Utilization of Research Outputs in Gulod Senior High School : Basis for Guidelines to Evidence-Based Teaching Enhancement

Abstract

INTRODUCTION

Research output utilization is probably the focus of discussion in various researches nowadays but certainly no clear evidence that findings are being utilized. The researchers have conducted this study in response to the challenge that research is not limited to production, promotion, prestige, and self-fulfillment. Research findings should not be added to the volume of files compiled in the library but most importantly, it should be shared and utilized to determine its effectiveness. This study aimed to determine the research output utilization and implementation conducted by the faculty of Gulod Senior High School with the intent of proposing guidelines to improve the overall performance of faculty and leaders in research utilization. Specifically, this study covered their profile and the motivational factors as to extrinsic and intrinsic that encouraged respondents to do research and the extent of research output utilization relative to evidence-based practice in terms of decision-making, teaching, and learning. The common hindrances utilizing their research findings were also considered.

METHODS

A descriptive design was utilized with a researcher-constructed questionnaire as the primary data gathering instrument. Respondents were the 28 teaching staff of Gulod Senior High School, Batangas City Division. Statistical tools used were frequency, percentage, and weighted mean.

RESULTS

Findings showed that the majority had one to three years of teaching experience, with one to five research works conducted. Results also disclosed that most of the respondents were motivated by intrinsic factors and rarely used for their decision-making. However, as further assessed, respondents revealed that they mostly utilized the results of their study in their teaching-learning process.

DISCUSSIONS

Results can be taken as an indication that teacher-respondents, being active members of the academe, are aware of the importance of the research outputs to their profession and to their learners. Accordingly, when utilized properly and appropriately, intended users may be empowered to work towards meeting their set goals.

The proposed guidelines on research output/s utilization and implementation have the designed activities in which school heads and teachers will be engaged in the planning, designing, and evaluation of individual professional development programs; procedures that promote open communication, collaboration and mutual trust on research output utilization.