Young Researcher

Running Head: The Young Researchers of Pulung Santol National High School: Inputs
for Practical Research Education 1
CHAPTER 1: THE PROBLEM AND ITS SETTING
Introduction
Many research studies have shown the positive impact of doing research to teachers, to
their teaching pedagogies and growth. However, only a few studies concerning the challenges of
and benefits of doing research among student-researchers. This research would like to explore and
understand the experiences of student-researchers in conducting a research project.
For their difficulties, students were also asked to answer open minded question concerning
the most difficult aspects of methodology causes and reasons (Murtanen and Lantinen 2010). The
students have their difficulties experienced as they learn a quantitative method by university
students as they were rate to different topics on their basic difficulties. It was found out that
statistics and quantitative methods is more difficult compare to other subject. It seems students
tend to polarize the academic subject into `easier’ language major and quantitative subjects as
`harder’ mathematical, statistical and quantitative subject.
Many students have their difficulties on quantitative research because researchers have
very little or fewer knowledge to find more details.(Jacob and Nielsen 2004).They have found out
that students hardest part is their understanding and explaining the quantitative research ,students
have strong beliefs that this research(Lederlarman 2017).
Conducting quantitative research encounters several challenges, it is also a fact this type of
research methods is complex and technical, other challenges related to the research design and of
the result that exists. During research, occurrence of the non-response can lead to overestimation
sample or the under estimation, which guarantee challenges during testing (komlan, 2014).
PULUNG SANTOL NATIONAL HIGH SCHOOL

Literature review indicates some studies that anchored on this research, through this part
this research is strengthened through the formation, and it is also create this research more credible.
Correlates the idea of this research through defining coping mechanisms as the method of
controlling adapting the stress, either internally or externally(Sincero,2012).It is also, as she said
an encounter wherein we quest for something to look for a solution on a problem. Folkman and
Lazarus in Sincero(2012) also elaborated coping strategies as a constantly changing cognitive
and behavioral efforts to manage specify external and/or internal demands that are appraisal as
fixing.
However, as to the beneficiary of the people, good therapy (2007) looked with coping
mechanisms as the mechanism an individual is using to battle with stress in managing human-
natured difficulty and /or feelings. As they stated also, coping mechanisms can benefit people
inadjusting stressful situations while preserving their very own self. If stressors can’t be predicted
(Jackson,2017)and it’s been a thought that its inevitable, grasping the concept of coping strategies
to a host can only benefit if those stress bulge –out .It can’t just be set aside by taking a deep
breath and keeping calm, but it should be disturbed through an action on it.
Freeman (2016) consulted that there are students who have problems w/ learning and that is called
dyslexia learners. Student who have this problem remember lessons less which may yield to failing
scores/grades.
Pulung Santol National Highschool expects a smooth transition to the new K-12
(kindergarten to grade 12) Basic education curriculum. Prior to Kto12, the school had the four
years structured secondary education. With the implementation of K to 12, two more year levels
were added to high school that focuses primarily on technical vocational course and skills

development. And now, senior high students encountered many challenges such as research for
senior high school. Its purposes are to obtain possession of the concepts, principles, themes,
methods and rudiments of research. It is but vital and timely to assess the young researchers and
thus this is the main reason why the researcher felt the need for this study.
Theoretical Framework
The figure below shows the theoretical framework of this research. It is entirely about the
cognitive learning theory and theory of difficulty.

Figure 1: The Theoretical Framework of the Study.
COGNITIVE LEARNING THEORY THEORY OF DIFFICULTY

Sincero, Sarah Mae (2011) Perkins, David (2007)
Implies that the difficult process concerning The literature on learning and development offer a
learning can be explained by analyzing the lot of ways to understand the conceptual difficulties
mental process. such as analyzing the problems of ritualized
knowledge.
Learning
Difficulties Encountered
Grade-12 Students
Practical Research
Pulung Santol National Highschool
Practical Research Enhancement Plan

Conceptual Framework
ASSESSMENT OF SURVERY INPUTS FOR TEACHING
OUTPUT
PROCESS
INPUT
STUDENTS IN TERMS QUESTIONNAIRES AND LEARNING

OF: IMPROVEMENT
KNOWLEDGE IN THE QUANTITATIVE OF
RESEARCH PROCESS DATA ANALYSIS
IMPLICATION OF
PRACTICAL RESEARCH
TO CURRENT AND
FUTURE LEARNING
PRACTICES
CHALLENGES
ENCOUNTERED AND
THEIR PROPOSED
SOLUTION
Figure 2: Schematic Diagram of the Study
This study would like to understand the experiences and insights of senior highschool
students of Pulung Santol National High School as they engaged in qualitative and/or quantitative
research project during the school year 2019-2020. Data was collected using survey
questionnaires. Data analysis was done according to the following research questions: (1) what do
the students report as the most difficult parts of the research process? (2) How does the
participation in practical research impact the students’ current and future learning practices? Inputs
for improvement will be presented as recommendations and implications of the study.

Statement of the Problem
This study assessed the insights and experiences of the student-researchers of Pulung
Santol National Highschool for the school year 2019-2020 in practical research. Specifically, this
study aimed to answer the following questions:
 What do the students-researchers report as the most difficult parts of the research
process?
 How does the participation in practical research impact the student-researchers’ current
and future learning practices?
 What are the problems encountered by the student-researchers in practical research and
their corresponding proposed solutions?
 Based on the findings, what inputs maybe proposed to improve the teaching and learning
of practical research in Pulung Santol National Highschool?
Significance of the Study
This study was benefit the following stakeholders:
Future Researchers- This study aims to help the future researchers to have a source of
information regarding their chosen topic. This will also guide the future researchers who would
want to conduct the same study and serve as a form of related literature.
Pulung Santol National High School- This research aims to inform the school regarding the
difficulties of the subject in the eyes of the students and somehow help improve the research
process.

Research Teachers - The result of this study can help make instructional changes and
recommendations (if necessary) in practical research classes.
Student-researchers-This study was help them to gain knowledge and know what they are
going to do when they have practical research classes.
Scope and Delimitation
The study was focus on the insights and personal experiences on practical research of the
student-researchers of Pulung Santol National High School for the school year 2019-2020. Most
the respondents are those under the tutelage of the research-teacher, the author of this study, and
therefore the reliability of the results restricts the extent to which the findings can be generalized
across the whole Philippines education system. One limitation of this study is generalizability.
Findings should also be considered in light of individual learning capability. Further limitations
include the small sample size and other external factors such as availability of resources, materials
and funds, which may differ from one student-researcher to another.
Definition of Terms

 Impact – In this study, it refers to the perceived influence or marked effect of the research
to the researchers.
 Practical Research- It means actual doing or using of something rather than theories and
ideas. It involves inquiry methods and immersion activities in order to achieve the correct
information
 Research Process- It is the systematic procedure in conducting a research study.
 Research Teacher- He is the facilitator of the research project. He supervises the
construction of the research paper of the student-researchers
 Student-researchers- This are the respondents who conducts research as part of their
senior highschool curriculum. In this study, they are the grade 12 students of Pulung Santol
National Highschool.
Chapter 2: Methodology

This chapter was presented the type of research, respondents of the study, locale of the
study, instrumentation, data collection and ethical considerations, and statistical treatment of data
that was used in the study.
Type of Research
The first phase of the study examined the experiences of a total of 51 part time and full time
graduate students enrolled in three separate sections of the first action research course, in a series
of two, at a large public research university in the southeastern United States. The course is a
requirement for all students obtaining an Elementary Education Masters degree. During the initial
action research course, students were required to demonstrate familiarity with current
issues and trends in elementary education, examine stages of professional growth and
development for teachers, conduct a self-analysis of individual teaching and professional
growth, and architect an action research proposal, aligned with individual teaching and
professional growth goals, that would be conducted in their elementary classrooms or in
elementary classrooms of colleagues. Students presented their action research proposal to a
faculty panel in the Summer or Fall of 2004. During phase one, the data collected were required
components of the action research course. All the students signed consent to allow the researchers
to use their responses for research purposes. Following the presentation of the action research
proposals, the researchers collected reflective summaries from each student during the final
weeks of the course. Reflective questions included: What is the most important concept you have
learned thus far about action research? What parts of the action research process are most likely
to present a higher degree of difficulty to you: writing the research question, reviewing the
literature, planning the methodology, analyzing the data, or considering the implications
for teaching? Why? What changes do you believe you will make in your teaching career based

on your action research project? And, what do you believe will be the long-lasting effect of your
action research project on your teaching?
Data were analyzed using qualitative methods. Findings in phase one were
placed into two categories: what students had learned from creating an action research proposal
and what influence the course experience may have had on their current or future
teaching. The most frequently mentioned responses about what they had learned follow: 1)
they considered action research as a tool to help them improve teaching practices, 2) they learned
the process and importance of designing research, in particular looking at important, meaningful
classroom issues, and 3) they learned the value of reliable, and sometimes multifaceted,
methodological practices. Phase one findings concluded with four main themes. When
asked what influence this experience had on their current or future teaching practice, these themes
appeared: 1) changes that occurred or that are likely to occur in their classroom, 2) changes that
occurred or that are likely to occur in their school system, 3) development of a more reflective
stance as a practitioner, and 4) development of their personal and professional knowledge base.
The importance of the role of reflection, making informed decisions and feeling of empowerment
were also woven throughout the data results in phase one.
Methods
This design for this research study is qualitative in nature and uses content analysis and
descriptive statistics; it closely follows the characteristics of an action research design. Action
research design is systematic, occurs in an educational setting, focuses on the researchers’
teaching, and is practical and relevant. This study followed the four-stage method in action
research as proposed by Mertler and Charles (2005): planning, acting, developing, and
reflecting. Mertler (2006) states that action research is a process that improves education

by incorporating change, and it involves educators working together to improve their own
teaching practices. The researchers conducting this study worked collaboratively and used
the results to make instructional changes in their graduate action
research classes.
This study was utilized a quantitative research design. The study is primarily a quantitative
type for it used descriptive statistics, and also somehow qualitative in nature through the use of
content analysis. It was closely be guided by the characteristics of an action research design. Action
research design is systematic, occurs in an educational setting, focuses on the researchers’
teaching, and is practical and relevant.
Respondents of the study
The respondents of the study was the grade 12 students of Pulung Santol National High
School school year 2019-2020. Slovin’s formula was used to determine the total number of
respondents and these respondents was chosen using stratified random sampling. All respondents
was belong to the different sections in senior highschool namely Einstein, Flay, Ramsay, Hamilton,
Edison, Graham Bell, Franklin, Smyth, and Osborne.
Table 1: Stratified Sample of Grade

Strand Section Population Sample Size
STEM Aristotle 41 24
Hamilton 28 17
HUMSS
Franklin 28 17
Edison 25 15
EIM
Graham Bell 26 15
Smyth 26 15
HE Flay 26 15
Ramsay 24 15
ICT Osborne 39 23
n = 263 N = 156
Locale of the study
The research was conduct in Pulung Santol National High School. It was established in
1983. The school is headed by Mrs. Rita DL. Cunanan. The school is known for its slogan “Home
of Passionate Hearts of Students”.
Survey Instrument
The 12-item questionnaire was be divided into three parts of questions. The first part of
the survey was consist of five point Likert scale items. The respondent was asked to rate the
difficulty he/she experienced with the components of action research process which include: a)
defining the research question, b) writing the literature review, c) developing and writing the
methodology, d) analyzing the data, and e) organizing and writing the findings. The numeral five
was indicate “extreme level of difficulty,” a four was indicate “high level of difficulty,” a three

was indicate “moderate level of difficulty,” a two was indicate “low level of difficulty,” and a one
was indicated “no difficulty.” After each question in the first section, a space was available for the
respondent to explain his/her reason for choosing that level of difficulty.
The next part was consist of four statements regarding the value of their practical research
experience. Respondents was rank their agreement with each statement. Similar to part one, a
Likert scale was utilize, however only a three point scale in this section. Circling a numeral three
was denote that the respondent agrees with the statement. Choosing a numeral two was mean a
respondent do not feel strongly either way, and marking a one was signify the respondent disagrees
with the statement. The statements as follows: 1) Practical research is valuable to the learning
process as a student, 2) Practical research is valuable to the learning process as a student, 3)
Practical research could help me in my future career, 4) and I view myself as a student-researcher.
Similar to the first part, a space was provided for the respondent to explain his/her choice.
The final part of the survey will have three open-ended questions. Two of the questions
was ask how the participation in practical research had impacted their life and future career. One
question was asked about the issues that arose during the implementation of the practical
research project and how the student-researchers solved them. A space was provided after each
question for written elaboration.
Data collection and ethical consideration

The researchers was ask for permission to the Principal through a letter. The chosen
respondents of our study was Grade 12 students of Pulung Santol National High School. They
made a written letter as a consent for the students. The data was gathered through the form of
survey questionnaires.
The accomplishment of the questionnaire was take place at their classroom that would not
take longer than 10-15 minutes and that was ardranged at a time convenient to the students’
schedule. (e.g. during the break or vacant time). The names of the respondents and all information
provided was kept in utmost confidentiality and was used only for academic purposes.
Data analysis
The gathered data was analyzed using descriptive statistics. A survey questionnaires was
used to present the data collection to show what the difficulties are, agreement with the statement
and impact of practical research in their life and future career.

Chapter 3: Results and Discussions
This part of research indicates the results, explanations and interpretations of data gathered
from the respondents in 1 to 5 questions.
Weight Range Verbal Interpretation
1 1.00-1.49 No Difficulty
2 1.50-2.49 Low Level of Difficulty
3 2.50-3.49 Moderate Level of Difficulty
4 3.50-4.49 High Level of Difficulty
5 4.50-5.00 Extreme Level of Difficulty
For the next part 6 to 9 questions show the value of their practical research experience.
Weight Range Verbal Interpretation
1 1.00-1.49 Disagree
2 1.50-2.49 Do not feel strongly either way
3 2.50-3.00 Agree

Table No. 1: Level of Difficulty in Question No. 1
Question No. 1 Frequency Percentage
No Difficulty 24 15.38%
Low Level of Difficulty 34 21.79%
Moderate Level of Difficulty 56 35.90%
High Level of Difficulty 32 20.51%
Extreme Level of Difficulty 10 6.41%
Low Level of Difficulty 39 25%

Table No. 6: Agreement with the Statement
Disagree 24 15.38%
Neutral 27 17.31%
Agree 105 67.31%

Disagree 22 14.10%
Neutral 43 27.56%
Agree 91 58.33%
Disagree 25 16.03%
Neutral 39 25%
Agree 92 58.97%
Disagree 34 21.79%
Neutral 57 36.54%
Agree 65 41.67%

Indicators Weighted Mean Interpretation
Q1.) Defining the research 2.81 Moderate Level of Difficulty

question
Q2.)Writing the literature 3.08 Moderate Level of Difficulty

review
Q3.) Developing and writing 3.24 Moderate Level of Difficulty

the methodology
Q4.)Analyzing the data 3.24 Moderate Level of Difficulty
Q5.) Organizing and writing 3.22 Moderate Level of Difficulty

the findings
Table 10: Practical Research Level of Difficulty
Table 1 represents the level of difficulty of practical research as perceived by the
respondents. In Q1 it represents the weighted mean of the gathered data which is 2.81 that shows
that the respondents take defining the research question as moderate level of difficulty. Q2
represents the weighted mean of the gathered data which is 3.08 that shows that the researchers
take writing the literature review as moderate in terms of difficulty. In Q3 it represents the
weighted mean of the gathered data which is 3.24 that shows that the respondents take developing
and writing the methodology as moderate level of difficulty. In Q4 it represents the weighted
average which is 3.24 that shows that the respondents take analyzing the data as moderate level of
difficulty. In Q5 it represents the weighted mean of the gathered data which is 3.22 that shows that
the respondents take organizing and writing the findings as moderate level of difficulty. Generally,
the different components of practical research are considered as moderate level of difficulty. This
is based from the general weighted mean of the Q1-Q5 which is 3.11

Indicators Weighted Mean Interpretation
Q6.)Practical research is 2.52 Agree

valuable to the learning
process as a student
Q7.)Practical research project 2.44 Neutral

positively impacted my
learning
Q8.)Practical research could 2.43 Neutral

help me in my future career
Q9.)I view myself as a 2.20 Neutral

student-researcher
TABLE 11: Representation of Weighted Mean
In Q6 It represents the weighted mean of the gathered data which is 2.52 that shows that
the respondents agreed that practical research is valuable to the learning process as a student. In
Q7 it represents the weighted mean of the gathered data which is 2.44 that shows that the
respondents do not feel strongly either way/neutral that practical research project positively
impacted their learnings. In Q8 it represents the weighted mean of the gathered data which is 2.43
that shows that the respondents do not feel strongly either way/neutral that practical research could
help them on their future career. In Q9 it represents the weighted mean of the gathered data which
is 2.20 that shows the respondents do not feel either way/neutral that they view themselves as a
student-researcher.

10. Describe the long-lasting effects, if any, that you believe the practical research project will
have on your future career?
Research is a great help for the respondent’s future career.
“Research will definitely stay with me for the rest of my life because apart from my future career,
learning is a life-long process.”
“Practical research can help your future to be a good researcher.”
“Practical research will help me in my future career, because when I need to be promoted or wanted
a high rank, I’ll probably need research.”
11. In what ways has the action research experience empowered you?
Research empowered the respondents critical thinking skills.
“It improves and enhances my critical thinking skill and thought me to be careful in making
decisions.”
“It makes us to be critical thinker and a good observant.”
“It empowered me in a way that I gained critical informations that other people don’t actually
understand.”
“Critical thinking and be responsible enough for what is the result.”
12. What issues arose for you while engaging in practical research and how did you resolve (or
propose to address) the problems encountered them?
Research has also negative sides, that is lack of time in preparing in it.

“Time, because there are certain times that we had a lot of school works but our group will make
a schedule for our research.”
“The issues arose or encountered is mostly lack of time, especially in preparing the research and
all the things that is needed to be done.”
“Time, sometimes research consumed all the time of my life and ended up lacking of time to bond
with my family.”

Chapter 4: Conclusions and Recommendations
Conclusions
Based on the study, the following were drawn: Practical Research subject has impacted in their
life and to their future career. Also how does they resolved it when having a research. The level of
difficulty of the students was described as Moderate Level of Difficulty. There are difficulties
encountered in writing or conducting the research. Research is virtually a phenomenon of nature.
It seems timeless, set in stone-hard to change and perhaps not needing to change. But the research
education of yesterday, which has a practical basis, is no longer viable. Rote learning Moreover,
certain segments of the PULUNG SANTOL NATIONAL HIGH SCHOOL population are not well
represented among those who succeed in learning Research. Failure to learn Research because of
its difficulty limits individual possibilities and hampers growth.

Recommendations
 School districts should provide high-quality curricular research education
 Students should engage in additional vigorous-or moderate-intensity research activity
throughout the school day through recess, dedicated classroom research activity time, and
other opportunities.
 Additional opportunities for research activity before and after school hours.
 Teachers, and parents should advocate for and create a whole-of-school approach to
research activity.
 Opportunities to write
 Frequent opportunities to read
 Read and obtain meaning

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Running Head: The Young Researchers of Pulung Santol National High School: Inputs

for Practical Research Education 1

CHAPTER 1: THE PROBLEM AND ITS SETTING

understand the experiences of student-researchers in conducting a research project.

`harder’ mathematical, statistical and quantitative subject.

have strong beliefs that this research(Lederlarman 2017).

PULUNG SANTOL NATIONAL HIGH SCHOOL

Lazarus in Sincero(2012) also elaborated coping strategies as a constantly changing cognitive

PULUNG SANTOL NATIONAL HIGH SCHOOL

cognitive learning theory and theory of difficulty.

PULUNG SANTOL NATIONAL HIGH SCHOOL

Figure 1: The Theoretical Framework of the Study.

COGNITIVE LEARNING THEORY THEORY OF DIFFICULTY

Pulung Santol National Highschool

Practical Research Enhancement Plan

PULUNG SANTOL NATIONAL HIGH SCHOOL

ASSESSMENT OF SURVERY INPUTS FOR TEACHING

STUDENTS IN TERMS QUESTIONNAIRES AND LEARNING

Figure 2: Schematic Diagram of the Study

for improvement will be presented as recommendations and implications of the study.

PULUNG SANTOL NATIONAL HIGH SCHOOL

Statement of the Problem

study aimed to answer the following questions:

and future learning practices?

their corresponding proposed solutions?

of practical research in Pulung Santol National Highschool?

Significance of the Study

This study was benefit the following stakeholders:

PULUNG SANTOL NATIONAL HIGH SCHOOL

recommendations (if necessary) in practical research classes.

going to do when they have practical research classes.

Scope and Delimitation

and funds, which may differ from one student-researcher to another.

PULUNG SANTOL NATIONAL HIGH SCHOOL

 Research Process- It is the systematic procedure in conducting a research study.

 Research Teacher- He is the facilitator of the research project. He supervises the

construction of the research paper of the student-researchers

PULUNG SANTOL NATIONAL HIGH SCHOOL

that was used in the study.

development for teachers, conduct a self-analysis of individual teaching and professional

professional growth goals, that would be conducted in their elementary classrooms or in

elementary classrooms of colleagues. Students presented their action research proposal to a

PULUNG SANTOL NATIONAL HIGH SCHOOL

action research project on your teaching?

were also woven throughout the data results in phase one.

research design is systematic, occurs in an educational setting, focuses on the researchers’

PULUNG SANTOL NATIONAL HIGH SCHOOL

the results to make instructional changes in their graduate action

research design is systematic, occurs in an educational setting, focuses on the researchers’

teaching, and is practical and relevant.

Respondents of the study

Edison, Graham Bell, Franklin, Smyth, and Osborne.

Table 1: Stratified Sample of Grade

PULUNG SANTOL NATIONAL HIGH SCHOOL

Strand Section Population Sample Size

Locale of the study

of Passionate Hearts of Students”.

PULUNG SANTOL NATIONAL HIGH SCHOOL

respondent to explain his/her reason for choosing that level of difficulty.

process as a student, 2) Practical research is valuable to the learning process as a student, 3)

question for written elaboration.

Data collection and ethical consideration

PULUNG SANTOL NATIONAL HIGH SCHOOL