Project PROBE (Providing Research-Based Opportunities for Better Education): Addressing Gaps through Research in Education (original) (raw)
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Psychology and Education: A Multidisciplinary Journal , 2022
Teachers in the Philippine basic education sector are encouraged to promote an evidence-based policymaking culture through research. They are expected to have basic or advanced skills in conducting investigations, surveys, or experiments, as well as data analysis, in their respective teaching fields. The researcher assessed the perceived research capability of secondary school teachers in Masbate (n-1,637) during the COVID-19 pandemic and the need to improve their research skills in terms of formulating, conceptualizing, writing, constructing, and conducting research in this descriptive survey. The purpose of this study was to assess secondary school teachers' research capability, as well as the barriers they encountered and the interventions they implemented. Teachers were found to be "slightly capable" of conducting research. As a result of the findings, it is recommended that all teachers participate in a research capability enhancement program. The majority of teachers (87.72 percent) lack scientific training but are willing to participate in any research endeavor. Among the challenges encountered, solutions included participation in research trainings (84.30 percent), school-based mentoring (78.31 percent), and collaboration with experts (77.64 percent). The findings lay the groundwork for school officials to develop a functional growth plan for becoming more responsive and effective in teaching research, which is critical for students to develop critical thinking skills. Additionally, schools should provide relevant training to strengthen school-level mentoring, foster collaboration, and mandate the acquisition, creation, and distribution of current research guides to all teachers.
International Journal of Research Studies in Education, 2021
Conducting educational research has become one of the most challenging tasks to most of the teachers, especially because it has been an additional work to them. This study investigated the following questions: a. what is the demographic profile of teacher-researchers in Masbate Province Division? b. What are the challenges and difficulties experienced by teacherresearchers in the conduct of educational research? c. what are the learning and development undertakings received in relation to the conduct of educational research? and d. what solutions could be proposed to resolve challenges and difficulties encountered by teacher-researchers in the conduct of educational research? The study is descriptive in nature. Data were collected from the 50 teacher-researchers' and were analyzed qualitatively. Results of the study revealed that most of respondents encountered challenges in conducting research like the lack of time, have anxieties in writing and conducting the study and perceived research as an additional burden on their part. Additionally, analyzing the quantitative and qualitative data in identifying the issues to be investigated has been a tough challenge to them as well. The good thing about it is that majority of the respondents have undertaken Division Trainings, Graduate studies, and LAC sessions as part of learning and development that helped them to come up with their researches. And so, the researchers of this study, have made an action plan to resolve the challenges and difficulties experienced by the teachers who conducted action research and will be used by the future teacher-researchers.
International Journal of Education and Evaluation, 2019
The study delved on the teacher's engagement in research in the workplace, as they face tremendous challenges and experiences in the school. It aimed to look into the level of the teacher's research engagement, factors influencing their level of engagement, experiences in doing research, training needs and the implications of the elementary school teachers' engagement in research. This study employed the case analysis type of qualitative research. It was conducted in Sta. Maria District, Schools Division of Bulacan, Department of Education during the school year 2016-2017. A total of 204 elementary school teachers participated in the study. As a result, the primary and intermediate grade school teachers had high, moderate, and low level of engagement in research. Teachers with high rank, low rank, middle ages; and shorter length of services have desire to conduct research. Teachers who are about to retire had lost their passion and motivation to do research. Teachers' burden lies on heavy workloads, time constraints, financial capability and research technical know-how. The teachers need training in the conceptualization of research problem, writing skills, statistical data analysis, identifying research designs, methods, and development of data gathering instruments. Teachers feel fulfilled and proud when their research works were finished and validated by the Department of Education and other agency.
Humanities and Social Scienceviews, 2020
Purpose of the study: This study determined the research capabilities of public elementary teachers in the Schools Division of Nueva Vizcaya and also to determine the management support extended to them in terms of research support and research environment condition. Methodology: This study employed the descriptive-correlational method. The descriptive method described the characteristics of the respondents, the level of research capabilities and dissemination, and management research support factors. Two hundred eighteen respondents were drawn from the population. A Stratified random sampling method was used to determine samples per stratum. The researchers observed research ethics and protocols during the gathering process. Descriptive-Inferential statistics were used to interpret the data. Main Findings: The study found out that respondents who attained higher educational attainment and attended national training have improved research skills and are more knowledgeable in the research process and dissemination. The respondents are moderately capable in their research capabilities and research dissemination. The level of research capabilities was significantly correlated with educational attainment and training. Research support was inadequate; a favourable research environment was provided. Applications of this study: The findings of the study provide data to the Department of Education to know the factors affecting the research capabilities of public school teachers. The DepEd school heads can come up with a workable plan to enhance research capabilities and manage their resources, policies, time, space, and personnel for maximum effect. Novelty/Originality of this study: The fast trend in instructional technology and innovative approaches and teaching pedagogies, knowledge, and skills in the research of all academic professionals is essential. Conducting research becomes now mandatory in the educational institutions in the Philippines; thus, needs continuous assessment to produce a community of teacher-researchers.
Teacher as a Researcher: Evaluation of Teachers’ Perceptions on Scientific Research
Reforms in education can only be done if teachers who apply these reforms directly participate in the reform process. Moreover, this participation can only be possible if teachers are trained through pre-service and in-service to have a researcher identity inclined to change and development. The main purpose of this study is to investigate elementary school teachers’ perceptions about research conducted in their schools. The sample of the study consists of 42 female and 36 male teachers who worked at different elementary schools. Fifty four of the teachers were classroom teachers and 24 of them were branch teachers. The Teachers’ Perceptions about Scientific Research Questionnaire developed by the researcher was used to gather the data. This instrument was developed on the basis of questionnaire prepared by Everton, Galton and Pell (2002) and consists of 4 questions about teachers’ personal characteristics, 5 close-ended and 14 openended questions about teachers’ perceptions on scientific research. Percentage and frequency distributions of the data were computed for the close-ended questions and content analysis was used for the open-ended questions. Results show that 27 % of the teachers benefited from educational research. The major means of reaching the research findings were media sources such as newspapers, television, radio etc. The least used sources were in-service education courses and communication with academicians. Thirty three percent of the teachers indicated that they really benefited from educational research findings. The major problems that teachers encountered about research were: the research topics being not interesting or related to teachers’ real problems; research questions being unclear and too long; a researcher with weak human relation skills; and not believing the benefits of the research topic. It is concluded that the Ministry of Education and school administrators give little importance to research findings and do not care much about practical applications of research findings. Finally, it is concluded that schools have limited opportunities for research.
Teacher-Carried Research as a Tool for Teachers' Professional Growth
Journal of Teacher Education for Sustainability, 2011
Teacher-Carried Research as a Tool for Teachers' Professional GrowthInquiry among the schoolteachers' needs to be embedded, cultivated, sustained and nurtured as a tool for a better understanding of the processes in the education and for fostering teachers' ongoing professional growth. This study explores teachers' self-evaluation of their competency to conduct research and to incorporate it in the classroom. Both qualitative and quantitative research methods were employed to seek answers about teachers' engagement with research and to explore the factors of resistance for carrying out research in the classroom setting. This study also dwells upon some mechanisms that lead teachers to carry out research. The focus group interviews which were conducted reflect on the factors that encourage teachers to become more involved in the research and point to the advantages they perceive as emanating from the research. The qualitative part of inquiry reflects teachers'...
Dimensions of Research in Teaching: A Critical Review
Introduction Since the beginning of the formalized education, research has been used to improve education and to determine in a wide range of situations. Through various research methods, teachers hope to obtain reliable and accurate information about important issue and problems that face the educational community. Knowledge of research is an essential as well as integral component of professional preparation for attaining skills and competence for all teachers. A must be knowledgeable about multifarious approaches of research to promote creative, innovative and sound solutions to learning and teaching issues. Weirsma and Jurs (2009) explain that research has become such a prevailing phenomenon of our civilization that all of us are influenced by it. He explains that the situation of an average elementary or high school teacher is not different than a graduate who face the issues in learning. Therefore, is carried out for the purpose of explaining and predicting phenomenon and part...
This study explored the impact of the role of teacher-researchers on in-service teachers' professional development, as well as the reasons behind the lack of a teacher-as-researcher ethos in schools. In the study, teachers from four Hong Kong primary schools participated in a school-university collaborative research project that promotes collaborative inquiry projectbased learning (inquiry PjBL). During the project implementation period, the teachers took the dual role of the teacher and researcher. Six focus group interviews were conducted with the teachers to collect in-depth qualitative data on their experiences. The impact of this experience on teacher professionalism was examined from four dimensions: knowledge enrichment, school culture, teaching practice and curriculum design. The study provides evidence for the benefits of teacher research and sheds light on how university-school collaboration could contribute to engaging teachers in action research in their everyday classroom.
School Heads' Research Knowledge, Competence, and Challenges Encountered
WVSU Research Journal, 2023
Research is vital in addressing the pressing and emerging issues in school; thus, it should be cultivated and nurtured for the improvement of teaching competence, upgrading of school policies, and advancing school management towards educational development and progress. This study assessed the research knowledge, competence, and challenges encountered by the school heads in conducting research. Utilizing the quantitative-qualitative research design, the results revealed that the school heads had a high level of knowledge in creating research titles, creating context and rationale/introduction of the research, providing appropriate interventions, and collecting/gathering data. However, the school heads showed a very low competence in presenting research results and findings, formulating research instruments, evaluating research proposal/manuscript, interpreting research results and findings, and editing research proposal/manuscript. School heads’ research knowledge and competence were significantly influenced by educational attainment and school category. Sex significantly affected the school heads’ research competence but not their research knowledge. Challenges encountered were summarized in four key themes: (1) insufficiency of time, (2) difficulty in writing research technicalities, (3) paucity of knowledge in data collection processes, and (4) inadequacy of skills in data analysis and interpretation. The findings ensued in the creation of research revitalization programs and activities to rekindle the driving forces of school heads in providing researchbased interventions while addressing properly, appropriately, and effectively the research challenges, which may lead to advanced management practices, upgraded school policy implementation, and improved quality of education.
IJRDO-Journal of Educational Research, 2020
DepEd through DepEd Order No. 65, s. 2003mandates the institutionalization of the research-based decision and policy making in the department. Nevertheless, in remote areas like Dinagat Islands, only few teachers, both in public and private schools, were involved in research. As baseline study for the research and development intervention program of Dinagat Division, this study aimed to find out the status, challenges and directions of research involvement of private and public school teachers in the Division of Dinagat Islands. Specifically, the study sought data on the profile of the private and public school teachers in terms of age, sex, educational attainment, length of service, and research output; the issues and challenges encountered in conducting research by private and public school teachers in the schools division of Dinagat Islands in terms of knowledge about research, financial aspect, time allotment, other motivational factors such as self-advancement, family support, and proximity/distance/accessibility; the directions of the school that would help improve research involvement of private and public school teachers as to plan of action, and technical assistance; and the significant effect of the profile of the teachers to the challenges they encountered in conducting research. The study also design a classification model discriminating the research status of the teachers as to be able to complete or not. The results of this study served as basis for a research program that would address the issues and challenges of research involvement of private and public school teachers of Dinagat Islands. The explanatory sequential design was employed and only 51 were considered as respondents of the study. The instruments used were researcher made questionnaire and a semi structured interview for teachers and school heads to suit the assessment needs of the paper. Gathered data were treated using Frequency Count and Mean, Univariate ANOVA and Discriminant Analysis. In the qualitative analysis, the researcher transcribed, coded, and analyzed the interview part for common themes. The findings revealed that both private and public school teachers encountered challenges in conducting research such as knowledge on research and financial support. In terms of school direction, motivating and mentoring/coaching are the technical assistance given to them. On the other hand, skills development, research partnerships, and rewarding are planned strategy of the school to improve the research involvement of private and public school teachers. The teachers in the public schools encountered greater challenges on time allotment in conducting research, compared to the teachers in the private schools. The teachers' educational attainment is accounted for the expected variation of challenges they encountered on time allotment and the motivating factor family support. The knowledge and IJRDO-Journal of Educational Research