THE PERCEPTION AND THE ATTITUDE OF STUDENTS TOWARDS

PRACTICAL RESEARCH AMONG SELECTED PRIVATE SCHOOLS IN

MARAWI CITY
SY:(2018-2019)

SENIOR HIGH SCHOOL

Presented to the Faculty of the

Al Bangsamoro Shari'ah And Professional Education College
DRMMMGS BLDG. Marawi Poblacion
Marawi City

In Partial Fulfillment of the

Requirements for Practical Research

Presented By:
Aliah Ampaso
Asmalyn Liawao
Jowairiah Mangontra
Mohammad Batua
Motalib Ali

Presented to:
Hannah T. Khabab
 March 2019
Chapter 1

THE PROBLEM AND ITS SCOOPE

Introduction

Practical Research is one of the reason why a country is developed, probably some

students may hate research for it is very hard. Doing it and understanding it is a

challenge, by doing it you'll be lacking of sleep,save more money for it is costly. We

believe that their perception and their attitude toward these issue are connected that's

why we decided to choose this topic. Choosing a topic is basically the first thing to

do,it is also the hardest part, for you cannot choose anything by your will. You must

consult a professional or any teacher with regards to your title.Some students are

doing hard time, some of them doesn't know what to do and some don't have any idea

for this is new to them.

Students at the undergraduate level usually tend to view research methods courses

negatively. However, an understanding of these attitudes is necessary to help

instructors facilitate the learning of research principles for their students by enabling

them to create more positive attitudes toward such courses (Papanastasiou, 2002,

p.16).

One of the reasons of development in different countries is to know the role of

research and giving it as a priority in today's world. Lack of attention to the

importance of research in the country plunged into backwardness research and have
not been considered in Iran. Iran educational system is a new issue for growth needs

prosperity and trying to strengthen for better outcome . Education System needs to

train human resources to resolve this shortcoming and if sufficient efforts are not

exerted. No investigation is carried out to determine the cause of this problem because

the faculty members and students is unwilling to do the research.(Habibi, Fatem).

Theoretical Framework

The purpose of this form is to concretely examine the corpus of theory that has

accumulated in regard to an issue, concept, theory, phenomena. The theoretical

literature review help establish what theories already exist, the relationships between

them, to what degree the existing theories have been investigated, and to develop new

hypotheses to be tested. Often this form is used to help establish a lack of appropriate

theories or reveal that current theories are inadequate for explaining new or emerging

research problems. The unit of analysis can focus on a theoretical concept or a whole

theory or framework.

Social Learning Theory is a theory of learning and social behavior which proposes

that new behaviors can be acquired by observing and imitating others. It states that

learning is a cognitive process that takes place in a social context and can occur

purely through observation or direct instruction, even in the absence of motor

reproduction or direct reinforcement. In addition to the observation of behavior,

learning also occurs through the observation of rewards and punishments, a process
known as vicarious reinforcement. When a

particular behavior is rewarded regularly, it will most likely persist; conversely, if a

particular behavior is constantly punished, it will most likely desist The theory

expands on traditional behavioral theories, in which behavior is governed solely by

reinforcements, by placing emphasis on the important roles of various internal

processes in the learning individual.

In social learning theory, Albert Bandura (1977) agrees with the behaviorist learning

theories of classical conditioning and operant conditioning. However, he adds two

important ideas:Mediating processes occur between stimuli & responses. Behavior is

learned from the environment through the process of observational

learning.Observational Learning Children observe the people around them behaving

in various ways. This is illustrated during the famous Bobo doll experiment (Bandura,

1961).

Individuals that are observed are called models. In society, children are surrounded

by many influential models, such as parents within the family, characters on children’s

TV, friends within their peer group and teachers at school. These models provide

examples of behavior to observe and imitate, e.g., masculine and feminine, pro and

anti-social, etc.(Bandura, 1961).

Children pay attention to some of these people (models) and encode their behavior.

At a later time they may imitate (i.e., copy) the behavior they have oobserved.

(Bandura, 1961).

They may do this regardless of whether the behavior is ‘gender appropriate’ or not,
but there are a number of processes that make it more likely that a child will

reproduce the behavior that its society deems appropriate for its gender.(Bandura,

1961).

First, the child is more likely to attend to and imitate those people it perceives as

similar to itself. Consequently, it is more likely to imitate behavior modeled by people

of the same gender.(Bandura, 1961).

Second, the people around the child will respond to the behavior it imitates with

either reinforcement or punishment. If a child imitates a model’s behavior and the

consequences are rewarding, the child is likely to continue performing the behavior.

If a parent sees a little girl consoling her teddy bear and says “what a kind girl you

are,” this is rewarding for the child and makes it more likely that she will repeat the

behavior. Her behavior has been reinforced (i.e., strengthened).(Bandura, 1961).

Reinforcement can be external or internal and can be positive or negative. If a child

wants approval from parents or peers, this approval is an external reinforcement, but

feeling happy about being approved of is an internal reinforcement. A child will

behave in a way which it believes will earn approval because it desires approval.

(Bandura, 1961).

Positive (or negative) reinforcement will have little impact if the reinforcement

offered externally does not match with an individual's needs. Reinforcement can be

positive or negative, but the important factor is that it will usually lead to a change in

a person's behavior.(Bandura, 1961).

 Third, the child will also take into account of what happens to other people when

deciding whether or not to copy someone’s actions. A person learns by observing the

consequences of another person’s (i.e., models) behavior, e.g., a younger sister

observing an older sister being rewarded for a particular behavior is more likely to

repeat that behavior herself. This is known as vicarious reinforcement.(Bandura,

1961).

This relates to an attachment to specific models that possess qualities seen as

rewarding. Children will have a number of models with whom they identify. These

may be people in their immediate world, such as parents or older siblings, or could be

fantasy characters or people in the media. The motivation to identify with a particular

model is that they have a quality which the individual would like to possess.(Bandura,

1961).

Identification occurs with another person (the model) and involves taking on (or

adopting) observed behaviors, values, beliefs and attitudes of the person with whom

you are identifying.(Bandura, 1961).

The term identification as used by Social Learning Theory is similar to the Freudian

term related to the Oedipus complex. For example, they both involve internalizing or

adopting another person’s behavior. However, during the Oedipus complex, the child

can only identify with the same sex parent, whereas with Social Learning Theory the

person (child or adult) can potentially identify with any other person. Identification is

different to imitation as it may involve a number of behaviors being adopted, whereas

imitation usually involves copying a single behavior.(Bandura, 1961).

Unlike Skinner, Bandura (1977) believes that humans are active information

processors and think about the relationship between their behavior and its

consequences. Observational learning could not occur unless cognitive processes were

at work. These mental factors mediate (i.e., intervene) in the learning process to

determine whether a new response is acquired.

Therefore, individuals do not automatically observe the behavior of a model and

imitate it. There is some thought prior to imitation, and this consideration is called

mediational processes. ( Saul McLeod, updated 2016).

As the field of linguistics is concerned with studying language in all its various

facets,research in this discipline seeks to remediate issues or resolve problems about

language. Thus,linguistic research provides direction to address specific language

problems within society and sometimes provides the solutions. In particular, applied

linguistics focuses on the stages and activities involved in the process of teaching and

learning, inclusive of the related methods and strategies. (Papanastasiou, 2002, p.16).

Hence, while theorists recognised early the role of learners’ cognitive factors in the

process, they later confirmed the crucial role of affective factors in the learners’

acquisition of knowledge.(Papanastasiou, 2002, p.16).

Accordingly, Ellis (1994) claims that attitudes influence learning. So, although some
linguistics theorists did not make a distinction between motivation and attitude,

currently there is the trend to highlight some difference between the two concepts.

Therefore, while motivation is defined as those factors which influence behaviour and

give it direction based on underlying needs.

Fishbien & Ajzen (1980) describe attitude as a learned predisposition to respond in a

consistently favourable or unfavourable manner with respect to a given object. This

suggests that learners’ attitudes can be formed as a direct result of the conditions

which exist within the teaching and learning environment.

Hence, Baker (1995) puts forward the view that the main characteristics of attitudes

are that they are cognitive and affective and dimensional rather than bipolar so that

they vary in degree of favourability or unfavourability. He also claims that attitudes

predispose a person tohe first thing we can act in a certain way, but the relationship

between attitudes and actions is not a strong one. Baker concludes that attitudes are

learnt, not inherited or genetically endowed and although they tend to persist, they can

be modified by experience. Again, his perspective reinforces the interrelation between

the learners’ attitude and their learning experiences.

In this regard, while Brown (2007) has determined that attitude is a set of beliefs

whichthe learner has, Stern (2009) outlines three types of attitudes which learners

possess and among them is their attitude towards language and about language
learning in general.

Conceptual Framework

The concept mentioned previously serve as basis for the researchers to pursue this

study in indentifying the perception and the Attitudes of students of 10 random

students from private schools.

 Statement of the problem

What are the Attitude of students

towards Practical Research.

Positive or negative
Respondents demographic
Response of the
background in terms of;
Respondents.
 Age
 Status
 Educational Background

What are the perception of students

towards Practical Research.

This study will aim to answer the following questions:

1.) What are the demographic background of the Respondents in terms of:

1.1 Status;

1.2 Age; and

 1.3 Educational background?

2.) What are the perception of the selected Private schools of Marawi City toward

Practical Research in terms of:

2.1 Conducting research;

2.2 Selecting Topic; and

2.3 Selecting the Respondents?

3.) What are the attitude of the selected Private Schools of Marawi City toward

Practical Research in terms of:

3.1 Conducting research; and

3.2 Doing interviews?

4.) What implications can be drawn from the findings of the study?

Definition of term

Practical Research The term "action research" refers to practical research by

distinguishing main differences between itself and the academic research: not some

new knowledge but new actions are obtained through research process.

Practical concerned with the actual doing or use of something rather than with theory

and ideas.

Research -the systematic investigation into and study of materials and sources in
order to establish facts and reach new conclusions.

Perception Perception is the organization, identification, and interpretation of sensory

information in order to represent and understand the presented information, or the

environment.

Attitudes -a manner of acting, feeling, or thinking that shows one's disposition,

opinion, etc.

Interpretation is the act of explaining, reframing, or otherwise showing your own

understanding of something. A person who translates one language into another is

called an interpreter because they are explaining what a person is saying to someone

who doesn't understand.

Lore - a body of traditions and knowledge on a subject or held by a particular group,

typically passed from person to person by word of mouth.

Reinforcement the action of strengthening or encouraging something : the state of

being reinforced.

Significance of the study

Students. They'll be able to know the possible impact of a single research to

theirselves,how much money will be used in doing these, tips in doing a research,and

they'll be able to know the importance of research.

Teachers. They'll be able to know how many papers were directed to trash,how many

people are being depressed in this research.

Parents. to help them understand and realize how much a single research could cost,
and to also help them to know the reason why some of their children are having a hard

time in these research.

Future researcher. these will serve as a guide to them, and help them make a

thorough knowledge.

Scope and limitations

This aims to investigate the perception and the attitude of the students toward

Practical Research. Though an analysis of Qualitative survey data, this purposive

study investigated and sought to measure the knowledge of the students in Practical

Research. It only involves the senior high school students that are currently taking the

Subject Practical Research.

Chapter 2

Related Studies and literature

Given this, while literature reviews are designed to provide an overview and synthesis

of pertinent sources, there are several approaches on how they can be done, depending

upon the type of analysis underpinning a study. Listed below are definitions of

literature and study reviews:

Related Literature

Furthermore,
 According to Ellis (1994), learners with positive attitudes who experience success

will have these attitudes reinforced. He also believes that learners’ negative attitudes

may be strengthened by lack of success. For these reasons, this research seeks to

examine students’ attitudes towards research and the specific courses identified by

gathering data on their perspectives of their learning experiences based on instruction

within the formal context of the classroom.

In this regard, the literature shows that it is possible to counteract this level of

negativity associated with instruction in research by removing the inadequate

traditional methods and replacing them with more effective methods which are

beneficial to the learners. Shu-Ching Wang and Yuh-Jen Guo (2011).

Mark Nichols (2002) maintains that the challenge to course designers is how to realise

these benefits practically without compromising the principles of sound education. He

points out that the overall aim in education is to develop learners who are able to think

as experts think. Nichols asserts that best practices principles should enable this

transformation to take place in any subject area. Hence, whereas the term “best

practices” was previously associated with specific professions such as medicine and

law, currently the concept has pervaded several other fields and among them is

applied linguistics.

However, Steven Zemelman, Harvey Daniels and Arthur Hyde (2005) point out that
over the last century, although there have been remarkable technological and cultural

changes, our educational institutions have changed less in form and function than any

other social structure. Furthermore, they advise that although the participants in

learning institutions are often portrayed as lost and fragmented, there is a remarkable

consistent, harmonious vision of best educational practice that already exists.

Added to this, Zemelman, Daniels and Hyde (2005) claim that even with evidence

of the incredible overlapping across fields, some people in the educational system

have not yet grasped the significance and potential transforming power of best

practices. This suggests that although some transformation is occurring within society,

there is still evidence of some retardation of this necessary change within schools and

tertiary level institutions. Such views have implications forinstruction in linguistics

research which occurs in the classrooms at The UWI, Cave Hill.

It must be noted that the application of best practice principles requires less focus on

instructional methods such as lecturing, which utilises those established teacher-

directed and whole-class strategies. In addition, they involve less use of activities

which requir e learners to merely sit and listen to receive and assimilate information.

Moreover, with a focus on best practice principles, the use of power-point

presentations and other forms of teaching in which information is transmitted one way

from teacher to student are deemed inadequate and ineffective; such activities

stipulate that learners be passive recipients of knowledge. In contrast, with the

implementation of best practices within the teaching/learning environment, the focus

is on experiential and active learning in which learners are interacting, discussing and

collaboratingas well as critically analysing and evaluating. In such a situational

context, which is conducive for learning, the teacher performs several different roles

and there is more emphasis on higher order thinking. For these reasons, the theoretical

framework of this research is based on the work of Zemelman. (Zemelman,2005)

Daniels and Hyde (2005) with their focus on principles of best practices related to

the five elements, “student-centred”, “experiential”, “holistic”, “authentic” and

“challenging,” which address various aspects of student-centred teaching and

learning.Zemelman, Daniels and Hyde (2005) conclude that there are thirteen

interlocking principles, assumptions or theories that characterize their model of

education. They state that these principles are deeply interrelated so that they do not

operate independently, but rather each influences the other. They group these

principles into the three main clusters, cognitive, social and student-centred. Hence, as

the five elements of the latter cluster addresses various aspects of student-centred

teaching and learning, according to Zemelman, Daniels and Hyde, “student–centred”

is the best point at which to start to determine learners’ real interests. This eliminates

learners engaging in a studying content which is unfocused and irrelevant to their real

needs.These authorities describe “experiential” as when learners are actively engaged

in direct, real experiences, which they consider as the most powerful and natural form

of learning.
Related Studies

Javadian (2002) in a study entitled: “Medical students’ attitudes towards the

importance of research” among 200 students at Babol University of Medical Sciences,

concluded that 33% of study cases presented paper related to their thesis work and

42% of the them believed in the thesis as complement to their educational. Main

research problems were orderly as follow: The educational system and inadequate

management, lack of funds and motivation and lack of research facilities. Also 69% of

the study cases mentioned decline of reading and research, low scientific knowledge

of the country, inefficiency of the educational system and management shortage of the

research facilities. Therefore, using of new educational methodology, allocating

research fund and training of the researchers is necessary.

Siamian, Hosseini, and Ghorbani (2008) in their study entitle: “Evaluation of

information literacy and information seeking of medical records students at

Mazandaran University of Medical Sciences” concluded that” undergraduate medical

records student at Mazandaran University of Medical Sciences showed that 71%, 4%

and 25% of the study subjects had library, field, and the both types of experience

respectively. Also, 71% of students had problem in getting information and

37.5%with difficulties in evaluating. Even, 84% referred to the faculty member of the

medical record and biostatistics and 16% referred to the relevant faculty members.

Data show that referring of the students to the information resources, such as the

Internet, Medline and library is weak.

Similar work has been conducted by Shu-Ching Wang and Yuh-Jen Guo (2011) as

they sought to investigate the influence of a required research component such as a

thesis or research project on students’ attitude towards research methods classes and

research. They concluded that students can encounter major obstacles while studying

in research methods classes and applying learned knowledge. Moreover, Wang and

Guo observed that students experienced immediate and long term effects from any

adverse influences they meet in research methods classes and exhibit a reduced level

of motivation to actively participate in research methods classes and activities. Shu-

Ching Wang and Yuh-Jen Guo (2011).

Shirbagi (2011) in his research entitle: “A Survey of Kurdistan University

Postgraduate Students’ Attitudes to Research and Its Relationship with their Research

Self-Efficacy “concluded that female students are less concerned about the difficulties

of research than their male counterparts. Moreover, the most positive attitudes

towards research belonged to the faculty of technical and engineering’s students. In

contrast, faculty of Humanities’ students had higher degree of anxiety concerning

doing researches. Generally, students believed in high levels of usefulness and

benefits of research activities in their future occupations and indicated low degree of
anxiety concerning conducting researches.

Ghafournia, Motamedi, and Yousefian (2006) in their research entitled: “Isfahan

Dental Students’ Knowledge and Attitude about Research “concluded that the mean

mark of students’ knowledge was 2.09±1.92 out of 10. Which would be increased

with increasing level of training and education. Ninety-four present of students would

absolutely agree with necessity of participation in research activity during their study

period, 23.5 percent by increasing quality of services to the patient, 25.4 percent by

increasing quality of study skills, 46.3 percent were in agreement with university

support for research activity and only 15.1 percent of students believed that

participating in research activity is waste of the time. Student’s research knowledge is

very low in spite of their attendance in research methodology workshops (40.5

percent). Because of their desire and positive attitude toward research activity, faculty

officials should plan in more disciplined way, to improve the students’ skills and

knowledge.

Mohammadi et al. (2016) in their study entitled: “Students Participation in Research

Activities and its Related Factors at Mazandaran University of Medical Sciences”

concluded that: Respondents were 73.8% female and 26.2 % male. The Highest score

of effective factors in student participation in research activities in terms of usefulness

of acquiring research skills in later life with the mean and SD 3.75± 1.08 (coefficient

of variation of (28) and with the lowest are administrative tedious official work, score
of 2.52 ± 1.21 (coefficient of variation .44). Discussion: The proposal writing

workshops, introduction to the English and Persian resources practical application of

scientific methods in statistics and research methods, as well as attending the lesson

research methodology workshop, and coordinating education and research affairs, can

help students actively participate in research activities.

Chapter 3

Research Design and Methodology

This chapter provides an overview on the research methodology. The research

design, locale, the population and sample, data collecting instruments, and the

procedure of the data collection as well as methods of data and Analysis are in this

section.

Research Design

In this study, the researchers will use a Qualitative Method to determine The

Perception of Students in Practical Research in Marawi City as well as their Attitude

in research.

Locale of the Study

This study will be conducted within the vicinity of Marawi City in the Province of

Lanao Del Sur, The researchers will chose a random 10 students in 5 different Private

schools in Marawi City who are in senior high school right now and currently taking

the Practical Research.

Respondents of the study

The respondents of this study are random Senior Highschool students from random

Private Schools in Marawi City. All the Respondents are currently Grade 11 level. The

researchers will select those who are willing to be part of the study.
Data Gathering Procedure

The researchers first will gather information that is needed for their study through

collecting materials from sources such as unpublished materials, the internet, journals

and studies which will also helped them formulate the framework of the researcher

before gathering data for the study was to ask permission from the concerned person

in the locale of the study to allow the researcher to conduct their study.

Instrument of the study

The primary research instrument was a questionnaire adapted from the

“Attitudes towards Research” Scale (ATR) created by Papanastasiou (2002), whose

objective was to verify the dimensions of attitudes towards research among

undergraduate students who had completed a compulsory introduction undergraduate

course in methods of educational research. Hence, based on its congruence with the

aim of the current research, Papanastasious’s ATR scale was deemed adequate for this

research. Data were also collected from a focus group discussion.Procedure. The

questionnaires were administered as part of the feedback during the specified classes.

Only willing participants were used and students were informed that they could

withdraw at any time if they felt uncomfortable. They were reminded not to write any

identifying information on the questionnaire, and assured that they responses would
be kept in the strictest confidence.

Data Analysis Procedure

The data will bw immediately transcribed after each interview from that was

digitally recorded. This included repetitions, incomplete sentences, pauses, effective

expressions which we will carefully transcribed. Also the non verbal information such

as pauses, laughter, charges in pitch and gestures will be included in the transcripts.