Professional Documents
Culture Documents
CHAPTER II
This chapter presents the review of relevant literature and studies presented in
thematic approach which are essential in the development of this research study. This
Legal Basis
Republic Act 9155- The Governance of Basic Education Act mandates that the
Department of Education enact policies and mechanisms through which the delivery of
quality basic education may be continuously improved. Section 7 (5) of the Chapter 1 of
the act includes among the responsibilities of DepEd across all governance levels the
undertaking of educational research and studies that will serve as one of the bases for
In addition, DepEd Order 43, s. 2015 had formulated the National Research
research initiatives at the national, regional, schools’ division, and school levels to
further promote and strengthen the culture of research in basic education. This policy
also covers instructions for eligible DepEd employees in availing of research funds.
Specific responsibilities of the NRC are the following: Provide guidance in the
Agenda; Approve research proposals from bureaus, services, and those endorsed by
7
the Regional Research Committee (RRCS) which cover at least two regions; Approve
the release of research funds based on monitoring and evaluation reports, including but
not limited to the BERF; Ensure that cost estimates fall under the existing accounting
and auditing rules and regulations; and Provide feedback to the Executive Committee
DepEd has made strides in instituting research and its utilization in policy and program
No. 43, s. 2015 and DO No. 4, s. 2016 set guidelines on the use of the Basic Education
Research Fund (BERF). This policy outlined a clear framework for the implementation
of a grant-awarding facility that had been underutilized since the issuance of DO No. 24,
s. 2010 which originally made such grants available. To put focus on these research
initiatives, DO No. 39, s. 2016 promulgated the Basic Education Research Agenda,
which makes known the research priorities of the Department across four themes
Governance) and three cross-cutting themes (Gender and Development, Disaster Risk
Related Literature
Foreign
behaviors, communication, aims and practices in school and also they support
Selvi (2010).
Teachers sustained the ‘inquiry mindset’ gained while learning the processes
associated with conducting action research and continued using aspects of the process;
however, conducting new projects was less likely. (2) Teachers’ sense of professional
efficacy was enhanced, even after many years had intervened. (3) Action research had
immediate benefits for students but long-range benefits were not determined. (4)
valuable. (5) Teachers reported that administrators, although supportive, played passive
roles, whereas colleagues were more collaborative during planning and implementing
action research as ones that provide structures for teams to work on mutual goals
Kharsati (2012) who pointed out that teaching, research and extension are the
three vital aims of higher education. Through these three aims teachers can explore
more and more knowledge for the development of professional by fulfilling their needs,
values, abilities and decisions. In present era these three aims are highly applicable for
the quality development of teachers and also professional development of the teachers.
Teachers are among the people who have the biggest responsibility in the education
system to raise individuals who has quest for knowledge. In other words, it is regarded
as an important necessity that teachers should have enough information and skills and
have a positive attitude towards scientific research and researchers with the basic
information and skills related to scientific research. A positive attitude towards a work
will make the work more satisfactory and professionally reinforcing. Attitude towards
research determine the attitude of researchers about the concept of research, process
of research, its usefulness and relevance in our life. In modern world, Attitudes of
people are considered more important than their experiences and academic
preparation. A positive attitude towards research is a key to success and progress in the
In its broadest sense, research is itself helpful when a teacher is trying to introduce
concepts to students. Teachers who do their own research on the topics they teach,
topics. As a result, they can be more effective in sharing the knowledge with students.
10
Classroom Action Research (CAR) is more specific than basic research, and it is more
concerned on the teaching process itself than on the topics taught. In a nutshell, some
districts or school location in the urban community practice the CAR as a form of
practitioner research on the current situation of a class. That means that the practitioner
- the teacher - is the one who conducts active research on what his or her class truly
Qualitative research is often used as a catch-all phrase to mean not to expect any
“hard numbers” from research findings. While qualitative research is the collection and
mean you can’t apply a structured approach to your research efforts. Usability testing is
researcher measures two variables and assesses the statistical relationship (i.e., the
correlation) between them with little or no effort to control extraneous variables. There
experiment. The first is that they do not believe that the statistical relationship is a
causal one. For example, a researcher might evaluate the validity of a brief extraversion
test that has already been shown to be valid. This researcher might then check to see
11
whether participants’ scores on the brief test are strongly correlated with their scores on
the longer one. Neither test score is thought to cause the other, so there is no
Research attitudes play an important role in the whole process of research. Hogg
& Vaughan (2015). Attitudes have always been easier to gauge than to define, which
has directed many scholars to assumption that- “attitudes are what attitude scales
measure”. Similarly, social roles and social norms strongly influence the attitudes of
individuals. The findings reveal that attitude bears significant relationship with and also
predicts competence.
considerably in the strength of their research orientation. Those of higher prestige tend
to have a stronger orientation towards research, while those of lower prestige have a
weaker research orientation. A university that is strongly research oriented in one group
that a good researcher is likely to be a good teacher at undergraduate level, and the
wastage rates provides some slight support for this. The relationship between research
and teaching seems to be more an indirect one (that anyone with the ability to do good
research is likely to have the ability to teach well at university level) than a direct one
Teachers who conducted research may receive best rewards that could change
their lives. that is promotion. Not all teachers are blessed with Research Skills, that
enable teachers to identify a problem, collect informational resources that can help
address the problem, evaluate these resources for quality and relevance and come up
developing the practice provides evidence to effect change in the teaching, the
classroom, the school, and beyond. It helps teachers find solutions to particular
provide learners with a range of subject matter, in the hope that something will
resonate. “Research has found that interest is a more powerful predictor of future
choices than prior achievement or demographic variables. Fostering critical thinking and
analytical skills through hands-on learning, defining academic, career and personal
interests and expanding knowledge and understanding of a chosen field outside of the
classroom are few of the reasons why teachers love to conduct research study, Chow
(2015).
In addition, Saleh (2015), said one way for them to do so is to conduct research,
right in their own classroom. “More and more so, school leaders and teachers want to
know, really, how effective the researches are. Teachers are the “superheroes in the
classrooms”. The idea of teachers doing research will only be sustainable if teachers
themselves want to embark on it. Here, the school leadership plays a very important
13
role in enabling them to do so. With an ever-increasing desire for evidence in the
classroom, more and more teachers are conducting their own research. This enables
them to try out new ideas, to share results with others, and to contribute to the growing
programs for teachers to enhance and develop their research skills, and lack
positive views about research, were also confronted with the same issues of
motivate them to conduct research studies. Bughio (2015) held that teachers
14
who were active in doing research at their school would be able to study,
evaluate, and assess their teaching pedagogies and practices. By doing so,
teachers are conducting their own research. This enables them to try out new ideas, to
share results with others, and to contribute to the growing evidence-base around
teaching and learning. Much of the research into educational practice is carried out by
researchers who are following a specific line of enquiry relating to their own interests.
Hilton (2017) who pointed out that it often involves taking an idea, which may have
with teachers to test it out in the classroom. Teachers are increasingly having an
important role in this kind of lab-to-classroom research, but there are also examples of
Teachers have a medium total attitudinal level, so the lowest attitudes have been
represented by the behavioural ones, followed by the affective ones. Regarding the
predictor variables, variables that can predict such attitudes were found to be age,
(2010) stated in his journal that Research attitudes play an important role in the whole
groups, events or symbols". Attitudes have always been easier to gauge than to define,
15
which has directed many a scholar to assumption that- “attitudes are what attitude
scales measure. findings reveal that attitude bears significant relationship with and also
predicts competence.
Local
creating new knowledge. In the universities, research is one of the key tools in
one of the areas being assessed. This concretizes the ability of university to produce
research that would generate knowledge for productivity of the institutions. 1 Research
competency are needed skills and experience to do research. Such skills could have
competencies and outputs, as the next frontier, after the improved educational delivery.
In the conduct of research, there may be unexpected difficulties and problems. Palispis
(2018).
Ulla (2018) shared his experiences as public school teachers in in the Philippines.
personal rather than professional, teachers recognized some benefits of doing school
16
and classroom-based research for their teaching practices and career development.
Challenges that were reported include the lack of financial support, heavy teaching load,
lack of research skills and knowledge, and lack of research materials and resources.
Implications are discussed in light of the findings and recommendations formulated for
The importance that doing research has upon the professional development of
teachers and their practices has been widely acknowledged in the literature. For one, it
equips teachers and other education practitioners with the skills necessary for
identifying what the problem is in a school, and knowing how to address that problem
teaching practices (Hong & Lawrence, 2011). Three, it allows teachers to make a
change in their pedagogical practices that will have a positive impact upon teaching and
However, despite its positive effects upon classroom teaching and learning
(Mahani, 2012; O'Connor, Greene & Anderson, 2006), a number of studies have
reported some factors that prevent teachers from doing research. Crowded teaching
timetables, heavy teaching workloads (Kutlay, 2013; Morales, 2016; Ulla, 2018),
insufficient research training (Ellis & Loughland, 2016), lack of research skills (Vásquez,
2017), lack of financial support (Biruk, 2013), and limited time to do research
(Norasmah & Chia, 2016) oftenconstitute the primary challenges and concerns faced by
In the Philippines, doing research has become one of the important professional
(DepEd) and the Commission on Higher Education (CHED). Teachers both from private
and public educational institutions are encouraged to conduct action research in order
to identify and address the teaching and learning issues and concerns in their
classrooms and in the school. Thus, doing research has now become a part of every
teacher’s teaching evaluation and performance appraisal at the end of the school year
(Ulla, 2016).
DepEd has ordered its schools heads and administrators across the country to
adopt the “enclosed Basic Education Research Agenda” which promotes the conduct of
issues and solutions and form a part of teachers’ professional development and skills
practices for the betterment of students’ learning and for the school.
may be limited since only a few teachers have tried to do it due to their tight teaching
as it is seen to be useful for their professional development and in their teaching career,
teachers are confronted with many issues that affect their motivation to undertake
research.
18
Related Studies
Foreign
in school reform and be accountable for student achievement increases. Though not all
action research, some at least are realizing the professional and political implications of
this type of sustained systematic inquiry. The authors continue to hope that by learning
the processes and procedures of action research through their Master’s work, teachers
will then actively seek out ways to study how deliberate implementation of instructional
strategies will enhance student learning. The authors remain committed to being
connected to their students and modeling action research processes that embody high
expectations to help influence teaching practices in K-12 schools. They also remain
man become more innovative, inquisitive and inventive in a more systematic and
efficient way to attain national and global advancement. Research has been concerned
with gathering data that can help answer questions about various aspects of society and
a way to understand the situations that exist in a society. Accordingly, Singh (2016)
emphasized that research is the most important process to advance knowledge for
promoting progress and to enable man to relate more effectively to his environment,
achieve his purpose, and to resolve his conflicts and find solutions to his problems.
19
parts, features and processes of research and eventually the application of higher order
thinking skills and effective writing skills to be able to conduct a research. In the field of
education, Lander (2020) stressed that one of the problems of modern education is
measures to enhance the research knowledge and develop research skills among
modes between university and school, and among frontline teachers both within and
across schools, is expected to provide government officials and school leaders with
insights into effective ways of implementing curriculum changes and reforms in real-life
situations in the Hong Kong classroom. This paper discusses the possible reasons for
the lack of a teacher-as-researcher ethos, and the push-and-pull factors that affect
research have been defined in the current study as a research undertaken and
conducted by teachers in the classroom and/or in the school. This kind of research is
done primarily to examine and identify a problem or an issue within the classroom and
On the other hand, Dehghan & Sahragard (2015), pointed out, that qualitative
research is often used as a catch-all phrase to mean not to expect any “hard numbers”
from research findings. While qualitative research is the collection and analysis of
primarily non-numerical activities (words, pictures and actions), it doesn’t mean you
can’t apply a structured approach to your research efforts. Usability testing is often
Local
The study found out that respondents who attained higher educational attainment
and attended national training have improved research skills and are more
moderately capable in their research capabilities and research dissemination. The level
Malaybalay City where he emphasized that teachers were slightly capable of conducting
research and having neutral attitudes toward it, motivated to write research, had a high
motivated teachers are to write research, how productive they are in research, and how
The public secondary and elementary school teachers are moderately capable in
writing a research proposal and publishable research paper or article. There is no other
profile which affects the research capabilities of public secondary school teachers in
writing a research proposal and publishable research paper or article except their
position in the school. The research capabilities of public elementary school teachers
with respect to writing a research proposal and a publishable research paper or article
are affected by sex, civil status and research seminars/trainings attended and not age,
Dullas (2020) revealed that majority of the junior high school mathematics have
insufficient academic preparation in research, have not written research papers nor
load. They performed “Novice” or have attained the learning level in crafting a research
title, developing the parts of the problem and its background, organizing the related
literature, organizing the research methodology, analyze and interpret data, present
knowledge and research skills have not been acquired or developed adequately to aid
The teachers’ research technical writing skills that set as the basis of capability
enhancement program that can nurture and produce upright and competent graduates
and empowered community, through relevant and sustainable higher professional and
technical instruction, research, extension and production services should take part in
helping the DepEd teachers as a member of the larger community. The teachers were
also convened that there is no significant relationship between their profiles and their
research capability except from highest educational attainment which shows significant
relationship with research capability. There is a need for intensive seminar/ training
write-shop for technical writing of completed research, the teachers needs to be highly
capable in writing completed research that can be presented and published, and the
researchers also recommended the action plan for the seminar/training write-shop
Conceptual Framework
Figure 1 presents the teachers' research capabilities and attitudes as basis for
Level of Teachers'
Capabilities in writing
research in terms of:
Action Research
Qualitative Research
Quantitative Research
Correlation Research
Teachers’ profile
age
sex
ethnicity Enhancement Program
teaching position
Teachers’ attitudes in
writing research in terms of:
Orientation on research
Rewards Influence 23
Personal Interest
School Requirement
Professional Growth
The figure shows the interrelationships of the variables. the input variables refers
to the teachers’ profile. It is classified in terms of age, sex, ethnicity, teaching position
and length of service. The process variables are the Level of Teachers' Capabilities in
Research and Correlation Research. the Teachers’ attitudes in writing research in terms
and Professional Growth are also included. The output variable in the study pertains to
Enhancement Program.
Hypothesis
The research operationally defines the following terms for clarity as they are used
Age. This refers to the age of the teachers, in this study the age brackets are 25 years
old and below, 26 to 30 years old, 31 t0 35 years old, 36 t0 40 years old, 41 t0 45 years
Sex. In this study, this refers to the gender of the teachers such as male or female.
Ethnicity. This refers to the tribe of the teachers. In this study the ethnicity are
Teaching Position. In this study this refers to the teachers’ plantilla item and or
designation categorized as: Master Teacher 1,Master Teacher 2, Master Teacher 3 and
Length of Service. In this study this refers to the number of years that the teachers are
Level of Teachers' Capabilities. In this study, this refers to the level of the teachers’
Action Research. This refers to capability of the teachers to choose a topic that will
enable them to read and understand the literature; ensure that the topic is manageable
and that material is available; make a list of key words; define the topic as a focused
problem; set the aims and objectives of the study; state the focus of investigation in the
research; see to it that problem is clear concise description of the issue; define the
goals and objectives of the study; reflect on what topic that interests them; compose the
initial research question; transcribe the data; organize thematic ideas and discuss the
Quantitative Research. This refers to capability of the teachers to select the theory
write the hypothesis; gives the description of the methods use in the analysis; devise
measure of the concepts; select the research setting; identify the respondents;
determine the statistical tools use; collect, process and tally the data; analyze and
interpret the data; and discuss the output and the interventions
sets clear measurement priorities; determine the variables; assess the linear
association; hypothesize the concept; determine the statistical tools use; collect,
process and tally the data; analyze and interpret the data; draw conclusion and write the
Orientation on Research. This refers to the attitudes of the teachers about their
production. contribute to the school’s rank by publishing research papers and their
Rewards Influence. This refers to the attitudes of the teachers about rewards which
are effective means of influencing faculty performance in research, influences faculty for
include the research and educated critique about the quality of research must be
created
Personal Interest. This refers to the attitudes of the teachers about personal Interests
that are the most important factor in determining the allocation of time to research; they
feel free to pursue their academic interests (within the context of research). Sharing
academic scholar through research and the school must respect the personal interest of
School Requirement. This refers to the attitudes of the teachers about research which
is a motivating factor to the mission of the school; Research and teaching are mutually
culture is one of the strongest components in the school’s performance and Research
Professional Growth. This refers to the attitudes of the teachers about research
may enhance communication skills and research produces knowledge that is applicable