Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna
COLLEGE OF TEACHER EDUCATION
GRADUATE STUDIES AND APPLIED RESEARCH
Academic Year 2018-2019

Prepared by: MAGPANTAY, IDEZA CARMELA D.

MAED-MATHEMATICS
Professor: ELISA CHUA, Ph. D

TASK 4
Research Capability of Public Secondary School

Introduction

Problems are inevitable and doing research provides a possible solution to

those problems. It is also a tool for building knowledge and for facilitating learning.

Since research plays an important role in education, DepEd Order no. 39, s. 2016

states that Department of Education adopts the enclosed Basic Education Research

Agenda having a goal to cultivate a culture of research within its ranks towards

evidence-based policy formulation and program management.

Teachers are the ones who encourage and monitor the progress of each

learner, and they use research – based results and information to identify the

instructional problems that affect the teaching and learning process. At the end of

the day, the educators should direct research with respect to the arrangements of

the issues in their study halls which will thusly improve the instructive arrangement

of the nation. Therefore, this study is conducted to self-assess and identify the

research capability level of public secondary teachers.

Figure 1. Profile of the Respondents as to Age

Age

10%
30%
25 to 30 years old

40% 31 to 35 years old

36 to 40 years old
20%
41 to 45 years old

The figure shows that most of the respondents are aged 36 to 40 years old,

while only 10% age 41 to 45 years old.

This implies that the teacher-respondents are well experienced in the field of

teaching.

Table 1. Profile of the Respondents as to Gender

Gender Frequency Percentage
Male 4 40%
Female 6 60%
Total 10 100%

Table shows that most of the respondents are female. This suggests that most

are female in the field of teaching.

Table 2. Profile of the Respondents as to Civil Status

Civil Status Frequency Percentage
Single 4 40%
Married 6 60%
Total 10 100%

Table 2 shows that 60% of the respondents are married, while 40% are single.

This maybe because larger part of the respondents are old enough to enter married life.
Figure 2. Profile of the Respondents as to Years in Teaching

Years in Teaching

20%
30%
1 to 5 years

20% 6 to 10 years
11 to 15 years
30%
16 to 20 years

The figure above shows that the respondents have served for 1 to 10 years in

teaching. This suggests that the teachers are proficient and are still enjoying in the field

of teaching.

Figure 3. Profile of the Respondents as to Academic Rank

Academic Rank
9
8
7
6
5
4
3
2
1
0
TEACHER 1 TEACHER 2 TEACHER 3

Graph shows the distribution of the respondent in terms of their academic rank and

90% of them belongs to Teacher 1 and only 10% belongs to Teacher 3.

 It can therefore be inferred that due to many requirements and competitors to gain

high position, teachers cannot achieve their wanted rank.

Table 3. Mean Perception of the Respondents as to Research Capability in Terms

of Conceptual Research Skills
Standard
Indicators Mean Interpretation
Deviation
1. Identifying problems in the 3.80 0.40
Very Good
school.
2. Transforming instructional 3.90 0.54
problems into a good research Very Good
problem.
3. Defining and checking carefully 4.00 0.89
Very Good
the research title.
4. Formulating the conceptual 3.80 0.98
Very Good
framework of the study.
5. Formulating specific sub- 3.60 0.80
Very Good
problems.
6. Formulating testable hypothesis 3.90 0.83
Very Good
when needed.
7. Determining the scope and 3.90 0.83
Very Good
boundaries of the study.
8. Defining terms operationally and 3.90 1.04
Very Good
conceptually.
9. Establishing relevance of the 4.10 0.94
Very Good
study.
10. Preparing review of literature 3.80 0.98
Very Good
objectively.
11. Determining research deign to 4.00 0.89
Very Good
be used.
12. Arranging research setting, 4.00 0.63
Very Good
respondents, and procedure.
13. Preparing gathering 3.80 0.98
Very Good
instruments/tools of the study.
14. Formulating the specific findings 3.80 0.98
Very Good
of the study.
15. Drawing conclusions accurately. 3.90 0.83 Very Good
Overall 3.88 0.80 Very Good
Legend: 4.21-5.00 Outstanding 3.41-4.20 Very Good 2.61-3.40 Good
1.81-2.60 Fair 1.00-1.80 Needs Improvement
 The table shows that when it comes to conceptual research skills of teachers, they

are doing very well overall. Among the indicators, establishing relevance of the study got

the highest mean, while formulating specific sub-problems got the lowest.

It implies that they know how to develop program appropriate for the level of

research being conducted while they find it difficult to determine the deeper cause why

the problem is existing.

Table 4. Mean Perception of the Respondents as to Research Capability in Terms

of Computational Skills
Standard
Indicators Mean Interpretation
Deviation
1. Identifying statistical tools to 3.90 0.83 Very Good
determine the reliability of the
instruments.
2. Interpreting the reliability of 4.00 0.89 Very Good
coefficient in the dry-run of the
instrument.
3. Establishing suited measuring scale 3.90 0.83 Very Good
in the data gathering tool.
4. Determining statistical tool for 3.70 0.90 Very Good
univariate, bivariate and multivariate
problems.
5. Computing and interpreting 3.80 0.98 Very Good
statistical data like frequency, ranking
and mean values.
6. Computing and interpreting 3.90 1.04 Very Good
relationship or differences of the
variables.
7. Computing and interpreting 3.90 1.04 Very Good
regressional or prediction analyses.
8. Performing data processing of 3.90 0.83 Very Good
problems on relationship or
differences.
9. Locating critical values and 3.90 0.83 Very Good
interpreting level of significance used.
10. Using SPSS or other statistical 3.90 0.83 Very Good
software to analyze data.
Overall 3.88 0.86 Very Good
Legend: 4.21-5.00 Outstanding 3.41-4.20 Very Good 2.61-3.40 Good
1.81-2.60 Fair 1.00-1.80 Needs Improvement
 The level of computational skills of teachers in conducting research shows that

interpreting the reliability of coefficient in the dry-run of the instrument got the highest

mean, while determining statistical tool for univariate, bivariate and multivariate problems

got the lowest mean.

This implies that teachers can easily identify the consistency of the instrument in

conducting dry-run, while they find it difficult to determine the statistical tool to interpret

the gathered data. Overall it was interpreted as very good.

Wing (2008) discussed that computational reasoning supplements thinking in

arithmetic and building with an attention on planning frameworks that help to take care of

complex issues people face (Wing 2008; Lu and Fletscher 2009) as this was referred to

by Fisser, P., Good, J., Mishra, P., and Yadav, A. (2015, June 17).

Table 5. Mean Perception of the Respondents as to Research Capability in Terms

of Technical Skills
Standard
Indicators Mean Interpretation
Deviation
1. Handling data and preparing 3.90 0.83 Very Good
data matrix correctly.
2. Encoding and editing the 4.00 0.77 Very Good
manuscript using the computer.
3. Observing the mechanics of 4.00 0.89 Very Good
research writing.
4. Observing the research format. 4.10 0.94 Very Good
5. Writing bibliography/reference 4.10 0.94 Very Good
list properly.
Overall 4.02 0.82 Very Good
Legend: 4.21-5.00 Outstanding 3.41-4.20 Very Good 2.61-3.40 Good
1.81-2.60 Fair 1.00-1.80 Needs Improvement

The table shows that observing the mechanics of research writing and observing

the research format is the strength of the teachers in technical skills in conducting

research, while handling data and preparing data matrix got the lowest mean.
 As indicated by the new research (Abbaro and Mariño, 2016) the public secondary

and elementary school teachers have average level of research capabilities in writing

different parts of a research proposal and publishable analysis paper or article and low

level in applying American Psychological Associations format.

This implies that teachers are good in critiquing the system in writing research

while they find it hard to handle and prepare data. Overall their technical skills are very

good having the average standard deviation 0.82 this infer that the respondents answer

are relatively same.

Summary

This study was conducted in San Bartolome National High School, San Bartolome,

San Pablo City, Laguna. The teacher-respondents are mostly aged 36 to 40 years old,

female, married, and in a Teacher 1 position. Many of them have served for 1 to 10 years

in teaching.

This micro research reveals that based on the perception of the teachers on their

research capability, they are very good when it comes to conceptual research and

computational skills, while they are better in technical skills.

References:

DepEd. (2016, June 10). DO 39, s. 2016 – Adoption of the Basic Education Research
Agenda | Department of Education. Retrieved May 16, 2019, from
http://www.deped.gov.ph/2016/06/10/do-39-s-2016-adoption-of-the-basic-
education-research-agenda/
DepEd. (2018, June 4). DM 097, s. 2018 – Guidelines on the Conduct of the First National
Curriculum Research Conference | Department of Education. Retrieved May 16,
2019, from http://www.deped.gov.ph/2018/06/04/june-4-2018-dm-097-s-2018-
guidelines-on-the-conduct-of-the-first-national-curriculum-research-conference/

Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015, June 17). Computational thinking in
compulsory education: Towards an agenda for research and practice. Retrieved
from https://link.springer.com/article/10.1007/s10639-015-9412-6

Abbaro, Juan, & Mariño, W. (2016, June). Research Capabilities of Public Secondary and
Elementary School Teachers in the Division of Antipolo City. Retrieved May 17,
2019, from http://www.ijsrp.org/research-paper-0616/ijsrp-p5456.pdf