An Investigation of Senior High Students’ Perception on Practical Research

A Research Paper presented to

Ms. Jieza May M. Marquez

In Partial Fulfillment of the Requirements

Practical Research I

(Qualitative Research)

Sacred Heart Diocesan School, Inc.

Molave, Zamboanga del Sur

Researchers:

Berondo, Eran Dharbzon G.

Capulong, Ethan Jacob B.

Ellorimo, Mary Joyce C.

Lingatong, Honeycris H.

Luza, Reynel Angela T.

March 2020
 CHAPTER I

Introduction

Research paper writing continues to be an uninteresting topic for many students.

They may not have realized its significance in their relevant discipline and target

workplaces especially now that the global context requires a productive research culture

that can work along with the newest trends in education. People can think of perception

as a process where we take in sensory information from our environment and use that

information in order to interact with our environment. Perception allows us to take the

sensory information in and make it into something meaningful. Many students often

overlook the importance of writing a research paper. The students take it as a burden. The

students don’t realize that it is an opportunity to acquire skills that will be essential to

whatever future career plans they may have especially now that the global context

requires a productive research culture that can work along with the newest trends in

education. They seldom remember that a research paper tests the student’s ability to

search, collect information, write, compile, analyze and interpret a topic. It is an

amalgamation of their total learning. There are two types of a practical research, the

qualitative research and quantitative research. Qualitative research studies phenomena in

the natural contexts of individuals or groups. On the other hand, Quantitative research is

defined as a systematic investigation of phenomena by gathering quantifiable data and

performing statistical, mathematical, or computational techniques. Practical research

means actual doing or using of something rather than theories and ideas. It involves

inquiry methods and immersion activities in order to achieve the correct information.
 In the K to 12 Curriculum, academic writing is now a vital part of the continuous

summative assessments in most academic courses in the Senior High School. Senior High

School students are required to present write-ups of scientific inquiry process, draft

experiments, business concepts, marketing ideas, essay on current social issues, critique

papers, project plans, livelihood projects and other such summative assessments. More

so, transparent in the Curriculum Guide for Senior High School is the inclusion of the

subjects Practical Research 1 – Qualitative Research, Practical Research 2 – Quantitative

Research and Inquiries, Investigations and Immersion that require Senior High School

students to master research writing and that Senior High School teachers are indebted to

discuss it in a more creative and interesting way. But soon after the opening of classes,

teachers would often observe that the previously thrill-filled classroom is painted with

boredom, passiveness and lack of interest and motivation when they start teaching the

rigors of research paper writing. It is also observed that Senior High School students,

when given a topic on research writing, are not confident and are unsettled to further the

writing activity itself. Sometimes, it is the reason of not being able to advance in terms of

subject accomplishments that may lead to getting a failing grade in a specific subject. The

Researchers tried to investigate the Senior High Students (chosen students only in each

section) in Sacred Heart Diocesan School, Inc. Molave, Zamboanga del Sur for this study

to know about their insights about this particular subject exclusively for Senior High, if it

helps them or not. Wherein fact, many of the students are struggling in this subject, and

the researchers wanted to remind them that despite of those struggles it will help them for

the upcoming future, especially in college.

 To give more emphasis, specified in the DepEd Memo No.39, s.2016, The

Department of Education adopts the enclosed Basic Education Research Agenda which

provides guidance to DepEd and its stakeholders in the conduct of education research and

in the utilization of research results for planning, policy and program development. In

relation to that, (Cruz, 2013), supposed that starting 2018, no student will be admitted to

college without having satisfied the College Readiness Standards (CRS). The CRS

specifies, for example, that incoming freshmen should already be able to “write a

research paper in English of at least 1,000 words, with proper documentation of all

sources showing critical thinking about a contemporary issue. These two requirements

clearly raise the bar for senior high school graduates. They should be ready to handle

college-level courses without having to worry about their ability.

Int. J Med Educ. (2015) had conducted that research activity is considered one of the

high-impact educational practices in that the vital skills and attitude for lifelong learners

can be cultivated through inquiry. Undergraduate research was defined as any teaching

and learning activity in which undergraduate students are actively engaged with the

research content, process or problems of their discipline. That is, research is not merely

pursuit of academic career and advancement of knowledge (i.e., content). Rather, it also

includes an aspect of learning process. Development of research skills is also important in

health professions education.

Leann Zarah (2019) had investigated that research is required not just for students

and academics, but for all professionals. Finding reasons why research is important seems

like a no-brainer, but many people avoid getting involved in research. The lazy (if not

mentally-drained) student is probably thinking "not again," while a disinterested

academic could just be doing it to secure job tenure and/or a promotion. Yet, for those

who like to learn, whether they are members of a learning institution or not, doing

research is not just an imperative, but a need.

 CHAPTER II

Review of Related Literature

Doug Brent (2017) had conducted that most of the literature on the assignment

traditionally called the research paper focusses on first-year students, and often centers on

what they don’t know or can’t do. This article seeks to expand the conversation to one

about the skills and knowledge displayed by senior students, and about their perceptions

of the universe of academic research and their place in it. Also Doug Brent said that

“Through interviews, I probe their understanding of their own research processes, how

they think they learned to do what they do, and, most important, their understanding of

what it means to conduct academic research.”

As a matter of fact, (Ganobscik & Williams, 2009), on their recent studies,

highlighted that academic writing plays a major role in higher education both in students’

understanding of the course content and the consequent assessment of students’

knowledge. The academic staff was aware of the importance of writing, with one survey

highlighting that almost 90% of staff felt that it was necessary to teach writing skills to

students and maintaining standards of Academic Writing has significant implications for

both those teaching and learning in the higher education.

(Lee & Boud, 2010), stressed that there is an important need for the development

of staff in the research role in the light of growth of higher education and changes to the

organization of the sector in many countries. Their article examines one strategy for

research development: the use of writing groups. It argues that writing is best seen as a

starting point, rather than an endpoint, of the research process and hence that fostering
academic writing is a useful place to do research development work. Though it is a fact

that the writing requirements and problems of Senior High School students have not been

targeted in writing survey research, in spite of the importance of writing in the lives of

these students.

Paurillo, P.M (2019) stated that many students often overlook the importance of

writing a research paper. They take it as a burden. They don’t realize that it is an

opportunity to acquire skills that will be essential to whatever future career plans they

may have especially now that the global context requires a productive research culture

that can work along with the newest trends in education. They seldom remember that a

research paper tests the student’s ability to search, collect information, write, compile,

analyze and interpret a topic. It is an amalgamation of their total learning.

(Ganobscik & Williams, 2009), on their recent studies, highlighted that academic

writing plays a major role in higher education both in students’ understanding of the

course content and the consequent assessment of students’ knowledge. The academic

staff was aware of the importance of writing, with one survey highlighting that almost

90% of staff felt that it was necessary to teach writing skills to students and maintaining

standards of Academic Writing has significant implications for both those teaching and

learning in the higher education.

(Gallagher, 2016), put emphasis on acknowledging the importance of writing.

Trends have adopted new standards to advance students’ writing skills; however, most

students are not experiencing instruction that aligns with those standards. Because the

new standards require a new way of teaching, identifying supports to help teachers make

substantial shifts in writing instruction is imperative. In the Philippines alone, a great

deal of research has spurred the interest of many to conduct investigations. Findings of

this studies have shown that Filipino students employ rhetorical conventions despite the

influence of foreign language. One may, therefore, argue that Filipino writers do not

completely adhere to the traditional models of writing. These peculiarities of writing are

said to be shaped by exposure to language according to (Magistro, 2007). It is indeed an

intricate task to write for form and meaning to be able to say that is a scholarly output or

an intellectual crop which is a main requirement in research writing.

Reports from the University of Cincinnati (2001) declares some common

reasons why college students experience academic problems. It was said that some

students do not have a clear vision regarding their reason for being in college. It could be

pointed out that students are in college since parents insist while not feeling good on

what they are doing. What college students want to do with their life might be different

from what parents lead them to do. Sometimes courses and majors are chosen by the

students to please their parents, but have little or no relationship to their true interest.

In the words of Horowitz et al (2005), interpersonal problems are recurring

difficulties in relating to others. Locke (2005) points out that interpersonal problem may

be related to expectations for how others will act. It may be related to how sensitive or

insensitive people are to the reactions of others. Finally, interpersonal problems may be

related to expectations for the self. Research work requires time. It is rewarding when

the goal to finish it is attained on the target date. A researcher needs to manage time

properly. In an on line article, time management is defined as the process of deciding

what needs to be done and developing a plan and/or timeframe for getting it done. Time

management is about establishing routines, setting goals, and understanding priorities

( “ Time Management”, 2008). Dombeck and Wells-Moran (2006) claim that time

management skills boil down to awareness, organization and commitment. One needs to

become aware of and record everything he is doing so that important things will be done

on time. One also needs to commit to keep a schedule, and not wandering off when

something more momentarily interesting occurs. They emphasized that time

management and organization skills are applicable to a wide range of life tasks one might

decide to take on. As it will benefit the person broadly in whatever he/she might do.

Another important aspect in making research paper writing appealing to learners

is the use of games. (Takeuchi & Vaala, 2014), stressed that the market for games in a

school setting is rapidly increasing, with over 74 per cent of teachers reporting that they

now use games in the classroom. Learning needs games that are designed in conjunction

with educators that will meet the growing demand for deeper learning experiences and it

can be true to learning research paper writing. (Russel, 2008), then, argues that fun

writing tasks can help learners experiment with language in a “safe” way that is not

subject to grading or evaluation. This implies that cultivating students’ interest and

enhancing their ability in writing research can be dependable on how teachers create a

classroom atmosphere.

(Uberman, 2008), also suggests that materials developers and language practitioners

agree that games are not simply time-filling activities but tasks that have immense

educational value. This, then, is the keynote that propels teachers to become more

creative and more effective. There is no better purpose for research than to elevate the

eminence of humanity. Furthermore, it sheds light to what students can do to cope with
the advancement of trends in education as a tool for individual and national development

as a fundamental way in trailblazing education.

CHAPTER III

In this chapter contains the Research Questions, Formulating Hypothesis, Statement of

the Problem and the Scope and Delimitation of the Study. The researchers will state the

purpose of this study and its limit. The researchers will also tend to have an educated

guess of this study, on how Practical Research will help the students to enhance their

capabilities and to be prepared for the upcoming college.

Research Questions:

1. Does making Practical Research can help the Senior High Students to be prepared

for college?

2. Is there any a chance that Dep. Ed will remove the Practical Research subject in

Senior High School?

3. Why is Practical Research essential to the Senior High Students?

Formulating Hypothesis

Most of the students in Senior High School often think that practical research is a

difficult one to make. But the students’ perception can change if they will deeply

understand the concept and use of practical research and will surely develop their

flexibility as a senior high student. Practical Research really can help the students

because it teaches then to enquire about things that are said and done, rather than

accepting or rejecting them at face value; it teaches them to gather evidence for things

that are said and done, before making decisions; it teaches them how to gather that
evidence, in ways that minimize bias; it teaches them to consider alternatives before

making decisions; in the process, they learn to evaluate things that are said and done on

the basis of the strengths and weaknesses of those arguments or events; therefore it

increases the chances that their decisions are going to be helpful/realistic ones; it

increases the chances that any advice that the student gives will be well-judged; it

demonstrates that the experience of doing real-world research is different from the idea of

how that research will go in the researcher’s imagination, and this insight is valuable.

Humans are very prone to constructing ideas from nothing other than what is in their

heads, and being able to compare that to reality is important for living a coping life.

Statement of the Problem

The researchers will do an investigation to the students about their perception

towards the subject, Practical Research. If it helps the students or not. The researchers are

also fair in conducting the study, given the fact that the researchers also experience

firsthand complex adversities of this subject.

Scope and Delimitation

This study focuses on the perceptions of the students towards Practical

Research; on how the Research can help the students to mold them into responsible

individuals and to practice the student’s critical thinking and ability. The researchers

conducted this study in Sacred Heart Diocesan School Inc., and chose the Senior High

Students (from grades 11-12) as their respondents. The researchers will also gather data

in Grade 11 with the population of 25 students and 25 students in Grade 12 with total of
50 respondents. This research will be delimited to all the sections in Senior High, namely;

Pope Francis, Pope John Paul II, Pope Benedict, Pope Leo, Pope Gregory and Pope Pius.

CHAPTER IV

Since this is a Qualitative Research, the researchers conducted this study and
used the interviewing method, specifically the Focus Group Interview, to gather the data
easily. The researchers used convenient method for gathering the data with the following
questionnaire for the interviewees to be guided and by the use also of cellphone for audio
recording so that the researchers will be able to analyze the data. The researchers also
asked permission to the respondents if they can share their opinions and perceptions on
the said topic.

IV. a. Participant and Sources of Data

The participants in this study are the Senior High Students of Sacred Heart
Diocesan School, Inc. The variables in the study are perception and understanding. The
relationship between the two, is that understanding is directly proportional to perception.
This states that if the students can understand what really the purpose and importance of
practical research then the students’ perceptions will change if they clearly figure out the
concept in making the practical research. By that the researchers can prove that there are
good effects in making Practical Research.

IV. b. Research Instrument

By the help of gadget, the researchers used a cellular phone to gather the data
from the respondents and used audio recording for it is less hassle to use.

IV. c. Research Tools

IV. d. Data Gathering Method

 The researchers will identify the students by their age, gender, and grade level
through convenience sampling. A convenience sample simply includes the individuals
who happen to be most accessible to the researcher. This is an easy and inexpensive way
to gather initial data, but there is no way to tell if the sample is representative of the
population, so it can’t produce generalizable results. This sampling technique that
qualitative researchers use is to recruit participants who are appropriate and suitable to
the researchers. The researchers will use the Focus Group to gather the data and the type
of questionnaire the researchers will use is the Open Question Questionnaire because it is
easy and convenient for the researchers to gather/collect the data to the respondents, and
also it is not time consuming for the researchers to gather.

Respondents, Population, Target Place & Gender

Senior High Students from Grades 11-12 of Sacred Heart Diocesan School Inc., in
Kamagong St. Molave Zamboanga Del Sur. The population of this study are 25 students
from Grade 11 and 25 students from Grade 12 in total of 50 respondents. The researchers
estimated that there will be 25 girls and 25 boys that are 16-19 ages to be interviewed.
 Chapter V

Results and Discussion

1. What is the purpose in making a practical research?

Answer:

2. Does Practical Research gives a positive outcome for the students?

Answer:

3. How significant is Practical Research to the students?

Answer:

4. Is it really necessary for the students to make Practical Research?

Answer:

5. What is your perception on practical research subject?

Answer:

6. Does practical research can help you to prepare for your upcoming future?

Answer:

7. What are the cons in making Practical Research?

Answer:

8. What are the pros in making Practical Research?

Answer:

9. Does Practical Research help the Senior High students to be prepared for

college?

Answer:

10. Do you think that making a Practical Research is just a waste of time?

Answer:
 Chapter VI

Conclusion and Recommendation, Reflection


Activities
The researchers used the
Focus Group Interview for
the Grade 11 Pope Francis
to know about their
perception on Practical
Research.
The researchers used the
Focus Group Interview for
the Grade 11 Pope John
Paul II to know about their
perception on Practical
Research.
The researchers used the
Focus Group Interview for
the Grade 11 Pope Benedict
to know about their
perception on Practical
Research.
The researchers used the
Focus Group Interview for
the Grade 11 Pope Pius to
know about their perception
on Practical Research.
The researchers used the
Focus Group Interview for
the Grade 11 Pope Leo to
know about their perception
on Practical Research.
The researchers used the
Focus Group Interview for
the Grade 11 Pope Gregory
to know about their
perception on Practical
Research
Chapter VII
Action Plan
Objectives Person Resources Time Frame
Involved Needed
To gather data The researchers Cellphone and Feb. 18, 2020
from the students as the Questionnaire.
in regards with interviewers and
their thoughts and Senior High
perceptions about Students as the
the said topic. interviewees.
To gather data The researchers Cellphone and Feb. 19, 2020
from the students as the Questionnaire.
in regards with interviewers and
their thoughts and Senior High
perceptions about Students as the
the said topic. interviewees.
To gather data The researchers Cellphone and Feb. 19, 2020
from the students as the Questionnaire.
in regards with interviewers and
their thoughts and Senior High
perceptions about Students as the
the said topic. interviewees.
To gather data The researchers Cellphone and Feb. 24, 2020
from the students as the Questionnaire.
in regards with interviewers and
their thoughts and Senior High
perceptions about Students as the
the said topic. interviewees.
To gather data The researchers Cellphone and Feb. 25, 2020
from the students as the Questionnaire.
in regards with interviewers and
their thoughts and Senior High
perceptions about Students as the
the said topic. interviewees.
The researchers The researchers Cellphone and Feb. 25, 2020
used the Focus as the Questionnaire.
Group Interview interviewers and
for the Grade 11 Senior High
Pope Leo to know Students as the
about their interviewees.
perception on
Practical
Research
Pictures
 Financial Statement
Activity Item Unit Quantity Estimated Total

Cost
References
Curriculum Vitae
NAME: Honeycris H. Lingatong
ADDRESS: Kamagong St., Molave Zamboanga del Sur
CONTACT: 09383015618
E-MAIL ADDRESS: honeycrislingatong@gmail.com

Perconal Information:
Age: 17
Date of Birth: December 22, 2002
Place of Birth: Metro Hospital, Pagadian City
Sex: Female
Religion: Roman Catholic
Height (in ft): 5’2
Weight (in kg): 46
Father: Anolito D. Lingatong
Occupation: Retired Police
Mother: Deoclesia H. Lingatong
Occupation: Retired Teacher
EDUCATIONAL ATTAINMENT:
Senior High School: Sacred Heart Diocesan School, Inc.
S.Y 2019-2020
Junior High School: Sacred Heart Diocesan School, Inc.
S.Y 2018-2019
Elementary: MRPS South (Regular)
S.Y 2014-2015
Kindergarten: Ceniza Learning Center
S.Y 2008-2009
Curriculum Vitae

NAME: Eran Dharbzon G. Berondo

ADDRESS: Purok African Daisy 1Bliss Culo Molave ZDS
CONTACT: 09508082865
E-MAIL ADDRESS: berondoeran@gmail.com

Personal Information:
Age: 16
Date of Birth: August 16 2003
Place of Birth: Sindangan Zamboanga Del Norte
Sex: Male
Religion: Pentecostal/ Born again
Height (in ft.): 5'6
Weight (in kg): 54
Father:Erandy Berondo
Occupation:Manager
Mother: Miraflor Berondo
Occupation: OFW
Education;
Junior Highschool: Sacred Heart Diocesan School Inc.
Elementary: MRPS South Regular
Kindergarten: MRPS Sped Center
Curriculum Vitae

NAME:
ADDRESS:
CONTACT:
E-MAIL ADDRESS:

Personal Information:
Age:
Date of Birth:
Place of Birth:
Sex: Male
Religion:
Height (in ft.):
Weight (in kg):
Father:
Occupation:
Mother:
Occupation:
Education;
Junior Highschool: Sacred Heart Diocesan School Inc.
Elementary:
Kindergarten:
Curriculum Vitae

NAME:
ADDRESS:
CONTACT:
E-MAIL ADDRESS:

Personal Information:
Age:
Date of Birth:
Place of Birth:
Sex: Male
Religion:
Height (in ft.):
Weight (in kg):
Father:
Occupation:
Mother:
Occupation:
Education;
Junior Highschool: Sacred Heart Diocesan School Inc.
Elementary:
Kindergarten:
Curriculum Vitae

NAME:
ADDRESS:
CONTACT:
E-MAIL ADDRESS:

Personal Information:
Age:
Date of Birth:
Place of Birth:
Sex: Male
Religion:
Height (in ft.):
Weight (in kg):
Father:
Occupation:
Mother:
Occupation:
Education;
Junior Highschool: Sacred Heart Diocesan School Inc.
Elementary:
Kindergarten: