Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

7067481, ISSN 2822-4353

Research Article

Teachers and Students’ Readiness in Conducting School-Based Research

Jimmy D. Bucar*
For affiliations and correspondence, see the last page.

Abstract
The ability to conduct research is one of the primary attributes of 21st-century teachers and learners.
Learners gaining mastery in this field develop critical thinking skills, ultimately enabling them to
become productive human capital in the future. As an approach, research allows teachers to reflect,
improve, and enhance their teaching and classroom management practices. This study investigated the
level of readiness in conducting school-based research among practical research teachers and students
in the sub-congressional districts of Calape, Tubigon, and Loon, Division of Bohol, as of the school
year 2018–2019. Descriptive-correlational research was used in the study with the help of a self-
made survey tool which was reviewed by a panel of experts for validity. It was pretested and analyzed
through Cronbach's Alpha test to determine its reliability. The respondents were chosen through
purposive and stratified random sampling techniques wherein only Practical Research teachers and
Grade 12 students were considered in this study. The results showed that teachers and students
perceived themselves as "Moderately Ready" to undertake a research project. Regarding the problems
they encountered in research, teachers consider the concerns about time constraints due to class
interruptions as highly serious. Likewise, students pointed out the same problem as the leading issue
they faced as researchers. It was also found out that teachers' readiness negatively correlated with the
difficulties they encountered in research, whereas, students' readiness was positively correlated with
the problems they faced in research. Furthermore, teachers' readiness and difficulties encountered in
research did not significantly influence the students' level of preparedness and difficulties encountered
in research. Proactive recommendations were proposed to enhance the respondents' level of
preparedness and lessen the seriousness of the problems they faced.

Keywords: Research Readiness, Problems Encountered, Research Skills, Descriptive-correlational

Introduction Research subjects are advanced courses; thus, mastery

Research is an indispensable part of learning. Through
research, an individual learns to discover and process
new information. It develops critical thinking as one
immerses in the data and experiences the rigor of the
process from start to finish. Students and teachers
expose themselves to real-life problem-solving
experiences and collaboratively generate new
information by engaging in research. For the students, it
enables them to reflect on the possible solutions or
remedies to prevalent societal issues, thus training them
to become productive citizens in the future. Inthe case
of teachers, research is a promising avenue forreflection
and improvement in their teaching and classroom
management practices.
Recognizing the importance of research in developing
critical thinking skills, the Department of Education
included research subjects, namely: Practical Research
I (Qualitative Research), Practical Research II
(Quantitative Research), and Research Project
(Inquiries, Investigation, and Immersion) in its
curriculum. In the Research Project, which is their third
round of research experience, learners can choose what
type of design they want to undertake. They can pursue
qualitative, quantitative, or mixed-method approaches
in conducting research.
of the basics of academic writing, statistics, and data
analysis are essential requirements. Unfortunately,
most senior high school students have problems
comprehending basic English terms. Aggravating this
problem is their lack of competence in academic
writing. Most of them have difficulties constructing
simple sentences; hence, writing paragraphs become a
challenge. The students find the subject taxing because
it is their first time encountering the subject. Besides,
they do not have any background in research in their
lower years.
Consequently, most, if not all, students produce
mediocre research output replete with plagiarized
content. In addition to this challenge, some Practical
Research teachers find it challenging to teach the
subjects. Some of the reasons the researcher usually
heard are their lack of experience and training in
research. In fact, during the implementation of Senior
High School, only a few were given short-term
training in research. Additionally, some teachers lack
confidence in teaching these subjects because they are
not master's or doctorate holders. Even MA/Ph.D.
holders are reluctant to teach qualitative research
because their background is more in quantitative
research.
Cognizant of the problem faced by the students and

Jimmy D. Bucar
2/15
Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article
Practical Research teachers, the research finds it timely
and responsive to conduct a study on their readiness as
well as their difficulties encountered in doing research
so that proactive measures shall be crafted to address
this issue. Currently, based on the researcher’s
extensive reading, there is a shortage of published
research studies indexed in Google Scholar thatventure
into determining the level of readiness of senior high
school practical research teachers and students in
conducting school-based research in the division of
Bohol. Furthermore, the researcher also checked the
libraries across the province to determineif there were
already similar studies conducted; however, based on
the researchers’ investigation, none had ever come up
with research on the readiness of senior high school
teachers and students in doing research work. It is
because the establishment of senior high schools is a
new phenomenon in the country. To fill in this gap of
information, the researcher undertook this study.
Research Questions
This study aimed to ascertain the level of readiness of
the Senior High School Practical Research teachersand
students in conducting school-based research inthe
districts of Calape, Tubigon, and Loon, Division of
Bohol, for the S.Y. 2018 – 2019. Specifically, it sought
to answer the following sub-problems:
1. What is the respondents’ level of readiness in
conducting research in the following context:
1.1. technical aspect in research writing;
1.2. writing the major parts of the paper; and
1.3. ICT application in research?
2. What are the problems encountered by the
respondents in conducting research?
3. Is there a significant correlation between the
respondents’ research readiness and the problems
encountered in conducting research?
4. Is there a significant correlation between the
teachers’ and the students’ level of readiness and
problems encountered in conducting research?
5. What intervention program should be proposed to
enhance their research skills and readiness?
Literature Review
The main objective of 21st-century education is to
empower the learners in acquiring and processing
information rather than transmitting it to them in a
passive manner. Ozer and Keskin (2015) said it is easy
to forget fed information, but the skill in obtaining
them will last throughout life once an individual learns
Jimmy D. Bucar
the process of acquiring them. It signifies that
sharpening students' skills in knowledge acquisition is
better than passively receiving it from teachers since it
makes them become more responsible and self-
regulated learners. In the K to 12 education, students are
trained to become self-directed learners through
collaboration with other student-researchers through
group activities.
According to OECD (2015), research involves a
creative and systematic approach to intensify human
knowledge by discovering new knowledge and
innovating ways of applying this knowledge. There are
various ways of classifying research (e.g., basic and
applied); in the Senior High School curriculum,research
subjects are sorted based on the nature of data utilized.
Practical Research 1 focuses on qualitative research,
while Practical Research 2 deals with quantitative
research. Qualitative research deals with non-numerical
data and uses thematic analysis in interpreting them.
Social science disciplines (e.g., psychology and
sociology) traditionally used this approach. On the other
hand, quantitative research is a positivist approach
which utilizes numerical data and employs statistical
operations in determining relationships among
variables.
One of the concerns in Practical Research is teachers
and students' preparedness in performing the
competencies of the said course. Thorndike, in his law
of readiness, postulated that learners could quickly learn
new concepts when they are psychologically and
physically ready (Herrera and Dio, 2016). Thus,
theoretically, readiness ushers them towards mastering
a skill. When seen in the light of Bandura's Self-
Efficacy Theory, readiness has a connection with their
competence in performing a specific task (Maddux,
2016). In the context of the study, research writing is a
challenging task which needs preparedness and high
level of self-efficacy among researchers.
In Malaysia, Meerah and Arsad (2010) conducted a
study entitled "Developing Research Skills at
Secondary School" which showed that Malaysian High
School students had positive experiences in learning
research through project work as part of their
coursework in social science subjects. They find the
activity enjoyable and useful, and the teachers
perceived students' memorable experiences as valuable
in acquiring necessary research skills. On the other side,
teachers also view the activity as too demanding and
taxing on the part of the students. Meanwhile,
researchers Ismail and Meerah (2012) in their study
among post-graduate students in University
Kebangsaan, Malaysia found out that they have only
3/15
Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article
moderate knowledge and competencies in conducting
research indicating that there is a need for the
university to enrich or restructure their researchtraining
to make the students more knowledgeable and
competent in research.
Gomez and Panaligan (2013) classified research writing
into two aspects, namely: (1) technical aspects, and (2)
writing the major and other parts of the paper. In this
study, the application of ICT was included in
recognition of the role of ICT in teaching and research
practice. Adeosun (2010) in Nigeria, argued that the
lack of ICT resources and poor infrastructure are
roadblocks to the successful implementation of an ICT
based instruction.
Okojie and Olinzock (2013) also supported Adeuson's
contention by stating that lack of competence in ICT
integration in teaching, particularly on the use of
presentation and spreadsheet applications are some of
the reasons hindering the full implementation of ICT
integration in education. They added that young
teachers perceived themselves as more competent in
integrating software applications in instruction than
older ones. It coincides with the longitudinal report of
van Deursen and van Dijk (2015) showing that
younger people are more internet savvy as compared
to older ones.
The study of Siddiquah and Salim (2017) among
college students from three public universities in
Lahore, Pakistan, showed that they perceived
themselves as proficient in using Microsoft Office
Applications (e.g., Word, Excel, Powerpoint);
however, they have inadequate skills in using digital
libraries and statistical software like Social Science
Statistical Package (SPSS). O'Hanlon (2013)
emphasized in his article that the road towards the
successful finding of literature should start with
determining the appropriate keywords to be used in
online researches. It also includes the wise choice of a
search engine or research database such as Google
Scholar. He also emphasized the need for teachers to
model or demonstrate the process of online searching
and selecting references to ensure optimum learning
among students.
Radafshar, Sobhani, and Sadegh (2010) found out that
doctoral students who were encouraged to attend in
seminar-workshops focusing on methodology and
thesis-advising and were provided with sufficient
research funds and equipment developed a positive
attitude towards research. Okojie and Olinzock (2013)
also recommended that during seminar-workshops,
teachers must be assessed before the training sessions
Jimmy D. Bucar
to ascertain their strengths and weaknesses in using
application software. For this reason, it is advisable for
Practical Research teachers, as well as students if
possible, to be encouraged by administrators to attend
various research training and apply for research funding
from DepEd to boost their research readiness.
When conducting research, various barriers hinder
researchers to accomplish their studies. Amin et al.
(2012) and AlGhamdi, Moussa, Alessa, and
AlOthimeen, (2014), in their research among Saudi
Arabian Medical schools, viewed these barriers as
connected to time, faculty support, sources of funding,
among others. In the same way, Bhagavathula et al.
(2017) reported that despite their optimistic view of
research and interest in publication, they perceived the
following as barriers in conducting research, namely:
(1) lack of reinforcement, (2) time constraints, (3)
discrepancy with activities and practices in research,
and lastly, (4) research funding issues.
In the Philippines, Bocar (n.d.) conducted a study
among Political Science students at La Salle
University. She reported that 66 % of the student-
researchers expressed difficulty in finishing their
research project. Cooperation among students in group
research was a notable problem among them. Issues
related to time and stress management were also some
of the concerns of the researchers. Another researcher
also pointed out that "difficulties in getting permission
from key authorities, recruiting participants and using
survey questionnaires" are just some of the difficulties
she encountered in her studies (Sarkar, n.d.).
Likewise, a study in Sorsogon State College, Sorsogon
City, Philippines, revealed that the Graduate School
students experienced various difficulties in conducting
research even in their level. These difficulties are
related to the conceptualization of research problem or
title, searching and reviewing of related literature and
recent studies, choosing the appropriate methodology
and design, selecting suitable statistical tools, data
gathering, and data analysis and interpretation. Some
of the identified factors which impede them in
undertaking research studies were issues related to
teachers' loads, motivation, and commitment in
research, and financial constraints (Ocbian and Gamba,
2015).
Aslam, Khan, Hassan, and Bashir (2016) identified
students' lack of research skills and guidance from
competent mentors as barriers in conducting research.
To solve this problem, they recommended that
students should be equipped on the knowledge about
statistics, proper use of statistical software, as well as
4/15
Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article
data analysis and interpretation. Additionally, the
support from librarians is also valuable even to student-
researchers who have already undergone a research
study (Dubicki, 2015).
Gomez and Panaligan (2013) reported that
Criminology Instructors in Lyceum of the Philippines
University are proficient with regards to the technical
aspects in research writing, particularly on the aspects
of paper formatting, organization, and communication
skills. Notably, they perceived themselves as highly
competent in following the writing conventions and
skilled in writing the major parts of the paper,
specifically on writing the introduction, finding
literature sources, and conceptualizing a coherent and
comprehensive literature review. They are also skilled
in writing the methodology section, particularly on the
aspects of design, instrumentation, and treatment of
data.
The researchers attributed their competence in the
construction of the questionnaire to their English
proficiency as an indirect result to the interventions
and assistance provided by the university's editor and
grammar consultants. They also find the statistical
analysis easy because of the support offered by their
statisticians. They emphasized that their efficiency in
looking for literature is due to the university's
generous provision of research materials (e.g., books,
journals) and a robust library system (Gomez and
Panaligan, 2013).
Another study by Caliwan-Fuentes (2017) showed that
students taking Education programs in Eastern Samar
State University-Main Campus are practitioners (i.e.,
experts) in the technical aspect in research writing. They
acquired this research knowledge and skills from the
research subjects they enrolled in their respective
programs. Moreover, they also obtained this
competence through self-study and reading research
textbooks, theses, and dissertations written by
distinguished researchers.
Harsh, Maltese and Tai (2011) asserted that exposing
students to genuine research experiences build their
confidence in conducting research and ultimately helps
them become competent researchers or scientists.
Hence, authentic research experiences are vital to
lessening students' burdens and challenges in this
respect. Interestingly, Tan (2007) noted that activities
in research that are guided by competent, motivating,
and supportive research mentors result to positive
outcomes such as smooth completion of the entire
research project with meaningful experiences. As a
research teacher in the Department of Education, it is
Jimmy D. Bucar
essential for every teacher to fully equip themselves
with both teaching competence and compassionate
attitude in facilitating students' research projects to
ensure that they will become interested and motivated
to pursue their work.
In essence, research is a scientific inquiry which
engages the students in an experiential learning and
collaborative approach. In the SHS curriculum,
Practical Research 1 (Qualitative) and Practical
Research 2 (Quantitative Research) are advanced
subjects which sharpen the learners' skill in solving
problems and generating new ideas or principles. The
cited literature reveals that there have been studies
conducted about the issues and difficulties encountered
by student-researchers; but, the focus is more on college
education and post-graduate studies. By far, there is a
lack of studies dealing with the level of readiness in
conducting school-based research ofPractical Research
teachers and Senior High School Students. This
problem is the gap the researcher addressed in this
study.
Methodology
Design and Sampling
This is descriptive-correlational research using a
survey-questionnaire as primary tool in data gathering.
The researcher chose 25 Senior High School Practical
Research teachers and 762 Grade 12 students across
the Sub-Congressional Districts of Congressional
District 1 comprising the districts of Calape, Loon, and
Tubigon (CATULO) as the respondents of this study.
Purposive sampling and stratified sampling techniques
were employed in getting the sample size in every
school. The following table details the distribution of
the respondents from various schools:
Table 1. Distribution of Respondents
5/15
Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article
During the selection of respondents, the researcher
conducted profiling among public senior high school
institutions in these towns to ensure that only Practical
Research Teachers and students who have already
undergone Practical Research subjects were included
in the study. In getting the desired sample from each
school, the researcher used an online sample size
calculator, which was set at a 5% margin of error.
Data Collection
After the Regional Office Research Committee
approved and listed the research proposal in the roster
of studies for BERF Facility funding, the office of the
Division Superintendent issued a memorandum urging
the entire Division of Bohol to cooperate in the study.
Permission letters were also sent to the principals
informing them about the purpose of the study as well
as the timeline of research activities. Before the actual
distribution of the survey-tool, the researcher
conducted profiling among selected public senior high
school institutions in CATULO.
After getting the population and sample size in every
school, the researcher then conducted an actual survey.
Before they answered the survey-tool, they were given
a short orientation about the study and were required
to sign an Informed Consent as proof of their
willingness to participate in the said study. The
questionnaires were retrieved based on the agreed date.
Their responses were tallied, collated, and subjected to
statistical treatment. The findings of the investigation
served as the basis for the conclusions and
recommendations.
Instrumentation
It used a self-made questionnaire which was primarily
adapted from the studies of Gomez and Panaligan
(2013, Ocbian and Gamba (2015), and Caliwan-
Fuentes (2017). Some items were also taken from the
competencies of Practical Research I and II curriculum
guides. The survey instrument is composed of two
sections wherein the first part measured the
respondents' perception with regards to their level of
research readiness as to the (1) technical aspect in
research writing, (2) writing the major parts of the
paper, and (3) ICT application in research.
The second part of the tool determined their problems
encountered in conducting research. The survey tool
was in a checklist form utilizing a four-point Likert
scale. Before the instrument was used in the actual
survey, it was checked, verified, and reviewed by the
professors of the University of Bohol Graduate School
Jimmy D. Bucar
and Professional Studies. It was also reviewed and
critiqued by the Division Technical Working Group
(TWG) to ensure the validity of each item in the
questionnaire. To establish its reliability, the
researcher conducted a dry-run at Cabanugan National
High School, Cabanugan, San Isidro, Bohol, whichwas
not part of the study. The reliability analysis of the
survey-tool generated a Cronbach's Alpha of 0.953,
which means that it is highly reliable.
Ethical Issues
Before the proper conduct of the study, the paper was
subjected to an ethics review by the Division
Technical Working Group to ensure the security and
welfare of the respondents as well as the ethical
considerations during the actual survey. In the field,
the following ethical standards were observed, but not
limited to, the principle of confidentiality, anonymity,
non-maleficence, and beneficence. Free and voluntary
participation was encouraged among respondents;thus,
no one was forced to answer the questionnaire.
The research activities commenced after the Division
Superintendent issued a memorandum enjoining all the
concerned personnel in the entire division of Bohol to
support the researcher. Informed consent was givenand
signed by the respondents before they answered the
tool. Moreover, the TWG conducted a random citation
audit to ensure that the citations are genuine in the
literature review. The paper also underwent grammar
and plagiarism test and reading ease test for integrity
and quality assurance.
Results and Discussion
This section sequentially presents, analyzes, and
interprets the data gathered from the study. It presents
the respondents' level of readiness and problems
encountered in conducting school-based research. In
addition, it investigated the relationships among the
variables being studied.
Technical Aspect in Research Writing
Table 2 shows that both teachers and students obtained
the highest rating with regards to research title writing.
The students obtained the lowest rating of 3.08
(Moderately Ready) in terms of organizing coherent
paragraphs with scholarly citations, whereas teachers
garnered the lowest score of 3.25 with a descriptive
rating of “Moderately Ready” when it comes to
applying proper techniques in paraphrasing borrowed
ideas.
6/15
Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article

Table 2. Technical Aspect in Research Writing experts) in the technical aspect in research writing. They
acquired this research knowledge and skills from the
research subjects they enrolled in their respective
programs.

Writing the Major Parts of the Paper

Writing the Introduction. Table 3 presents the

Teachers are “Much Ready” in some of the items;
however, they obtained only a rating of “Moderately
Ready” concerning the other aspects of research
writing such as the organization of coherent
paragraphs, observance of writing conventions, and
paraphrasing techniques. They obtained an overall
composite mean of 3.51 (Much Ready) indicating their
preparedness in the technical aspect in research writing
is evident. With the case of the students, they obtained
an overall composite mean of 3.21 (ModeratelyReady)
which signifies that their preparedness in performing
the said competencies is moderately evident.
respondents’ level of readiness in writing the
introduction. As depicted in the table, teachers and
students are "Moderately Ready" in all of the aspects
of writing the introduction. The teachers obtained the
highest rating in terms of stating the reasons for
conducting the study, formulating the statement of the
problem, and following ethical standards in citing ideas
but they obtained the least rating as regards with
formulating a comprehensive theoretical or conceptual
framework in a study. In general, they got a composite
mean of 3.24 (Moderately Ready) which signifies that
their preparedness in performing the competencies in
writing the introduction is moderately evident.
In the same way, the students obtained a composite
mean of 3.10, which also falls in the range of
“Moderately Ready” signifying that their perceptionon
preparedness in performing the competencies is also
moderately evident.
Table 3. Writing the Introduction

The result suggests a need among teachers and

students to undergo skills enhancement training to boost
their level of readiness in the technical aspect in
research writing, particularly on the organization of
coherent paragraphs with scholarly citations and the
application of proper paraphrasing techniques for
borrowed ideas to avoid plagiarism issues.

Likewise, Gomez and Panaligan (2013) reported that

Criminology Instructors in Lyceum of the Philippines
University are proficient with regards to the technical
aspects in research writing, particularly on the aspects
of paper formatting, organization, and communication
skills. Notably, they perceived themselves as highly
competent in following the writing conventions in
research. Their confidence in performing the said
competencies indicates that they are much ready or
prepared in undertaking criminological research.

Caliwan-Fuentes (2017) also reported that students

taking Education programs in Eastern Samar State
University-Main Campus are practitioners (i.e.,

Jimmy D. Bucar
7/15
Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article

Table 4. Writing the Methodology

They obtained the highest rating in terms of following
the ethical standards in citing literature; however, they
obtained the lowest rating as regards to establishing a
literature gap in the study. It signifies that both
teachers and students possess a moderate level of
preparedness in performing the competencies in
writing a research introduction. Formulating a
comprehensive theoretical or conceptual framework
and establishing a literature gap are only some of the
skills they need to master for them to come up with a
scholarly introduction.

It corroborates with the findings of Gomez and

Panaligan (2013) that their teacher-respondents are
competent in writing the major parts of the paper,
specifically on writing the introduction, finding
literature sources, and conceptualizing a coherent and
comprehensive literature review. They emphasized that
their efficiency in looking for literature is due to the
university’s generous provision of research materials
(e.g., books, journals) and a robust library system.
Additionally, despite their perceived
competence in formulating a sound theoretical or
conceptual framework, the researchers still recognized
the need for teachers to enhance their skills in this
aspect. Caliwan-Fuentes (2017) also revealed that the
proficiency of education students in Eastern Samar
State University-Main Campus is due to their research
training, which is embedded in the curriculum. The students obtained the highest rating in terms of
choosing an appropriate research design for their
Writing the Methodology. The methodology section is respective research projects; however, they obtainedthe
composed of the discussion about the research design, lowest scores in performing thematic/content analysis
respondents, environment, instrumentation, data and evaluating the trustworthiness of qualitative
gathering procedure, and treatment of data. Table 4 research in various ways such as triangulation and
presents the teachers and students’ perception as to member check among others.
their level of readiness in writing the research The result entails the necessity to reinforce among
methodology. teachers and students the training on the different types
of research approaches/designs: qualitative,
It is illustrated in table 4 that teachers obtained the quantitative, and mixed-method to capacitate them in
highest rating in terms of describing the sampling writing the methodology section, particularly in thedata
procedure with a qualitative evaluation of "Much analysis section wherein they have low scores with
Ready." Other items were rated only "Moderately regards to performing thematic and statistical analysis.
Ready." They obtained the least ratings in performing Also, it can be inferred from the data that the students
thematic analysis of qualitative data as well as using have issues regarding the competency on evaluating
the trustworthiness of qualitative researches.
appropriate statistical techniques in analyzing
quantitative data. Overall, both students and teachers obtained a
descriptive rating of "Moderately Ready" which
indicates that their preparedness in performing the
competencies under the methodology section is

Jimmy D. Bucar
8/15
Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article

moderately evident. In the same vein, the Criminology qualitative research designs identified by Creswell.
faculty members of the Lyceum University of the
Writing the Conclusion and Recommendations. Table
Philippines perceived themselves as "competent or
6 illustrates how teachers’ and students’ perceived their
skilled" in writing the methodology section,
level of readiness in writing the conclusion and
particularly on the aspects of design, instrumentation,
recommendations of a research paper. All items were
and treatment of data (Gomez and Panaligan, 2013).
rated "Moderately Ready" by both teachers andstudents.
The researchers attributed their competence in the Among the three competencies, concluding patterns and
construction of the questionnaire to their English themes" obtained the highest weightedmean.
proficiency as an indirect result to the interventions
T a b l e 6. W r i t i n g th e Conclusion and
and assistance provided by the university's editor and
grammar consultants. They also find the statistical Recommenda tio n s
analysis easy because of the support offered by their
statisticians (Gomez and Panaligan, 2013).

Writing the Results and Discussion. Among all aspects

in writing the results and discussion, teachers obtained
the highest rating of “Much Ready” as regards to
relating the findings with pertinent literature. On the
other hand, other items earned a rating of “Moderately
Ready." They obtained the least score in terms of
generating a new theory for grounded theory research.
As a whole, they obtained an overall composite mean of
3.15 (Moderately Ready) in this area.
Table 5. Writing the Results and Discussion
In the case of the students, they obtained the highest
rating on inferring and explaining patterns from data.
Similarly, the competency on generating a new theory
for grounded theory research was also ranked lowest
among the items. In general, they obtained a composite
mean of 3.07 (Moderately Ready) in this area, which
implies that the students' preparedness in writing the
results and discussion is moderately evident.
The data revealed that the respondents are moderately
ready in writing the results and discussion, and they
faced the same challenge concerning grounded theory
research. For this reason, there is a need to augment
their knowledge and competence on how to conduct
grounded theory research, which is one of the
Teachers obtained the least rating in terms of
formulating recommendations based on the salient
findings. Likewise, the students placed on the same rank
the competencies on presenting conclusions based on
the objectives/results and formulating
recommendations based on the significant findings.
Both of them obtained an overall composite mean
classified under "Moderately Ready," which suggests
that their preparedness in writing this section is
moderately evident. It can be deduced from the result
that the respondents have to undergo intensive training
in the various types of research approaches, so they
will be guided on how to draw valid conclusions and
formulate practical and doable recommendations based
on the salient findings.
Writing the References. All items were rated
"Moderately Ready" by both teachers and students.
They scored highest in terms of listing cited sources in
the reference list with traceable Universal Resource
Locator (URL) and Digital Object Identifier (DOI).For
teachers, they scored least with regards to selecting
legitimate references which are products of
international peer-reviewing process and indexed in
Google scholar and reputable research databases.
Conversely, the students scored least regarding the
utilization of sources which were published from the
year 2010 up to present.

Jimmy D. Bucar
9/15
Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article

Table 7. Writing the References

In this area, teachers obtained an overall composite
mean of 3.43 described as "Moderately Ready";
equally, students obtained an overall composite mean of
3.16, which is also classified as "Moderately Ready."
The rating suggests that their preparedness in
performing the said competencies is moderately
evident. Having this level of readiness requires
intensive training on selecting scholarly resources
which aim to avoid an inadvertent citation from grey
literature and predatory journals.
Ultimately, by having competence in this aspect, the
paper will pass through the rigor of the peer-reviewing
process. Furthermore, issues regarding the selectionand
utilization of reputable references published from 2010
onwards can be addressed if the respondents become
competent in using various online tools and resources
(e.g., Google Scholar).
In general, the teachers obtained a composite mean of
3.20 with a descriptive value of “Moderately Ready.
Equally, the students gained a composite mean of 3.21
with the same qualitative value. The result denotes that
their level of preparedness in writing the abstract is
moderately evident. It can be construed from the result
that their knowledge and skills in this aspect need
enrichment through training and seminars by
competent research practitioners. Moreover, the
respondents can also obtain additional expertise and
proficiency in this aspect through self-study and reading
research textbooks, theses, and dissertationswritten by
distinguished researchers (Caliwan-Fuentes,2017).
Application of ICT in Research Writing. Undeniably,
ICT plays an essential role in research writing. ICT
makes the process easier and much, even faster than
conventional practice. Table 9 presents their
perception concerning the use of ICT in writing
research.
Table 9. Application of ICT in Research Writing

Writing the Abstract. It is noticeable in the table that

teachers and students rated all the items as
"Moderately Ready." Teachers obtained the highest
rating with regards to summarizing the researchmethods
used while they got the least rating as regards to
outlining the results and discussions of the study.
Students, on the other hand, earned the highest scores
in the aspects of clearly stating the research focus,
summarizing the research method used, as well as
summarizing conclusion and recommendations of the
study. They obtained the lowest rating about writing
an accurate synopsis of the paper.
Table 8. Writing the Abstract
It is illustrated in the table that both teachers and
students perceived themselves as "Much Ready"
regarding the use of Microsoft Office applications such
as Word, Excel, Powerpoint)in preparing their
manuscripts. On the other hand, the other
competencies were rated only "Moderately Ready."
Teachers obtained the lowest rating as to their
preparedness in using software for qualitative (e.g.,
NVIVO) and quantitative researches (e.g., SPSS) in data
treatment and analysis. The students obtained the lowest
ratings with regards to performing online grammar and
plagiarism test using online tools (e.g., Gramm arly)
as well as p erformin g online

Jimmy D. Bucar
10/15
Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article

correspond ence (e.g., sending an email

Notably, students scored higher with regards to

conducting online research than teachers, which Teachers obtained a rating of "Much Ready" in the
confirmed the longitudinal report of van Deursen and technical aspect in research writing; other
van Dijk (2015) that younger people are more internet competencies were rated "Moderately Ready." For the
savvy as compared to older ones. Okojie and Olinzock students, all items were rated "Moderately Ready."
(2013) also added that young teachers perceived
themselves as more competent in integrating software In general, it signifies that their preparedness in
applications in instruction than older ones. performing the competencies is moderately evident;
hence, it is imperative for them to upgrade their
Overall, they obtained a composite mean of 3.19 for
teachers and 3.23 for students which are rated knowledge in almost all aspects of research writing,
"Moderately Ready." It means that their preparedness in particularly in writing the major parts of the paper and
applying ICT in research writing is moderately evident. applying technology in research projects.
The result may be attributed to lack of research
facilities (e.g., computer with a high-speed internet Likewise, Meerah et al. (2012) reported that post-
connection, e-journal and online software graduate students of Universiti Kebangsaan Malaysia
subscriptions) and formal training among public high possessed “moderate knowledge and competencies” in
school research teachers and students. researching despite its stature as a research university.
Thus, there is a need for the institution to upgrade its
The result corroborates with the findings in Nigeria,
wherein it was found out that the lack of ICT resources research pedagogy and training to better prepare their
and poor infrastructure are roadblocks to the graduates.
successful implementation of an ICT based instruction
(Adeosun, 2010). Lack of competence in integrating Table 10. Readiness in Conducting Research (Overall)
ICT in classroom instruction, particularly on the use of
presentation and spreadsheet applications are also some
of the reasons hindering the full implementation of an
ICT- based classroom . Hence, they
recommended that during seminar-workshops,
teachers must be assessed before the training sessions to
ascertain their strengths and weaknesses in using
application software (Okojie and Olinzock, 2013).

The result coincides with the study among college

students from three public universities in Lahore,
Pakistan who perceived themselves as proficient in
using Microsoft Office Applications (e.g., Word,Excel,
Powerpoint); nonetheless, they have inadequate skills in
using digital libraries and statistical software like SPSS
(Siddiquah & Salim, 2017).
Moreover, O'Hanlon (2013) emphasized in his article
that the road towards the successful finding of
literature should start with determining the appropriate
keywords to be used in online researches. It also
includes the wise choice of a search engine or research
database such as Google Scholar. He also emphasized
the need for teachers to model or demonstrate the
process of online searching and selecting references to
ensure optimum learning among students.
Readiness in Conducting Research (Overall). It is
shown in Table 10 that both teachers and students
perceived themselves as "Moderately Ready."
Also, Radafshar et al. (2010) found out that doctoral
students who were encouraged to attend in seminar-
workshops focusing on methodology and thesis-
advising and were provided with sufficient research
funds and equipment developed a positive attitude
towards research. Hence, it is advisable for Practical
Research teachers, as well as students if possible, to be
encouraged by administrators to attend various
research training and apply for research funding from
DepEd to boost their research readiness.
Problems Encountered in Conducting Research
Table 11 presents the common problems in research
faced by the respondents.

Jimmy D. Bucar
11/15
Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article

faculty support, sources of funding, among others

Table 11. Problems Encountered in Conducting
(Amin et al., 2012; AlGhamdi et al., 2014).
Research
In the same way, Bhagavathula et al. (2017) reported
that Pharmacy students coming from Asian and
African universities had an optimistic view of
research, and they are interested in engaging in
research publications. Nevertheless, as researchers,
they perceived the following barriers in conducting
research, namely: (1) lack of reinforcement, (2) time
constraints, (3) discrepancy with activities and
practices in research, and lastly, (4) research funding
issues.

Correlational Analysis between Readiness and

Problems Encountered in Conducting Research

The Pearson Product-Moment Correlation was used in

analyzing the linear relationship between the teachers’
and students’ readiness and problems encountered in
conducting research.

As reported in table 12, the teachers’ readiness and

problems encountered in conducting research show a
significant moderate negative correlation (r= -.445, N
= 25, p < 0.05). It means that there is an inverse
relationship between the paired variables denoting that
as their level of readiness in conducting research
increases, the seriousness of the problems they
As shown in Table 10, out of 16 items, only one (1) was encountered as researchers also decreases.
rated highly serious, while the remaining items were
rated "Moderately Serious." Teachers perceived the Table 12. Relationship between Teachers’ Readiness
concern on "lack of time due to class interruptions" as and Problems Encountered in Conducting Research
highly serious and highest among the problems they
encountered in conducting research. It is followed by a
limited period in conducting research and financial
constraint or lack of financial support to conduct
research. Ranked in the bottom are low English
language proficiency level and little knowledge of
sampling procedure and pre-testing.

Similarly, the students perceived all the items as It can be deduced from the result that when teachers
"Moderately Serious" with "lack of time due to class are given with the necessary interventions (e.g.,
interruptions" as the leading problem they encountered
capability building) on the aspects which they
in conducting research. It is because they are onlygiven
perceived to have lesser preparedness, it would likely
time to do research work in their respective research
lessen their burdens when undertaking a research
classes. This problem is followed withconcerns on a
project. It can also be said that when teachers are
limited period in conducting research and financial
constraint/lack of financial support to do research.
trained on the application of ICT in research, they will
Ranked lowest among the problems they encountered is find the activity easier and enjoyable.
related to little knowledge of sampling techniques and
pre-testing.

The findings coincide with the study in Saudi Arabian

Medical schools that some of the barriers in
undertaking a research study are related to time,

Jimmy D. Bucar
12/15
 Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article
Table 13. Relationship between Students’ Readiness
and Problems Encountered in Conducting Research
It is depicted Table 12 that there is a significant positive
correlation between the students’ level of readiness and
problems encountered in conducting research (r = .258,
N = 762), p < 0.01). It denotes that research readiness
is associated with the issues they faced in conducting
research. It is because as they become more aware and
starting to learn the basics of research, they tend to
realize the vastness and complexity of the research
world; hence, they felt the seriousness of the problems
they encountered as they immerse in research work. In
this case, there is a necessity for the students to be
guided by research advisers who are not only
competent but also facilitative to their learning needs.
Undeniably, students' lack of research competence and
guidancefrom experts hinder them from finishing their
research projects.
This insight reflects the findings of Aslam et al. (2016)
who identified students’ lack of research skills and
guidance from competent mentors as barriers in
conducting research. To solve this problem, they
recommended that students should be equipped on the
knowledge about statistics, proper use of statistical
software, as well as data analysis and interpretation.
Additionally, the support from librarians is also
valuable even to student-researchers who have already
undergone a research study (Dubicki, 2015).
It was also emphasized by Harsh et al. (2011) that
exposing students to genuine research experiences build
their confidence in conducting research and ultimately
helps them become competent researchersor scientists.
Hence, authentic research experiences are vital to
lessening students’ burdens and challenges in research.
Table 14.Correlation between Teachers’ and Students’ Research
Readiness and Problems Encountered in Conducting Research
Jimmy D. Bucar
It is depicted in the table that the correlation of paired
variables (e.g., teachers' and students' readiness) is not
significant; hence, teachers' research readiness and
problems encountered in conducting research are not
determinants of students' research readiness and
difficulties encountered in conducting research.
In this case, itis imperative for teachers to formulate
ways of utilizing their readiness and expertise in
research so that students will also become ready and
ultimately competent in undertaking a research project.
It echoes the findings of Tan (2007) that student-
researchers who are guided with competent,
motivating, and supportive research teachers can
certainly accomplish their research work with ease and
meaningful experiences.
Conclusion
Based on the study's results and findings, the following
conclusions were drawn. The respondents perceived
themselves as "Moderately Ready in undertaking a
research project. The teachers find themselves as "Much
Ready" in the technical aspect of research writing;
nevertheless, they perceived themselves as
"Moderately Ready" in other areas. They also
considered the concern on lack of time due to class
interruptions as highly serious and highest among the
problems encountered in conducting research. It is
followed by a limited period in conducting research
and financial constraint or lack of financial support to
do research. For students, they perceived the lack of
time due to class interruptions as the leading issue they
faced as researchers. Problems related to the limited
period in conducting research as well as financial
constraints/lack of financial support were among their
top three concerns in research.
Furthermore, the teachers’ research readiness had a
moderate negative correlation with their problems
encountered in conducting research; however, the
students' research readiness positively correlated with
the issues they faced in undertaking a research project.
Teachers' research readiness and problems
encountered in conducting research did not correlate
with the students' research readiness and difficulties
encountered in conducting research.
In view of the findings of the study, the following
salient points are recommended: (1) Teachers and
students must undergo enhancement training and
seminar-workshops that would further enrich their
13/15
Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article
research efficacy. Also, to prepare the students for
college education, which is one of the four exits of the
K to 12 curriculum, Higher Education Institutions
(HEIs) who will receive these students should be
mindful of their readiness status before enrolling them
in advanced research subjects. HEIs should develop
proactive mechanisms that would better facilitate their
learning needs. (2) School administrators should create
a flexible class program for the research teachers so they
can efficiently conduct research activities. Forinterested
faculty researchers, school principals should encourage
them to apply for BERF-funded research to the Division
Office so their problem on financial constraints will be
solved. (3) School principals or Senior High School
Coordinators should arrange a flexible schedule of
classes wherein they have ample time and freedom to
use the computer laboratory or conduct any research
activities within the campus. The researcher also
recommended that their proposed studies should only
be undertaken within the parameter of the school
campus to avoid unnecessary expenses and to minimize
possible risks.
Furthermore, the (4) Public high schools offering SHS
are also recommended to allocate funds for buying
printers, unlimited internet subscription, e-journal
subscription, grammar and plagiarism software, and
other research equipment and facilities so that students
will no longer go to internet cafes and public libraries
whenever they look for references. (5) The Research
Coordinator of Bohol Division should recommend to
the Division Superintendent that teachers handling
research subjects, particularly in CATULO, may
undergo intensive training on qualitative, quantitative,
and mixed-method research under the guidance of
trained research practitioners. It can be done by
collaborating and tapping with the neighboring
reputable universities and colleges to offer free
research and publication training as part of their
extension services. (6) Practical Research teachers with
the help of the Senior High School Coordinator, Master
Teachers, and School Principal should develop or
propose strategies on how to make the teaching of
research more appealing, interesting, enjoyable, and
less threatening to senior high school students.
Moreover, (7) Division of Bohol should create a pool
of competent Research Mentors/Facilitators across the
division who will train and provide technical
assistance to Practical Research teachers. (8) Further
research concerning the topic may be extended to a
broader scope. Future researchers may conduct studies
which focus on the possible correlates of research
readiness (e.g., demographic profile, teaching
commitment, ICT competence, level of English
Jimmy D. Bucar
proficiency). Future researchers may conduct the
following replicate studies: (8.1) Students’ Intelligence
Quotient and English Proficiency in relation to
Research Readiness and problems encountered in
conducting research; (8.2) Teachers’ and students’
Readiness and Proficiency in Quantitative, Qualitative,
and Mixed Method Data Analysis; (8.3) Teachers’ and
Students’ Lived Experiences in Analyzing
Quantitative and Qualitative Data; and (8.4) Practical
Research Teachers’ Challenges and Difficulties in
Applying ICT in Research Activities.
References
Adeosun, O. (2010). Quality basic education development in Nigeria:
Imperative for use of ICT. Journal of International Cooperation in
education, 13(2), 193-211.
AlGhamdi, K. M., Moussa, N. A., AlEssa, D. S., AlOthimeen, N., &
Al-Saud, A. S. (2014). Perceptions, attitudes and practices toward
research among senior medical students. Saudi Pharmaceutical
Journal, 22(2), 113-117.
Amin, T. T., Kaliyadan, F., Al Qattan, E. A., Al Majed, M. H., Al
Khanjaf, H. S., & Mirza, M. (2012). Knowledge, attitudes and barriers
related to participation of medical students in research in three Arab
Universities. Educ Med J, 4(1), 47-55.
Aslam, A., Khan, D. A., Hassan, S. H., & Bashir, H. (2016).
Research challenges for postgraduate residents in Dentistry.
Pakistan Oral & Dental Journal, 36(4).
Bhagavathula, A., Bandari, D., Tefera, Y., Jamshed, S., Elnour, A.,
& Shehab, A. (2017). The attitude of medical and pharmacy students
towards research activities: a multicenter approach. Pharmacy, 5(4),
55.
Bocar, A. C. Difficulties Encountered by the Student-Researchers and
The Effects on their Research Output, SY 2008-2009. Stress, 11,78.
Caliwan-Fuentes, H. (2017). Research Competency of Teacher
Education Students in Eastern Samar State University Main Campus.
Dubicki, E. (2015). Writing a research paper: students explain their
process. Reference Services Review, 43(4), 673-688.
Gómez, M., & Panaligan, C. (2013). Level of research competencies
and satisfaction of the faculty members from the college of
criminology. ASian Academic Research Journal of Social Science and
Humanities, 1(14), 39-55.
Harsh, J. A., Maltese, A. V., & Tai, R. H. (2011). Undergraduate
research experiences from a longitudinal perspective. Journal of
College Science Teaching, 41(1), 84.
Herrera, C. D., & Dio, R. V. (2016). Extent of Readiness of Grade
10 Students for General Mathematics of Senior High School in
Sorsogon City, Philippines. Asia Pacific Journal of Education, Arts
and Sciences, 3(4), 1-8.
Ismail, R., & Meerah, T. S. M. (2012). Evaluating the Research
Competencies of Doctoral Students. Procedia-Social and Behavioral
14/15
Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7067481, ISSN 2822-4353
Research Article
Sciences, 59, 244-247.
Maddux, J. E. (2016). Self-efficacy. In Interpersonal and
intrapersonal expectancies (pp. 41-46). Routledge.
Meerah, T. S. M., & Arsad, N. M. (2010). Developing research
skills at secondary school. Procedia-Social and Behavioral Sciences,
9, 512-516.
Meerah, T. S. M., Osman, K., Zakaria, E., Ikhsan, Z. H., Krish, P.,
Lian, D. K. C., & Mahmod, D. (2012). Measuring graduate students
research skills. Procedia-Social and Behavioral Sciences, 60, 626-
629.
Ocbian, M. M., & Gamba, M. P. (2015). SSC Graduate Students’
Difficulties in Doing Research. JPAIR Institutional Research, 5(1),
49-64.
O'Hanlon, L. H. (2013). Teaching students better online research
skills. Education Week, 32, 32.
Okojie, M., & Olinzock, A. A. (2013). Teachers’ Perceived Ability to
Integrate Technology into the Instructional Setting. The Journal of
Research in Business Education, 55(2), 1.
Organisation for Economic Co-operation and Development (OECD).
(2015). Frascati Manual 2015: Guidelines for Collecting and
Reporting Data on Research and Experimental Development. OECD
Publishing.
Ozer, U., & Keskin, S. C. (2015). Evaluating the Difficulties Faced
by Primary School Students in Doing Homework/Research From
Parents’ Point of View. Procedia-Social and Behavioral Sciences,
197, 933-938.
Jimmy D. Bucar
Radafshar, G. H., Sobhani, A. R., & Sadegh, F. (2010). Survey the
attitudes towards thesis writing process among students of Guilan
University of Medical Sciences. Journal of Guilan University of
Medical Sciences, 19(74), 86-97.
Sarkar, M. Challenges in Conducting Educational Research: TheCase
of a Developing Country.
Siddiquah, A., & Salim, Z. (2017). The ICT facilities, skills, usage,
and the p rob l e m s faced by the st ud e nt s of highe r education.
EURASIA Journal of Mathematics, Science and Technology
Education, 13(8), 4987-4994.
Tan, E. B. (2007). Research Experiences of Undergraduate Students
at a Comprehensive University. International Journal of Teaching
and Learning in Higher Education, 19(3), 205-215.
van Deursen, A. J., & van Dijk, J. A. (2015). Internet skill levels
increase, but gaps widen: A longitudinal cross-sectional analysis
(2010–2013) among the Dutch population. Information,
Communication & Society, 18(7), 782-797.
Affiliations and Corresponding Information
Jimmy Bucar, PhD
Bilar National High School
Department of Education
Bohol Division, Philippines
15/15