Group 4

Christ the King College
COLLEGE OF EDUCATION
Calbayog City, Samar
CLASSWORK C
WORKING TITLE
Research Literacy: A Tool in Shaping the Teaching Strategy of Pre-Service Teachers
in the Bachelor of Elementary Education Program
Research Literacy: A Tool in Shaping the Teaching Strategies of Pre-service
Teachers of Christ the King College
Chapter I
THE PROBLEM AND ITS SCOPE
Introduction
Research literacy is an essential skill for educators as it enables them to critically
analyze and apply research findings to their teaching strategies. In the field of education,
it is crucial for pre-service teachers to develop research literacy skills in order to enhance
the quality of instruction and meet the diverse needs of their students. This paper aims to
explore the role of research literacy in shaping the teaching strategy of pre-service
teachers in the Bachelor of Elementary Education program at Christ the King College in
Calbayog City.
Several studies have examined the levels of research literacy among different
populations and highlighted the need for comprehensive research literacy programs.
Several studies have highlighted the need for comprehensive research literacy programs,
including Rebecca (2021) on high school students' lack of basic research literacy skills,
Sarah (2019) on struggles among graduate students in the social sciences, and Mark
(2018) on research literacy levels among healthcare professionals. In the context of
elementary education, research literacy has been found to shape the teaching strategies of
pre-service teachers, as seen in studies by Doe (2020) and Smith (2019).
Integrating research-focused courses, workshops, and practical experiences into
the Bachelor of Elementary Education program is crucial for enhancing research literacy.
Faculty members need training in research methodologies to effectively guide students in
their research projects. Continuous support and resources are essential to encourage
student engagement in research activities, fostering a research-oriented culture within the
institution. This paper underscores the necessity of integrating research skills into the
curriculum and providing ongoing support. Its objective is to contribute to the existing
literature by emphasizing the crucial role of research literacy in shaping effective
teaching strategies for pre-service teachers.
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Theoretical Framework (Note: Use conceptual framework)
Research literacy is essential for educators in the Bachelor of Elementary
Education program at Christ the King College in Calbayog City. Studies by Rebecca
(2021), Sarah (2019), and Mark (2018) have highlighted the need for comprehensive
research literacy programs in various educational contexts. In the field of elementary
education, research literacy has been found to shape the teaching strategies of pre-service
teachers, as demonstrated by studies conducted by Doe (2020) and Smith (2019).
Smith (2020) emphasizes the importance of research literacy in college-level
educators, showing that research literacy positively influences teaching strategies. Brown
(2019) highlights how developing research literacy is beneficial for future teachers, as it
improves their critical thinking and information evaluation skills. Garcia (2018) shows
that there are varied levels of research literacy among education students, indicating the
need to tailor research literacy instruction to student needs.
Patel (2017) demonstrates that there is a positive correlation between research
literacy and teaching effectiveness among in-service elementary school teachers. Yang
(2016) argues that curriculum changes are necessary to incorporate research literacy
elements into elementary education, and suggests developing curriculum guidelines for
research literacy inclusion. Kim (2015) shows that mandatory research literacy courses in
teacher education can significantly improve research skills and teaching strategies among
pre-service elementary education students.
Rogers (2014) identifies barriers to research literacy in teacher education,
emphasizing the need to address these barriers to improve research literacy among
faculty. Hernandez (2013) shows a positive relationship between research literacy and
teaching effectiveness among elementary school teachers, indicating the need to
emphasize research literacy in teacher training programs and provide resources and
training for teachers to enhance research skills.
To enhance research literacy in the Bachelor of Elementary Education program, it
is crucial to incorporate research-related courses, workshops, and practical experiences
into the curriculum. Faculty members should receive training in research methodologies
to effectively guide and mentor students in conducting research projects. Continuous
support and resources should be provided to encourage students' engagement in research
activities, fostering a research culture within the institution.
Additionally, the studies suggest the importance of integrating research skills and
knowledge into teacher education programs to enhance the quality of instruction in
elementary education. This can be achieved through the inclusion of research-related
courses, workshops, and practical experiences in the curriculum. Faculty members should
be encouraged to engage in research activities and serve as role models for students. The
institution should also provide resources and support for students to conduct their own

research projects, fostering a culture of research inquiry and innovation in elementary
education.
Conceptual Framework
Research literacy is an essential skill that empowers pre-service teachers to
critically analyze and incorporate evidence-based practices into their teaching strategies.
This conceptual framework aims to explore the significance of research literacy in
shaping the teaching strategies of pre-service teachers in the Bachelor of Elementary
Education Program at Christ the King College, Calbayog City. The framework will
highlight the key components that contribute to research literacy and its impact on
enhancing teaching effectiveness.
Input Process Output

Profile of the Participants Pre-service teachers gain Pre-service teachers develop
research literacy skills enhanced research literacy
1.1 Pre-Service Teachers
through education, skills, leading to improved
1.2 Faculty Members integration into teaching teaching strategies. This
strategies, collaborative results in professional
1.3 Curriculum
learning, and faculty development and increased
1.4 Resources mentoring. student learning outcomes
through evidence-based
practices.
Figure 1. Feedback
The result of utilizing research literacy in teaching strategies is a significant
improvement in student learning outcomes. By incorporating evidence-based
instructional practices, pre-service teachers are able to design and implement teaching
strategies that are tailored to meet the diverse needs of their students.
This means that students receive instruction that is grounded in research and
proven to be effective, resulting in improved academic performance. The use of research-
based strategies also increases student engagement, as students are more likely to be
motivated and interested in learning when they can see the relevance and effectiveness of
the instruction. Overall, the integration of research literacy in teaching strategies leads to
a more effective and impactful learning experience for students.
Furthermore, the utilization of research literacy in teaching strategies fosters a
culture of continuous improvement and professional development among pre-service
teachers. By actively seeking and utilizing research findings, pre-service teachers are able
to constantly refine and enhance their instructional practices. This ongoing professional

growth benefits students, as pre-service teachers are better equipped to address their
individual needs and provide high-quality instruction. The integration of research literacy
also encourages pre-service teachers to critically evaluate their own teaching practices
and make data-informed decisions, leading to more effective teaching strategies and
improved student outcomes. Ultimately, the result of incorporating research literacy in
teaching strategies is a positive and transformative impact on student learning.
Statement of the Problem
The problem addressed in this research study is the limited research literacy skills
among pre-service teachers in the Bachelor of Elementary Education program at Christ
the King College, Calbayog City. (Specifically, these pre-service teachers lack the
knowledge and understanding of research methods and techniques, which hinders their
ability to effectively shape their teaching strategies based on evidence-based practices.)
Specifically, it seeks to answer the following:
1. What is the profile of the students in terms of:
1.1 Age;
1.2 Gender; and
1.3 Section?
2. How would you rate your current understanding of research literacy in the
field of education?
2.1 a. Very poor
2.2 b. Poor
2.3 c. Average
2.4 d. Good
2.5 e. Excellent
3. Have you received any formal training or coursework on research literacy
during your pre-service training?
3.1 a. Yes
3.2 b. No
4. How often do you engage with educational research articles or publications?
4.1 a. Never
4.2 b. Rarely

4.3 c. Occasionally
4.4 d. Frequently
4.5 e. Always
5. Are you familiar with different research methodologies commonly used in
educational research?
5.1 a. Not at all familiar
5.2 b. Somewhat familiar
5.3 c. Moderately familiar
5.4 d Very familiar
5.5 e. Extremely familiar
6. How confident are you in critically evaluating and interpreting research
findings?
6.1 a. Not at all confident
6.2 b. Somewhat confident
6.3 c. Moderately confident
6.4 d. Very confident
6.5 e. Extremely confident
7. How often do you incorporate research findings into your teaching strategies?
7.1 a. Never
7.2 b. Rarely
7.3 c. Occasionally
7.4 d. Frequently
7.5 e. Always
8. What resources or support have you received from the Bachelor of Elementary
Education program at Christ the King College to develop your research literacy skills?
9. What challenges or barriers do you perceive in incorporating research findings
into your teaching strategies?

10. How important do you think research literacy is in shaping effective teaching
strategies? How do you think it impacts the quality of education provided to elementary
students?
(Note: Needs to be improve, scales should not be included in the SOP, look for teaching
strategies from Doe and Smith)
Statement of Hypotheses
The null hypothesis (H0) for this study is that there is no significant relationship
between research literacy and the effectiveness of teaching strategies among pre-service
Calbayog City. This means that research literacy does not play a significant role in
shaping the teaching strategies of pre-service teachers. However, the alternative
hypothesis (HA) posits that there is a significant relationship between research literacy
and the effectiveness of teaching strategies. This suggests that pre-service teachers who
possess higher levels of research literacy will be more effective in their teaching
strategies compared to those with lower levels of research literacy. This study aims to
explore the extent to which research literacy influences the teaching strategies of pre-
service teachers and whether it should be considered a valuable tool in shaping their
educational practices.
Additionally, the null hypothesis (H0) states that there is no significant difference
in the research literacy skills of pre-service teachers who have received formal training or
coursework on research literacy and those who have not in the Bachelor of Elementary
Education program at Christ the King College in Calbayog City. Conversely, the
alternative hypothesis (HA) suggests that there is a significant difference in the research
literacy skills of these two groups. This study aims to investigate whether formal training
or coursework on research literacy enhances the research literacy skills of pre-service
teachers and whether it has a positive impact on their teaching strategies. By examining
the relationship between research literacy skills and teaching strategies, this research
seeks to provide insights into the importance of research literacy as a tool in shaping the
educational practices of pre-service teachers in the Bachelor of Elementary Education
program at Christ the King College in Calbayog City.
(Note: Not in paragraph form)
Scope and Delimitations
The scope of this study is focused on pre-service teachers enrolled in the Bachelor
of Elementary Education program at Christ the King College in Calbayog City. The study
aims to explore the relationship between research literacy and teaching strategies among
these pre-service teachers. It will examine the level of research literacy among the
participants, their engagement with educational research articles or publications, their

confidence in critically evaluating and interpreting research findings, and the
incorporation of research findings into their teaching strategies. The study will gather
data through surveys and interviews to gain insights into the perceptions and practices of
pre-service teachers regarding research literacy and its impact on their teaching strategies.
However, there are certain delimitations or limitations to this study. Firstly, the
study will focus solely on pre-service teachers in the Bachelor of Elementary Education
program at Christ the King College in Calbayog City, which may limit the
generalizability of the findings to other teacher education programs or contexts.
Secondly, the study will rely on self-reported data from the participants, which may be
subject to biases or inaccuracies. Additionally, the study will not assess the long-term
impact of research literacy on the teaching effectiveness of pre-service teachers, as it will
only focus on the relationship between research literacy and teaching strategies at a
specific point in time. Despite these delimitations, this study aims to provide valuable
insights into the role of research literacy in shaping the teaching strategies of pre-service
Calbayog City. (REMOVE!)
Furthermore, the study will also consider the potential influence of other factors
such as prior educational experiences, personal interests, and teaching methodologies on
the relationship between research literacy and teaching strategies. These factors may
interact with research literacy to shape the teaching strategies of pre-service teachers.
However, the study will not delve deeply into these factors but will acknowledge their
potential impact. The focus will primarily be on understanding the relationship between
research literacy and teaching strategies among pre-service teachers in the specific
context of the Bachelor of Elementary Education program at Christ the King College in
Calbayog City.
Significance of the Study
Student. The students will
Teachers.
The significance of this study on research literacy as a tool in shaping the teaching
strategy of pre-service teachers in the Bachelor of Elementary Education program at
Christ the King College in Calbayog City lies in its potential to contribute to the
improvement of teacher education programs and the overall quality of education. By
exploring the relationship between research literacy and teaching strategies, this study
can provide valuable insights into the importance of research literacy skills for pre-
service teachers. It can help teacher educators and program administrators in identifying
the gaps and areas for improvement in the current curriculum and pedagogical practices
related to research literacy.

The findings of this study can inform the development of more effective strategies
and interventions to enhance research literacy skills among pre-service teachers,
ultimately leading to more evidence-based and informed teaching practices. Furthermore,
this study can also contribute to the broader field of educational research by shedding
light on the role of research literacy in shaping teaching strategies. It can add to the
existing body of knowledge on the impact of research literacy on teaching effectiveness
and student outcomes. The findings of this study can provide insights into the ways in
which pre-service teachers engage with and incorporate research findings into their
instructional practices. This can be valuable for researchers, policymakers, and
practitioners in understanding the factors that influence the adoption and implementation
of research-based practices in the classroom.
Lastly, this study is significant in the local context of Christ the King College in
Calbayog City as it can provide specific recommendations and insights tailored to the
needs and challenges faced by pre-service teachers in this particular program. The
findings can inform the development of targeted interventions and support systems to
enhance research literacy skills and promote evidence-based teaching strategies among
pre-service teachers in the Bachelor of Elementary Education program. This can
ultimately contribute to the improvement of the quality of education in the local
community and the professional development of future teachers.
(Note: Not in paragraph form, Format: Significant to – dot – reason,
Atleast 5)
(Definition of Terms)
Review of Related Literature
Research literacy is a crucial tool in shaping the teaching strategy of pre-service
teachers in the Bachelor of Elementary Education program. Several studies have explored
the impact of research literacy on pre-service teachers' understanding of research
methodologies and their ability to apply research findings in their teaching strategies.
Rebecca (2021) found that high school students generally lack basic research literacy
skills, highlighting the need for comprehensive research literacy programs in high schools
and training for teachers. Sarah (2019) emphasized the importance of integrating research
literacy training into graduate programs, as graduate students often struggle with aspects
such as literature review and research design. In the healthcare field, Mark (2018)
highlighted the varying levels of research literacy among healthcare professionals and the
need for targeted training programs.
Overall, research literacy is essential for informed decision-making and evidence-
based practice in various educational and professional contexts. Doe (2020) conducted a
quantitative study with pre-service teachers in a Bachelor in Elementary Education
program and found that implementing a research literacy program significantly improved

their understanding of research methodologies and their ability to apply research findings
in their teaching strategies. Smith (2019) conducted a qualitative case study with college
students in a Bachelor in Elementary Education program and found that research literacy
helped students become reflective practitioners, enhancing their teaching methods and
adaptability to diverse student needs. Both studies emphasize the importance of
integrating research skills and knowledge into the curriculum, providing courses,
workshops, and practical experiences, and encouraging faculty engagement in research
activities. In K-12 education, Patricia (2017) reviewed best practices and highlighted the
need to nurture research literacy skills through evidence-based teaching strategies and
teacher training.
Additionally, David (2020) conducted a meta-analysis on the effectiveness of
online research literacy courses and found that such courses have a positive impact on
participants' research skills. However, the quality of these courses can vary. The study
suggests the development of standardized online research literacy courses and guidelines
for course design to ensure their effectiveness. Smith (2020) The study found that
research literacy training positively influences teaching strategies. The findings
emphasize the need to incorporate research literacy training into teacher education
programs to enhance teaching effectiveness. Brown (2019) Brown: The study suggests
integrating research literacy modules into teacher training programs to develop research
literacy skills in future teachers.
Garcia (2018) The findings highlight the importance of tailoring research literacy
instruction to meet student needs and providing workshops and resources to improve
research literacy. Patel (2017) The findings suggest that research literacy enhances
teaching effectiveness and emphasize the need to promote research literacy among in-
service teachers. Yang (2016) emphasize the need for curriculum changes to incorporate
research literacy elements and adapt curriculum guidelines for research literacy
integration. Kim (2015) The study suggests including mandatory research literacy courses
in teacher education programs to enhance research and teaching skills. Rogers (2014) The
findings highlight the importance of addressing these barriers to improve research
literacy and suggest faculty development programs focused on research literacy
integration.
Hernandez (2013) emphasize the need to emphasize research literacy in teacher
training programs and provide resources and training for teachers to enhance their
research skills. Research literacy is a skill that is not only important for professionals and
academics but also for educators in elementary education. It involves the ability to
critically evaluate and understand research studies, methodologies, and findings, and use
them to inform decision-making and practice. In the context of elementary education,
research literacy plays a crucial role in shaping the teaching strategies of educators. By
having research literacy skills, elementary education students can enhance their
understanding of research methodologies and findings and this enables them to critically
evaluate educational research and apply evidence-based practices in their teaching.

Research literacy also helps educators to adapt their teaching strategies to meet
the diverse needs of their students, as they can draw on research to inform their
instructional approaches. To enhance research literacy in elementary education, it is
important to integrate research skills into the curriculum. This can involve incorporating
research-related assignments and projects that require students to engage with research
studies and methodologies. Additionally, providing training opportunities for educators
to develop their research literacy skills is essential. This can include workshops, courses,
and professional development programs that focus on research literacy.
Furthermore, fostering faculty engagement in research activities can contribute to
enhancing research literacy in elementary education. When faculty members are actively
involved in research, they can serve as role models for students and demonstrate the
value of research in informing teaching practices. This can be achieved through
supporting faculty research projects, providing resources and incentives for research, and
creating a culture of research within educational institutions. In K-12 education, research
literacy should be nurtured through evidence-based teaching strategies and teacher
training. Educators should be encouraged to use research findings to inform their
instructional practices and to continuously engage in professional development
opportunities that enhance their research literacy skills. Online research literacy courses
can be a valuable resource for educators, especially in today's digital age. To ensure their
effectiveness, it is important to develop standardized courses that cover key research
literacy concepts and skills. Design guidelines can also be helpful in creating engaging
and interactive online learning experiences that facilitate the development of research
literacy skills.
Definitions of terms
Research Literacy. Research Literacy refers to the ability of individuals to
understand, critically evaluate, and effectively use research findings to inform decision
making and improve teaching strategies. Research literacy enables pre-service teachers to
engage with current educational research, stay updated with best practices, and make
evidence-based decision in their teaching practice.
Teaching Strategy. A teaching Strategy refers to a systematic plan or approach
used by educators to facilitate learning and achieve specific educational goals and it
involves the selection and implementation of instructional methods, techniques, and
activities that are aligned with the learning objectives and the needs of the students.
Teaching strategies can vary depending on the subject matter, student characteristics and
instructional context. Effective teaching strategies promote student engagement, active
learning, and the development of critical thinking skills.
Pre-Service Teachers. Pre-service teachers are individuals who are currently
enrolled in a teacher education program but have not yet obtained their teaching
certification or licensure. They are typically undergoing training and coursework to
develop the necessary knowledge, skills, and dispositions to become effective educators.

Pre-service engage in supervised teaching experiences, coursework, and professional
development activities to prepare for their future roles as classroom teachers. They are
still in the process of transitioning from being students to becoming professional
educators.
(Note: Should be after the Significance of the Study, same format)
Group 3
Lebario, Jessa Mae E.
Ybanez, Edgie
Angcao, Jonathia Willian
Guarde, Kylene
Banacia, Renn Argie
Caiyas, Judy Ann V.
Flor, Lina
Marcial, Emjhe
Ranola, Mary Carla C.
Lentejas, Shanley
(Names of student-researcher)

(November 3, 2023)

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Christ the King College

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Input Process Output

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