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Senior High School Students' Attitude towards Research Writing

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Senior High School Students’ Attitude towards Researc

Writing and their Academic Performance

Cindy Evangelista - Pelaez

 Abstract

Research writing remains a cumbersome for many learners in senior high school. Millions
(as cited in Bernardo, 2010) claims that writing an academic paper remains a difficul
intimidating task for learners. This resulted to research anxiety which is one of the most com
anxieties in higher education (Ashrafi-Rizi et al., 2014). While it is true that academic writin
be considered an appalling task amongst students, most of the studies on the area of w
anxiety were already done using critical essays, journal entries, and articles in the English co
as data but few for research or thesis paper. Hence, the present study aims to determine if
is a significant relation between the students’ attitude towards research and their scores b
writing research proposal and presentation. 64 Grade 12 students were surveyed usin
Attitude towards Research (ATR) scale by Papanastasiou (2002). Three factors were mea
using correlation, i.e., (1) research usefulness, (2) research anxiety and (3) po
predispositions in research. The study revealed that students have positive attitude for th
and third factor mentioned whereas the second factor is in neutral level. There was no signi
association between the research attitude and grades of the students. Practical and person
pedagogical approach such as collaborative/cooperative learning activities, concept map
games, mock defense and simplified research paper format are recommended to teach
mitigate students’ anxiety. Personal research experience should be shared also to the stu
to engage and appreciate research more.

Keywords: research, writing, attitude, anxiety, usefulness, predisposition

Introduction
In Senior High School (SHS), students are required to undergo research subjects su
Practical Research 1 (Qualitative) for Grade 11, Practical Research 2 (Quantitative) and Cap
Research Project for Grade 12 (Official Gazette, 2013). This requires students to pro
scholarly-made academic research papers to be presented and defended in a forum at th
of the semester. The main aim of these courses is to develop critical thinking and problem-s
skills of the learners through different research approaches not only in English courses but a
disciplines. In fact, Filipino course such as Komunikasyon at Pananaliksik sa Wika at Kult
Pilipino is also an additional Research subject with the same learning standards that senio
school students need to carry-out as part of harnessing the said skills and competenci
present, research is now considered the most important criteria and keys of development
country (Siamian, Mahmoudi, Habibi, Latifi & Zare-Gavgani, 2016). Hence, engaging stude
high-level academic work like research should not just for the sake of doing research to com
the course but for continuous production, transmission, discovery and contribution of know
to the society.

Teachers have observed these past years that students looked at research as a b
unexciting and uninteresting subject soon after the opening of classes. Kionisala (2017) sta
his article that “whenever students hear the word research, their initial thought or re
always implies that research is difficult”. Students believe that it is a waste of time and they
yet to realize its imperative value in their respective disciplines and target workplaces. Lit
they know that research writing contributes an immense implication in preparing them
appropriately and successfully in real life situations. Encouraging students to love resea
quite a challenging role for teachers. It remains a burdensome since the said subject is p
“technical” which makes it difficult to inject values and fun tasks unlike with other E
courses. If one or two members are not interested, other group members will lose interes
In contrary, some education practitioners and experts argued that “many of the subjec
 One of the most common anxieties in higher education is research anxiety (Ashrafi-
al., 2014). The more those students grow in their anxiety toward research subject, the mor
their interest and enthusiasm are lost. When that happens, the students will most likely d
to understand it and it will be a challenge for teachers to motivate them in learning the su
and more so, to instill a love in writing a research paper. While it is true that academic w
can be considered an appalling task among many students especially in English, most o
studies on the area of writing anxiety were already done using critical essays, journal entrie
articles in the English courses as data but not for research or thesis paper. DeDeyn’s (2011)
showed that there was inverse relationship on the writing anxiety of students using jo
entries. Mat Daud and Abu Kassim (2005) revealed in their study that the subjects did sh
positive relationship level of writing apprehension and writing performance using essa
scores. Hence, the present study aims to determine if there is a direct relation betwee
students’ attitude towards research and their academic performance, i.e., research pro
score which contains the introduction, research questions, literature review, and method
and their colloquium score. This will also provide teachers to come-up with an eff
instructional strategy that will spark students’ interest in research and for them to write w

Literature Review

Importance of Research

Kionisala (2017) provided some essential introductions on how to capture stud

interest in research and to set the mood of the students at the beginning of the semester
is to establish your creativity and positivity as their teacher in research such as showcasin
expected enthusiasm to the subject by telling students the beauty of research and you love
research projects. Second is to let students choose topics that are accessible and re
according to their strand or track. Humanities and Social Science (HUMSS) students for exa
should look for issues within HUMSS. Students must be guided thoroughly especially if the
do not have background in research. If they write within their accessible issues, their intere
research, encouraging students to take the initiative to create opportunities for thems
encourage students to network with other researchers, encourage students to apply for su
research programs, emphasize research as a learning process and reduce focus on output, a
students to balance their academic and research interests and reviewing and identifyin
barriers to research activities including research anxiety may help researchers to improve
researches quantitatively and qualitatively.

Writing Anxiety

Writing on the other hand is a convoluted process expressed by textual features

encompass language proficiency, transmission of ideas, communication and interaction
people as we all as appropriateness within diverse contexts Flower & Hayes, 1981; Ha
Flower, 1987 (as cited in Meng & Tseng, 2013). Similarly, Millions, Abelos, Basbas, Gam
Alfonso and Ligawen (as cited in Bernardo, 2010) claims that writing an academic paper re
a difficult, trying, and intimidating task for learners. Students are mainly required to analyze
review large volume of references and literatures and investigate the research problems th
working on through rigorous interviewing and surveying. Many students would feel beset
they have to repeatedly revise their drafts, cram and rush in writing. Moreover, Maznun, M
& Nimehchisalem (2017) stated that there is consensus in previous studies that writing a res
report in English is a challenging and a difficult task, particularly for ESL students. Coole
Lewkowicz (as cited in Maznun, Monsefi & Nimehchisalem, 2017) asserted that for
students, writing a research paper is a unique experience that is more demanding linguis
and structurally than any other writing that they had previously encountered. With that
said, frequent cramming greatly affects the quality of students’ research paper in ter
mechanics, organization and content. These are the actual and expected adversities am
students. Psychologically speaking, it is attributed to writing anxiety. According to Dal
Wilson (as cited in DeDeyn, 2011) “Writing anxiety refers to a situation and subject sp
individual difference associated with a person’s tendencies to approach or avoid situ
research anxiety among students can have a negative impact from different directions on
performance. Research anxiety may reduce the quantity and quality of students’ produc
can make them suffer and causes education burnout and dissatisfaction in schools
corroborates also to the study of Maharajan et al. (2017) who agreed that most students (9
felt that they were under stress while doing research. Participants said that they struggle
writing research reports, or avoid them as long as they can. During data analysis, participan
that they were doing badly or that they may fail in their research projects. Their lack of res
writing skills and less understanding of statistical analysis may be the reasons.

Research and Academic Performance

In contrary, Siamian’s et al. (2016), study had positive attitude to research and in c
availability of research facilities, students would be more interested in performing research
attitudes toward the usefulness of research for jobs and careers, anxiety, relationship
everyday life and research problem was positive. The findings also showed that ther
insignificant difference between the variables of age, gender and level of education an
attitude of students towards research. In terms of the gender, Shirbagi (as cited in Siamian
2016) concluded that female students are less concerned about the difficulties of research
their male. Technical and engineering’s students showed positive attitudes towards res
whereas Humanities’ students had higher degree of anxiety concerning doing researches.
students generally believed in high levels of usefulness and benefits of research activities in
future occupations and indicated low degree of anxiety concerning conducting research
addition, Hren et al. (2004) concluded that the average attitude score for all students in
study was 166 +/- 22 out of a maximum of 225, indicating a positive attitude towards scienc
scientific research. On the other hand, the result using the same Attitude towards Researc
scale questionnaire by the researcher which was developed by Elena C. Papanastasiou
University of Cyprus in 2002 showed that students have a positive attitude towards resea
well (Hussain et al., 2016). Some other influencing factors of students’ toward research
performance, attitude, discipline, curiosity and family”. The difference between attitud
anxiety of the Nursing students towards research were studied by Adaboh, Akpalu and A
(2017) wherein the findings indicated no statistically significant differences among stude
the two programme groups on the Attitude Towards Research Scale (ATR) even though
were lower mean differences relating to research methods difficulty and relevance of res
to the lives of participants.

Conceptual Framework

Attitudes toward research can be concerned an effective feeling and reply to

research. Fear of failure, negativity, stress, feeling ineffectively prepared or unable to do
disinterest are described in the studies. In a research conducted by Rubin and Babbie (as
from Hussain et al., 2016) found that students of social work have negative attitudes to
research. Anecdotally, social work educators know that students do not entirely hold on res
Wainstock (1994) mentioned that students had no interest in taking a research classes. Acco
to Wells et al. (2009) interest of students in research cannot be realized entirely until he o
can apply it to practical life. Fraser’s (2009) expression on her own studies that work faltere
low while her interest in research study was low. She also distinguished that students who
numerous aspects of living are particularly susceptible to deteriorating interest and
confidence in undertaking study efforts. Emphasizing the importance of research, encou
students, and providing a research friendly and supportive environment have been identif
increasing the research interest of students (Kirk & Rosenblatt, 1981; Pan & Tang, 2005; S
et al., 2003).

Figure 1: Paradigm of the Study (Hussain et al., 2016)

Research Questions:

1. What is the attitude of senior high school students towards research writing in ter
following factors?

a. Usefulness of Research

b. Research Anxiety

c. Positive Predisposition in Research

2. Is there a significant relationship between the attitude of students and score in res
writing?

Hypothesis:

H0 – There is no significant relationship between the attitude of students and score in

research writing subject.

H1 – There is a significant relationship between the attitude of students and score in their res
writing subject.

Methodology

Participants

There are 64 senior high school students involved as participants under the thr
strands, i.e., Science, Technology, Engineering and Mathematics (STEM), Accounting
Business Management (ABM) and Humanities and Social Science (HUMSS) who are
Practical Research 2 Quantitative subject. There are 22 groups in total and they are given a s
year round (1st and 2nd semester) to accomplish their research. However, the study under
focuses only for the first semester (six months) wherein the students have written their res
proposal containing the introduction, research questions, literature review, and method
Each group presented the paper during colloquium to the three panel members.
 Instrument

The researcher used the Attitude towards Research (ATR) scale (Appendix A) whic
originally developed by Papanastasiou (2002) and was revised in 2014. The Attitudes To
Research scale, which currently exists in Greek and in English, is one of the few instrum
created with a focus on measuring student attitudes towards the subject area of res
methods. The original version of the questionnaire included 32 items that were broken dow
five factors. The questionnaire was pilot-tested to the 317 undergraduate students who had
taking an educational research methods course at a European University in the Repub
Cyprus. After deleting 19 items in total due to their amounts of errors variance, and by narr
down the factors to three distinct factors, the fit of the model was established. The re
questionnaire is comprised of three (3) meaningful factors with a total of 13 statements.
items were all normally distributed. The reliability of the score which was calculated
Cronbach’s coefficient alpha. The results of these analyses show that the reliability of the
factors was slightly lower than the results reported for the original 32-item version of the
However, the latest reliability coefficients of the R-ATR were still in the very good to exc
range. More specifically, the reliability of the Research usefulness scale was in the excellent
(α=0.90) even though it dropped from 0.92 to 0.90 (Table 5). The reliability of the Po
research predisposition factor was also in the excellent range (α=0.92). The Research a
factor had the largest decrease in size (α=0.86) although its reliability was still in the very
range. The reliability of the scores from the revised version of the ATR scale (R-ATR) was
although it dropped slightly compared to the original full version of the ATR scale. All of the
had an average score between 3.31 and 5.22 on a 7-point scale. The standard deviations
items were reasonable and ranged from 1.33 to 1.86, indicating that no item had a strong
or ceiling effect. Overall, all items were approximately normally distributed with their skew
ranging from 0.02 to -0.67, and their kurtosis ranging from 0.06 to -0.95 (Papanastasiou, 2

The first factor is the usefulness of research in the student’s professional life with fo
on a seven-point continuum Likert scale which ranged from strongly disagree (7) to strongly
(1). The questionnaires were administered after they have defended their paper. The resea
also used scoring rubrics to evaluate the students’ research paper proposal outpu
performance in the colloquium (Appendix B).

Data Analysis
Correlation design under quantitative research was employed to analyze the da
Correlation research is a design used to investigate the direction and magnitude of relation
among variables in a particular population. Likewise, it is designed to study the changes i
characteristic or phenomenon which correspond to the changes in another or with one an
(Cristobal & De La Cruz-Cristobal, 2017, p. 142). For research question no. 1, the mean at
was calculated based on the three (3) factors of the questionnaire in order to measur
positive, neutral and negative attitude of the students. Pearson’s r correlation coefficien
used for research question no. 2. According to Montero-Galliguez et al. (2016), the stren
the linear relationship between the two variables X and Y is measured using the Pe
correlation coefficient (p. 150). To determine the strength of relationship, the two variables
correlated i.e., sum of response of each student from the questionnaire and the individual s
of each member of the 22 groups from their research proposal paper output (100 point
colloquium (30 points) with a sum of 130 points.

Pearson’s r formula:

𝑁(∑ 𝑥𝑦) − (∑ 𝑥)(∑ 𝑦)

𝑟=
√[𝑁(∑ 𝑥 2 ) − (∑ 𝑥)2 ][𝑁(∑ 𝑦2 ) − (∑ 𝑦)2 ]
Figure 2: Interpretation of correlation coefficients (“r” or “ρ”)
(Anirban, Debsarkar, Chakrabarty, 2015)

Range of correlation
Degree of correlation
coefficients

0.80-1.00 very strong positive

0.60-0.79 strong positive

0.40-0.59 moderate positive

0.20-0.39 weak positive

0.00-0.19 very weak positive

0.00-(-0.19) very weak negative

(-0.20)-(-0.39) weak negative

(-0.40)-(-0.59) moderate negative

(-0.60)-(-0.79) strong negative

(-0.80)-(-1.00) very strong negative

Then, the r value was interpreted using the correlation coefficient table of interpre
as shown in figure 1.
Furthermore, the test of significance (t-test) was used to find out if the relations
significant or not in order to arrive for the final decision whether to accept or reject th
hypothesis.

Formula:

𝑁−2
𝑧 = 𝑟(√ )
1 − 𝑟2
level of significance and 0.05 confidence interval. The significance will be determined if the
computed t-value is less than the critical t-value, the relationship is not statistically
significant accepting the null hypothesis (H0), but if the computed t-value is greater than
the critical t-value; the relationship is statistically significant accepting the alternative
hypothesis (H1).

Results and Discussion

Research Question no. 1: What is the attitude of senior high school students towards res
writing in terms of the following factors?

a. Usefulness of Research

b. Research Anxiety

c. Positive Predisposition in Research

Figure 3: Mean Attitude of the Students towards Research

FACTORS Sample MEAN VERB

(n) ATTITUDE INTERPRE
Research Usefulness
q5: Research is useful for my career.
q7: Research is connected to my field of 22.25 POSITIVE A
study.
q10: The skills I have acquired in research
will be helpful to me in the future.
q11: The skills I have acquired in research
will be helpful to me in the future.
Research Anxiety 64
q1: Research makes me anxious.
q12: Research courses are difficult.
Positive Research Predispositions
q2: I enjoy my research course(s). 20 POSITIVE A
q3: I find research courses interesting.
q6: I love research courses.
q13: Research courses are pleasant.
OVERALL ATTITUDE 57.5 NEUTRAL A

It was evident in figure three (3) that the two (2) factors i.e., research usefulnes
positive research predispositions resulted to positive attitude with means of 22.75 and 20.
on the calculation, the attitude was divided into three levels: positive (ranges from 4 t
neutral (ranges from 12 to 19) and negative (ranges from 20 to 28). Research is viewed b
students not just a substantial course or subject in senior high school but its usefulness
real world application is highly essential.
This is congruent to Siamian’s et al., (2016) statement that research is considered
most important criteria and keys of development as it imparts pile of knowledge, discover
innovation both for the developed and emerging countries. Furthermore, there is truthfuln
the result as the attitude of the students toward the usefulness of research particula
question no. five (5) for jobs and careers was positive especially if the facilities and equip
needed are provided according to Siamian’s et al., (2016). The results agreed also to Hren
(2004); Hussain et al. (2016) study that students have a positive attitude towards scienc
scientific research using the ATR scale. Generally, majority of the students believed tha
usefulness and benefits of classroom activities that they do in research class gives them s
sense of responsibility, professionalism and to be a good team player in their future occupa
Tabora (2004) mentioned that engaging students to take research courses or research-
subjects under the K-12 curriculum maybe too much for some experts in the basic educ
students have acquired since in their primary school years will be employed and utilized
subject and these include writing, communication, presentation, analysis, teamwork
arithmetic. Educating the students on the benefits of research on the other hand maybe p
potent and by focusing on their learning process in appreciating research as an important t
their desired career not just as a subject or paper output can be a redeeming evidence
teachers can encapsulate to the students (Mabvuure, 2012).
The second factor which is the research anxiety revealed that students have fair-m
about the said subject. It is neutral in a way that students are half-hearted towards
anxiousness about research. Either they are experiencing anxiety or not, this was left ha
and unanswered on the part of the researcher. Although, it can be proven that Kionisala’s (
statement in his article seems true that for students, research courses are difficult wh
parallel to question no. 12 in particular. It has similar claims also from Millions, Abelos, B
Gamboa, Alfonso and Ligawen (as cited in Bernardo, 2010); Maznun, Monsefi & Nimehchi
(2017); Maharajan et al. (2017) that writing an academic paper like research rema
cumbersome and challenging for many students particularly ESL learners as it is a tediou
that requires a lot drafts and revisions. They were put under stress because they struggle
writing research reports and they are unsure with their data analysis. It is possible that
students have insufficient knowledge and skills in Statistics and data interpretation the r
why their anxiety grows. In fact, research is not just about writing but it implicates lan
proficiency both in writing and speaking with the participants involved in the study (Flo
Hayes, 1981; Hayes & Flower, 1987 as cited in Meng & Tseng, 2013). This is also support
Cooley and Lewkowicz’s (as cited in Maznun, Monsefi & Nimehchisalem, 2017) claim th
most students, writing a research paper is a unique experience that is more dema
linguistically and structurally than any other writing that they had previously encountered
anxiety that these students are experiencing in writing research are quite alarming as it re
their state of being stress, fearful and nervous especially when they are questioned b
panelists during paper presentation. Hence, the tendency to avoid this situation increases
anxiety factor based on the result signifies that teachers can primarily focus on its negative a
which is the anxiousness of the students. Nevertheless, the optimism, eagerness and inter
the students about its usefulness and positive predispositions compensate the dilem
teachers in teaching and engaging the students more to instill love and effort in doing rese

Research Question no. 2: Is there a significant relationship between the attitude of student
score in their research writing?

Figure 4: Research Proposal and Colloquium Score of the Students per Group

No. of groups No. of students’ per Score per group

group (130 points)
1 3 students 100.9
2 3 students 91
3 3 students 106.3
4 3 students 110.3
5 3 students 104.6
6 3 students 111.9
7 3 students 96.6
8 3 students 106.9
9 3 students 103.3
10 3 students 106
11 3 students 86.6
12 3 students 83.6
13 3 students 92.3
14 3 students 117.6
15 3 students 108
16 3 students 100.3
 19 2 students 106.6
20 3 students 108.3
21 2 students 79.5
22 3 students 84.5
22 groups N = 64 students Average = 100.9

All ABM, STEM 1 and STEM 2 sections are composed of seven (7) groups each and H
section has one (1) group. The passing score should be 84.5 over 130 (at least 65%). It c
seen in figure 3 that the average grade of all groups is at 100.9. Only one group (group n
received a non-performing score of 79.5. The scores that they have obtained from their pro
paper and colloquium are fairly given to each member/student within the group. Thu
individual score was correlated to their response from the survey questionnaire wherein
results can be seen in figure 5.

Figure 5: Pearson’s r Correlation Coefficient and Test of Significance Results

Variables N DF Level of r value Verbal Computed Critical

Significance Interpretation t-value t-value
Students’ Very weak
Attitude towards negative -0.39 1.96
64 62 0.05 -0.049
Research relationship
Students’
individual score

Figure 5 reveals that the computed value of r is -0.049 at 62 degree of freedom a

0.05 level of significance which is interpreted to have a very weak negative relationship
means that the attitude of students toward research has a weak negative correlation wi
is 1.96 at 62 degree of freedom and at 0.05 level of significance. This means that the com
value of r is not significant; hence, the null hypothesis stating that “there is no signi
relationship between the attitude of students towards research and their scores” is acce
This implies that the anxiety felt by the students in research does not affect their grade
inversely, their grades do not influence the anxiety that they are currently experienc
research be it in writing the paper, defense or learning research as a whole.
Consequently, these findings contradict to the study of Razavi, Shahrabi, Siamian (
that research anxiety among students can have a negative impact from different directio
their performance and one of which is the academic performance. This is also in contrary
study of Zarifian and Mohammadi (as cited in Siamian et al., 2016) that there is a signi
correlation between the attitude and discipline of the students and their academic perform
in research. In terms of writing, it contravenes to Mat Daud and Abu Kassim’s (2005) stud
their subjects did show a positive relationship level of writing apprehension and w
performance using essay test scores.

Conclusions and Recommendations

Previous studies show that the findings are neutral in terms of the factor analysis inv
in research. Either the students have negative or positive attitude towards research depen
the factor given but not the research subject as a whole. For an instance, the English profi
is more related to writing performance rather than the students’ research anxiety. Other st
have something to do with research facilities, resources and even family. In the case of this
the positive attitude of the students towards research based on the analysis from the tw
factors, i.e., usefulness of research and positive predisposition on research shed an immens
to the researcher who is teaching the said subject in senior high school. Students are very
interested about research and majority of them perceived that there is sense of fulfilment
their study has been finished. Even their curiosity on its concept and importance not just
field of education but on their desired occupation in the future was revealed positive in the
environment, games, concept mapping and/or mock defense to mitigate the students’ an
Perhaps, a personalized teaching approach such as flipped classroom or blended learning c
used by the teacher to tailor fit the emerging needs of the 21st century learners in learnin
writing a research paper. Teachers can also require a simple yet practical research paper f
such as Introduction, Methodology, Results and Discussion (IMRAD) template. Note that
students are still under the basic education program so the researcher taught of simplifyin
paper requirement enough for the students to have a taste of doing their own investigat
actual study. Kionisala’s (2017) essential introduction on research at the beginning of the s
year should be practiced at all times by the teachers in sharing their own research experien
it a paper output or attending a research conference. This is to condition the students o
importance and beauty of research, i.e., it’s not the student’s paper output that matters b
process of doing it. Their journey in terms of writing, researching, data analysis, interviewin
presenting are like shaping them to go through hardships in life and self-discovery to accom
a certain task since it is a process and it doesn’t happen overnight. A very weak ne
relationship between the attitude and grades show the optimism of the students that d
the stress, difficulty and fear in doing research, they are determined and challenged to pa
subject or even get good grades.

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