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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
COLLEGE OF NURSING 2021

Chapter I

INTRODUCTION

This chapter presents and discusses the study’s background

and rationale, statement of the problem, theoretical framework,

conceptual framework, scope and delimitations of the study,

significance of the study and definition of terms.

Background and Rationale of the Study

Research improves the quality of life. Regardless of the

specialization the researcher has, there are always areas that need to

be improved. The world is not perfect but it keeps on developing

advancements that are evident around us. Almost everything is a

product of research. Research being the tri-focal functions of an

institution, requires individuals capable enough in producing quality

researches that would substantiate academic achievement and

excellence. Research capability means the ability of the individuals,

organizations and systems to undertake and disseminate high quality

research effectively and efficiently. It aims to develop students’

competencies to write researches that is focused in responding to the

immediate needs of the community (Santos, 2015).

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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
COLLEGE OF NURSING 2021

Qasem (2019) scholarly wrote that research, by its nature, is a

critical challenging task requires in depth knowledge of the subject

matter, planning care and hard work. From the students’ point of

view, research is difficult in terms of writing proposals and research

projects at early stages. This study explored various and common

challenges and difficulties during writing the research paper.

Moreover, Foster (2020) added that the ability to do research and use

it intelligently is a basic tool of any educated person. Working with 3

facts, information and ideas is a fundamental category of work today

and chances are great in the long-term process.

According to Ho (2021), students feel motivated in doing

research when they focus on a brighter side, setting goals and are

constantly moving themselves in greater heights. Anything they

achieved in school, may it be a motivation from a teacher or from a

friend and words of encouragement from parents. They constantly

progress towards something that improves or enhances their life. They

feel capable of doing research because of motivation. Its force, or lack

of, that keeps driving them forward to overcome challenges and

obstacles to achieve their goals. Without motivation, students give up

easily after a few failed attempts or even on the first tough challenge

that comes their way. With words of discouragement, they will just
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remain where they are: unhappy and not doing anything to progress

ahead.

The ability to conduct research is becoming an ever-important

skill. Clinical practice without research is practice based on tradition

without validation. Nursing practice is undergoing tremendous

changes and challenges, it must be research-based (Magnaye, 2020).

In the first semester of school year 2020-2021, the third-year

nursing students of St. Anthony College of Roxas City, Inc. took

Nursing Research I. This second semester, they are enrolled in

Nursing Research II where one of the requirements is a full-blown

research. It is believed that a student’s capability in doing research is

dependent upon several internal and external factors. Hence, this

study “Research Capability of Nursing Students of St. Anthony College

of Roxas City, Inc.” was conducted.

Statement of the Problem

The study generally aimed to determine the research capability

of the nursing students of St. Anthony College of Roxas City, Inc.

Specifically, this study sought to answer the following questions:

1. What is the demographic profile of the nursing students of

Saint Anthony College of Roxas City in terms of:
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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
COLLEGE OF NURSING 2021

1.1 Age;

1.2 Sex;

1.3. Religion;

1.4 Parents’ highest educational attainment;

1.5 Parents’ occupational status;

1.6 Parents’ monthly income;

1.7 Academic strand; and

1.8 Home location?

2. What are the research experiences of the nursing students in

terms of:

2.1. Conduct of Research;

2.2. Research Presentation;

2.3. Research Publication; and

2.5. Research seminars, symposiums or workshops

attended?

3. What is the nursing students’ perception on the motivating

factors in research writing in terms of:

3.1 High grades;

3.2 Praise and commendation;

3.3 Encouragement from the teacher;

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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
COLLEGE OF NURSING 2021

3.4 Encouragement from the parents;

3.5 Encouragement from friends;

3.6 Availability of books;

3.7 Availability of gadgets;

3.8 Availability of finances?

4. What is the level of knowledge gained from the nursing

research teacher in terms of:

4.1. Conceptual phase;

4.2. Design and planning phase;

4.3. Empirical phase;

4.4. Analytic phase; and

4.5. Dissemination phase?

5. What is the research capability of the nursing students in

terms of:

5.1. Conceptual phase;

5.2. Design and planning phase;

5.3. Empirical phase;

5.4. Analytic phase; and

5.5. Dissemination phase?

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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
COLLEGE OF NURSING 2021

6. Is there a significant difference in the nursing students’

research capability level when grouped according to their
demographic characteristics?

7. Is there a significant difference in the nursing students’

research capability level when grouped according to their
research experiences?

8. Is there a significant difference in the nursing students’

research capability level when grouped according to their level of
perception of their motivating factors?

9. Is there a significant difference in the nursing students’

research capability level when grouped according to their level of
knowledge gained from the nursing research teacher?

Hypotheses of the Study

The following were the null hypotheses formulated in the study:

1. There is no significant difference in the students’ research

capability when grouped according to their demographic

characteristics.

2. There is no significant difference in the students’ research

capability when grouped according to their research

experiences.
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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
COLLEGE OF NURSING 2021

3. There is no significant relationship in the respondents’ 7

research capability when grouped according to their perception

on the motivating factors in conducting research.

4. There is no significant relationship in the respondents’

research capability when grouped according to their knowledge

gained from the research instructor.

Theoretical Framework

The capability approach is a normative framework of Amartya

Sen in 1980 that seeks to evaluate the quality of life through the

evaluation of individual freedoms. It points out the difficulties in

operationalism. The way to evaluate well-being freedom is to measure

people’s capabilities, that is, their real opportunities to do and be what

they have reason to value. In addition, capability is a potential. The

combination of several capabilities is designated as the capability set

(Robeyns, 2011).

David Kolb’s Experiential Learning Theory in 1984 is defined as

“the process whereby knowledge is created through the transformation

of experience. Knowledge results from the combinations of grasping

and transforming the experience. It takes a more holistic approach

and emphasizes how experiences influence the learning process

(Cherry, 2020).
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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
COLLEGE OF NURSING 2021

In Mcclelland’s motivational needs theory in 1990, there are

three (3) types of motivational needs: (a)achievement motivation (n-

ach), (b) authority/power motivation (n-pow), and (c) affiliation

motivation (n-affil). The n-ach person is “achievement motivated” and

therefore seeks achievement, attainment of realistic but challenging

goals. There is a strong need for feedback as to achievement and

progress, and a need for a sense of accomplishment. The n-pow person

is “authority motivated”. This driver produces a need to be influential,

effective and to make an impact. The n-affil person is “affiliation 9

motivated” and has a need for friendly relationships and is motivated

towards interaction with peers (Management Study HQ, 2020).

McClelland suggested other characteristics and attitudes of

achievement-motivated people : (a) achievement is more important

than material or financial reward, (b) achieving the aim or task gives

greater personal satisfaction than receiving praise or recognition, (c)

feedback is essential, because it enables measurement of success, not

for reasons of praise or recognition, (d) achievement-motivated people

constantly seek improvements and ways of doing things better and ( e )

Home Location
Academic Strand
Parents’ monthly income
status
Parents’ occupational
attainment
Parents’ educational
Gender
Religion
Age

achievement-motivated people will logically favor responsibilities that

DEMOGRAPHIC PROFILE OF
NURSING STUDENTS

satisfy their needs, i.e, offer flexibility and opportunity to achieve

goals. The American motivation psychologist, Abraham H. Maslow

gadget
*Availa
from
*Moral
*Praise
*High

PERCE
*ReseG
Owne
*Publ
*Rese
*Rese
*Cond
*Diss
*Ana
*Emp
*Des
*Con

KNO

RE
te
 mination phase

ARCH EXPERIENCES
ptual phase

ed
cal phase

hesSeminars Attended

h Presentation
dEARCH

h Publication
er,
y of resources like books,

ION
port or encouragement
EDGE
c phase

p FACTORS
ommendation
and planning phase

of Research
financesTEACHER

Research
parents

ON MOTIVATING
GAINED
and friends

by
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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.

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COLLEGE OF NURSING 2021

developed the hierarchy of needs in 1943 consisting of hierarchic

CAPABILITY OF
ST. ANTHONY
ROXAS CITY,
COLLEGE OF

STUDENTS

RESEARCH
classes. According to Maslow, people are motivated by unsatisfied

NURSING
INC.

OF
needs. The needs, listed from basic (lowest-earliest) to most complex

(highest – latest) are as follows: (1) Physiology (hunger, thirst, sleep,

etc.), (2) Safety/Security/Shelter/Health (3)

Belongingness/Love/Friendship, (4) Self-

esteem/Recognition/Achievement, (5) Self-Actualization. The basic

requirements build upon the first step in the pyramid: physiology. If

there are deficits on this level, all behavior will be oriented to satisfy

this deficit. Essentially, if one has not slept or eaten adequately, he

won’t be interested in his self-esteem desires. After securing those two

levels, the motives shift to the social sphere, the third level.

Psychological requirements comprise the fourth level, while top of the

hierarchy consists of self-realization and actualization (McLeod, 2020).

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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
COLLEGE OF NURSING 2021

Figure 1. Schematic diagram

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Significance of the Study

This study is beneficial to the following:

Administration of St. Anthony College of Roxas City, Inc.

This will give the institution ideas to what interventions are to be

applied. This will serve as their basis in evaluating the research

teacher and potentials of their students. It will also contribute to the

betterment of its supervisory functions on its faculty members.

Research teacher. This will be her basis of adjusting her

instruction, methods of teaching, number of requirements she will

have with her students in research. It will also give her an idea as to

the kind of assistance she will give to varied groups of students. This 11

will also make her identify which part of the research process she will

give more emphasis.

Research students. They will be given information as to their

research capability, knowledge gained from their research teacher and

motivating factors in conducting research. The level of knowledge they

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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
COLLEGE OF NURSING 2021

gain from the research teacher will serve as their way of informing her

of the kind of instruction she delivered . The data on research

capability will serve as their way of letting know the institution and

instructor on how prepared they are in research writing. This will help

them to realize their strengths and weaknesses in writing a research

paper.

Future researchers. This study will serve as their model in

conducting future research. It will give them ideas of the research

problem, methodology, information gathered and implications.

Scope and Limitations of the Study

This study involved the 48 nursing students taking up nursing

research of St. Anthony College of Roxas City, Inc. during the school

year 2020-2021. This determined the research capabilities of nursing

students as the student-participants in the study. This also included

the profile of the student-respondents, their research experiences,

motivational factors in doing research and knowledge gained from the

research instructor.

Demographic profile were only limited to age, gender, religion,

parents’ highest educational attainment, occupational status,

monthly income, strand and home location.

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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
COLLEGE OF NURSING 2021

Research experiences were limited to their participation in the

conduct of research in their elementary, junior high school, senior

high school and college. Research presentation was limited to school,

division, regional national or international levels. Research publication

was limited to individual, partnership and group. Published research

was limited to local, national and international levels. Research

seminars, symposiums or workshops was limited to attendance in

school, division, regional, national and international levels.

Motivating factors were limited to high grades, praise or

commendation, encouragement from the teacher, parents and friends,

availability of resources such as books, gadgets and finances. It was

limited to a five point scale : 5 – very high, 4 – high, 3 – average, 2-

low, 1 – very low.

Knowledge gained from the research teacher was limited to the

research process/phases : conceptual phase, design and planning

phase, empirical phase, analytic phase and dissemination phase. It

was limited to a five point scale : 5 – very high, 4 – high, 3 – average,

2- low, 1 – very low.

Research capability was limited to the research phases/process:

conceptual phase, design and planning phase, empirical phase,

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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
COLLEGE OF NURSING 2021

analytic phase and dissemination phase. It will be limited to a five-

point scale: 5- extremely capable, 4 – highly capable, 3 – fairly capable,

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2 – not capable, 1 – extremely not capable.

Definition of Terms

The following terms need to be defined conceptually and

operationally for the understanding of the readers.

Level of Knowledge. It is defined by Lexico (2020) as facts,

information and skills acquired through experience or education and

the theoretical or practical understanding of a subject. In this study, it

was measured on how extent the nursing students gained knowledge

from their nursing research teacher in terms of the research

phases/process.

Motivating Factors. These are factors that initiates, guides and

maintains goal-oriented behaviors. It is what causes you to gain

knowledge. Extrinsic motivations are those that arise from outside of

the individual and involves reward. Intrinsic motivations are those that

arise from within the individual such as purely for the personal

gratification of solving the problem (Cherry, 2020). In this study, it

refers to the factors that motivate the student in research. Internal

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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
COLLEGE OF NURSING 2021

factors such research help, intelligence and attitude. External factors 14

include students’ parents, friends, research teacher and home

situations.

Research Capability. It refers to the mastery of an extended

body of knowledge and advanced research skills in areas of research

practice (Victoria University, 2020). In this study, it refers to the

students’ assessment of themselves as to how good they are in

research writing particularly the research phases enumerated by

David (2005).