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CHAPTER I

INTRODUCTION

Research is defined as the production of new knowledge or the innovative use of

preexisting knowledge to provide novel ideas, approaches, and comprehensions. This might

involve synthesizing and analyzing earlier research to the degree that it produces original and

inventive results (Department of Education, 2023). Undergraduate research aids in the

professional development of students' personalities. Students leave this program with a thorough

understanding of a variety of topics, research methodologies, and the process itself. Students can

use these strategies to solve difficulties in the classroom, locate academic resources in the real

world, and build positive relationships with the teachers. More focus needs to be placed on

young researchers so that they might not see this procedure as challenging. A jumble was created

in the current process by the numerous and expanding study methodologies, particularly for

inexperienced researchers. A wide range of literature has been offered in several categories of

literature that direct different kinds of inquiry. However, not much research has been done to

highlight the challenges that new researchers face.

According to Heidi, Wayment, and Laurie (2008), there is a modicum of data supporting

recommendations that departments should pursue to enhance undergraduate students' access to

research experiences. They found that there were five obstacles in the current program:

inadequate curriculum time, uneven student access, lack of publicity, and erratic teacher access.

Teachers who take part in undergraduate research serve two distinct purposes. Faculty members

might serve as student assistance and research centers in the early stages of their careers. In other

instances, students conduct their own undergraduate research. In this instance, academic staff
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members serve as consultants, helping students stay on course and offering assistance as

required. According to Desai (2008), it matters how the organization views the connection

between research and teaching. Additionally, the part of research conducted by instructors and

students is as significant and deserving of consideration. Senior professionals or colleagues can

serve as supervisors. It is crucial to provide new researchers with unwavering guidance, without

undervaluing their effort or level of expertise, in order to elevate the caliber of research.

According to Leedy and Ormrod (2005), the intricacy of research procedures might astound

novice researchers. The challenges faced by inexperienced researchers originate in secondary

education, where students are assigned inquiry-based learning assignments. Their poor

performance on these assignments might lead to unfavorable outcomes in their future research

endeavors.

As they begin their scholarly journey, novice researchers—often characterized as people

who are unfamiliar with the research process or have little experience performing independent

research—navigate a challenging terrain (Brennan et al., 2017). Many people are excited,

curious, and driven to make a contribution to their field of study during this trip. But there are

also many obstacles to overcome, such figuring out research methods, getting past self-doubt,

and negotiating institutional bureaucracy (Cleary et al., 2019).

It can be daunting to put oneself in the position of a new student researcher. Potential

obstacles include unfamiliarity with research procedures, navigating intricate methodology, and

facing uncertainty. However, there are other obstacles along the way for researchers.

Inexperienced researchers also find enormous benefits. These intrinsic motivators fuel their

journeys: the excitement of discovery, the fulfillment of adding to knowledge, and the chance to

explore subjects that pique their curiosity. In the Philippine setting, where Escalante National
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High School functions as a microcosm of scholarly pursuits, distinct cultural, social, and

pedagogical dynamics influence the experiences of novice researchers. Consequently, in order to

obtain a more comprehensive knowledge of the opportunities and problems faced by

inexperienced researchers in this environment, it is essential to investigate these experiences

within the particular context of the said school. The purpose of this study is to know the

experience of novice student researchers in Escalante National High School located at Escalante

City, Negros Occidental.

Statement of the Problem

This study aims to know the experiences of novice researchers in one of the school of

Escalante City.

Specifically, this study seeks to address the following fundamental problems:

1. What are the lived experiences of novice researchers in Escalante National High

School in Escalante City?

2. What are the challenges that novice researcher faced in doing research?

3. What are the coping mechanisms of the novice researchers?

Theoretical Framework

This study is anchored with the following theories:

Social Cognitive Theory (Bandura, 1986):

According to the Social Cognitive Theory, learning happens through modeling, imitation,

and observation. In their academic setting, novice researchers see the actions and methods of

more seasoned researchers, which impacts their own research methods and self-efficacy beliefs.

Bandura's thesis sheds light on how social interactions and modelling help inexperienced

researchers gain confidence and research skills.

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Experiential Learning Theory (Kolb, 1984):

According to experiential learning theory, learning is a cycle that includes active

exploration, abstract conception, reflective observation, and concrete experience. In addition to

conducting research, novice researchers also think back on their experiences, formulate abstract

research ideas, and try out various research techniques. Kolb's theory sheds light on how

inexperienced researchers develop their research abilities over time by learning from their

mistakes.

Communities of Practice (Lave & Wenger, 1991):

The theory of Communities of Practice highlights the social aspect of knowledge

development and learning in communities. In research communities, novice researchers engage

in peer-to-peer and expert-to-expert interactions, exchanging resources, experiences, and

expertise. This thesis clarifies how new researchers' identities, practices, and learning paths are

shaped by their involvement in research communities.

Zone of Proximal Development (Vygotsky, 1978):

The Zone of Proximal Development (ZPD) describes the gap that exists between what a

student can accomplish on their own and what they can accomplish with assistance and direction.

When more experienced researchers provide scaffolding and assistance, novice researchers are

able to work within their zone of proficiency (ZPD) and take on more challenging research

assignments. According to Vygotsky's theory, mentorship and assistance play a crucial role in

helping rookie researchers learn and grow.

Significance of the Study

This study is beneficial to the following:

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Novice Researchers

This study can serve as a mirror, reflecting their experiences, challenges, and

successes, fostering self-awareness and growth as researchers.

Teachers

This study can reveal specific areas where novice researchers need guidance, enabling

educators and mentors to tailor their support accordingly.

School Administration

This study can highlight resource gaps or limitations faced by novice

researchers, prompting the administration to allocate resources more effectively.

Current and Future Researchers

This study will be helpful to both present and future researchers since it can inform them

about their interest in the study and act as a reference or a guide for them when they conduct

studies on the subject or update this research.

Scope and Limitation

This study aims to document the lived experiences of novice researchers in Escalante

National High School. There are three participants in this study. The research will focus on

identifying the experiences of novice researchers in their research journey.

Definition of Terms
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To provide clear understanding about this study, the following terms used in this study

were define conceptually and operationally.

Lived Experiences:

Conceptual Definition: Lived experiences refer to the unique and subjective encounters, events,

and situations that individuals undergo throughout their lives, which shape their perceptions,

beliefs, and understanding of the world (What is Lived Experience, 2022).

Operational Definition: In the context of this study, lived experiences specifically pertain to the

personal encounters and interactions novice researchers have had during their research endeavors

at a school in Escalante City.

Novice Researchers:

Conceptual Definition: Novice researchers are individuals who are in the early stages of their

research careers, typically lacking extensive experience or expertise in conducting research

(Novice Researchers, n.d.).

Operational Definition: For this study, novice researchers are defined as students or individuals

who are currently engaged in research activities as part of their academic pursuits at the

Escalante National High School.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature and studies, both foreign and local,

in order to give more supports to the research conducted.

Foreign

According to Bavdekar (2016) a title is the gateway to the contents of an article. It is

typically the first segment of a manuscript that the editors and reviewers read. After publication,

it is the first part of an article that readers see. Based on their understanding of the title, readers

decide if the article is relevant to them or not. In addition, readers who are glancing through a

database get to see only the title. The first impressions generated by the title, help them decide if

there is a need to take a detailed look at the article (Bavdekar, 2016). For Hairston and Keene

observe that a good title helps the reader to predict content, captivate reader's interest, reflects the

tone of the piece of writing and contains keywords that makes it easy to access by a computer

search (Hairston and Keene, 2003). Descriptive titles are generally favoured because they

provide information about reader about the methodology of a study but not about the findings.

This keeps the audience curious about how things will turn out. Conversely, if a declarative title

makes the conclusion clear, it is thought that a reader who is not very interested in the topic may

become disinterested and not want to read the full work (Vasilev, 2015).

One reason to explain why novice researchers face challenge is arriving at a meaningful

thesis title process is the lack of higher order thinking skills. It has been observed that higher

order thinking skills do not come easily for many students. For example, Healy (1999) argues

that the influences of the digital age have led to a generation that is more distractible, has
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reduced math and verbal skills in spite of higher academic results and has diminished ability to

make discriminations between shades of gray when answers are not clearly black and white

(Healy, 1999) . The 21st century student may think that all the answers one really needs to know

are found on the internet and there is no need to memorize a basic knowledge which forms a

foundation for higher reasoning. Further, since cell phones mean that Mom or Dad can always be

easily reached to help with decisions, ‘helicopter’ parents may have inadvertently trained

millennial children to use electronic gadgets as a substitute for thinking for themselves (Somers

& Stettle, 2010).

According to Bavdekar (2016), title is commonly one of the last segment to be written.

Although this could be true, the work on the title could begin when a paper is being developed.

For instance, it is a good practice to make a note of a few sentences, phrases or ideas that define

the main theme of the paper; which could be later used in the title (Hamlin, 2015). One could go

on refining these phrases, as new versions of the manuscript are written. By the time writing of

the manuscript text is completed the author could have a working title consisting of at least two

or three key terms that can give readers a sense of the content and angle of the research paper.

Such a strategy has another advantage: it helps the author to maintain and regain focus. It is not

uncommon for the author to wander away from the main research theme, while writing and

revising manuscript versions (Bavdekar, 2016).

Building a working title while the manuscript is being developed could be useful in

preventing the author from going astray. Those who wish to begin only after the entire

manuscript text is ready can also write a one-paragraph summary of the manuscript as a starting

point for selecting a title. They can then formulate a couple of sentences (working title) with key

words and key terms that provide description of what the paper contains. The next step is to
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compress the title by getting rid of redundant words and refining it by making it easier to read,

concise and catchy. Further, according to the University of South California Libraries (2015), a

title can be made attractive in several ways. These include using a famous quote in the title,

twisting or playing with a quote, making a provocative statement and creating a new acronym or

anagram, among others. The title should not be finalized in a hurry. Further, it is worth asking

for colleagues’ and friends’ opinion. Their suggestions could help improve the title (Bavdekar,

2016).

We discovered studies from the Middle East, Asia, Europe, and the United States after

reviewing the literature on novice research in the field of ELT. These studies demonstrate the

range of techniques and methodologies employed. Although our research focuses on master's-

level theses, we also included doctoral dissertations in our literature review because, in our

experience, the majority of journal articles tend to highlight doctoral-level research or combine

master's and doctoral work (see Motha, 2009; Özmen et al., 2016).

In order to determine the distribution of themes and research interests, 550 titles of

English-language theses and dissertations were categorized in a Jordanian study (Bani-Khaled,

2012). Five of the six primary areas of concentration identified by the research are related to

ELT. These results included language description studies covering grammar, syntax, discourse

and pragmatics, and vocabulary; curriculum studies covering the impact of courses, programs, or

materials on student achievement or motivation; and pedagogical or methodological studies

concentrating on the influence of a particular method or technique on student language learning

or motivation. Along with mistake analysis studies, which may have included embedded

grammatical, reading, lexical, writing, and translation errors of students, they also included

views and attitudes of students, teachers, or others with regard to an ELT feature.
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Numerous Asian studies covering master's student research come from Taiwan, Thailand,

and Vietnam. In order to determine national research trends regarding the research contexts and

topics in Taiwanese master's TESOL programs from 2003 to 2007, Lin and Cheng (2010)

evaluated 493 theses abstracts. The analysis discovered that secondary or undergraduate

universities hosted the majority of research projects. The four primary areas of research that the

authors identified were language proficiency, instructional strategies, curriculum development,

and computer-assisted language learning. A more thorough examination of 194 ELT theses from

2003 to 2011 was conducted in Thailand by Chaiyasook and Jaroongkhongdach (2014) in order

to determine the research focus, context, design, data sources, data collection tools, and data

analysis methodology. They came to the conclusion that the majority of thesis concentrated on

student performance, with elementary, secondary, and university contexts being sharply

separated. Just 7% of the papers reported qualitative research, with the bulk using quantitative

research designs, mixed methods, and so on. According to this finding, most theses employed

tests and questionnaires, and they used descriptive and inferential statistics to examine their data.

The sole study from the Czech Republic that we could find in the ELT thesis review was

conducted in Europe (Tůma & Pišova, 2013). The authors identified the primary research themes

of 59 PhD dissertations in foreign language didactics from Czech universities by analyzing them,

and then they compared them with studies from other countries. The results indicated that

foreign language learning and acquisition was the second most popular topic, behind

management of the teaching and learning process. It is noteworthy that the field pertaining to

language learners has the fewest studies conducted in it. Additionally, this study found that,

generally speaking, the variety of subjects covered in Czech theses was not appreciably different

from that of their foreign counterparts.

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According to Motha's (2009) review, "hybridity" is a crucial component of graduate-level

research. The PhD researchers whose work was reviewed used "exploratory stances towards their

research" (p. 235; e.g., analyzing language policy through ethnography), and several of them

provided theoretical justification for their findings. Students' use of hybrid research

methodologies was also seen in the rise in mixed-method studies that were conducted. The

author came to the conclusion that the dissertations advanced the research approaches employed

in this sector and provided insight into language teaching and learning. In light of the article's

findings, these subjects appeared to take a more comprehensive approach to language instruction

than the other nations covered in this literature analysis.

An additional noteworthy educational study from Turkey was carried out by Karadağ

(2010). Between 2003 and 2007, the author categorized the statistical methodologies and

research approaches employed in 211 PhD dissertations that were not published in Turkey.

"Experimental Design (37.1 %), Survey (34.0 %), Correlational Study (12.2%) and Case Study

(11.3 %) models" were employed, according to the author's conclusion (p. 13). Regarding the

usage of statistical techniques, Karadağ (2010) reported descriptive statistics, t -tests, and

ANOVAs as the most frequently utilized, suggesting that potentially Turkey is falling behind

regarding methods of analysis of research data found internationally.

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Chapter III

METHODOLOGY

This chapter presents an outline of research method used; it also provides information on

participants. The researchers describe the research design that was chosen for the purpose of the

study. Also the source of information as well as the use of instruments that is used in data

processing and collection, the researchers’ attempts demystifies the methods used to interpret

data, and also the ethical considerations.

Research Design

The research design would be a qualitative study using a phenomenological approach. This

approach would allow the researchers to explore the participants' lived experiences of theft in school in a

holistic and in-depth way, in which the design is suitable for this study.

Respondents of the Study

In this study, there are three (3) conversation partners. The researcher will conduct a

private, semi-structured interview with each of them. Three novice researchers from the

Escalante National High School in Escalante City will serve as respondents of the study. The

conversation partners will be select in accordance with the inclusion requirements, which list

their qualifications. Purposive sampling will be used in this study to select the conversation

partners.

The criteria for respondents in the study on the lived experience of novice researchers in

one of the schools in Escalante City were as follows:

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1. Students who are less experience in research.

2. Students who are willing to participate in this study and share their experience.

3. Students who are in Grade 11 HUMSS students.

Research Instrument

The instrument use in this study will be the interview type of survey wherein the

researcher conducts a semi-structured interview with the conversation partners. This method

allows the researchers and proponents to converse and share information in an informal setting.

The researchers will prepare guide questions that will go through validation by the panel of

experts and use an audio recorder if the proponents would allow the researchers to record in data

collection.

Data Gathering Procedure

Letter asking permission to conduct the study will submit to the students concerned

stating the purpose of the study. The administration of the questionnaire was done by the

researchers. If the permission will granted; the researchers will use purposive sampling to find

the study's proponents. After the proponents will determined; the researcher will conduct a face-

to-face interview inside the Escalante National High School.

Before the interview, the researchers will secure a letter of consent from the proponent if they

want be interviewed. If the permission will granted; the researcher scheduled the interview date

and time as to the conversation partners' availability. The interview will be conducted in their

most preferred venue, date, and time. Immediately prior to the scheduled interview, each
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informant will ask to sign the informed consent for participation in the interview. After the

interview, the answers of the participants will be analyze and interpret according to their answers

to the questions given. Statements that are not relevant and not reflected in the experiences of the

proponents will be disregarded. The respondent will receive the interpreted data back to verify

that the interpretation of their information is true.

Data Analysis

The researchers will use the Colaizzi’s method which conducts various analysis

and moves deeper into understanding the data. Representing the Data and making an

interpretation of the larger meaning of the data that are essential and being studied. Frequent

taking down of notes helped in identifying statement and propose ways in coding data. In this

study, important statements and phrases, observation and feeling of the informants were recorded

originally. The interview process will be audio recorded. Based on the responses of the

informants, the researchers will be able to verify the themes.

The following Steps represent Colaizzi Process for phenomenological data analysis cited

in the study of Gumarang (2021) entitled “Private school teachers’ voice in the Philippines

amidst Covid-19 pandemic: A descriptive phenomenological study”.

1. Each transcript should be read and re-read in order to obtain a general sense about the

whole content.

2. For Each transcript significant statement that pertains to the phenomenon under study

should be extracted. These statements must be recorded on separate sheet noting their

pages and lines numbers.

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3. Meaning should be formulated from these significant statements.

4. The formulated meaning should be sorted into categories, clusters of themes, and

themes.

5. The findings of the study should be integrated into an exhaustive description of the

phenomenon under study.

6. The fundamental structure of the phenomenon should be described.

7. Finally, validation of the findings should be sought from the research’s participants to

compare the researcher’s descriptive results with their experience.

Ethical Considerations

An individual should follow a set of values and guidelines known as ethical

considerations when handling human affairs. One cannot act in a way that is detrimental to

society or another person due to ethical considerations. It forbids acting in an unpleasant way by

both people and groups (Bhasin, 2020).

In order to uphold formality and provide the proponents with the freedom to voluntarily

accept or decline the invitation to participate in the researcher's conversation, the researcher

draughts a letter of consent to be given to them. The researcher respected the proponents' right to

privacy. To keep their identities safe, they were given pseudonyms. The proponents were

informed of the nature of the study and given the right to back out anytime he or they felt the

need to. After transcribing the data and themes, the respondent received the interpreted data back

to verify that the interpretation of their information is true, to ensure the validity and consistency

of the results.
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Credibility, or the confidence in the truth of the study and, therefore, the findings, is the

essential criterion (Pilot & Beck, 2014). A variety of methods, such as extended participant

involvement, on-going observation when relevant to the study, peer debriefing, member-

checking, and reflective journaling employed to establish the reliability of the data. Additionally,

data were analysed multiple times and evidence should be provided as a series of processes or

procedures. The alternate or opposing case analysis should be explored as well. This study

contains facts and valid evidence. The background information used was from reliable sources

that are cited. There were three conversation partners in the study. Each informant had a

thorough interview with the researchers.

To establish the validity of the data, the researcher employed the strategy of sustained

interaction with the conversation informants. The researcher spends extra time conversing with

the informants, and the data were systematically collected and analysed through the informants'

experiences. The gathering of data through an interview was genuine and unbiased and recorded

with an audio recorder with the proponent's consent. The information acquired for the research

findings went from discussions with the proponents, and the data was examined, the proponents

validated the conclusions.

The term "translatability" describes how useful findings are to people in other contexts.

In contrast to other research methods, readers evaluate the findings' applicability to their own

circumstances (Pilot & Beck, 2014). Three theft victims in State University of Northern Negros

(SUNN) Escalante campus participated in this study to determine their lived experiences.

Dependability is the stability of the data over time and the conditions of the study (Pilot & Beck,

2014). It is like the reliability in quantitative research, but the understanding stability of

conditions depends on the nature of the study. The researcher recorded the audio conversation
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with the proponent while being interviewed with the proponent's consent. The information to be

gathered from the conversation during the interview will accurately transcribe word from the

audio recording. Interviews will be guided by the interview protocol, thus, assuring the stability

of the data will be gather during the data collection process.

Trustworthiness of the Research

The conduct of this study will credible in light of its findings. Reliability of this study

will ensure by avoiding biases in interpretation. An independent auditor will review the

researcher's activities to determine how well the techniques meet the credibility and

transferability standards. The study's outcome will be greatly used to achieve greater benefits of

the corroborative by others to see its conformability and dependability.

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