Now a day, swift varying globe, research has turned into one of the most significant rational assets for all human beings to transform his way life. It unwraps novel destinations to several disciplines like education, commerce, trade, industry, economics, science, and technology. Man’s huge rise depends upon research which had made an important function in itself (Abid,2016). Teaching and learning about research and design have become important focal points of international curricula. Learn to conduct research and design activities can increase students’ knowledge, skills and awareness about science and engineering practices enhancing their worldview on possible future professions as well as understanding the development of science and the links between research and design (Vossen, et.
The study conducted by Mohammadi et al. (2016) concluded that: Respondents were predominantly female. Revealed the highest score of effective factors in student participation in research activities in terms of the usefulness of acquiring research skills and with the lowest are administrative tedious official works.
The proposal writing workshops, introduction to the English and Persian resources practical application of scientific methods in statistics and research methods, as well as attending the lesson research methodology workshop, and coordinating education and research affairs, can help students actively participate in research activities.
In addition, Davari, et.al., (2015) research entitled: The Evaluation of Relationship between Self-efficacy in Research and Research Performance of Dental Student, of Yazd Dental College in 2014 showed that there was a significant and positive relationship between the overall scale of self-efficacy and research. Based on the age, there was no significant difference in the mean score of self-efficacy in research in all aspects but in the areas of skills and expertise.
There was a significant difference in the mean score of research performance in terms of age. There was no statistical significance between the overall mean score and the score of seven parts of self-efficacy in research and research performance in the terms of sex. Regarding the association of self-efficacy in research with the research performance of dental students, it can be stated that awareness of the level of self-efficacy in research can lead to better planning for improving the research performance.
On the other hand, Shirbagi (2011) concluded that female students are less concerned about the difficulties of research than their male counterparts. Moreover, the most positive attitudes towards research belonged to the faculty of technical and engineering students. In contrast, the faculty of Humanities’ students had a higher degree of anxiety concerning doing researches. Generally, students believed in high levels of usefulness and benefits of research activities in their future occupations and indicated a low degree of anxiety concerning conducting researches. Male students were more convinced than female students that they possess self-efficacy skills. According to analysis students in the Faculty of Humanities appeared at the lowest category of confidence regarding their research self-efficacy skills compared with other faculties’ students while faculty of technical and engineering students had the highest level of that. The most important skills from the student’s point of view were respectively: “research computer and analyzing skill” and “writing and presenting skills”. In contrast, “application of ethical issues and research procedure” and “research designing skills” had the lowest level of self-confidence and self-efficacy from their viewpoint. The main aim of this study is to assess the attitude of students towards research methodology and provide an avenue as an elective activity in specialized program-POWER IT UP!
Nowadays, research (Hussain et.al, 2016 cited by Gallos, 2017) has turned into one of the most significant rational assets for all human beings to transform their way of life. Man’s huge rise depends upon research which made an important function in itself. In the Philippines, the demands for research in education were addressed through immersing pioneers of senior high school programs since the school year 2016 until now.
The Department of Education (2013) included two (2) applied subjects for grades 11 and 12. Practical Research 1 (Qualitative Research) and Practical Research 2 (Quantitative Research) are included in the K-12 Curriculum of all the tracks offered. The subjects aim to develop critical thinking and problem-solving skills through systematics inquiry or research (Gallos, 2017).
GKS (2015) and Taylor (2017) cited by Gallos (2017) discussed the important factors of resisting research in our daily life. The fear of learning, making a change and being criticized are the possible factors that hold us back in doing research. The fear of learning posits reflection on the things we don’t want to hear or see, research reveals everything. The fear of change triggers the resistance for research since it focuses on solving problems and make an abrupt change in it. Research requires action on what is concluded and recommended. Lastly, the fear of being criticized, the risk of hearing feedbacks on what is done. Researchers are often afraid to hear negative comments about the results which sometimes lead them to the negativity of pursuing another study.
In the study of Kirsi Pyh?lt?, Auli Toom, Jenni Stubb, and Kirsti Lonka, (2012) say, Doctoral studying is at the core of academic practices. Previous research on doctoral education has identified several complementary factors that contribute to the doctoral experience. For instance, the supervisory relationship, the scholarly community and doctoral students’, and supervisors’ personal beliefs about research and supervision contribute to the overall doctoral experience Increase in the number of institutions and number of enrolment in research programs is one of the primary reasons for the increase in the number of poor-quality research. The quality of research varies as per institutions. (Mohd.Abid Siddiqui and Taiba Ahmad, 2015) It is also related to the quality of Guidance as well as the research attitude of the researchers. Research attitude, in turn, depends upon several variables like self-concept; achievement motivation, etc. Personality factors determine the total behavior pattern of any individual in achieving their life goals.
The primary pillars in the research production system are university faculty members. These people have a strong withhold and perception towards academic research (Ajzen & Fishbein, 2000). Few more studies were also done to examine the academic research behaviors of the faculty members. Habitually, the research work is found to be dull and tiresome work to do Logan (2013). The faculty and student cannot come out from this work because this is an academic requirement.
On these literature gathered researches have been part of the academic process of students and institution as well. This showed that a person may have a positive or negative notion regarding research. Thus, engagement in this academic endeavor can greatly affect the attitude towards research.
This research sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
2. What is the attitude of the students towards research?
3. Is there a significant difference between the students attitudes towards research base on their demographic profile?
4. Base on the results of the study, what plan of action should be proposed?
The study involved all the grade 10 students who are currently conducting their research as one of the requirements in the subject. The study aims to identify the attitude of the students towards research methods. This also wanted to determine if the attitude of students towards research has something to do with the demographic profile. This also aimed to devise a plan of action to be integrated into the POWER IT UP program.
The data of this study were gathered from all students of Grade 10. A questionnaire was adapted from the study of Li, (2012) ATR- Attitude towards Research in her study: A study of the attitude, self-efficacy, effort and academic achievement of CityU towards Research Methods and Statistics. The first part of the questionnaire consists of the respondents demographic information. The second part of the questionnaire intends to measure their attitude towards research. It consists of 15 items. These 15 items are statements with responses as 5 points Likert scale with 1 strongly disagree to 5 strongly agree.
The study involved a total of 169 grade 10 students who are currently conducting research. The researchers used a purposive sampling method. This sampling method requires researchers to have prior knowledge about the purpose of the study so that they can properly choose and approach eligible participants.
Researchers use purposive sampling when they want to access a particular subset of people, as all participants of a study are selected because they fit a particular profile (
The study used the following statistical tests in the analysis of the data gathered.
Percent. This was used in discussing the demographic profile of the respondents.
Mean. This was used to determine the attitude of the students towards research.
t-test. This was used in the comparisons of school attitude according to the demographic profile of the respondents.
In the data gathering, the following procedures were undertaken
b.1. A permission letter was sent to the author to adapt the instrument.
b.2. A letter was signed and approved by the OIC to conduct the study.
b.3. Informed consent was sent to the parents of the respondents.
b.4. Survey Questionnaire was floated.
IX. Discussion of Results and Recommendations
This section provides answers to the specific problems raised in this study. It contains analysis and interpretation of the data gathered.
Problem 1. What is the demographic profile of the respondents in terms of:
1.2 academic achievement?
Profile of the Students according to their demographic variables
13 to 15 59 34.9
16 to 18 104 61.5
19 above 6 3.6
The table shows that the age of the respondents is grouped into three groups which composed (a) 13 to 15 years old (b) 16 to 18 years old and (c) 19 years old and above. Among the 169 students, 104 or 61.5 percent were 16 to 18 years old while 59 or 34.9 percent were 13 to 15 years old and 9 or 3.6 percent were 19 years old and above. This means that more respondents are in the mid-teenage bracket.
It is also shown in the table that in terms of gender 90 or 53.3 percent are male. The female students are 79 or 46.7 percent. This means that the respondents are predominantly male.
The tables also show that in terms of their class achievement 31 or 18.3 percent are achievers, while 138 or 81.7 percent are non-achievers. The data means that more of these respondents are not achievers in class.
Problem 2. What is the attitude of the students towards research?
Respondents Rating on Attitude towards Research
1. I like research methods. 3.54 Agree
2. I feel insecure when I have to deal with research methods-related problems. 3.28 Either Agree or Disagree
3. I am under stress during the research methods class. 3.80 Agree
4. I can learn about research methods. 4.08 Agree
5. I find it difficult to understand research methods. 3.49 Either Agree or Disagree
6. I find research methods concepts easy to understand. 3.05 Either Agree or Disagree
7. I think research methods are a complicated subject. 3.23 Either Agree or Disagree
8. I think research methods are worthless. 2.18 Disagree
9. Research method should be a required part of my professional training. 3.91 Agree
10. Research method skills make me more employable. 3.92 Agree
11. I am interested in being able to communicate research methods-related information to others. 3.94 Agree
12. I am interested in using research methods. 3.66 Agree
13. I am interested in understanding research methods-related information. 3.75 Agree
14. I am interested in learning research methods. 3.78 Agree
15. I am interested in learning statistics. 3.46 Either Agree or Disagree
Total attitude towards research methods 3.54 Agree
The above findings showed that 9 items were rated high which merely fell on the second to the highest scale which was Agree. The items are I like research methods, I am under stress during research methods class, I can learn research methods, Research method should be a required part of my professional training, Research method skills make me more employable, I am interested in being able to communicate research methods-related information to others, I am interested in understanding research methods-related information and I am interested in learning research methods”. On the other hand, 5 items were rated in the middle of the scale which was “Either Agree or Disagree”. The items are “I feel like insecure when I have to deal with research methods-related problems, I find it difficult to understand research methods, I find research methods concepts easy to understand, I think research methods are a complicated subject and I am interested in learning statistics. While 1 item was rated low which was Disagree. The overall attitude of the students towards research was rated high which was “Agree”. This means that even if the respondents find it difficult to come up with a research output still the attitude turns positive to be able to meet the expected outcome to finish the course. They see research as a burden on their academics but find it useful as they get through this ordeal.
Problem 3. Is there a significant difference between the students’ attitudes towards research base on their demographic profile?
Comparison of Attitude towards Research to Age, Gender, and Achievement
N-population df-degrees of freedom S-significant NS-not significant
Table 3 shows that in terms of age the computed t-value of 1.596 with .045 significance using 168 degrees of freedom is significant. This means that the age of the respondents is related to their attitude towards research. This result contradicts the study conducted by Davari, et.al., (2015) that based on the age, there was no significant difference in the mean score of self-efficacy in research in all aspects but in the areas of skills and expertise.
The table also shows that in terms of gender the computed t-value of 1.205 with .243 significance using 168 degrees of freedom is not significant. This means that the gender of the respondents is not related to their attitude towards research. The results were also agreed by the study conducted by Davari, et.al., (2015) stating that there was no statistical significance between the overall score and the score of seven parts of self-efficacy in research and research performance in terms of sex. While Shirbagi, (2011) concluded that female students are less concerned about the difficulties of research than their male counterparts.
Table 3 shows that in terms of achievement the computed t-value of .810 with .729 significance using 168 degreed of freedom is not significant. This means that the achievements of the respondents are not related to their attitude towards research.
Problem 4. Based on the results of the study, what plan of action can be proposed?
ADVOCACY PLAN ON THE INTEGRATION OF RESEARCH AS ELECTIVE ACTIVITY ON POWER IT UP
Objectives Strategies/Plan of Action TimeLine Persons involved Resources Success indicators
To conduct a capability building on research to ENSCIMAFILAP teachers.
To integrate research as an elective activity in power it up
To conduct a research colloquium
To maintain 1 subject 1 research policy
To encourage and help students in making research.
INSET on how to make basic and action research
Let the students present their research
Give technical assistance on the students towards the difficulties in terms of the technicalities of research May 2019
June to March Teachers and School Principal