STUDENTS PERSPECTIVE IN THE RESEARCH SUBJECT: ITS IMPLICATION

TO EDUCATION

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

“Research is to see what everybody else has seen, and to think what

nobody else has thought.”-Albert Szent-Gyorgyi

Research activity is considered one of the high-impact educational practices

in that 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.

From an individual point of view, the advantages of research extend beyond

having an impressive degree certificate. Through detailed research, students

develop critical thinking expertise, as well as effective analytical, research,

and communication skills that are globally sought-after and incredibly

beneficial.

That is, research is not merely pursuit of academic career and advancement

of knowledge. Rather, it is also includes an aspect of learning process.

Development of research skills is also important in health professions

education. I would like to discover the students perspective in the research

subject and its implication to education.

Ultimately, research is essential economic and social development of our

globalized society, forming the foundations governmental policies around the

world.

“Knowledge generated by research is the basis of sustainable development,

which requires that knowledge be placed at the service of development, and

be converted into applications, and be shared to ensure widespread

benefits.” (Mary-Louise Kearney, Director of the UNESCO Forum on Higher

Education, Research and Knowledge).

Research is not only an invaluable tool for building on crucial knowledge ,

it’s also the most reliable way we can begin to understand the complexities

of various issues; to maintain our integrity as we disprove lies and uphold

important truths; to serve as the seed for analyzing convoluted sets of data;

as well as to serve as ‘nourishment’, or exercise for the mind.

Although research activity as an educational practice has been increasingly

employed in a variety of disciplines as well as in diverse cultural contexts,

students might take different preferred approaches to learning across

culture.
STATEMENT OF THE PROBLEM

Generally, this study aims to answer the following questions:

1. What is the profile of respondents according to:

A. Gender

B. Age

2. What are the students perspective in the research subject?

3. What are the implication of students perspective in the research subject to

education?

SIGNIFICANCE OF THE STUDY

The results of the study will be deemed important to the

following:

TEACHERS

With the result of the study it can help them to identify and

assess

the students perspective in the research subject and its implication to

education.

STUDENTS

The study will help them to find out what are their perspective in

the research subject and its implication to education. To diagnose what are

things they need to do that can help them to have a faster learning about
research subject.

PARENTS

The finding of the study gives parents the chance to step back

and

take a look at how their children are doing in their child care and

arrangements.

FUTURE RESEARCHERS

The study will support further researchers concerning the

students perspective in the research subject and its implication to

education. It can be their basis and pattern that can help them with their

research for it to have strong foundation.

SCOPE AND DELIMITATIONS

This study is limited for Grade-12 students from Tuao Vocational

and Technical School Malummin Annex, through direct survey, I can elicit

information about the said topic. This way, I will be determined the students

perspective in the research subject and its implication to education. The

researcher will use questionnaires forms to gather the needed data.

THEORETICAL FRAMEWORK

School-based research is claimed by Joyce (1991) to be one of

the

five ‘doors’ to improving practice within schools and systematic enquiry into

how educational institutions are led is, or should be, a crucial component

institutional improvement and improved outcomes. Traditionally, such

research has been carried out by ‘expert’ researchers based in higher

education institutions, but recent years have revealed an increasing

emphasis on the importance of school-based research as part of continuing

professional development and we have argued elsewhere the practitioners

need to be seen as equal partners with academic researchers in the process

of producing evidence to raise standards (Burton and Bundrett, 2005: 21).

Morrison suggests that educational research has a twin focus:

attitudinal- ‘a distinctive way of thinking about educational phenomena’,

and action- a systematic means of investigating them(2002: 3). Brown and

Dowling make an attempt to distinguish between ‘professional educational

practice’ - the reflective practitioner - and ‘educational research practice’

(1998:165) which tries to address and understand the deeper issues

underlying educational phenomena by asking the question ‘why?’ and not

just raising the more immediate and more practical considerations of ‘what?’

and ‘how?’ This suggests that whilst educational research will certainly

influence what happens in the classroom, the major force of its impact will
be in the long-term policy decisions made within educational institutions.

CONCEPTUAL FRAMEWORK

INPUT

Determine the
PROCESS OUTPUT
students
Questionnaires or The result will be
perspective in the
surveys will be served as their
research subject
distributed to the
and its implication guide to know
Grade-12 students
to education. the students
of Tuao Vocational
perspective in
and Technical
the research
School Malummin
subject and its
Annex
implication to

education.
PURPOSE OF THE STUDY

To determine the students perspective in the research subject and its

implication to education.

RESEARCH HYPOTHESIS

HA: There is significant implication of students perspective in the

research subject to education.

HO: There is no significant implication of students perspective in the

research subject to education.

DEFINITION OF TERMS

PERSPECTIVE

-a mental view or prospect to gain a broader perspective on

the international scene.

IMPLICATION

-the fact or state of being involved in or connected to

something.
INQUIRY

-a systematic investigation often of a matter of public

interest.

NOURISHMENT

-something that encourages development of ideas.

ENQUIRY

- is a question which you ask in order to get information.

 CHAPTER II

REVIEW OF RELATED LITERATURE

Research impact is variously defined but can be summarized as

having an effect, benefit, or contribution to economic, social, cultural, and

other aspects of the lives of citizens and society beyond contributions to

academic research (Barnes, 2015). Research as a discipline focus on

acquiring and developing knowledge which can be employed in categorizing,

describing, explaining, evaluating, correlating, comparing, predicting, and

controlling situations, phenomena, and other observations (William, 2011). It

is closely linked with the (Emsen, Kilic, and Suran, 2011).

Research involves the collation and analysis of information to

improve

the human understanding of phenomena under study (Bahadori et al.,

2015).

It entails data collection, analysis, interpretation, and assessment

procedures conducted in a planned manner in order to find solutions to a

problem (Burton and Walters, 2013; Rezaei and Miandashti, 2013). Research

is frequently carried out tertiary and research institutions (Hosseinpour,

2011; Kobova, 2014). Jiang and Roberts (2011) found that students perceive

research as a new way of learning which they described as active and

challenging. Research enhances students’ understanding of their own

learning process and to see nuances in other research designs (Jiang and

Robert, 2011; Madan and Teitge, 2013).

 Research was made at a university function in addition to the task

of

teaching in the late nineteenth century after the first academic revolution

(Etzkowitz, 2003). Since then, attention to research is one of the most

important issues in scientific communities (Bahadori et al., 2015). In recent

years, research output emanating from academics has been assessed and

used to rank universities against each other (Gross, 2004; Williams, 2013).

Publishing of research investigations and a guarantee of subsequent

research finding for sustainability of the institute’s mandate and

organizational goals (Hegde et al., 2017).

The perceptions of students have significant impact on the

success of an organization (Tsui et al., 1997; Garner and Hunter, 2013).

More so, students satisfaction toward research and publishing practices will

enhance the developmental goal and strategic management of the institution

and vice versa (Bhatti and Qureshi, 2007; Tella et al., 2007). The attitude

and perception of students toward research and publishing in the institution

essentially depends on job satisfaction (Syed et al., 2012).

Indeed, research widens the perspective of students and develop

their

understanding and awareness about science and engineering (National

Research Council, 2012; Vossen et al., 2018). Beyond the academic world,

acquiring research skills is seen to be scientifically literate (Murtonen, 2008).

Research is considered to be crucial to the economic development of any

state and in addressing social, political, religious, and environmental

concerns (Garg, Madhulika & Passey, 2018). In the field of education,

research is generally considered to foster critical thinking among students.

Critical thinking involves the capacity to evaluate information and decide

how to deal with it (Lamb, Maire & Doecke, 2017).

Positive conceptions of research among students might be a good

start

for future research directions. This should hopefully translate into more

positive learning achievements and study orientations. Murtonen et al.

(2008) posited students’ beliefs and views toward research may impact views

of its role in their future careers. Students who were given research tasks

before are generally considered to be more prepared for future work (Garg,

Madhulika & Passey, 2018).When research activity involves peer-reviewing

and receiving of negative reviews, emotional stress sometimes bothers the

students and lowers their confidence level to the point of giving up

(Hromova, 2018). We are aware that our research findings were shaped by

our perspectives, we “reflexively” explain wherever possible our own as well

as informants’ knowledge-construction processes, our research

assumptions, our decisions about data collection and analysis, and the

collaborative procedures through which we arrived at our findings (Latour

and Woolgar 1979, 273-286).

 Research may also be understood as meaning one’s own

disciplinary-based research, others’ disciplinary-based research or

pedagogical research (Jenkins & Zetter 2003). Documenting approaches to

research -led education as case studies and examples has led to the

development of descriptive frameworks to clarify educational purpose and

outcomes (Jenkins, Healey, & Zetter 2007). However, there has been little

research into students’ experiences and perceptions of academic research at

the departmental level (Volkwein & Carbone 1994). Students were found to

have mixed reactions to academic research because research made their

lecturers less available to them; however, many valued academic research

and wanted it to be more visible to them (Zamorski 2002; Lindsay, Breen &

Jenkins 2002; Robertson & Blackler 2006). Student’s perceptions of the

relevance of research to their learning were also influenced by disciplinary

perspectives. Research was less valued by those with practical and applied

orientations to careers and knowledge; in particular, postgraduate students

ended less often to perceive research as salient to their own goals and

motivations (Lindsay, Breen & Jenkins 2002).

However, as Healey(2005) suggests, the greatest impacts on

students’

learning and understandings of research arose from their experiences of

doing research in the learning project. The research activities in the case-

study simulation involved students in applying knowledge derived from the

lecturer’s research to construct their own solutions to a problem. This

activity required that students understand research to include extending,

reinterpreting and/or transforming knowledge. This understanding of

research is similar to understanding asconceptual change (Prosser &

Trigwell 1999).

CHAPTER III

RESEARCH METHODOLOGY

RESEARCH DESIGN

This study utilize descriptive method of research design to determine

the students perspective in the research subject and its implication to

education.

DATA GATHERING PROCEDURE

Before conducting the research study or gathering data

I will write a letter of permission to the parents of the respondents, regarding

to the study. Upon the approval of parents, the questionnaires will be

distributed to the respondents to answer or fill out the needed information.

Since we are experiencing crisis, researcher will inform the respondents to

follow the protocols in response to the corona virus disease while answering

the questions. I will assure that responses of the respondents will keep

confidential.

LOCALE OF THE STUDY

The study will be conducted in the house of every respondents.

The purpose of the study is to collect data to the Grade-12 students of Tuao

Vocational and Technical School Malummin Annex.

SAMPLE RESPONDENTS

The researcher considered the Grade-12 students of Tuao Vocational

and Technical School Malummin Annex comprising of 72 members, male

and female. They were the chosen respondents because they will undertake

a research study. Moreover, their generation is evidently more dependent on

technology than the way people used to before.

RESEARCH INSTRUMENT

The study will use questionnaires as its research instrument

because it gathers data faster than any method and it is most convenient

among all other instruments.. The questionnaires consisted of items that

will be determined the students perspective in the research subject and

its implication to education.

DATA ANALYSIS

In determining the students perspective in the research subject and

its implication to education, the Likert Scale will be used.

FORMULA:

__ ∑WX
X= ——
N
WHERE:

W= points

X= number of respondents per weight

N=total number of respondents