CENTRAL MINDANAO COLLEGES

Osmeña Drive, Kidapawan City

READINESS OF SHS TEACHERS IN CONDUCTING RESEARCH: AN ASSESSMENT

A Research Paper Presented to the Senior High School Faculty of Central Mindanao Colleges

In Partial Fulfilment of the requirements for the Subject Practical Research 2

GARNOZA, GEMAR B.

LABANON, FEB LOURENCE V.

LANDAS, JENNY ROSE G.

OMANDAC, GLENN ROBINSON

ONES, FRANCIS DAVE

January, 2018

CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction
 We have found many barriers and benefits associated with research. There are a lot of

practical issues regarding some of the controls, necessary for teachers in conducting research.

Most of the problems faced by the teachers are research topic, choosing the appropriate research

design and maintaining sufficient number of participants. (Roseu 2011)

According to Risley 2013, in selecting an appropriate research design, it is concerned

with the functional (cause and effect) relationship between an intervention and individual

participant’s response over time in which the person serves as his or her own control. In

identifying the inquiry and stating the problem. The research should address a realistic problem

( Mohr 2010) such as an academic problem or a manage of student behaviour. Research topics,

might include lengthening a student’s attention span, determining best pacing lesson presentation

(Roseau & Poulson 2011).As (Suvillan 2013) points out that research supervisory was suggested

as the most important factor in success of students’ research program. Based on a survey from

( UK, higher education 2014) which investigated research experiences, thought that 23% were

dissatisfied of supervision of the teachers. Most students also stated that teachers initiate

necessary skills and knowledge for support and least satisfaction due to inappropriate guidance

by a teacher regarding to research sampling techniques and strategies. Hence, development,

planning and management for promoting quality and quantity of training skills related to

research including project management and research methodology for faculty members could be

considered which is achievable thorough could lead to research enrichment validity and reduce

problems related to thesis supervision ( Hence 2012).

 The studies have shown that various factors, such as theoretical and practical knowledge

of conducting research and the communication skills used in teacher-student relationship can

affect the quality of conducting research and editing process ( Safaie & Maled 2010).

The purpose of this study is to recognize the preparedness of Central Mindanao Colleges

Senior High School Teachers in terms of conducting a research.

Statement of the Problem

This research will aim to classify the Readiness of the Central Mindanao Colleges

Senior High School Teachers in Conducting a Research. Specifically, the study will answer the

following questions.

1. What is the socio-demographic profile of the teachers in terms of :

1.1 Sex

1.2 Age

1.3 Strand

2. What is the perception of CMC-SHS teachers in conducting a research?

3. What is the level of readiness of CMC-SHS teachers in conducting research in

terms of:

3.1 Nature of Inquiry in research

3.2 Identifying the inquiry and stating the problems

3.3 Learning from others and reviewing the literature

3.4 Qualitative research and its importance in daily life

3.5 Quantitative research and its importance in daily life

3.6 Quantitative research design

3.7 Qualitative research design

 3.8 Research sampling techniques

4. What is the Proposed Intervention Program of the researchers regarding the

readiness of teachers?

Theoretical Framework

This study is anchored on Thorndike’s law of readiness which Magsino (2009) stressed

that learning considers the readiness of the learner so that it

could be more lasting and more effective. Sharma (2006) also emphasized that readiness include

all those preparatory adjustments which immediately proceed the activity. Reminding the

learner of his past experiences in mental preparation for the understanding of new things ,

diverting his attention towards the subject to be learned, changing the environment to suit the

learning are all included in the readiness. This law relates with the topic of the presented study

which  is on  the  readiness  of  the  teachers and the schools in the implementation of K to 12

curriculum program. Likewise, this level of readiness could account for the quality of learning

that pupils students gain and it could also be used as reference to predict future outcomes.

Supportive to the law of readiness is the resource based theory of Wright (2006) which

highlighted the unique contribution of human, organizational

and physical resources possessed by the organization as  the organization

acquires additional resources, unique  synergies  occur between its new existing resources and

because each organization already possess a distinct combination of human, organizational

and physical resources,
Input Output
the particular type of synergies that occur will differ from one

organization to another.

CONCEPTUAL FRAMEWORK
Teachers’ Experiences Proposed Intervention
and Knowledge about Plan
Process Output
Conducting Research
 Survey
Teachers’ Experiences Questionnaire,
and Knowledge about Data Gathering
Conducting a Research Procedure and Proposed
Statistical Intervention
Analysis Plan

Figure I. Schematic Diagram Showing the Input, Process and Output of the Study

Figure 1 shows the schematic diagram of the study, consisting of the Input,

Process and Output, whereas the input is the provided data to start the process. This is the

Teachers’ experiences and knowledge about conducting a research. Thereafter, the process,

which is the survey questionnaire, data gathering procedure and the statistical analysis. And

lastly, the output which is the intervention program.

Significance of the Study

The researchers will intend to distinguish the perception of CMC-SHS teachers in terms

of conducting a research, how does it affect their students learning, prior knowledge, skills, and

ability in managing their given tasks or works. This study will benefit them also their students.

Students will be benefited in the way of the shared knowledge of their teachers; teachers will

also be benefited by adding information to the stock knowledge they have. Students will know

how ready their teachers are and on how to adjust on their teaching style. Teachers will know

their level of readiness and how to improve their lapses and difficulties in conducting research.

The admin will know how ready the teachers are and how to improve the process of instruction

in research.

Scope and Limitation of the Study

 This study will be delimited on the perceptions of the Central Mindanao Colleges Senior

High School Teachers, about research and their level of readiness in research.

Operational Definition of Terms

The researchers will define the terms based on their own perspective.

Socio-Demographic Profile – teachers profile based on their age, gender and interest.

Readiness–an act in which teachers are willing to conduct a research, their preparedness in

conducting the research.

Perception – the term that was used by the researchers in determining the level of readiness of

their respondents also their socio-demographic profile.

Teachers- the respondents in the study.

SHS- the shortcut term for the new curriculum which is the Senior High School.

CMC- stands for Central Mindanao Colleges, the school where the research

Intervention Program – will be the output of the researchers to help the teachers improve or

enhance their readiness in conducting a research into highly ready.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a review and summary of literature and studies related to Readiness

of Senior High School teachers in conducting research, along with Nature of Inquiry in research,

identifying the inquiry and stating the problems, learning from others and reviewing the

literature, qualitative research and its importance in daily life, quantitative research and its

importance in daily life, quantitative research design, qualitative research design and research

sampling techniques.

Nature of Inquiry in research

In research, teachers are prone to thinking in various levels that range from the simplest

to the most complex modes or patterns of thinking. Your initial acts here pertain to what you

want to research on or what you intend to subject more to higher levels of thinking as you go

through several stages of research. The kind or quality of thinking and attention you give to your

acts of choosing your research topic and of specifying questions you want your research study to

find answers to strongly determine the success of your research work. (Baraceros, 2017)

Underlying assumptions held by proponents of Inquiry/Research include the following

(Sparks & Loucks-Horsley 2000), Instructors are active constructors of their own professional

practice, rather than passive consumers of others’ proposals, research findings, or methodologies;

$Instructors are intelligent, inquiring individuals with legitimate expertise and important

experience; Instructors are inclined to search for data to answer pressing questions and to reflect

upon the data and formulate solutions; Instructors will develop new understandings as they
formulate their own questions and collect their own data in search of answers; Theory and

practice are viewed as a never-ending circle with theory informing practice and practice

informing theory; and Instructors will change practices according to research results.

A range of activities fall under the umbrella of Inquiry/Research, including study groups,

curriculum writing, case studies, program evaluation, and trying out new practices. All are

grounded in the interaction of practitioners with their environment, with them asking real

questions, analyzing and learning new information, and working collaboratively with others to

explore a range of possible responses to the questions they pose Fingeret & Cockley, (1992).

Cochran-Smith & Lytle (1992) describe inquiry as a means of building knowledge for teaching

from the “inside-out.”

Unlike the more traditional notion in which practitioners gain knowledge from authorities

outside the profession itself (e.g., generated at a university and then adapted by instructors for

their own use), instructors, by critically inquiring into their own teaching practices, build their

own knowledge base. The Inquiry/Research approach is embedded, therefore, in the instructor's

own practice. Thus, out of inquiry, instructors can come to understand how they and their

students construct knowledge in the classroom, and how interpretation of classroom events are

shaped.

Identifying the inquiry and stating the problem

The research approach you choose (qualitative versus quantitative) will also inform the

sequence of the research process. In general, quantitative research tends to progress in a linear

fashion through the steps of the research process while qualitative approaches tend to have a

more fluid process (e.g., data collection and analysis may occur simultaneously so that one
informs the other).No matter what research approach you take, the research process always starts

with identifying the research problem (the thinking phase) Norwood, (2000). Research problems

come from a variety of sources including observations you make in clinical practice, concerns

raised by colleagues, discrepancies or gaps in the literature and/or theory. When first starting to

identify research problems, begin with a broad topic that is of interest to you and relevant to your

practice.

You will gradually refine this as you work through the “thinking phase” of the research

process.  An important consideration in determining the feasibility of conducting a study is your

own expertise as a researcher. Having knowledge of the topic area and study population is

invaluable in helping you make decisions about how to approach the research problem. It is

equally important to consider what experience you have with research and different research

methods. New researchers are encouraged to seek mentorship of more senior researchers with

expertise in the methods they are interested in, and to choose research problems which are clear

and focused on one or two key issues.

Learning from others and reviewing literature

 Literature review helps you create a sense of rapport with your audience or readers so

they can trust that you have done your homework. As a result, they can give you credit for your

due diligence: you have done your fact-finding and fact-checking mission, one of the initial steps

of any research writing (Wesleyan University: Library 2010) . The benefit of qualitative

approaches are that you do not start with a ‘hypothesis’ that needs to be proved, which can be

very rigid. Rather, it is an open-ended approach that can be adapted and changed while the

research is ongoing, which enhances the quality of the data and insights generated.
Quantitative research and its importance in daily life

According to Hans 2013, quantitative research study is to determine as important in daily use

because the development of standard questions by researchers can lead to proven results in terms of

statistical proven search data with the relationship between one thing [an independent variable]

and another [a dependent or outcome variable] within a population. Quantitative research designs

are either descriptive [subjects usually measured once] or experimental [subjects measured

before and after a treatment]. A descriptive study establishes only associations between

variables; an experimental study establishes causality.

Quantitative research deals in numbers, logic, and an objective stance. Quantitative

research focuses on numeric and unchanging data and detailed, convergent reasoning rather than

divergent reasoning [i.e., the generation of a variety of ideas about a research problem in a

spontaneous, free-flowing manner].

Qualitative research and its importance in daily life

Qualitative research is committed to investigating social life in process, as it unfolds in

practice. ( Wilso 2010) Qualitative researchers typically conceive of the social world as fluid,

contingent, and always-emerging. Correspondingly, they see people as active agents of their

affairs, engaged in constructing the worlds they live in. There is an enduring appreciation for the

working subject who actively injects life into, and shapes, his or her experience . Qualitative

research explores the complexities. ( Denzin & Lincoln 2009) This results in the development of

strategies of critical inquiry, from debunking what is commonly thought to be true and thereby

exposing the shortcomings of everyday understandings, to empathizing as completely as possible

with those being studied and appreciating the surprising richness of their lives.
 Across the board, the researcher implicitly challenges what is conventionally known.

Qualitative research is often more practicable when budgets are small and sample sizes are

restricted. If a large number of participants cannot be secured for a quantitative study, the few

available participants can be better understood with in-depth interviews.

Qualitative research design

Qualitative research study, it’s easy to think there is one kind. But just as with

quantitative methods, there are actually many varieties of qualitative methods. Similar to the way

of group usability testing methods, there are also a number of ways to segment qualitative

methods. A popular and helpful categorization separate qualitative methods into five groups:

ethnography, narrative, phenomenological, grounded theory, and case study.

( Creswell 2011) outlines these five methods in Qualitative Inquiry and Research

Designs.

Ethnography

Ethnographic research is probably the most familiar and applicable type of qualitative

method to UX professionals. In ethnography, you immerse yourself in the target participants’

environment to understand the goals, cultures, challenges, motivations, and themes that emerge.

Ethnography has its roots in cultural anthropology where researchers immerse themselves within

a culture, often for years! Rather than relying on interviews or surveys, you experience the

environment first hand, and sometimes as a “participant observer.”

For example, one way of uncovering the unmet needs of customers is to “follow them home” and

observe them as they interact with the product. You don’t come armed with any hypotheses to

necessarily test; rather, you’re looking to find out how a product is used.
Narrative

The narrative approach weaves together a sequence of events, usually from just one or

two individuals to form a cohesive story. You conduct in-depth interviews, read documents, and

look for themes; in other words, how does an individual story illustrate the larger life influences

that created it. Often interviews are conducted over weeks, months, or even years, but the final

narrative doesn’t need to be in chronological order. Rather it can be presented as a story (or

narrative) with themes, and can reconcile conflicting stories and highlight tensions and

challenges which can be opportunities for innovation.

For example, a narrative approach can be an appropriate method for building a persona. While a

persona should be built using a mix of methods—including segmentation analysis from surveys

—in-depth interviews with individuals in an identified persona can provide the details that help

describe the culture, whether it’s a person living with Multiple Sclerosis, a prospective student

applying for college, or a working mom.

Phenomenological

Phenomenological study is an appropriate qualitative method. In a phenomenological

study, you use a combination of methods, such as conducting interviews, reading documents,

watching videos, or visiting places and events, to understand the meaning participants place on

whatever’s being examined. You rely on the participants’ own perspectives to provide insight

into their motivations.

Like other qualitative methods, you don’t start with a well-formed hypothesis. In a

phenomenological study, you often conduct a lot of interviews, usually between 5 and 25 for
common themes, to build a sufficient dataset to look for emerging themes and to use other

participants to validate your findings.

For example, there’s been an explosion in the last 5 years in online courses and training.

But how do students engage with these courses? While you can examine time spent and content

accessed using log data and even assess student achievement vis-a-vis in-person courses, a

phenomenological study would aim to better understand the students experience and how that

may impact comprehension of the material.

Grounded Theory

Whereas a phenomenological study looks to describe the essence of an activity or event,

grounded theory looks to provide an explanation or theory behind the events. You use primarily

interviews and existing documents to build a theory based on the data. You go through a series of

open and axial coding techniques to identify themes and build the theory. Sample sizes are often

also larger between 20 to 60 with these studies to better establish a theory. Grounded theory can

help inform design decisions by better understanding how a community of users currently use a

product or perform tasks.

For example, a grounded theory study could involve understanding how software

developers use portals to communicate and write code or how small retail merchants approve or

decline customers for credit.

Case Study

Made famous by the Harvard Business School, even mainly quantitative researchers can

relate to the value of the case study in explaining an organization, entity, company, or event. A

case study involves a deep understanding through multiple types of data sources. Case studies
can be explanatory, exploratory, or describing an event.  The annual CHI conference has a peer-

reviewed track dedicated to case studies.

For example, a case study of how a large multi-national company introduced UX

methods into an agile development environment would be informative to many organizations.

While the five methods generally use similar data collection techniques (observation,

interviews, and reviewing text), the purpose of the study differentiates them—something similar

with different types of usability tests. And like classifying different usability studies, the

differences between the methods can be a bit blurry.

Quantitative research design

According to Hopkins 2012 , quantitative experiments all use a standard format, with a

few minor inter-disciplinary differences, of generating a hypothesis to be proved or disproved.

This hypothesis must be provable by mathematical and statiscally means, and is the basis around

which the whole experiment is designed.

Randomization of any study groups is essential, and a control group should be included,

wherever possible. A sound quantitative design should only manipulate one variable at a time, or

statistical analysis becomes cumbersome and open to question.

Relationship between one thing (an independent variable) and another (a dependent or

outcome variable) in a population. Quantitative research designs are either descriptive (subjects

usually measured once) or experimental (subjects measured before and after a treatment).

( Hopkins 2012) A descriptive study establishes only associations between variables. An

experiment establishes causality.

  Will (2014 )also stressed that for an accurate estimate of the relationship between

variables, a descriptive study usually needs a sample of hundreds or even thousands of subjects;

an experiment, especially a crossover, may need only tens of subjects. The estimate of the

relationship is less likely to be biased if you have a high participation rate in a sample selected

randomly from a population. In experiments, bias is also less likely if subjects are randomly

assigned to treatments, and if subjects and researchers are blind to the identity of the treatments.

 In all studies, subject characteristics can affect the relationship you are investigating.

Limit their effect either by using a less heterogeneous sample of subjects or preferably by

measuring the characteristics and including them in the analysis. In an experiment, try to

measure variables that might explain the mechanism of the treatment. ( Lao 2014) In an

unblinded experiment, such variables can help define the magnitude of any placebo effect.

The standard format in quantitative research design is for each respondent to be asked the

same questions, which ensures that the entire data sample can be analysed fairly. ( Kerhno 2011 )

The data is supplied in a numerical format, and can be analysed in a quantifiable way using

statistical methods. Surveys can, however, be tailored to branch off if the respondent answers in

a certain way - for instance people who are satisfied or dissatisfied with a service may be asked

different questions subsequently.

Quantitative research design tends to favour closed-ended questions. Providing

respondents with a set list of answers, they will not normally be able to give lengthy open-ended

responses. ( Magsino 2012) This design ensures that the process of quantitative research is far

more efficient than it would be if qualitative-style open ended questions were employed. It is
more efficient because it is then not necessary to carry out the time-consuming process of coding

vast quantities of open-ended responses. 

However, quantitative research design does often allow the inclusion of an ‘Other’

category in the list of possible responses to questions, where appropriate. This allows those

respondents who do not fit directly into the main categories to still get their precise responses

recorded and used in the analysis of the research project results.

Research sampling techniques

It is more or less impossible to study every single person in a target population so

psychologists ( Mars 2010) select a sample or sub-group of the population that is likely to be

representative of the target population we are interested in.( McLeod 2014) If the sample we

select is going to represent the target population then we need to make sure that the people in it

are similar to the other members of the target population. This is important because we want to

generalize from the sample to target population.

The participants in research, the sample, should be as representative as possible of the

target population. The more representative the sample, the more confident the researcher can be

that the results can be generalized to the target population.

One of the problems that can occur when selecting a sample from a target population is

sampling bias. Sampling bias refers to situations where the sample does not reflect the

characteristics of the target population. (Switterdy 2011) defined the following sampling.
Random Sampling

Everyone in the entire target population has an equal chance of being selected. This is

similar to the national lottery. If the “population” is everyone who has bought a lottery ticket,

then each person has an equal chance of winning the lottery (assuming they all have one ticket

each).Random samples require a way of naming or numbering the target population and then

using some type of raffle method to choose those to make up the sample. Random samples are

the best method of selecting your sample from the population of interest.

The advantages are that your sample should represent the target population and eliminate

sampling bias, but the disadvantage is that it is very difficult to achieve (i.e. time, effort and

money).

Stratified Sampling

The researcher identifies the different types of people that make up the target population

and works out the proportions needed for the sample to be representative.

A list is made of each variable (e.g. IQ, gender etc.) which might have an effect on the

research. For example, if we are interested in the money spent on books by undergraduates, then

the main subject studied may be an important variable. For example, students studying English

Literature may spend more money on books than engineering students so if we use a very large

percentage of English students or engineering students then our results will not be accurate.
 We have to work out the relative percentage of each group at a university e.g.

Engineering 10%, Social Sciences 15%, English 20%, Sciences 25%, Languages 10%, Law 5%,

Medicine 15% The sample must then contain all these groups in the same proportion as in the

target population (university students).Gathering such a sample would be extremely time

consuming and difficult to do (disadvantage). This method is rarely used in Psychology.

However, the advantage is that the sample should be highly representative of the target

population and therefore we can generalize from the results obtained.

Opportunity Sampling

Uses people from target population available at the time and willing to take part. It is

based on convenience. An opportunity sample is obtained by asking members of the population

of interest if they would take part in your research. An example would be selecting a sample of

students from those coming out of the library.

This is a quick way and easy of choosing participants (advantage), but may not provide a

representative sample, and could be biased (disadvantage).

Systematic Sampling

Chooses subjects in a systematic (i.e. orderly / logical) way from the target population,

like every nth participant on a list of names.To take a systematic sample, you list all the members

of the population, and then decided upon a sample you would like. By dividing the number of

people in the population by the number of people you want in your sample, you get a number we

will call n.If you take every nth name, you will get a systematic sample of the correct size. If, for
example, you wanted to sample 150 children from a school of 1,500, you would take every 10th

name.

The advantage to this method is that is should provide a representative sample, but

the disadvantage is that it is very difficult to achieve (i.e. time, effort and money.

CHAPTER III

METHODOLOGY

This chapter presents the research design, research respondents, data gathering

procedures and data analysis.

Research Design

This study ll used a descriptive-evaluative research design, to determine the level of

readiness of the Central Mindanao Colleges Senior High School Teachers in conducting a

research. This descriptive-evaluative design will help the researchers in identifying the socio-

demographic profile of teachers, their perception towards conducting research and their level of

preparedness, if there’s a thing to be improve or not, the researchers created an intervention

program.

Research Locale

The study was conducted in the institution of Central Mindanao Colleges (CMC),

Kidapawan City
Research Respondents

The respondents of the study wouldl be the faculty of Central Mindanao Colleges Senior

High School Department who teaches specialized subjects under the Senior High School

Curriculum. Only the CMC Senior High School Department will be the respondents of this

study, since the researchers want to know the level of preparedness and perception of Senior

High School Teachers in conducting research.

Sampling Procedure

The researchers werell use a Total Enumeration Purposive Sampling. This sampling

technique will be used for some purposes in the study; where in the researchers will conduct their

study only to the CMC Senior High School teachers with regards to their perception and level of

preparedness in conducting research.

Research Instrument

This research will utilize a survey questionnaire consisting questions that answer the

problems of the study. The researchers used a survey questionnaire, which was adapted and

modified from the curriculum guide of Practical Research 1 and 2 of the Department of

Education (n.d.). The questionnaire is divided into two (2) parts.

The first part will find out the Socio Demographic Profile of the teachers while the

second part will find out the perception and level of preparedness of teachers in conducting

research.

Data Gathering Procedure

This study will be conducted through the following procedures:

Letter to the Principal

 The researchers will submit a letter to the principal to ask permission in conducting the

study.

Letter to the Respondents

Researchers will give a letter to their respondents to inform them that their perceptions,

socio-demographic profile and level of readiness in conducting a research are highly needed and

will be treated with high confidentiality.

Data Gathering

The researcher will gather data to their respondents if they already get the permission

coming from the principal and after they explained their study including its procedures to them.

Data Analysis and Interpretation

The gathered data will be interpreted and analyzed by the researchers. Then tally those

data coming from their respondents with the use of frequency and percentage count and weighted

mean.

Statistical treatment of Data

The researchers will use the following statistical tools.

1. Frequency and percentage count – for the demographic profile of the respondents.

2. Weighted Mean – to find out the perception and level of preparedness of teachers in

conducting research.
 CHAPTER IV

RESULTS AND DISCUSSION

Readiness of teachers in conducting a research really depends on their interest, age, and

gender. A teacher may be able to conduct research if they have an interest to go beyond, the

more interested you are to gain more knowledge, the more learning you will share to those

persons who surrounds you. Age is one of the hindrances in conducting a research because if you

are young, you will really seek for information for you to be part of those educated persons,

however, adults are more productive and knowledgeable, because of this they tend to become

lazy, in a way that they don’t need to research for they already know those topics.
 Teachers’ readiness, as the focal point of this study, was a validity to evaluate their

dedication in terms of conducting research regarding their socio-demographic profile, perception

and level of preparedness in conducting research. The data obtained were administered by the

researchers which were adapted and modified survey questionnaire from the Senior High School

Applied Research.

As stated in the previous chapter, the researchers used a total enumeration purposive

sampling which means that only the twenty Senior High School teachers of Central Mindanao

Colleges was conducted by a survey questionnaire. The results obtained were put through

statistical analysis and are presented in this present chapter.

 SECTION 1:

DEMOGRAPHICS

This section summarizes the socio-demographic profile of the respondents – the Senior

High School teachers of Central Mindanao Colleges. The obtained data consisted of the teachers’

gender, age and strand.

Socio-Demographic Profile FREQUENCY (n=20) PERCENTAGE (%)

Gender
Male 10 50.0
Female 10 50.0
Age
18-25 yrs. Old 18 90.0
26-35 yrs. Old 1 5.0
36 yrs. Above 1 5.0
Strand
ABM 3 15.0
GAS 4 20.0
HUMSS 6 30.0
STEM 5 25.0
TVL 2 10.0
Table 1. Schematic Diagram on the Socio-Demographic Profile of the Respondents

Based on the results, in the first section which is the socio-demographic profile, the participants

of the study are consisted of 100% teachers. The researchers have tallied the results and found out that

there is an equal frequency of females and males with 50%. In terms of age, there are 90 percent of ages

18-25 years old with 18 respondents; 5 percent in both 26-35 years old and 36 years above with only one
(1) respondent. Of the total respondents, 15% of them were Accountancy and Business Management

(ABM) advisers, 20 percent General Academic Strand (GAS), 30% Humanities and Social Sciences

(HUMSS), 25% Science, Technology Engineering and Mathematics (STEM) and Technical Vocational

and Livelihood (TVL) with 10 percent.

The data obtained were administered by the researchers, they have used a survey

questionnaire, which was adapted and modified from the curriculum guide of Practical Research

1 and 2 of the Department of Education (n.d.), with the help of their respondents which are the

Senior High School teachers of Central Mindanao Colleges. The survey questionnaire is

composed of three sections, (1) Socio-demographic profile of teachers (Gender, Age and

Strands) (2) perception of conducting research and (3) the level of readiness of Senior High

School teachers in conducting a research.

 SECTION 2

THE PERCEPTION OF CMC-SHS TEACHERS IN CONDUCTING RESEARCH

The teachers were asked to rate each item in the inventory of 1-5 scale that measures their

perception of research.

Table 2. Data interpretation on the perception of CMC-SHS teachers in conducting

research.
CONDUCTING RESEARCH IS/CAN
Mean Qualitative
Description
1. Promote your skills 4.5 AGREE
2. Enhance your professional development 4.4 AGREE

3. Help the school to have progress 4.7 STRONGLY

DISAGREE
4. Help you and your students to be prepared in the 4.5 AGREE
future
5. Give additional knowledge 4.65 STRONGLY
AGREE
6. Improve the society 4.55 AGREE

7. Develop your way of teaching 4.65 STRONGLY

DISAGREE
8. Not useful in improving your learning concepts 1.45 STRONGLY
and ideas DISAGREE
9. Very difficult in seeking information 2 DISAGREE

10. Not promote collaboration 2 DISAGREE

OVERALL 3.74 AGREE

Legend:
4.6 –5.0 STRONGLY AGREE
3.6 –4.5 AGREE
2.6 – 3.5 MODERATE OR NEUTRAL
1.6 – 2.5 DISAGREE
1.0 – 1.5 STRONGLY DISAGREE
 The overall mean for the perception of teachers in conducting research is 3.74 which

have a qualitative description of agree. The respondents of the study strongly agreed that

conducting research can give them additional knowledge, help the school to have progress, and

develop their way of teaching. On the other hand, they disagreed on the statements that implied

that research is very difficult, especially in seeking information. They also disagreed on the

statement that said that research does not promote collaboration. The statements that mentioned

that research promotes their teaching skills, enhances their professional development, helps them

and their students to be prepared in the future, and improves the society were agreed by the

respondents. And lastly, they strongly disagreed on the statement that said that conducting

research is not useful in improving their learning concepts and ideas.

In the second section, researchers got the qualitative description on the ten (10) item

questions which are Agree; this means that the overall mean is 3.74. The respondents of the

study have strongly agreed that conducting research can give them additional knowledge, help

the school to have progress, and develop their way of teaching. On the other hand, they disagreed

on the statements that implied that research is very difficult, especially in seeking information.

They also disagreed on the statement that said that research does not promote collaboration. The

statements that mentioned that research promotes their teaching skills, enhances their

professional development, helps them and their students to be prepared in the future , and

improves the society were agreed by the respondents. Lastly, they strongly disagreed on the

statement that said conducting research is not useful in improving their learning concepts and

ideas. To support this result, the researchers provided a review of related literature from Dich L.,

2013, saying that researchers need to devote much attention in explaining significance of work.
This is important because it widens one’s knowledge in getting wide range of information that is

relevance with the topic. Also, it helps the school to be in progress through improving research

degree of qualification rates and enable research students to manage their own personal and

professional development.

Section 3

THE LEVEL OF PREPAREDNESS OF CMC-SHS TEACHERS IN CONDUCTING

RESEARCH

The teachers were asked to rate each item in the inventory of 1-4 scale as to how they are
prepared in conducting research with one (1) as NOT READY and four (4) as HIGHLY
READY.

Table 3. Data interpretation on the level of preparedness of CMC-SHS teachers in

conducting research
NATURE OF INQUIRY AND
RESEARCH
Mean Qualitative Description
1) Sharing research experience and 3.2 READY
knowledge
2) Explaining the importance of 3.25 READY
research in daily life
3) Describing characteristic, process 3.1 READY
and ethic of research
4) Differentiating quantitative from 3.15 READY
qualitative research
5) Providing example of research in 3.05 READY
area of interest (arts, humanities)
OVERALL 3.15 READY
IDENTIFYING THE INQUIRY AND
STATING THE PROBLEM
6) Designing a research project 3.05 READY
related to daily life
7) Write a research title 3.05 READY
8) Describing justification/reason for 3.45 HIGHLY READY
conducting research
9) Stating research question 3.15 READY
10) Indicating scope and delimitation 3.05 READY
of research
11) Citing benefit and beneficiaries of 3.15 READY
research
12) Presenting written statement of the 3.1 READY
problem
OVERALL 3.14 READY
LEARNING FROM OTHERS AND
REVIEWING THE LITERATURE
13) Selecting relevant literature 3.1 READY
14) Citing related literature using 3.2 READY
standard style(APA, MLA)
15) Synthesizing information from 3 READY
relevant literature
16) Writing coherent review of related 3.2 READY
literature
17) Following ethical standard in 3.3 HIGHLY READY
writing related literature
18) Presenting written review of 3.1 READY
literature
OVERALL 3.15 READY
QUALITATIVE RESEARCH AND
ITS IMPORTANCE IN DAILY LIFE
19) Describing characteristics, strength 3.1 READY
,weakness and kind of qualitative
research
20) Illustrating the importance of 3.2 READY
qualitative research across field
OVERALL 3.15 READY
QUANTITATIVE RESEARCH AND
ITS IMPORTANCE IN DAILY LIFE
21) Describing characteristics, strength 3.25 READY
,weakness and kind of qualitative
research
22) Illustrating the importance of 3.2 READY
qualitative research across field
OVERALL 3.23 READY
QUANTITATIVE RESEARCH
DESIGN
23) Using a descriptive design in 3.25 READY
conducting research
24) Using correlational design in 3 READY
conducting research
25) Using Experimental design in 3 READY
conducting research
 26) Using historical design in 2.75 READY
conducting research
27) Using causal design in conducting 2.8 READY
research
OVERALL 2.96 READY
QUALITATIVE RESEARCH
DESIGN
28) Using narrative design in 3.05 READY
conducting research
29) Using phenomenology design in 2.95 READY
conducting research
30) Using grounded theory design in 2.9 READY
conducting research
31) Using ethnography design in 2.8 READY
conducting research
32) Using case study design in 3 READY
conducting research
OVERALL 2.94 READY
RESEARCH SAMPLING
TECHNIQUES
33) Adapting a purposive sampling 3.4 HIGHLY READY
technique
34) Adapting a convenience sampling 3.2 READY
technique
35) Adapting a quota sampling 3 READY
technique in the study
OVERALL 3.2 READY
OVERALL MEAN 3.1 READY

Legend:
3.26-4.00 HIGHLY READY
2.51-3.25 READY
1.76-2.50 SLIGHTLY READY
1.00-1.75 NOT READY

In the above results, majority of the respondents were ready in conducting research with

a weighted mean of 3.1. This implied that the teachers are ready to share the importance of

research, how to apply and use its designs and sampling techniques properly, explain the

differences of quantitative research to qualitative research , identifying the inquiry and stating the

problem, nature of inquiry and research, reviewing the review of related literature and its proper

citation.

The research topics where the teachers identified themselves as highly ready include (1)

describing justification/ reason for conducting research (3.45), (2) following ethical standard in

writing related literature (3.40), and (3) adapting a purposive sampling technique (3.3). However,

the items that got the lowest weighted mean include the statements (1) using historical design in
conducting research (2.75), (2) using causal and ethnographic design (2.80), and (3) using

grounded theory (2.90).

As per analysis, most of the items through which the researchers identified themselves as

highly ready were under the topics of identifying research inquiry and stating the problem,

following ethical standards in writing related literature, and sampling designs, specifically

purposive design. However, the researchers drawn that CMC teachers are not highly ready on

topics under research designs since the items that got the lowest means –historical, ethnographic,

causal, and grounded – belong under that topic.

Research design refers to the overall strategy that you can choose to integrate the

different components of the study. It is a major part of all higher education programs especially

when completing capstone projects or thesis papers. One thing that many teachers find out that

there are some research design challenges that may come up during the process of research.

(Bergman, M.M 2004) state that some of the teachers had a difficulty in understanding research

designs. Most of the teacher’s states that it is difficult to choose the right topic that can help

make research design issues small problems and not major block to the study.

Third section said that teachers were ready in conducting research with a weighted mean

of 3.1, this means that they are ready to share the importance of research, how to apply and use

its designs and sampling techniques properly, explain the differences of quantitative and

qualitative research, identifying the inquiry and stating the problem, nature of inquiry and

research, reviewing the review of related literature and its proper citation. In choosing

appropriate designs was identified by the teachers difficult for it has the lowest mean including

the statements (1) using historical designs in conducting research with 2.75, (2) using causal and

ethnographic design (2.80) and (3) using grounded theory with 2.90. As per analysis, most of the
items through which the researchers identified themselves as highly ready were under the topics

of identifying research inquiry and stating the problem, following ethical standards in writing

related literature and sampling designs, specifically purposive design. However, the researchers

drown that CMC teachers are not highly ready on topics under research designs. According to

Bergman, M.M, 2004, research design refers to the overall strategy that you can choose to

integrate the different components of the study. it is a major part of all higher education

programs especially when completing capstone projects or thesis papers most of the teachers

stated that it is difficult to choose the right topic that can help make research design issues small

problems and not a major block to the study.

 MATRIX 1. Proposed Intervention Program

PROPOSED INTERVENTION PROGRAM

Title Seminar on Research Methods for SHS

z Teachers

Objective 1.This seminar aims to improve the SHS teachers’ capability on research methods.
2.This seminar aims to develop the SHS teachers’ knowledge on research, explain the importance of research in
daily life and society
3.This seminar aims to increase the learning of SHS teachers in research, the difference between qualitative and
quantitative research, also on how to review the Review of Related Literature (RRL) and its proper citation.

Participants The CMC-SHS Teachers

Key results 1.This seminar will probably help the SHS teachers through increasing their knowledge on research method.
2.This seminar will probably develop and improve the knowledge on the proper usage of research techniques and
designs, the difference of quantitative and qualitative research, proper citation and paraphrasing.

Facilitator The CMC Administrators and Staff

Activity Lectures on:
a.) Importance of research
b.)Identifying inquiry and stating the problem
c.) Literature Review
d.)Qualitative and Quantitative research design
e.)In- depth discussion on research design
f.) Sampling Techniques

Proposed Budget Php 30,000.00

Resource Speakers Mark Genesis Dela Cerna, MAEM

Dr. Gemma Kintanar
Dr. Beatriz Gosadan
Fidel Ladra
 The intervention program was formulated to help the teachers enhance their capacity and

commitment in conducting and teaching research to the students. This intervention program is

entitled Seminar on Research Methods for SHS Teachers that aims to improve the SHS teachers’

capability on research methods, to develop the SHS teachers’ knowledge on research, explain the

importance of research in daily life and society, to increase the learning of SHS teachers in

research, the difference between qualitative and quantitative research, also on how to review the

Review of Related Literature (RRL) and its proper citation that will be facilitated by the CMC

administrators and staff.

The seminar will also conduct a activity were their will be an in-depth discussions about

the importance of research, identifying inquiry and stating the problem, literature review,

qualitative and quantitative research, discussion on research designs and sampling techniques

that would be discussed by the resource speakers that would probably help the SHS teachers

through increasing their knowledge on research methods and improve the knowledge on the

proper usage of research techniques and designs, the difference of quantitative and qualitative

research, proper citation and paraphrasing.

Moreover, there will be an in-depth discussion on research designs since that topic/ area

got the lowest mean.

To support this intervention program, there is evidence-based intervention programs in

educational contexts have become highly important in recent years. However, transferring

these programs into practice and into the wider field of public policy often fails (Fixsen  2013).

As a consequence, the field of implementation research has emerged (Rossi & Wright 1984;

Ogden & Fixsen 2014). In recent years, a growing body of implementation research has
indicated that an active, long-term, multilevel implementation approach is far more effective

than passive forms of dissemination (Ogden & Fixsen 2014). Within the field of

implementation research, several theoretical bases and models implementation frameworks

have been developed (Meyers . 2012).

However, intervention research and implementation research have not yet been

systematically connected and different traditions and research groups are involved. Moreover,

implementation research remains rather isolated and is sometimes considered to be less

scientifically valuable than research that develops new intervention programs (Fixsen  2011).

This might be one of the key reasons why there are still many problems in translating programs

into widespread community practice in conducting research (Spoth  2013).

Using appropriate researchers design and develop intervention programs based on a

field-oriented and participative approach from the very beginning (according to the concept of

use-inspired basic research, Spiel 2009). This is not only a matter of transferring a program to

practitioners at the end of the research process; the whole conceptualization of an intervention

as well as its evaluation and implementation should systematically consider the needs of the

field (Spiel  2011) in an integrated way (Beelmann & Karing 2014). Consequently, the

perspective of all stakeholders should be included (Shonkoff 2000).

Based on theoretical considerations from the literature with intervention and

implementation research ( Fixsen 2014) , it summarized the most relevant actions to be taken

and issues to be considered on the part of researchers propose such a systematic connection

between intervention research and implementation research. It is expected on such

connection would increase the probability of sustainably implementing evidence-based

intervention programs into conducting research.

CHAPTER V

Summary, Conclusions and Recommendations

This chapter presents the summary, conclusions and recommendation of the study based

on the analysed data from the previous chapter.

The focus of this study was to determine and evaluate the teachers’ socio-demographic

profile, perception and their level of readiness in conducting research. The researchers used a

survey questionnaire, which was adapted and modified from the curriculum guide of Practical

Research 1 and 2 of the Department of Education (n.d.). The study was conducted at Osmeña

Drive, Kidapawan City – CMC Campus, with the involvement of 20 Senior High School (SHS)
teachers who teach specialized subjects in various strands. The researchers employed total

enumeration purposive sampling to select the respondents of this study.

The results of the study are summarized as follows:

a. There is an equal number of female and male in the study. Also, majority of the

respondents ages 18-25 years old.

b. The Humanities and Social Sciences (HUMSS) acquired the largest percentage in

terms of strand.

c. The overall mean of the perception of Senior High School teachers in conducting

research is 3.74 which means that the respondents agree to the effects of

conducting research in daily life and to the society.

d. Majority of the respondents was ready to conduct research with an overall mean

of 3.1.

Conclusion

From the results of the study, the researchers have drawn the following conclusions:

a.) There is an equal number of female and male in the study. This means that the sex

distribution for the senior high school teachers is equal.

b.) Majority of the CMC-SHS teachers are young adults since they aged 18-25 years

old.

c.) The respondents perceive research as useful, especially in improving their learning

of various concepts and ideas.

 d.) CMC – SHS teachers are ready to conduct research, but find research design topics

somehow difficult since the topics like historical, causal, ethnographic and grounded theory

got the lowest mean.

e.) CMC – SHS teachers are ready to conduct research,

Recommendation

Based on the findings and conclusions of the study, the following are recommended.

a) Since the results divulged that SHS teachers are ready to conduct research, the school

administration shall support them by providing adequate research learning materials and

financial support both in the areas of instruction and research.

b) Since research design topics got the lowest mean, the school administration shall initiate

a seminar that deeply focuses on research designs, both quantitative and qualitative to

equip the faculty in teaching and conducting a research.

c) Moreover, the teachers shall remain persistent on learning and understanding research

methods necessary for their professional development.

d) Future researchers shall conduct a study about the problems encountered by the senior

high school students in conducting research.

e) Future researchers shall also conduct a study about the level of readiness of the senior

high school students in conducting research.

f) Future researchers shall conduct a study about the problems encountered by the senior

high school teachers in conducting research.

g) From the previous chapter were the results was presented, the study come up

with a result that the Senior High School teachers are highly ready as their level of

preparedness in conducting research.

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