Research Competence and Performance among Secondary Schools

Abstract

INTRODUCTION

The goal of this paper is to determine the research competence and performance of 52 secondary schools in Surigao del Sur using mixed method research design. In addition, challenges and best practices were drawn.

METHODS

This study used mixed methods in research utilizing both quantitative and qualitative designs. Qualitative research design was employed through the conduct of key-informant interview with the identified school heads and district research coordinators. Quantitative research design was employed using descriptive-evaluative and descriptive correlational design. Descriptive evaluative was used in assessing the respondents' level of competence in research while descriptive correlational was used when data was tested to determine the significant relationships between the profile and research competence, research competence, and research performance among secondary schools.

RESULTS

Results reveal that the schools are intermediate into five action research competencies, namely: conceptualization, implementation, finalization, presentation, and utilization. In terms of the school's performance which is measured by the number of researches conducted, completed, presented, and utilized, data reveals that it is low given the small quantities in contrast with the number of teachers in the division. Interviews also reveal that time and lack of funds are major challenges affecting the development and conduct of research. Despite these, the division has remained steadfast in conducting regular School Learning Action Cell (SLAC) session pertaining to action research and researchers are receiving administrative and stakeholders' support contrary to some claims.

DISCUSSIONS

There is a need to revisit institutional policies pertaining to loading of subjects and distribution of funds given that these themes prevail as hindering variables affecting the conduct of action research. Also, SLACs should be reinforced further specially to seasoned teachers because their attitude towards action research has become negative relative to their age.