Learning Practices and Difficulties Encountered in Practical Research by the Students in Kasiglahan Village Senior High School

Abstract

INTRODUCTION

The Enhanced Basic Education Curriculum (RA NO 10533) requires learners to conduct research work as one of the requirements under Practical Research and Inquiry, Investigation, and Immersion. To assist learners in producing a study, the researchers conducted this action research to identify areas that learners find difficult which will serve as a major baseline for enhanced instructional delivery.

METHODS

This research used a descriptive-quantitative method utilizing structured-interview questionnaires and unstructured interviews through focus group discussions to gather data. The quantitative data were treated using frequency and weighted mean while qualitative data were analyzed through root cause analysis utilizing a why-why diagram. The study involved 236 randomly sampled participants from a population of 567.

RESULTS

Data revealed the following student's practices in research: students do tasks in an order of importance and devote less of their free time finding possible topics; they exert more effort in their studies when they find the material interesting, otherwise they either give up or study only the easy parts; respondents access online references for information instead of libraries; and learners read materials about topics that interest them but they find it difficult to identify research problems due to unfamiliar terminologies. Learners have basic grammar skills and common vocabulary. In terms of difficulties encountered in research courses, data revealed that formulating research questions is first, followed by performing statistical tools to treat the data, and planning data collection, crafting research instruments and analysis procedures.

DISCUSSIONS

Data revealed that learning practices are reflective of their ability to engage themselves in research work and the processes it entails. However, due to some factors, learners encountered difficulties which cause limitations in terms of gaining the competencies expected of them. The assignment of non-specialized teachers in research courses is a contributory factor in terms of critical content and applications of concepts and processes. Motivation of learners in the conduct of the study is affected due to less assistance and due to an insufficiency of background of teachers.