Research Proficiency Level Among Senior High School Teachers Teaching Practical Research
John Kim A. Atillo, Jerica Samantha D. Gosanes, Rodelmilo Apa, Jhana V. Bactol, Donna M. Macarat, Eugeane Marvi R. Manto, Marejean S. Melecio
Student Research · 2025
Bachelor of Secondary Education Major in Science
Practical Research in Senior High School forms part of the K-12 curriculum, which is a requirement to prepare students for basic inquiry skills and critical thinking. This research sought to determine the level of research competence among Practical Research teachers. It correlated their demographic profiles to their proficiency in specific research competencies. Using a descriptive-correlational research design, the research surveyed 18 senior high school teachers from two public schools using validated questionnaires, with data analyzed using weighted mean, chi-square tests, and Pearson correlation. Findings indicated that teachers were generally "Proficient" in critical areas like developing titles, asking research questions, and choosing methodologies, although minor gaps existed in statistical analysis and citation integration. In addition, most demographic factors had no significant relationship with proficiency except for some, such as sex and attending local conferences. The study found that even though teachers already understand how to teach research, they still need regular training to keep improving. It recommends that teachers have special training programs, guidance from more experienced mentors, and strong school support. These steps can help teachers become even better at teaching and create a school culture that values and encourages research among senior high school teachers.
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