Research Proposal Plan Form

Name LEA K. LADERA Course MAED-TEACHING SCIENCE

Proposed TEACHERS’ CHALLENGES IN CONDUCTING RESEARCH: INPUTS TO RESEARCH

Title 1 CAPABILITY DEVELOPMENT PROGRAM

Adviser

Background Research is an integral part of teaching. Effective educative service is based on evidence-

of the Study based practice (Masters, 2022). So, teachers must conduct research so that findings will enable

them to develop teaching strategies that will address the learning needs of the students.

However, not all teachers are competent in conducting research (Rahim, 2017). While

they acknowledge the importance of research in teaching, they are hesitant in doing one

because they have no thorough background in the rudiments of research.

The researcher then would like to conduct a study that will identify the research

difficulties of teachers. Findings shall lead to the development of a research capability program

to equip teachers with competence and skills in doing research.

Related Literature / Study References

Teaching that is evidence-based makes use of data to (1) Masters, G. (2018). The role of evidence
in teaching and learning. retrieved from
determine where students are in their learning; (2) select the most
https://www.teachermagazine.com/
effective teaching methods and interventions; and (3) track student

development and assess teaching success (Masters, 2018). Teachers Oestar, J., & Marzo, C. . (2022).
Teachers as Researchers: Skills and
then must engage in research so that teaching and learning plans are Challenges in Action Research Making.
International Journal of Theory and
based on research findings.
Application in Elementary and
The study of Oestar and Marso (2022) sought to ascertain the Secondary School Education, 4(2), 95–
104.
extent to which instructors are capable of acting as researchers as https://doi.org/10.31098/ijtaese.v4i2.102
0
well as the variables that influence their participation in action
research. The findings showed that: 1) 32 out of 38 writing skills for

action research fell into the less proficient category. Six skills,

however, were found to be below proficient. It has been observed

Ulla, M. B., Barrera, K. B., &
that teacher researchers struggled to encode quantitative and Acompanado, M. M. (2017). Philippine
Classroom Teachers as Researchers:
qualitative data, choose the right tools for data analysis and Teachers’ Perceptions,
Motivations, and Challenges. Australian
interpretation, and evaluate software outcomes. Additionally, they Journal of Teacher Education, 42(11).
Retrieved from
had less proficiency in publicizing their finished action research. 2)
http://ro.ecu.edu.au/ajte/vol42/iss11/4
Teachers' involvement in performing action research was influenced

by their knowledge, attitude, and resources. The researchers Caingcoy, M.E. (2020). Research
Capability of Teachers: Its Correlates,
regarded the findings as baseline data for the district's action Determinants and Implication for
Continuing Professional Development.
research-making and significant to teachers and administrators.
Retrieved from
They recommended activities aimed at enhancing teachers' https://www.researchgate.net/

capabilities should center on the outcomes.

Moreover, Ulla et al. (2017) investigated 50 teachers'

research needs, motivations, and perceptions. Findings showed that

teachers who responded had favorable opinions about doing

research, its advantages for their instructional practice, and the

process of learning for learners. However, cited difficulties such as

well as severe teaching loads, and a lack of research expertise. They

were prevented from doing so since the schools didn't provide

enough funding and non-participation in research training sessions.

Teachers felt they needed to conduct research, but they were not

competent.

In the study of Caingcoy (2020), he mentioned that the

Department of Education institutionalized research and encouraged

teachers to participate in it to promote the creation of policies,

programs, and practices that are based on evidence. On the basis of

these assumptions, a study was conducted to evaluate the research

skills of public educators in Malaybalay City and identify the

correlates and drivers of those skills. The findings showed that

teachers were somewhat capable of conducting an action plan, had a

low degree of motivation to write research, and were only

marginally capable of performing research and having neutral views

toward it. They exhibit potential for mentoring as well.

Statement of the Problem

SOP 1 What is the profile of the teachers in terms of:

1.1 Position
1.2 Program Handled
1.3 Number of Teaching Load/Other
Ancillaries/Coordinatorship
1.4 Length of Service
1.5 Highest educational attainment
1.6 Trainings and seminars attended related to research
1.7 Number of Research conducted
Design Descriptive

Research Instrument Questionnaire

Methodology
Population and Sampling District 2 Teachers of PPC Division

Statistical Treatment Frequency and Percentage

SOP 2 What are the teachers’ difficulties in conducting research?

Methodology Design Descriptive

Research Instrument Teacher made test Questionnaire

 Population and Sampling District 2 Teachers of PPC Division

Statistical Treatment Weighted Mean

SOP 3 Is there a significant relationship between profile and

teachers’ difficulties in conducting research?

Design Descriptive - Correlational

Research Instrument Based on data from SOP 1 & SOP 2

Methodology
Population and Sampling District 2 of PPC Division

Statistical Treatment Chi-square and Pearson R

SOP 4 What research capability development program could be

proposed to equip teachers with research skills?

Design Descriptive - Qualitative

Research Instrument Interview with experts (interview guide)

Methodology
Population and Sampling Five (5) experts in the field

Statistical Treatment Thematic Analysis

Received by Date received

Actions to Endorse to See the GS Submit new Research Plan

Undertake Adviser Dean

 Research Proposal Plan Form

Name LEA K. LADERA Course MAED-TEACHING SCIENCE

Proposed Title NEEDS ASSESSMENT OF JUNIOR SCIENCE TEACHERS IN SCIENCE PEDAGOGY

2 AND CONTENT KNOWLEDGE: BASIS OF FACULTY DEVELOPMENT PROGRAM

Adviser

Background of Science teaching is challenging since this discipline is regarded by most students to be

the Study a difficult subject (Macbuff,2022). In fact, in 2019 Filipino Youth who took an assessment

together with other nationalities performed poorly in Science (Magsambol, 2020). This

situation calls for teachers to do something to address this problem among the Filipino

students.

This research on identifying the teachers’ pedagogic and content knowledge in Science

will be significantly beneficial as the findings will lead to crafting a faculty development

program for Junior Science teachers.

Related Literature / Study References

Despite the widespread calls for teachers who are DeLuca, C. and Johnson, S. (2017).
Developing assessment capable teachers in this
proficient in assessments, research shows that most
age of accountability. Retrieved from
https://www.tandfonline.com/doi/full/10.1080/0969594X.2017.1297010
instructors have poor levels of assessment knowledge and

abilities, with new teachers being particularly unprepared for

assessments in schools. In addition, beginning teachers strive Guerrero, S. (2020). Teachers’ Pedagogical
Knowledge and the Teaching Profession.
to build confidence throughout their practice once they are in
Retrieved from
https://www.oecd.org/education/ceri/Background_document_to_Symposium_ITE
the classroom, especially in the first five years because L-FINAL.pdf

explicit professional development in assessment is not

always available or accessible (DeLuca & Johnson, 2017),

 Moreover, according to Guerrero (2020) numerous

studies emphasize the value of the knowledge teachers

possess, emphasizing that in addition to learning academic

material, aspiring teachers must also include knowledge

gained from actual, hands-on experiences. Research also

demonstrates that differences in teachers from nations with

high PISA and TIMSS scores typically have more

opportunities to learn subjects, pedagogical content, and

general pedagogy. This relationship between "opportunity to

learn" in teacher preparation and disparities in student

accomplishment.

Statement of the Problem

SOP 1 What is the profile of Junior High Science teachers along

the following:
1.1 Gender
1.2. Highest educational attainment
1.3. Length of service of Science teachers
1.4. Trainings and seminars attended related to Science
teaching?
Design Descriptive

Research Instrument Questionnaire

Methodology
Population and Sampling Complete Enumeration (Teachers = 150)

Statistical Treatment Frequency and Percentage

SOP 2 What are the needs of the Science teachers along:

2.1. Pedagogy
2.2. Content Knowledge
Methodology Design Descriptive
 Research Instrument Questionnaire

Population and Sampling Complete Enumeration (Teachers = 150)

Statistical Treatment Weighted Mean

SOP 3 What are the teacher’s difficulties in teaching Science?

Design Descriptive

Research Instrument Questionnaire

Methodology
Population and Sampling Complete Enumeration (Teachers = 150)

Statistical Treatment Weighted Mean

SOP 4 Is there a significant relationship between profile and the

teachers needs in

4.1. Pedagogy

4.2. Content Knowledge

Design Correlational

Research Instrument Data are based on SOP 1 & SOP 2 data

Methodology
Population and Sampling Complete Enumeration (Teachers = 150)

Statistical Treatment Chi-square & Pearson R

SOP 5 What faculty development could be proposed to address the

pedagogy and content knowledge of Junior Science teacher?

Methodology Design Qualitative

Research Instrument Interview Guide for experts

 Population and Sampling Five experts in the field of Science

Statistical Treatment Qualitative Analysis techniques – thematic analysis

Received by Date received

Actions to Endorse to See the GS Submit new Research Plan

Undertake Adviser Dean

 Research Proposal Plan Form

Name LEA K. LADERA Course MAED-TEACHING SCIENCE

Proposed Title 3 FACTORS AFFECTING JUNIOR HIGH SCHOOL STUDENTS’ PERFORMANCE IN

SCIENCE

Adviser

Background of Science is perceived to be difficult by most students (MacDuff, 2022;Shirazi,2017).

the Study According to the Laduceus International Publishing (2022), one reason why students regard

Science to be a difficult subject is because of its high cognitive and psychological demand.

Science requires students to understand other subjects, memorize complex and often abstract

concepts, and develop high levels of motivation and resilience as they go through the

teaching-learning process.

The researcher deems it important to identify the factors that contribute to the difficulties

of students in Science. The researcher also handled students who have difficulties in

Science. Findings if the study shall lead to recommendations to address the factors that

affect Science learning.

Related Literature / Study References

The mean score in science performance is one of the OECD (2018). Philippines
Student performance in PISA.
lowest among PISA-participating countries and economies. The https://gpseducation.oecd.org/CountryProfile?
primaryCountry=PHL&treshold=5&topic=PI

average science score for 15-year-olds in the Philippines is 357,

while the average score for OECD nations is 489 (OECD, OECD (2019). Programme for International
Student Assessment (PISA) Results from
2018). Most pupils in the Philippines admitted to having a fear
of failing. In comparison to the OECD average of 56% of PISA 2018.
https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf

students, 72% of respondents agreed or strongly agreed that they

worry about how others will perceive them when they fail. Girls

exhibited greater fear of failure than boys in practically every

Somarathne, N.R. and Jayasuriya, K.M.G.
educational system, including that in the Philippines, and this (2021). Factors affecting student
performance in science at G.C.E. (A/L): A
gender discrepancy was especially pronounced among top case study from newly upgraded secondary
schools in the Kurunegala educational zone.
students. https://www.researchgate.net/

In a study conducted by Somarathne and Jayasuriya

(2021), student attendance and timely completion of the course Regassa , R. and Warisno , H. (2019).
Identifying Factors Affecting Students'
had an impact on academic performance. In order to motivate Academic Achievement in Science and
Mathematics in Primary Schools of Hawassa
children to attend school and teachers to finish the curriculum City. https://www.researchgate.net/

on time, the researchers recommended school administrators to

establish a strong strategy in teaching.

Investigating factors influencing students' academic

progress in science and mathematics in Hawassa city's

elementary schools was the major goal of this study of Regassa

and Warisno (2019). The study's findings showed that poor

study habits, poor parental monitoring of their children's

progress, parents with low levels of education, and parents with

low monthly income are the main obstacles to students'

academic performance in the subjects of science and

mathematics.

Statement of the Problem

SOP 1 What is the profile of students along:
1.1. Age
1.2. Gender
1.3. Monthly income of the family
1.4. Highest educational attainment of parents
1.5. Performance in Science?
Design Descriptive

Research Instrument Questionnaire

Methodology
Population and Sampling 485 Junior High School Students

Statistical Treatment Frequency and percentage

SOP 2 What are the factors that contribute to the Science

difficulties of students?
2.1. Student factor
2.1.1. Interest in Science
2.1.2. Study habits
2.1.3. Teacher factor
2.1.4. School factor
2.1.5. Home factor
Design Descriptive

Research Instrument Questionnaire

Methodology
Population and Sampling 485 Junior High School Students

Statistical Treatment Weighted Mean

SOP 3 Is there a significant difference between the factors affecting

performance of students in Science based on their profile?

Methodology Design Comparative

Research Instrument Data from SOP 1 and 2

 Population and Sampling 485 Junior High School Students

Statistical Treatment ANOVA

SOP 4 What is the relationship between the profile of the respondents

and their performance in Science?
Design Correlational

Research Instrument Data from SOP 1 and 2

Methodology
Population and Sampling

Statistical Treatment Pearson’s R

SOP 5 What action plan could be developed to improve the students'

performance in science?
Design Qualitative

Research Instrument Interview guide to be used among experts.

Methodology
Population and Sampling Five experts

Statistical Treatment Thematic analysis

Received by Date received

Actions to Endorse to See the GS Submit new Research Plan

Undertake Adviser Dean