Research and Development Center

R&DC RESEARCH PROPOSAL FORMAT

BASIC INFORMATION
Research/Project Title: Challenges Encountered by Practical Research Teachers in teaching Research
to Arts and Design Students
Project Duration ( in months): February (2020)- April (2020)
PROPONENT
Name:
BEYONG, Janela Andrea
DALANGIN, Emster Apple
FLORES, John Nicole
GOMEZ, Drew Joanne
LUMA-AS, Daryl Jazz

Cell phone number: 0918-429-6719

Email address: janela_andrea@yahoo.com
Home address: .

DETAILS OF RESEARCH PROPOSAL

Please present your research proposal based on the following guidelines. Proposal should not exceed
20-single spaced pages.
RESEARCH PROBLEM AND RATIONALE:
Students face a lot of challenges in Grade 11. They have 10 subjects, and one of those is Practical
Research. The goal of this subject is to ease the struggle of students when it comes to reading different
literatures and making their own research paper. But what do subject teachers, specifically in Practical
Research, have to go through in order to provide quality education in grade 11 AD Students?

OBJECTIVES:
The study specifically aims:
a. To know the challenges faced by Practical Research Teachers of UPHSD-Molino in teaching
Arts and Design students
b. To understand and consider the reasons of teachers who encounter difficulties and challenges in
teaching Arts and Design students
c. To determine what are the possible action and strategies they may use in teaching Research
d. To find out if Arts and Design students’ interests, attitude and behavior may be the factors of
the difficulties and challenges of teachers
EXPECTED OUTPUTS:

SIGNIFICANCE:
This study would have a great contribution in the academe in relation of teacher’s challenges in
teaching. The result of this study may be highly significant and beneficial specifically for the teachers.
It will guide the teachers on what to do with the difficulties they encountered in teaching. This study
will also understand the concerns and difficulties faced by teachers especially research teachers.
Therefore, the school administrators will also gain insights as to what measures will be helpful for the
teachers who have difficulties in teaching their students. The researchers would also improve their
skills, strategy and knowledge in engaging in this kind of study. Lastly, for the future researchers, this

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will have a great significance for them as it will serve as their guide in making their research and
source of information.
REVIEW OF LITERATURE:
In the study done by Alsied and Ibrahim (2017) Exploring challenges encountered by EFL Libyan
learners in research teaching and writing, it investigates the Libyan EFL learners in Sehba University
the major challenges it facing in writing a research and exploring the attitudes of the Libyan teachers to
the works of the students. Through a mix method approach, the researchers gathered the data from the
learners to provide the results of the study. The findings revealed that the Libyan EFL learners were
challenged in developing a research project and reporting the findings. The students also have more
difficulty in academic writing. As for the Libyan teachers in the study it shows that they have negative
attitudes towards the students' research due to students lacking motivation and lacking background
knowledge about research, not having enough library resources and college can't have access to the
Internet.
Another study by Ulla, (2018) Benefits and challenges of doing research: Experiences from Philippine
public teachers. The study explores the experiences of Philippine public school teachers in conducting
a school or a classroom research project. The data were collected through individual interviews
administered to 11 public high school English teachers in Mindanao, Philippines. Findings suggest that
although teachers' motivations to do research were more personal rather than professional, teachers
recognized some benefits of doing school and classroom-based research for their teaching practices
and career development. Challenges that were reported include the lack of financial support, heavy
teaching load, lack of research skills and knowledge, and lack of research materials and resources.
In another study by Singh (2019) Academic reading and writing Challenges among International EFL
Master's students in a Malaysian University: The voice of the lecturers was focusing on the perspective
of lecturers, this qualitative research investigated the academic reading and writing challenges faced by
international English-as-a-foreign language master's students at a Malaysian university. Data was
collected through semi-structured, in-depth, one-on-one interviews with 16 lecturers who taught
international students from various graduate programs. The findings from the lecturers' perspectives
indicate that the students faced acute challenges in their academic reading and writing practices such as
adhering to academic writing conventions and interpreting text in an English language instructional
setting.
In the study of Nemenzo (2018), she analyzed the extent of problems encountered by teachers in
relation to their performance in terms of Individual Performance and Review Form (IPCRF). There
were 193 school teachers who participated as respondents in the survey. Results revealed that majority
of the teachers are bachelor’s degree holders. Teachers experienced a moderate extent of problem in
the functional daily lesson plans preparation, very high extent of problem in the unavailability of
personal laptops for academic purposes and high extent of problem in the following areas: insufficient
number of computer units in schools for ICT integration; large class size; damaged/obsolete computer
units; unsupportive parents; absenteeism; conceptualizing classroom rules written in the English
language; observance of classroom rules; bullying; work; uninterested students; lying; littering;
The study written by Boscolo, Arfé, and Quarisa (2007) Improving the quality of students' academic
writing: an intervention study is an intervention aimed at improving academic writing—in particular,
synthesis writing—was conducted with 52 undergraduate students of psychology of the University of
Padua (Italy). Before and after the intervention, which lasted 12 weeks, participants were administered
a questionnaire on beliefs about writing and a synthesis writing task. During the intervention,
participants practiced academic writing by composing texts which were revised by the teacher, and
analyzing and discussing examples of good and poor academic texts. The results showed an
improvement in students' ability to write a synthesis, whereas their beliefs about writing were only
partially affected by the intervention. A study written by Vasquez-Colina, Maslin-Ostrowski, and Baba
(2017) Tapping into graduate students' collaborative technology experience in a research methods
class: Insight on teaching research methods in a Malaysian and American settings is a case study that
used qualitative and quantitative methods to investigate challenges of learning and teaching research
methods by examining graduate students' use of collaborative technology and students' computer self-

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efficacy. It conducted virtual focus groups and surveyed graduate education students taking required
research methodology courses in Klang Valley (Malaysia) and Florida (USA). A thematic analysis
showed learning research methods evoked emotions for students, students used collaborative
technology for learning primarily at one university, and students needed support to access online
literature and data sources. Survey results indicated that all students, however, had high levels of
computer self-efficacy. Overall results showed that Malaysian women had the strongest computer self-
efficacy belief. The study suggests that collaborative technology for learning and teaching research
methods may be underutilized to engage student learning and that faculty responsible for teaching
methods courses need to be aware of the emotional side of learning and offer support, such as
collaborative technology, to connect students.
THEORETICAL/CONCEPTUAL FRAMEWORK OF THE STUDY:

METHODOLOGY:

Research Site.
This study was conducted in a university in Bacoor, Cavite. The university with Arts and Design
Strand in SHS curriculum.
Respondents of the Study.
The data collection in the present study will be obtained from the senior high school department. Four

Research Design and Data Collection.

Data Analysis.

Research Instrument.

Major Activities. Use a Gantt Chart

Month/Duration
Activities
1 2 3 4 5 6 7 8 9 10 11 12
1.Proposal preparation
2. Research preparation
3. Data Collection
4. Data Analysis
5. Paper writing
6. Paper Dissemination
-BUDGETARY REQUIREMENT:

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Item Estimated Cost
Personnel
Major equipment
Supplies and Materials
Transportation, Communication and Representation
Miscellaneous
Total estimated expenses

BIBLIOGRAPHY/LITERATURE CITED:

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SAMPLE R&DC RESEARCH PROPOSAL FORMAT

BASIC INFORMATION
Research/Project Title: Students’ Attitude and Apprehensions towards Research: Exploring the
Significance of Research in the Senior High School Curriculum
Project Duration ( in months): June 2018- November 2018
PROPONENT
Name:
Cell phone number:
Email address:
Home address:
DETAILS OF RESEARCH PROPOSAL
Please present your research proposal based on the following guidelines. Proposal should not exceed
20-single spaced pages.
RESEARCH PROBLEM AND RATIONALE:
Research has created opportunities for development in different fields of expertise. With the help of
research, all inventions and technological advancements in all these fields have been possible. Humans
have been able to find the cure for the flu, polio and many other diseases that have been fatal in the
past. Aside from the field of medicine, research has transformed how technology became an important
part of one’s daily life. For example, talking to long distance relatives is the outcome of research in
technology (Gross, 2001). On the other hand, research also deals with a deeper understanding of
culture and humanities for one to understand the world and its characteristics. Humanistic and social
scientific research have contributed to the advancement of society including how one understands and
evaluates social norms (Czarniawska, 2004; Soriano & Cao, 2016; Peterson, 2001). These kinds of
scholarly contributions have affected and impacted a range of specializations such as Business,
Political Science, Humanities, Literature, and more particularly, the field of Education.

In Education, much research is notable for contributing to the improvement of the significant aspects
of classroom teaching around the world, such as teaching approaches (e.g. Richards & Rodgers, 2014;
Richards & Renandya, 2002), teaching of macro skills (e.g. Calkins, 1986; Badger & White, 2000),
blended learning (Garrison & Kanuka, 2004; Graham, 2006), classroom discourse (Kumaravadivelu,
1999; Hyland, 2011), and student learning (Oxford, 1990; 1994). Correspondingly, research has
increasingly become an important element in the field of education, especially with the different
curriculum reforms in both the secondary and tertiary levels. In the academic context, research is the
methodical processing of information to increase or expand our current knowledge about a certain
phenomenon (Leedy & Ormrod, 2005). Fishbein and Ajzen (1975) even stated that research gives
rewarding learning experiences for students, producing graduates capable of high personal and
professional achievement. Accordingly, educational institutions have a huge role in defining what
research is as schools, colleges, and universities deal with transmission and generation of knowledge.
Educational institutions engage in teaching and research to push the boundaries of knowledge
OBJECTIVES: The study specifically aims:
a. to find out to what extent do students consider the knowledge of research to be valuable
b. to determine the attitudes of senior high school students towards research;
c. to identify the apprehensions of senior high school students towards research;
d. to recognize the ways in which these attitudes and apprehensions inform the SHS curriculum

EXPECTED OUTPUTS:
The research will shed light to efficient and effective teaching practices. It will serve as a provision of
teaching strategies to empower teachers in their teaching approaches; setting a true and definitive

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standard to produce better results, particularly in the subject of Practical Research. The study is also
going to add to the lacking pool of knowledge concerning senior high school students in the
Philippines due to the contemporary nature of the K-12 system.
SIGNIFICANCE:
Results of the study could lead to an opportunity to recognize the significance of one’s attitude and
outlook of a task or subject to one‘s success or failure. This research can also understand the concerns
and difficulties faced by research teachers and students in an environment where research is starting to
be cultivated. Therefore, this research can help school administrators and policymakers in crafting
better policies on teaching research which are emphatic towards these difficulties. By understanding
these dynamics, administrators and teachers can find solutions on how to address issues on research by
crafting lessons and activities that are responsive to the concerns of both teachers and students.
REVIEW OF LITERATURE:
One prominent scale attempted to understand and to analyze the students; perceptions towards research
is Papanastasiou’s ―Attitudes towards Research‖ (ATR) scale. Papanastasiou’s (2005; 2014) study of
students in the collegiate level tried to develop the ATR scale and verify the dimensions of students’
attitudes toward research. Based on the findings, five factors of student attitudes toward research were
identified: usefulness of research, anxiety, affect indicating positive feelings about research, life
relevancy of research to the students; daily lives, and difficulty of research.
In the study done by Belgrave and Jules (2015) in the University of the West Indies, they analyzed the
linguistic undergraduates’ attitudes towards research to further enhance the teaching practices of
course works with research activities. Through an action research design, the authors 22 gathered both
qualitative data, using a questionnaire and a focus group discussion to provide a description of
students’ prior knowledge of research and their perceptions of the extent of the significance of research
their lives, and quantitative data using the ATR scale. As a result, the paper found out students’
perceptions of the functionality of research and its meaningful application to real-life situations result
in a positive attitude towards research. However, the participants said they did not enjoy learning about
research nor did they possess knowledge of how to apply it in life. Hence, findings suggest
improvement and emphasis on student-centered principles would enhance the worth and usefulness of
research.
Another research that employed the ATR scale is the study of Shaukat, Siddiquah, Abiodullah and
Akbar (2014) of postgraduate students of teacher education programs from public and private
universities of Pakistan. The study explored the effects of demographic variables on the students’
attitudes towards the research. It was found that the male students perceived research relevance to the
life significantly better compare to the female students. Furthermore, male students held more positive
attitude towards research. It is worth mentioning the students enrolled in private universities perceived
research usefulness to life significantly more than those students who were enrolled in the public-
sector universities. Generally, results indicated that the males had significantly positive attitudes
towards research than the females. Significant results were also found on age, different programs of
study, and types of university.
In another Asian context, the paper of Yapalak and Ilgaz (2013) adapted the ATR scale to the Turkish
culture. The study formulated a Turkish form of the scale which was applied to groups of students
coming from Faculties of Education. The adapted scale was put through Confirmatory Factor Analysis
(CFA) for examination. Based on the findings, there was a meaningful relation between the structures
composing the scales. According to the CFA and item 23 analysis, it was revealed that the factor
structure of the original scale was conserved in the Turkish form.
Another study on the topic by Oguan, Bernal and Pinca (2014) used the same ATR scale that
investigated the attitudes and anxiety level of students towards research and its influence on their
academic achievement in the Philippine context. In the analysis of undergraduate students’ attitudes,
the students have a positive attitude towards research though most of them display a negative attitude
on the difficulty of research as parallel in the study of Belgrave and Jules (2015). Similar to the study
of Shaukat et al. (2014), the findings showed male students have more positive attitude than females.
Findings also showed students with high academic grade display a high positive attitude towards

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research. However, a no correlation was obtained between the students’ academic achievement and
usefulness of research to profession and usefulness of research and positive attitudes.
Majority of the published articles regarding students’ attitudes towards research have used
Papanastasiou’s ATR scale. These studies showed that students positively perceived the functionality
and the meaningfulness of research in their academic and professional lives. The functionality of
research as perceived by students has led to the discussions of these papers on why research skills
should be taught. Moreover, it was revealed that male students have more positive attitudes towards
research compare to female students. However, students perceived the learning of research
unappealing and difficult; hence, together with lack of knowledge affect the application of research in
their lives. Based on these findings, it is only necessary to consider student’s attitude towards research
and its implications for pedagogical improvement.
CONCEPTUAL FRAMEWORK OF THE STUDY:
The study has worked with the concepts discussed in Papanastasiou’s ATR scale, for it encompasses
the different factors may influence the attitudes and beliefs of students towards research. To
understand and to analyze the complete implementation and learning environment of the research
courses in the senior high school, the different factors in the scale will be considered and adapted.
Further, the diagram presents how the identification of students’ attitude towards research might
inform any modification to the learning and teaching process of the research courses in the SHS.
Hence, this will create any positive reform to the implementation of the SHS in the university. The
following illustration is a visual representation of the identified attitudes and beliefs towards research
of both students that will be explored in the study.

Value of Research

Challenges with
Research Improvement
in the Learning
Students’ Attitudes and Teaching
Positive Attitude and Apprehensions Process of
towards Research towards Research Research in the
SHS
Curriculum
Research Anxiety

Usefulness of
Research
Figure 1. Conceptual Framework on Identifying Students’ Attitudes towards Research
METHODOLOGY:
This section should explain how each specific objective will be achieved in the most rigorous way
possible. The methodology should discuss the following details as appropriate:

Research Site.
This study was conducted in a university in Bacoor, Cavite. With the implementation of the K to12
program, the university has added the senior high school to accommodate more enrollees for the
academic year of 2017-2018.

Respondents of the Study.

The data collection in the present study will be obtained from the senior high school department. Eight
sections from the academic track, two sections from STEM, ABM, HUMSS and GAS, will be selected
to be part of the study. Moreover, the sections will be recommended by their respective teachers. The
students’ age ranged from fifteen to eighteen years of age. Moreover, these students will come from
different socio-economic and educational backgrounds to compare whether different prior experiences

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can produce similar or different findings.

Research Design and Data Collection.

The study will employ descriptive research design in gathering the needed information. The descriptive
survey will be used because the researchers’ objective is to know the current situation of the attitudes
of the students towards research and the extent to their perception as to research usefulness, research
anxiety and positive disposition towards research.

Data Analysis.
Frequency counts and percentages will be used to present data in tables.

Research Instrument.
The “Attitudes towards Research” Scale (ATR) by Papanastasiou (2005; 2014), whose purpose was to
identify the various dimensions of attitudes towards research among students who had taken a required
course in methods of educational research will be the primary research instrument. Based on the
congruence of the scale with the objective of the current research, the ATR scale is deemed adequate
for this undertaking.

The questionnaire consisted of 32 questions in the form of a seven-point Likert scale which ranged
from strongly disagree (7) to strongly agree (1). As modification, the negatively worded items were
reversed so that a higher numbered response on the Likert scale would represent a positive attitude.
The students’ attitudes were categorized as “relevance/application of research to life”, “value of
research”, “challenges with research”, “positive attitudes towards research”, “research anxiety” and
usefulness of research for profession”.

Major Activities. Use a Gantt Chart

Month/Duration
Activities
1 2 3 4 5 6 7 8 9 10 11 12
1.Proposal preparation
2. Research preparation
3. Data Collection
4. Data Analysis
5. Paper writing
6. Paper Dissemination
BUDGETARY REQUIREMENT:

Item Estimated Cost

Personnel 5,000 (Statistician)
Major equipment
Supplies and Materials 500
Transportation, Communication and Representation 500
Miscellaneous
Total estimated expenses 6,000

BIBLIOGRAPHY/LITERATURE CITED:

Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT journal, 54(2),

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153-160.

Belgrave, K. L., & Jules, J. E. (2015). Students' attitudes towards research: Applying best practice
principles through a student-centered approach. Retrieved from
http://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/40093/Students'%20Attitudes
%20Towards%20Research%20Belgrave%20and%20Jules.pdf?sequence=1&isAllowed

Calkins, L. M. (1986). The art of teaching writing. Heinemann Educational Books Inc., 70 Court St.,
Portsmouth, NH 03801.

Czarniawska, B. (2004). Narratives in social science research. Sage.

Fishbein, M. & Ajzen, I. (1975). Belief, Attitude, Intention and Behaviour: An introduction to theory
and research. London: Addison-Wesley.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in
higher education. The internet and higher education, 7(2), 95-105.

Graham, C. R. (2006). Blended learning systems. The handbook of blended learning, 3-21.

Gross, R. (2001). Psychology: The science of mind and behaviour. London: Hodder and Stoughton.

Hyland, K. (Ed.). (2011). Continuum companion to discourse analysis. Bloomsbury Publishing.

Kumaravadivelu, B. (1999). Critical classroom discourse analysis. TESOL quarterly, 453-484.

Leedy, P. D., & Ormrod, J. E. (2005). Practical research: Planning and design (8th ed.). Upper Saddle
River, NJ: Prentice Hall.

Oguan Jr, F. E., Bernal, M. M., & Pinca, M. C. D. (2014). Attitude and anxiety towards research, its
influence on the students’ achievement in the course. Asian Journal of Management
Sciences & Education Vol, 3, 4.

Oxford, R. L. (1990). Language learning strategies (Vol. 210). New York: Newbury House.

Oxford, R. L. (1994). Language learning strategies: An update. ERIC Clearinghouse on Languages

and Linguistics, Center for Applied Linguistics.

Papanastasiou, E. C. (2005). Factor structure of the attitudes toward research scale. Statistics

Education Research Journal, 4(1), 16-26.

Papanastasiou, E. C. (2014). Revised-Attitudes toward Research Scale (R-ATR): A first look at its
psychometric properties. Journal of Research in Education, 24(2), 146-159.

Peterson, R. A. (2001). On the use of college students in social science research: Insights from a
second-order meta-analysis. Journal of Consumer Research, 28(3), 450-461.

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of

current practice. Cambridge university press.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge
university press.

Shaukat, S., Siddiquah, A., Abiodullah, M., & Akbar, R. A. (2014). Postgraduate students' Attitudes
towards Research. Bulletin of Education and Research, 36(1).

Soriano, C., & Cao, R. (2016). Minority Groups and Strategies of Display and Dissent in Physical,

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Virtual, and Hybrid Spaces. In M. Rovisco & J. Ong (Eds.), Taking the Square: Mediated
Dissent and Occupations of Public Space (pp. 207-228). Rowman & Littlefield.

Yapalak, S., & Ilgaz, G. (2013). The adaptation of ―Attitudes toward Research (ATR)‖ scale into
Turkish. Journal of Kirsehir Education Faculty, 14(2).

Dear Participants:

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This survey is intended to find out your attitudes and apprehensions towards research. By signing your
name on the conforme below, this would mean that you consent to responding to this survey. We
assure you that the information disclosed here shall not be used for any other purposes except for the
ones mentioned above.

Respectfully,

Holden Kenneth G. Alcazaren, LPT

Jecelyn B. Namuncale, LPT
Bea Joy P. Marquez, LPT

Conforme:

My signature would mean that I have understood the aims of this survey and I allow the researchers to
use my responses as part of the investigation. Likewise, I consent to the use of my responses solely for
research purposes and shall be assured that my identity shall not be disclosed.

Signature
----------------------------------------------------------------------------------------------------------------------------
This section attempts to determine your attitudes towards research. The following statements refer to
some aspects of research. Please answer all the questions sincerely. DO NOT DISCLOSE YOUR
IDENTITY ANYWHERE. Circle one of the numbers opposite each of the statements that follow. By
selecting number 1 you indicate that you strongly disagree. By selecting number 7 you indicate that
you strongly agree.

1. Research does not make me anxious 1 2 3 4 5 6 7

2. Research should be taught to all students 1 2 3 4 5 6 7
3. I enjoy research 1 2 3 4 5 6 7
4. Research is interesting 1 2 3 4 5 6 7
5. I like research 1 2 3 4 5 6 7
6. I feel confident concerning the analysis of research data 1 2 3 4 5 6 7
7. Research does not scare me 1 2 3 4 5 6 7
8. Research is useful for my career 1 2 3 4 5 6 7
9. I find it easy to understand the concepts of research 1 2 3 4 5 6 7
10. I make little mistakes in research 1 2 3 4 5 6 7
11. I do not have trouble with arithmetic or statistics 1 2 3 4 5 6 7
12. I love research 1 2 3 4 5 6 7
13. I am interested in research 1 2 3 4 5 6 7
14. Research is connected to my field of study 1 2 3 4 5 6 7
15. Most students benefit from research 1 2 3 4 5 6 7
16. Research is not stressful 1 2 3 4 5 6 7
17. Research is very valuable 1 2 3 4 5 6 7
18. Research does not make me nervous 1 2 3 4 5 6 7
19. I use research in my daily life 1 2 3 4 5 6 7
20. The skills I have acquired in research will be helpful to me in the 1 2 3 4 5 6 7
future
21. Research is useful to every professional 1 2 3 4 5 6 7
22. Knowledge from research is as useful as writing 1 2 3 4 5 6 7
23. Research is relevant to my life 1 2 3 4 5 6 7
24. Research should be indispensable in my professional training 1 2 3 4 5 6 7
25. Research is not complicated 1 2 3 4 5 6 7
26. Research thinking does apply to my personal life 1 2 3 4 5 6 7

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27. I will employ research approaches in my profession 1 2 3 4 5 6 7

28. Research is easy 1 2 3 4 5 6 7
29. I am inclined to study the details of research procedures carefully 1 2 3 4 5 6 7
30.Research is pleasant 1 2 3 4 5 6 7
31. Research-orientated thinking plays an important role in my daily 1 2 3 4 5 6 7
life
32. Research is not a complex subject 1 2 3 4 5 6 7
Adapted from: Papanastasiou, E. C. (2005). Factor structure of the attitudes toward research scale.
Statistics Education Research Journal, 4(1), 16-26.

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