Jude’s Statistical Output

Table 1
Frequency and Percentage Distribution of the Respondents

Respondents f %
Balicuatro 37 27.21
Central 41 30.15
Catubig Valley Pacific Area 58 42.64
Total 136 100.00
 Table 2
Frequency and Percentage Distribution on the Profile of the Respondents

Personal Variables f %
Sex
Male 68 50.0
Female 68 50.0
Total 136 100.0
Teaching Position
Master Teacher III 2 1.5
Master Teacher I 7 5.1
Teacher III 40 29.4
Teacher II 64 47.1
Teacher I 23 16.9
Total 136 100.0
Number of Research Classes
1–2 76 55.9
3–4 29 21.3
5–6 25 18.4
7–8 6 4.4
Total 136 100.0
Mean x = 2.85
Standard deviation = 1.936
Number of Research Relevant Training
0–3 110 80.9
4–7 19 14.0
8 – 11 5 3.7
12 - 15 2 1.5
Total 136 100.0
Mean x = 2.35
Standard deviation = 2.595
Highest Educational Qualification
Doctorate Degree 13 9.6
With Doctorate Units 9 6.6
Master’s Degree 21 15.4
With Master’s Units 72 52.9
Baccalaureate Degree 21 15.4
Total 136 100.0
Baccalaureate Degree
AB Political Science 3 2.2
ABLLT 12 8.8
BA Communication Arts 2 1.5
BA Public Administration 2 1.5
BS Accountancy 2 1.5
BS Entrepreneurship 3 2.2
BS Environmental Science 1 .7
BS Industrial Education 2 1.5
BS Nursing 7 5.1
BS Zoology 2 1.5
BSA 3 2.2
 BSAEd 3 2.2
BSBA 5 3.7
BSBA Management 5 3.7
BSBA Marketing 2 1.5
BSEd Bio-Chem 1 .7
BSEd Biological Science 3 2.2
BSEd English 34 25.0
BSEd Filipino 1 .7
BSEd Library Science 3 2.2
BSEd MAPEH 3 2.2
BSEd Mathematics 6 4.4
BSEd Physical Science 5 3.7
BSEd Science & Technology 1 .7
BSEd Social Studies 1 .7
BSEd TLE 2 1.5
BSEd Values Education 1 .7
BSHE 7 5.1
BSHRM 5 3.7
BTTEd 7 5.1
BTTEd TLE 2 1.5
Total 136 100.0
 Table 3
Mean and Standard Deviation on the Perception of the Respondents on the
Research Skills of Public Senior High School Teachers in Terms of
Identifying the Research Problem

Mean Descri
Statements sd
(x ) ption
1. I can narrow the research topic to put it in a
4.21 EC 0.734
researchable concept.
2. I can identify the significance or relevance of the
research problem in the context of their field or 4.32 EC 0.676
discipline.
3. I can refine a broad area to a specific actionable
4.18 MC 0.752
problem.
4. I can present the research problem deductively. 4.05 MC 0.810
5. I can identify the research gap right away. 3.76 MC 0.715
6. I can identify how your research could
complement, extend, or challenge existing 3.97 MC 0.699
knowledge.
7. I know how to choose a problem with
manageable scope yet significant enough to 4.13 MC 0.697
contribute to new knowledge.
8. I can formulate research topic/problem based on
4.15 MC 0.759
related literatures and other sources.
9. I can create mind or concept mapping of my
4.03 MC 0.779
research topic/problem.
10. I can justify the reasons for conducting the
4.29 EC 0.759
research.
11. I can link research to the real-world affairs. 4.29 EC 0.668
Average 4.13 MC 0.616
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC
1.00 – 1.79 = Not at All (NA)
 Table 4
Mean and Standard Deviation on the Perception of the Respondents on the
Research Skills of Public Senior High School Teachers in Terms of
Framing a Good Research Title

Mean Descri
Statements sd
(x ) ption
1. I know how to make a research title 4.37 0.686 EC
2. I can frame a research title that encapsulate the
4.19 0.784 MC
study as a whole.
3. I know how to make captivating yet accurate title
4.07 0.822 MC
to draw the attention of peer and the public.
4. I know how to construct a title that briefly capture
4.18 0.687 MC
the essence/ content of my research.
5. I can turn long research title concise and
4.04 0.811 MC
impactful.
6. I can point out unnecessary words or jargons in
4.25 0.786 EC
the title.
7. I ensure that the title include key elements
4.35 0.714 EC
following the institutional format.
8. I know how to make the title clear, easy to read
4.43 0.685 EC
and understand.
Average 4.23 0.655 EC
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC
1.00 – 1.79 = Not at All (NA)
 Table 5
Mean and Standard Deviation on the Perception of the Respondents on the
Research Skills of Public Senior High School Teachers in Terms of
Constructing Research Objectives or Statement of the Problem

Mean Descri
Statements sd
(x ) ption
1. I can generate research questions based on the
4.37 0.676 EC
topic/problem.
2. I can state research questions in simple
4.32 0.707 EC
language.
3. I know how to formulate research objectives or
4.31 0.735 EC
statement of the problem.
4. I can evaluate the practical feasibility of
conducting research based on the formulated 4.15 0.739 MC
objectives or problem statement
5. I can state general statement of the problem. 4.28 0.767 EC
6. I can formulate specific statement of the problem
4.30 0.753 EC
from the general statement of the problem.
7. I know how to set the parameters of variables in
4.16 0.762 MC
the study.
Average 4.27 0.673 EC
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC
1.00 – 1.79 = Not at All (NA)
 Table 6
Mean and Standard Deviation on the Perception of the Respondents on the
Research Skills of Public Senior High School Teachers in Terms of
Writing Research Introduction

Mean Descri
Statements sd
(x ) ption
1. I know how to write an introduction of the study. 4.26 0.750 EC
2. I can articulate the gap in existing literature or
4.03 0.750 MC
knowledge that the research aims to address
3. I can construct thesis statement clearly. 4.21 0.774 EC
4. I can formulate a theoretical and conceptual
4.17 0.794 MC
framework of the study.
5. I can formulate null and alternative research
4.26 0.772 EC
hypotheses.
6. I can indicate the scope and delimitation of the
4.37 0.718 EC
study.
7. I can distinguish scope and delimitation of the
4.39 0.701 EC
study.
8. I can identify the benefits and the beneficiaries
4.50 0.678 EC
of the study.
9. I know how to write a review of related
4.22 0.727 EC
literature.
10. I know how to look for related literature and
4.32 0.739 EC
studies.
11. I can gather information about research topic
through various means (e.g., electronic media, 4.37 0.676 EC
images, audio and video).
12. I can identify and access appropriate
bibliographical resources, archives and other
sources of relevant information (* including web- 4.26 0.720 EC
based resources, primary sources and
repositories)
13. I can assess the reliability, reputation, currency,
4.11 0.706 MC
authority and relevance of sources.
14. When searching for information, I can arrange
4.20 0.708 EC
each item systematically.
15. I can write my references in any citation and
4.18 0.732 MC
referencing formats or styles.
16. I follow ethical standards in writing related
4.38 0.689 EC
literature
Average 4.26 0.617 EC
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC
1.00 – 1.79 = Not at All (NA)
 Table 7
Mean and Standard Deviation on the Perception of the Respondents on the
Research Skills of Public Senior High School Teachers in Terms of
Identifying Appropriate Design of Qualitative Study

Mean Descri
Statements sd
(x ) ption
1. I can decide when it is appropriate to use
4.21 0.847 EC
qualitative research design.
2. I can determine the appropriate qualitative
4.07 0.785 MC
research design or method for a particular study.
3. I can identify the potential limitations or
challenges associated with the chosen qualitative 4.05 0.801 MC
research design and strategies to address them.”
4. I can apply relevant research methodologies and
techniques and their appropriate application 4.09 0.774 MC
within the research area.
5. I can justify the theoretical underpinning and
principles applicable in a particular qualitative 3.87 0.859 MC
study.
6. I know the standard protocol in identifying the
participants and the appropriate methods and
4.28 0.727 EC
procedures in getting a sample from the
population.
7. I can determine the appropriate participants and
number of participants necessary for particular 4.17 0.766 MC
research.
8. I know how to present the locale of the study. 4.41 0.725 EC
9. I know how to select (adapt or adopt) a research
instrument that can help gather necessary data 4.34 0.702 EC
for research.
10. I can develop a research instrument (e.g.
interview guide) to gather necessary data for 4.15 0.708 MC
research.
11. I know how to validate the research instrument
3.96 0.793 MC
and establish its reliability.
12. I understand and apply the relevant codes of
conduct and guidelines for the ethical conduct 4.18 0.800 MC
of research.
13. I understand legal requirements surrounding
research, e.g., Data Protection Act, Freedom of 4.24 0.775 EC
Information Act
Average 4.16 0.658 MC
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC
1.00 – 1.79 = Not at All (NA)\
 Table 8
Mean and Standard Deviation on the Perception of the Respondents on the
Research Skills of Public Senior High School Teachers in Terms of
Identifying Appropriate Design of Quantitative Study

Mean Descri
Statements sd
(x ) ption
1. I can decide when it is appropriate to use
4.30 0.792 EC
quantitative research design.
2. I can determine the appropriate quantitative
4.23 0.788 EC
research design or method for a particular study.
3. I can identify the potential limitations or
challenges associated with the chosen
4.13 0.802 MC
quantitative research design and strategies to
address them.
4. I can apply relevant research methodologies and
techniques and their appropriate application 4.13 0.811 MC
within its research area.
5. I can justify the theoretical underpinning and
principles applicable in a particular quantitative 4.04 0.734 MC
study.
6. I know the standard protocol in identifying the
respondents and the procedure in getting a 4.19 0.874 MC
sample from the population.
7. I can determine the appropriate respondents and
number of respondents necessary for particular 4.19 0.830 MC
research.
8. I know how to present the locale of the study. 4.48 0.709 EC
9. I can select (adapt or adopt) a research
instrument that can help me gather necessary 4.31 0.715 EC
data for my research.
10. I can develop a research instrument (e.g.
survey questionnaire) to gather necessary data 4.21 0.744 EC
for my research.
11. I know how to validate the research instrument
4.06 0.814 MC
and establish its reliability.
12. I understand and apply the relevant codes of
conduct and guidelines for the ethical conduct 4.26 0.760 EC
of research; seeks advice from supervisor.
13. I understand legal requirements surrounding
research, e.g., Data Protection Act, Freedom of 4.26 0.760 EC
Information Act
Average 4.21 0.674 EC
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC
1.00 – 1.79 = Not at All (NA)
 Table 9
Mean and Standard Deviation on the Perception of the Respondents on the
Research Skills of Public Senior High School Teachers in Terms of
Identifying the Variable of the Study

Mean Descri
Statements sd
(x ) ption
1. I can elaborate key variables in my research
4.20 0.806 EC
topic.
2. I can differentiate between categorical (nominal
and ordinal) and continuous (interval and ratio) 4.08 0.835 MC
variables.
3. I can conceptualize abstract ideas and convert
3.93 0.916 MC
them into measurable variables is important.
4. I can clearly define and operationalize variables
3.99 0.873 MC
to ensure accurate measurement.
5. I conduct a comprehensive literature review to
identify variables that previous studies have 3.93 0.752 MC
explored.
6. I can identify the research problem or question
and analyze its components to extract potentially 4.03 0.750 MC
relevant variables.
7. I know how to evaluate the relationships between
variables and recognizing potential confounding 3.95 0.763 MC
factors that might influence the study.
Average 4.02 0.715 MC
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC)
1.00 – 1.79 = Not at All (NA)
 Table 10
Mean and Standard Deviation on the Perception of the Respondents on the
Research Skills of Public Senior High School Teachers in Terms of
Identifying Appropriate Data Analysis of Qualitative Study

Mean Descri
Statements sd
(x ) ption
1. I can determine if I am dealing with qualitative
4.40 0.724 EC
data.
2. I understand the nature of qualitative data. 4.32 0.729 EC
3. Based on the statement of the problem, I can
4.01 0.886 MC
identify appropriate qualitative data analysis.
4. I am familiar and skillful with the different analysis
3.74 1.020 MC
approaches used in qualitative research.
5. I know how to align my approach in analyzing the
data based on its richness and the objective of 3.82 0.854 MC
the study.
6. I can get a sense of the patterns, themes, or
3.72 0.987 MC
relationships that emerge.
7. I can manually conduct coding and analysis. 3.57 1.016 MC
8. I know how to perform qualitative data analysis
2.97 1.299 SC
using applications such as NVivo and MAXQDA.
Average 3.82 0.811 MC
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC)
1.00 – 1.79 = Not at All (NA)
 Table 11
Mean and Standard Deviation on the Perception of the Respondents on the
Research Skills of Public Senior High School Teachers in Terms of
Identifying Appropriate Data Analysis of Quantitative Study

Mean Descri
Statements sd
(x ) ption
1. I can determine the scale of measurement of the
3.89 0.971 MC
variables understudy.
2. I can determine which statistical tool or method
3.88 0.919 MC
analysis to use for my research.
3. I know how to determine if data is normally
distributed or not to decide whether a parametric 3.62 0.974 MC
or nonparametric test is the appropriate tool.
4. I am aware of the assumptions of the different
statistical tests to be satisfied for statistical test to 3.57 0.813 MC
be used in my study.
5. I can perform common statistical tools in any
statistical applications like MS Excel, SPSS, 3.42 1.015 MC
Minitab, or others app.
Average 3.68 0.857 MC
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC)
1.00 – 1.79 = Not at All (NA)
 Table 12
Mean and Standard Deviation on the Perception of the Respondents on the
Research Skills of Public Senior High School Teachers in Terms of
Interpreting of Research Result

Mean Descri
Statements sd
(x ) ption
1. I interpret data objectively guided by statement of
4.19 0.775 MC
the problem.
2. I know how to read tables and other graphical
4.23 0.834 EC
representations
3. I am skillful in making a textual presentation from
4.13 0.774 MC
tabular and graphical data.
4. I can analyze and interpret the results of my
4.05 0.782 MC
statistical treatment or method analysis.
5. I can evaluate and systematically organize the
4.09 0.898 MC
data I have gathered.
6. I can organize and interpret data using tables and
4.15 0.833 MC
graphs.
7. I can consider alternative explanations or
3.95 0.930 MC
interpretations of the research results.
8. I know how to use visual representations (charts,
tables, and graphs) that can enhance the 4.25 0.738 EC
understanding of complex data patterns.
9. I can intertwine the result of the study with the
known body of knowledge and previously 3.96 0.833 MC
conducted studies and theoretical frameworks.
Average 4.11 0.738 MC
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC)
1.00 – 1.79 = Not at All (NA)
 Table 13
Mean and Standard Deviation on the Perception of the Respondents on the
Research Skills of Public Senior High School Teachers in Terms of
Formulating Conclusions and Recommendations

Mean Descri
Statements sd
(x ) ption
1. I know how to corroborate the results 4.04 0.829 MC
2. I know how to make conclusions. 4.15 0.726 MC
3. I can draw conclusions from patterns and
4.04 0.806 MC
themes gathered from the data.
4. I can construct my own conclusion based on the
4.23 0.699 EC
information gathered.
5. I understand the connection of findings,
4.29 0.709 EC
conclusion, and recommendation.
6. I can formulate recommendations based on
4.24 0.704 EC
conclusion.
7. I know how to align the recommendation with
the statement of the problem, findings, and 4.21 0.711 EC
conclusion.
8. I make conclusions and recommendations
4.15 0.830 MC
based on sound logic.
9. I can constructively defend research findings. 4.10 0.797 MC
10. I tailor my advice to be relevant and actionable
for policymakers, practitioners, researchers, or 4.00 0.826 MC
other stakeholders.
Average 4.14 0.693 MC
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC)
1.00 – 1.79 = Not at All (NA)
 Table 14
Mean and Standard Deviation on the Perception of the Respondents on the
Research Skills of Public Senior High School Teachers in Terms of
Writing Research Abstract

Mean Descri
Statements sd
(x ) ption
1. I am good in making the abstract of the study 3.91 0.793 MC
2. I can articulate and condense the entire research
3.89 0.840 MC
in just a few paragraphs.
3. I can write a research abstract that provides
readers with a quick understanding of study's 3.96 0.824 MC
objectives, methods, results, and conclusions.
4. Despite the brevity, I can provide enough specific
3.94 0.823 MC
details to convey the main aspects of the study.
5. I find writing research abstract easy. 3.90 0.828 MC
Average 3.92 0.774 MC
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC)
1.00 – 1.79 = Not at All (NA)
 Table 15
Summary of Mean and Standard Deviation on the Perception
of the Respondents on the Research Skills of
Public Senior High School Teachers

Mean Descri
Domains sd
(x ) ption
1. Identifying the research problem 4.123 0.62 MC
2. Framing a good research title 4.2335 0.66 EC
3. Constructing research objectives or statement of
4.2700 0.67 EC
the problem
4. Writing research introduction 4.2647 0.62 EC
5. Identifying appropriate research design of
4.1567 0.66 MC
qualitative study
6. Identifying appropriate research design of
4.2132 0.67 EC
quantitative study
7. Identifying the variables of the study 4.0158 0.72 MC
8. Identifying appropriate data analysis of qualitative
3.8199 0.81 MC
study
9. Identifying appropriate data analysis of
3.6765 0.86 MC
quantitative study
10. Interpreting of research result 4.1103 0.74 MC
11. Formulating conclusions and recommendations 4.1434 0.69 MC
12. Writing research abstract 3.9191 0.77 MC
Average 4.0792 0.65 MC
Legend:
4.20 – 5.00 = Extremely Capable (EC)
3.40 – 4.19 = Moderately Capable (MC)
2.60 – 3.39 = Somewhat Capable (SC)
1.80 – 2.59 = Slightly Capable (SlC)
1.00 – 1.79 = Not at All (NA)
 Table 16
Mean and Standard Deviation on the Perception of the Respondents
on the Research Attitudes of Public Senior High School Teachers
in Terms of Usefulness to Profession

Mean Descri
Statements sd
(x ) ption
1. Research is useful for my career. 4.71 0.583 SA
2. Research is connected to my field of study. 4.48 0.730 SA
3. Research skills acquired in research will be
4.69 0.565 SA
helpful to me in the future.
4. Research is indispensable in my professional
4.57 0.605 SA
training.
5. Research improves my craft by incorporating
4.67 0.503 SA
relevant findings into my practices.
6. Research work yields new knowledge and
4.79 0.462 SA
innovation.
7. Research made me collaborate with other
4.56 0.630 SA
researchers in my field of study.
8. Research contributes to my professional
4.78 0.467 SA
competence and knowledge enhancement.
9. Research communication and dissemination of
my findings for its greater utilization in field is 4.60 0.600 SA
exciting.
10. Research is essential in the establishing my
4.65 0.551 SA
academic work reputation in my field.
11. Research gave me the growth mindset and
4.63 0.630 SA
open-mindedness to feedback on my works.
Average 4.65 0.433 SA
Legend:
4.20 – 5.00 = Strongly Agree (SA)
3.40 – 4.19 = Agree (A)
2.60 – 3.39 = Neutral (N)
1.80 – 2.59 = Disagree (D)
1.00 – 1.79 = Strongly Disagree (SD)
 Table 17
Mean and Standard Deviation on the Perception of the Respondents
on the Research Attitudes of Public Senior High School Teachers
in Terms of Research Anxiety

Mean Descri
Statements sd
(x ) ption
1. Research subjects make me anxious. 3.03 1.288 A
2. Research subjects scare me. 2.61 1.212 N
3. Research subjects are stressful. 3.45 1.134 A
4. Research subjects make me nervous. 2.76 1.104 N
5. Research is overwhelming and complicated. 3.40 1.071 A
6. Research activities are to be avoided to protect
2.54 1.128 D
one’s mental health.
7. Research increases my stress level. 3.16 1.137 N
8. Research literature and methodologies makes
2.89 1.073 N
me struggle and frustrated.
9. Just thinking about research is stressful. 2.79 1.168 N
10. Research makes me upset. 2.69 1.208 N
11. Research gives me a headache. 2.90 1.163 N
Average 2.93 0.939 N
Legend:
4.20 – 5.00 = Strongly Agree (SA)
3.40 – 4.19 = Agree (A)
2.60 – 3.39 = Neutral (N)
1.80 – 2.59 = Disagree (D)
1.00 – 1.79 = Strongly Disagree (SD)
 Table 18
Mean and Standard Deviation on the Perception of the Respondents
on the Research Attitudes of Public Senior High School Teachers
in Terms of Positivity

Mean Descri
Statements sd
(x ) ption
1. Research subjects are an enjoyable subject. 3.87 0.850 A
2. Research subjects are lovable. 3.87 0.728 A
3. Research subjects are interesting. 4.21 0.682 SA
4. Research courses are pleasant. 3.85 0.759 A
5. Research makes me great. 3.88 0.811 A
6. Research gives me a great feeling. 3.84 0.836 A
7. Research as a tool for progress, not just an
4.46 0.654 SA
academic exercise.
8. Research findings is always exciting to learn. 4.35 0.661 SA
9. Research is a worthwhile endeavor. 4.39 0.623 SA
10. Research provides professional development
4.53 0.544 SA
opportunities.
11. Research is challenging but an opportunity to
4.51 0.544 SA
learn.
12. Research is a way to contribute to the broader
4.57 0.511 SA
field of education and advance knowledge.
Average 4.19 0.509 A
Legend:
4.20 – 5.00 = Strongly Agree (SA)
3.40 – 4.19 = Agree (A)
2.60 – 3.39 = Neutral (N)
1.80 – 2.59 = Disagree (D)
1.00 – 1.79 = Strongly Disagree (SD)
 Table 19
Mean and Standard Deviation on the Perception of the Respondents
on the Research Attitudes of Public Senior High School Teachers
in Terms of Difficulty

Mean Descri
Statements sd
(x ) ption
1. Research is intimidating. 2.93 1.069 A
2. Research is overly complex. 3.15 1.058 A
3. Research is an additional burden. 2.64 1.184 A
4. Research is inherently difficult and discouraging. 2.57 0.971 D
5. Research is overwhelming to keep up with the
3.01 1.000 N
latest findings and trends.
6. Research findings and its practical application is
2.69 1.072 N
difficult to find in my line of work.
7. Research skills are necessary to boost
4.08 0.967 A
confidence in doing research.
8. Research work is a complex problem-solving. 3.66 0.968 A
9. Research work is an additional workload; hence,
it necessitates to manage time on top of their 3.51 0.958 A
existing responsibilities.
10. Research is discouraging for those who fear
3.16 0.975 N
scrutiny.
11. Research process and interpretation is prone to
3.20 0.909 N
errors.
12. Research is difficult because it follows a certain
2.89 1.100 N
method of investigation.
13. Research concepts are hard to understand. 2.65 0.922 N
14. Research is troublesome for those with have to
idea on how to conduct statistical interpretation 3.73 0.906 A
and presentation.
Average 3.13 0.665 N
Legend:
4.20 – 5.00 = Strongly Agree (SA)
3.40 – 4.19 = Agree (A)
2.60 – 3.39 = Neutral (N)
1.80 – 2.59 = Disagree (D)
1.00 – 1.79 = Strongly Disagree (SD)
 Table 20
Summary of Mean and Standard Deviation on the Perception of the
Respondents on the Research Attitudes of
Public Senior High School Teachers

Mean Descri
Domains sd
(x ) ption
1. Usefulness to profession 4.65 SA 0.43
2. Research anxiety 2.93 N 0.94
3. Positivity 4.19 A 0.51
4. Difficulty 3.13 N 0.66
Overall (Research Attitudes) 3.73 A 0.35
Legend:
4.20 – 5.00 = Strongly Agree (SA)
3.40 – 4.19 = Agree (A)
2.60 – 3.39 = Neutral (N)
1.80 – 2.59 = Disagree (D)
1.00 – 1.79 = Strongly Disagree (SD)
 Table 21
Test of Significant Difference on the Perception of the Respondents on the
Research Skills of the Public Senior High School Teachers
Grouped According to their Sex

Domains Test Sig.

1. Identifying the research problem’ Mann-Whitney U Test 0.000***
2. Framing a good research title Mann-Whitney U Test 0.004***
3. Constructing research objectives or
Mann-Whitney U Test 0.000***
statement of the problem
4. Writing research introduction Mann-Whitney U Test 0.000***
5. Identifying appropriate research design of
Mann-Whitney U Test 0.000***
qualitative study
6. Identifying appropriate research design of
Mann-Whitney U Test 0.008***
quantitative study
7. Identifying the variables of the study Mann-Whitney U Test 0.000***
8. Identifying appropriate data analysis of
Mann-Whitney U Test 0.000***
qualitative study
9. Identifying appropriate data analysis of
Mann-Whitney U Test 0.01*
quantitative study
10. Interpreting of research result Mann-Whitney U Test 0.000***
11. Formulating conclusions and
Mann-Whitney U Test 0.000***
recommendations
12. Writing research abstract Mann-Whitney U Test 0.004***
Overall (Research Skills) Mann-Whitney U Test 0.000***
Legend:
*** = Highly Significant at 0.05 (p<0.01)
* = Significant at 0.05 (p<0.05)
ns = Not Significant at 0.05 (p>0.05)
 Table 22
Test of Significant Difference on the Perception of the Respondents on the
Research Skills of the Public Senior High School Teachers
Grouped According to their Teaching Position

Domains Test Sig.

1. Identifying the research problem’ Kruskal-Wallis Test 0.132ns
2. Framing a good research title Kruskal-Wallis Test 0.038*
3. Constructing research objectives or
Kruskal-Wallis Test 0.016*
statement of the problem
4. Writing research introduction Kruskal-Wallis Test 0.008***
5. Identifying appropriate research design of
Kruskal-Wallis Test 0.008***
qualitative study
6. Identifying appropriate research design of
Kruskal-Wallis Test 0.017*
quantitative study
7. Identifying the variables of the study Kruskal-Wallis Test 0.004***
8. Identifying appropriate data analysis of
Kruskal-Wallis Test 0.171ns
qualitative study
9. Identifying appropriate data analysis of
Kruskal-Wallis Test 0.000***
quantitative study
10. Interpreting of research result Kruskal-Wallis Test 0.052ns
11. Formulating conclusions and
Kruskal-Wallis Test 0.061ns
recommendations
12. Writing research abstract Kruskal-Wallis Test 0.119ns
Overall (Research Skills) Kruskal-Wallis Test 0.016*
Legend:
*** = Highly Significant at 0.05 (p<0.01)
* = Significant at 0.05 (p<0.05)
ns = Not Significant at 0.05 (p>0.05)
 Table 23
Test of Significant Difference on the Perception of the Respondents on the
Research Skills of the Public Senior High School Teachers When
Grouped According to their Number of Research Classes

Domains Test z Sig.

1. Identifying the research problem’ Wilcoxon Signed
-7.013 0.000***
Ranks Test
2. Framing a good research title Wilcoxon Signed
-7.178 0.000***
Ranks Test
3. Constructing research objectives or Wilcoxon Signed
-7.364 0.000***
statement of the problem Ranks Test
4. Writing research introduction Wilcoxon Signed
-7.295 0.000***
Ranks Test
5. Identifying appropriate research design Wilcoxon Signed
-7.067 0.000***
of qualitative study Ranks Test
6. Identifying appropriate research design Wilcoxon Signed
-7.253 0.000***
of quantitative study Ranks Test
7. Identifying the variables of the study Wilcoxon Signed
-6.696 0.000***
Ranks Test
8. Identifying appropriate data analysis of Wilcoxon Signed
-5.692 0.000***
qualitative study Ranks Test
9. Identifying appropriate data analysis of Wilcoxon Signed
-5.098 0.000***
quantitative study Ranks Test
10. Interpreting of research result Wilcoxon Signed
-6.828 0.000***
Ranks Test
11. Formulating conclusions and Wilcoxon Signed
-7.074 0.000***
recommendations Ranks Test
12. Writing research abstract Wilcoxon Signed
-6.171 0.000***
Ranks Test
Overall (Research Skills) Wilcoxon Signed
-6.745 0.000***
Ranks Test
Legend:
*** = Highly Significant at 0.05 (p<0.01)
* = Significant at 0.05 (p<0.05)
ns = Not Significant at 0.05 (p>0.05)
 Table 24
Test of Significant Difference on the Perception of the Respondents on the
Research Skills of the Public Senior High School Teachers When Grouped
According to their Number of Relevant Research Trainings

Domains Test z Sig.

1. Identifying the research problem’ Wilcoxon Signed
-7.630 0.000***
Ranks Test
2. Framing a good research title Wilcoxon Signed
-7.715 0.000***
Ranks Test
3. Constructing research objectives or Wilcoxon Signed
-7.777 0.000***
statement of the problem Ranks Test
4. Writing research introduction Wilcoxon Signed
-7.858 0.000***
Ranks Test
5. Identifying appropriate research Wilcoxon Signed
-7.617 0.000***
design of qualitative study Ranks Test
6. Identifying appropriate research Wilcoxon Signed
-7.744 0.000***
design of quantitative study Ranks Test
7. Identifying the variables of the study Wilcoxon Signed
-7.522 0.000***
Ranks Test
8. Identifying appropriate data analysis Wilcoxon Signed
-6.784 0.000***
of qualitative study Ranks Test
9. Identifying appropriate data analysis Wilcoxon Signed
-6.823 0.000***
of quantitative study Ranks Test
10. Interpreting of research result Wilcoxon Signed
-7.573 0.000***
Ranks Test
11. Formulating conclusions and Wilcoxon Signed
-7.567 0.000***
recommendations Ranks Test
12. Writing research abstract Wilcoxon Signed
-7.288 0.000***
Ranks Test
Overall (Research Skills) Wilcoxon Signed
-7.696 0.000***
Ranks Test
Legend:
*** = Highly Significant at 0.05 (p<0.01)
* = Significant at 0.05 (p<0.05)
ns = Not Significant at 0.05 (p>0.05)
 Table 25
Test of Significant Difference on the Perception of the Respondents on the
Research Skills of the Public Senior High School Teachers Grouped
According to their Highest Educational Qualification

Domains Test Sig.

1. Identifying the research problem’ Kruskal-Wallis Test 0.01*
2. Framing a good research title Kruskal-Wallis Test 0.02*
3. Constructing research objectives or
Kruskal-Wallis Test 0.000***
statement of the problem
4. Writing research introduction Kruskal-Wallis Test 0.01*
5. Identifying appropriate research design of
Kruskal-Wallis Test 0.001***
qualitative study
6. Identifying appropriate research design of
Kruskal-Wallis Test 0.002***
quantitative study
7. Identifying the variables of the study Kruskal-Wallis Test 0.05*
8. Identifying appropriate data analysis of
Kruskal-Wallis Test 0.323ns
qualitative study
9. Identifying appropriate data analysis of
Kruskal-Wallis Test 0.001***
quantitative study
10. Interpreting of research result Kruskal-Wallis Test 0.002***
11. Formulating conclusions and
Kruskal-Wallis Test 0.014*
recommendations
12. Writing research abstract Kruskal-Wallis Test 0.010*
Overall (Research Skills) Kruskal-Wallis Test 0.005***
Legend:
*** = Highly Significant at 0.05 (p<0.01)
* = Significant at 0.05 (p<0.05)
ns = Not Significant at 0.05 (p>0.05)
 Table 26
Test of Significant Difference on the Perception of the Respondents on the
Research Skills of the Public Senior High School Teachers Grouped
According to their Baccalaureate Degree

Domains Test Sig.

1. Identifying the research problem’ Kruskal-Wallis Test 0.000***
2. Framing a good research title Kruskal-Wallis Test 0.000***
3. Constructing research objectives or
Kruskal-Wallis Test 0.000***
statement of the problem
4. Writing research introduction Kruskal-Wallis Test 0.000***
5. Identifying appropriate research design of
Kruskal-Wallis Test 0.000***
qualitative study
6. Identifying appropriate research design of
Kruskal-Wallis Test 0.000***
quantitative study
7. Identifying the variables of the study Kruskal-Wallis Test 0.000***
8. Identifying appropriate data analysis of
Kruskal-Wallis Test 0.000***
qualitative study
9. Identifying appropriate data analysis of
Kruskal-Wallis Test 0.000***
quantitative study
10. Interpreting of research result Kruskal-Wallis Test 0.000***
11. Formulating conclusions and
Kruskal-Wallis Test 0.000***
recommendations
12. Writing research abstract Kruskal-Wallis Test 0.000***
Overall (Research Skills) Kruskal-Wallis Test 0.000***
Legend:
*** = Highly Significant at 0.05 (p<0.01)
* = Significant at 0.05 (p<0.05)
ns = Not Significant at 0.05 (p>0.05)
 Table 27
Test of Significant Difference on the Perception of the Respondents on the
Research Attitude of the Public Senior High School Teachers
Grouped According to their Sex

Domains Test Sig.

1. Usefulness to profession Mann-Whitney U Test 0.002***
2. Research Anxiety Mann-Whitney U Test 0.324ns
3. Positivity Mann-Whitney U Test 0.000***
4. Difficulty Mann-Whitney U Test 0.001***
Overall (Research Attitudes) Mann-Whitney U Test 0.703ns
Legend:
*** = Highly Significant at 0.05 (p<0.01)
* = Significant at 0.05 (p<0.05)
ns = Not Significant at 0.05 (p>0.05)
 Table 28
Test of Significant Difference on the Perception of the Respondents on the
Research Attitudes of the Public Senior High School Teachers Grouped
According to their Teaching Position

Domains Test Sig.

1. Usefulness to profession Kruskal-Wallis Test 0.000***
2. Research Anxiety Kruskal-Wallis Test 0.120ns
3. Positivity Kruskal-Wallis Test 0.071ns
4. Difficulty Kruskal-Wallis Test 0.181ns
Overall (Research Attitudes) Kruskal-Wallis Test 0.013*

Legend:
*** = Highly Significant at 0.05 (p<0.01)
* = Significant at 0.05 (p<0.05)
ns = Not Significant at 0.05 (p>0.05)
 Table 29
Test of Significant Difference on the Perception of the Respondents on the
Research Attitude of the Public Senior High School Teachers When
Grouped According to their Number of Research Class

Domains Test z Sig.

1. Usefulness to profession Wilcoxon Signed Ranks Test -7.976 0.000***
2. Research Anxiety Wilcoxon Signed Ranks Test -0.817 0.414ns
3. Positivity Wilcoxon Signed Ranks Test -6.846 0.000***
4. Difficulty Wilcoxon Signed Ranks Test -1.926 0.064ns
Overall (Research Attitudes) Wilcoxon Signed Ranks Test -5.133 0.000***
Legend:
*** = Highly Significant at 0.05 (p<0.01)
* = Significant at 0.05 (p<0.05)
ns = Not Significant at 0.05 (p>0.05)

Table 30
Test of Significant Difference on the Perception of the Respondents on the
Research Attitude of the Public Senior High School Teachers When
Grouped According to their Number of Relevant Research Trainings

Domains Test z Sig.

1. Usefulness to profession Wilcoxon Signed Ranks Test -7.962 0.000***
2. Research Anxiety Wilcoxon Signed Ranks Test -3.679 0.000***
3. Positivity Wilcoxon Signed Ranks Test -7.610 0.000***
4. Difficulty Wilcoxon Signed Ranks Test -4.818 0.000***
Overall (Research Attitudes) Wilcoxon Signed Ranks Test -6.651 0.000***
Legend:
*** = Highly Significant at 0.05 (p<0.01)
* = Significant at 0.05 (p<0.05)
ns = Not Significant at 0.05 (p>0.05)
 Table 31
Test of Significant Difference on the Perception of the Respondents on the
Research Attitudes of the Public Senior High School Teachers Grouped
According to their Highest Educational Qualification

Domains Test Sig.

1. Usefulness to profession Kruskal-Wallis Test 0.000***
2. Research Anxiety Kruskal-Wallis Test 0.197ns
3. Positivity Kruskal-Wallis Test 0.048*
4. Difficulty Kruskal-Wallis Test 0.069ns
Overall (Research Attitudes) Kruskal-Wallis Test 0.404ns
Legend:
*** = Highly Significant at 0.05 (p<0.01)
* = Significant at 0.05 (p<0.05)
ns = Not Significant at 0.05 (p>0.05)

Table 32
One-way Analysis of Variance on the Perception of the Respondents on the
Research Attitudes of the Public Senior High School Teachers Grouped
According to their Baccalaureate Degree

Domains Test Sig.

1. Usefulness to profession Kruskal-Wallis Test 0.000***
2. Research Anxiety Kruskal-Wallis Test 0.005***
3. Positivity Kruskal-Wallis Test 0.000***
4. Difficulty Kruskal-Wallis Test 0.000***
Overall (Research Attitudes) Kruskal-Wallis Test 0.002***
Legend:
*** = Highly Significant at 0.05 (p<0.01)
* = Significant at 0.05 (p<0.05)
ns = Not Significant at 0.05 (p>0.05)
 Table 33
Test of Correlation on the Perception of the Respondents on the
Research Skills and Research Attitudes of the Public Senior
High School Teachers

Research Attitudes
Correlation
Int. p-value
Coefficient
Research Skills -0.039 NR 0.652ns
Legend:
*** = Highly Significant at 0.05 (p<0.01) ±1.00 - = (PR) Perfect Relationship
* = Significant at 0.05 (p<0.05) ±0.91 - ±0.99 = (VHR) Very High Relationship
ns = Not Significant at 0.05 (p>0.05) ±0.71 - ±0.90 = (HR) High Relationship
±0.41 - ±0.70 = (MR) Moderate Relationship
±0.21 - ±0.40 = (LR) Low Relationship
±0.00 - ±0.20 = (NR) Negligible
 Table 34
Regression Analysis on the Profile Variables that Contribute to Research Skills
of the Public Senior High School Research Teachers

Stand.
R
Predictors R Coef. t p-value
Square
Beta
Sex -0.246 -3.266 0.001***
Teaching Position 0.096 1.043 0.299ns
Number of Relevant
0.174 2.204 0.029*
Trainings
Number of Research 0.669 0.448
-0.285 -1.042 0.300ns
Class
Highest Educational
-0.158 -1.876 0.063ns
Qualification
Baccalaureate -0.241 -3.586 0.000***
Legend:
*** = Highly Significant at 0.05 (p<0.01) ±1.00 - = (PR) Perfect Association
* = Significant at 0.05 (p<0.05) ±0.91 - ±0.99 = (VHR) Very High Association
ns = Not Significant at 0.05 (p>0.05) ±0.71 - ±0.90 = (HR) High Association
±0.41 - ±0.70 = (MR) Moderate Association
±0.21 - ±0.40 = (LR) Low Association
±0.00 - ±0.20 = (NR) Negligible
 Table 35
Regression Analysis on the Profile Variables that Contribute to Research
Attitudes of the Public Senior High School Research Teachers

Stand.
R
Predictors R Coef. t p-value
Square
Beta
Sex -0.034 -0.347 0.729ns
Teaching Position -0.210 -1.805 0.073ns
Number of Relevant
0.072 0.725 0.470ns
Trainings
Number of Research 0.242 0.059
-0.076 -0.778 0.438ns
Class
Highest Educational
0.130 1.193 0.235ns
Qualification
Baccalaureate 0.144 1.645 0.102ns
Legend:
*** = Highly Significant at 0.05 (p<0.01) ±1.00 - = (PR) Perfect Association
* = Significant at 0.05 (p<0.05) ±0.91 - ±0.99 = (VHR) Very High Association
ns = Not Significant at 0.05 (p>0.05) ±0.71 - ±0.90 = (HR) High Association
±0.41 - ±0.70 = (MR) Moderate Association
±0.21 - ±0.40 = (LR) Low Association
±0.00 - ±0.20 = (NR) Negligible

Statistical Tools used:

1. SOP 1 – frequency, percentage, mean and standard deviation

2. SOP 2 – mean and standard deviation
3. SOP 3 – mean and standard deviation
4. SOP 4 – Mann-whitney U test, Wilcoxon Signed Ranks Test, Kruskal-Wallis
Test
5. SOP 5 – same as SOP 4
6. SOP 6 – spearman rho
7. SOP 7&8 – multiple regression analysis
Test of Normality for Research Skills

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

RSA AVERAGE .100 136 .002 .957 136 .000

RSB AVERAGE .123 136 .000 .914 136 .000
RSC AVERAGE .162 136 .000 .887 136 .000
RSD AVERAGE .117 136 .000 .920 136 .000
RSE AVERAGE .134 136 .000 .924 136 .000
RSF AVERAGE .163 136 .000 .901 136 .000
RSG AVERAGE .111 136 .000 .938 136 .000
RSH AVERAGE .099 136 .002 .960 136 .001
RSI AVERAGE .125 136 .000 .958 136 .000
RSJ AVERAGE .142 136 .000 .913 136 .000
RSK AVERAGE .163 136 .000 .905 136 .000
RSL AVERAGE .196 136 .000 .913 136 .000
RS OVERALL .117 136 .000 .944 136 .000

a. Lilliefors Significance Correction

Test of Normality for Research Attitudes

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

ARA AVERAGE .208 136 .000 .783 136 .000

ARB AVERAGE .093 136 .006 .962 136 .001
ARC AVERAGE .076 136 .053 .963 136 .001
ARD AVERAGE .084 136 .020 .980 136 .039
AR OVERALL .096 136 .004 .950 136 .000

a. Lilliefors Significance Correction