Table 1.

Weighted Mean Distribution on Respondents’ Assessment on Research Usefulness

Research Usefulness Mean Description

Research is useful for my career 3.37 Strongly Agree
Research is connected to my field of study 3.28 Strongly Agree

Research should be indispensable in my professional 3.21 Agree

training
Research should be taught to all students 3.21 Agree

Research is useful to every professional 3.33 Strongly Agree

Research is very valuable 3.42 Strongly Agree

I will employ research approaches in my profession 3.25 Strongly Agree

The skills I have acquired in research will be helpful to me 3.36 Strongly Agree
in the future
Knowledge from research is as useful as writing 3.38 Strongly Agree

Categorical Mean 3.31 Strongly Agree

The table above shows the respondents’ assessment on research usefulness. It

shows that the respondents see research as highly useful as justified by the overall mean

rating of 3.31 which denotes that they strongly agree that research is high useful. This

means that respondents have positive outlook on research as a highly useful endeavour.

The table further reveals that research is highly useful to the respondents especially

on their career and/or field of study as justified by the 3.27 and 3.38 overall mean rating

which denotes strong affirmation.

Furthermore, respondents strongly agree that research is valuable; it should be

taught among students; helpful in building skills and in every profession.

The table also shows that the statements “Research should be taught to all students”

and “Research should be indispensable in my professional training” got the lowest mean of

3.21 which is interpreted as agree.

Overall, respondents have high regards on research as to utilization.

Table 8. Attitude of the respondents towards research in the five factors and their profile

variables

Tests of Between-Subjects Effects

Dependent Type III Sum
Source Variable of Squares df Mean Square F Sig.
Educ usefulness .307 3 .102 .236 .870
Anxiety .611 3 .204 .627 .603
Life .149 3 .050 .270 .846
Attitude .078 3 .026 .103 .958
Difficulty 1.753 3 .584 2.313 .094
Units usefulness 7.586 20 .379 .877 .614
Anxiety 6.671 20 .334 1.027 .461
Life 3.641 20 .182 .992 .495
Attitude 8.172 20 .409 1.606 .111
Difficulty 9.634 20 .482 1.907 .049
Position usefulness .406 4 .101 .234 .917
Anxiety 1.404 4 .351 1.081 .382
Life .406 4 .102 .553 .698
Attitude .944 4 .236 .927 .460
Difficulty 2.997 4 .749 2.967 .034
Service usefulness 2.908 7 .415 .960 .476
Anxiety 5.434 7 .776 2.391 .043
Life .584 7 .083 .455 .860
Attitude 1.799 7 .257 1.010 .442
Difficulty 6.008 7 .858 3.398 .008

Table 8 shows the MANOVA results of the attitude of the respondents towards research in
the five factors in relation to their profile variables. As gleaned from the results, at a
significance level of 0.05, there is a significant relationship between number of education
units earned and attitude of the respondents. This denotes that the number of units earned
is a factor that can influence the kind of difficulty respondents encounter in doing research.
Aside from that, the table above also shows that another factor to consider in the kind of
difficulty encountered is position. Looking at the results, there seem to be a disparity in terms
of difficulty across different positions. Results also showed that respondents of higher
position tend to experience less difficulty than those at the lower position.
In addition, the table also unveils that there is a significant relationship between lenght of
service and research anxiety as well as difficulty. (alpha .05>sig. 0.043; and alpha .05>sig.
0.008). This signifies that attitude towards research in terms of anxiety and difficulty differ
across different number of years in the service. Data showed that those who are
experienced teacher tend to have better attitude towards research in terms anxiety and
difficulty compared to those neophytes. This could be attributed that respondents with higher
number of years in the service tend to have more experience that those novice respondents.
Clearly, number of educational units earned, position and number of years in the service are

factors that can influence the attitude of the respondents towards research.