectors in the academic and non-academic
community. The study may generate usable information which policy makers in the university can use as basis for
program and policy development which concerns teaching and research productivity. Programs that in the end will
benefit all academic forces in the university, including teachers and students.
(3) Statement of the Problem

Generally, this study aimed to explore the research-teaching nexus in higher education as perceived by educators in
Carig Campus.
Specifically, it sought to answer the following:

1. What is the profile of the teacher-researchers in terms of:

1.1 Sex
1.2 Academic rank
1.3 Field of specialization
1.4 Length of experience in research
1.5 Length of experience in teaching
2. What are the teacher-researchers’ perceptions on institutional research culture and research support?
3. How do teacher-researchers perceive the level of importance and level of performance of the university along
institutional research culture and research support?
4. What are the teacher-researchers’ perceptions about the ideal role of research in teaching?
5. What are the teacher-researchers’ perceptions of the actual role of research in their teaching practice?
6. Is there a difference in the perceived ideal roles of research in teaching and actual roles of research in teaching
practice of teacher-researchers when grouped according to their profile variables?
7. Is there a relationship between the teacher-researchers’ perceived ideal roles of research in teaching and their
perceived actual roles of research in teaching?

(4) Methodology

Research Design
The researchers will employ the descriptive method to carry out successfully the objectives stated for this
study. A survey will be conducted by the researchers to gather pertinent data and will be treated using descriptive
and inferential statistics. According to Scheuren (2004), a survey is a general view, examination, or description of
people’s attitudes, impressions, opinions, expectations, beliefs, and behaviors on specific facts. It will use descriptive
and inferential research design to answer the first set of research questions.
Research Locale
The researchers propose that Cagayan State University-Carig Campus will be the locale of this study.
Respondents and Sampling Method
The respondents of this study are faculty members in the campus who have been doing research in the past
three or more years.
Research Instrument and Data Collection Technique
The questionnaire that will be used in this study is adapted from a previously validated questionnaire (an der
Rijst, Visser-Wijnveen, Verstelle, & van Driel, 2009; van der Rijst et al., 2013). This questionnaire was also used
by Hu in 2014 in his comparative study of the role of research in teaching as perceived by Dutch and Chinese
educators. The questionnaire had three sections. The first section of the questionnaire included items which inquired
about the individual backgrounds of the teachers.
The second and the core section consisted of seven scales addressing the role of research in teaching. The
questionnaire is divided into two: teachers’ beliefs about the ideal role of research in teaching and teachers’
perceptions of the actual role of research in their own teaching. Items for these scales were formulated as statements
that had to be rated on a five-point Likert scale ranging from 1= ‘always’ to 5= ‘never’.
It is interesting to note that the adaption of this questionnaire is due to the fact that it is re-validated using
factor analysis. Hu (2014) selected those scales which were relevant for examining the role of research in teaching
from the existing questionnaire and reduced the number of items by factor analysis, using the responses of teachers
in a prior data set from van der Rijst et al. (2013). The final seven scales for this section of the questionnaire were
thus:
1) developing creative disposition;
2) developing critical disposition;
3) fostering student research interests;
4) enhancing research skills;
5) prompting student reflection on research;
6) familiarizing students with current research; and
7) encouraging student participation in research.
The third section is about teachers’ beliefs about teaching in general. Questions in this section were adapted
from the Approaches to Teaching Inventory by Trigwell & Prosser, 2004. Factor analysis confirmed that these
beliefs showed a scale structure with two scales, namely teaching as information transmission/teacher-focused and
teaching as conceptual change/student-focused.
The administration of these questionnaires will be personally handed down to the selected respondents. They
are the same person to be interviewed for the third phase of this study, so the first part on the interview process will
be the answering of the research questionnaire. However, the researcher proposes that if email addresses of the
respondents are available from the office where the list of researchers came from, an online questionnaire through
google forms will be used.
Analysis of Data
As a protocol to data analysis, prior to the conduct of the formal analysis, normality and linearity of data will
be checked. If normality is present, the researcher can safely use parametric tests in the determination of associations
between the beliefs of teachers in the role of research in teaching and teaching itself to the institutional factors and
individual backgrounds. The difference between the actual and ideal beliefs of teachers to the role of research will
be tested using paired T-test or its non-parametric counterpart. Pearson- R correlation will be used to test
relationships between the variables but if conditions for normality is not met, non-parametric counterparts will be
used.

(5) Schedule of Major Activities (Gantt Chart)

Mar. Apr. May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar
Procurement of
Materials
Data Gathering
Data Analysis
Writing of Remaining
Chapters
Preparation of
Terminal Reports
Presentation
Publication
(6) Project Duration (months): 13 months Target Start Date: March 2020 Target Completion Date: March 2021
(7) Expected Output (specify products to be patented, processes for utility model, services, publication and how these can
be used. Indicate quantity)
 Research Manuscript presented and published.

(8) Estimated Budgetary Requirements

Year Personnel Services MOOE Others TOTAL Remarks
Year 1 Office Supplies Communication
(5,000.00) Expenses
12,000.00

Publication and
Presentation
(15,000.00)
TOTAL 5,000.00 27,000.00 32,000.00

(9) Endorsement Submitted By Endorsed By

Signature
Name BRYAN M. NOZALEDA CHITA C. RAMOS, Ph.D.
Designation/Title Instructor I College Dean
Date 11-26-2019