DIFFERENCES IN THE LEVEL OF INTEREST IN RESEARCH AND ITS

CONTRIBUTING FACTORS OF K+12 AND BEC GRADUATES:

A COMPARATIVE STUDY

In Partial Fulfillment of the Requirements for

Mathematics for the Modern World

GEC 4

Submitted by:

Joland A. Baron

Melle Christian D. Dionio

Tisha Marie S. Gantes

Katrina A. Opjer

Ulysses A. Sy

Submitted to:

Mrs. Lourleen P. Pagdato

Instructor

December 2018
 For all who believed in us:

We dedicate the entirety of this paper to you, for fueling our ambition and for providing us the

opportunity to delve in a more profound quest for knowledge and understanding of things to

provide our contribution to the advancement of science and engineering…

2
 ACKNOWLEDGEMENTS

Gratitude.

This document you are holding is the fruit of countless sleepless nights, meeting deadlines

and the constant struggles with discrepancies in the research process. Although it has our names

written on it, the success of this endeavor would not be successful if not for the people who have

given their time, support, love, prayers and dedication in helping us in our quest.

To our parents, who showed love, understanding and financial support in the conduct of

this study. This endeavor would never be possible without you giving your full support from the

day we first wrote our draft until the final stages of our study.

To our Mathematics in the Modern World instructor: Mrs. Lourleen P. Pagdato, who

continually pushes us to bring the best of us in the entirety of this research endeavor, who never

ceasingly and untiringly answers our queries in the conduct and the invaluable lessons in research

you have imparted to us.

To our research consultants in the aspects of statistical tools and validation of our survey

questionnaire Engr. Ashraf R. Khater, ChE, Mr. Jude Xerxes Herbolario, RMT, LPT, Engr.

Alexander Diamante Jr., ECE, MECE, Engr. Ramnyl John Abeto, ECE and Engr. Mary Jane

Becite, ECE who has given light in the conduct of our study. The support and dedication you have

given us have rekindled our burning desire in conducting this research when innumerable

difficulties have threatened to put off our fire. You have greatly accommodated us despite your

busy schedules and took the time to answer our inquiries regarding our research.

3
 To our Almighty Father, who has poured upon us eminent hope and knowledge for us to

be passionate about in contributing to the knowledge of the academe. The constant guidance in our

endeavors has driven us to fulfill this study. The entirety of this research paper is dedicated and

offered for your greater honor and glory.

Thank you so much!

The Researchers

4
 TABLE OF CONTENTS

Page

Title Page 1

Acknowledgements 3

Table of Contents 5

List of Tables 7

List of Figures 8

ABSTRACT 9

INTRODUCTION

Background of the Study 10

Statement of the Problem 11

Hypothesis/Hypotheses 11

Theoretical and/or Conceptual Framework 12

Scope and Limitations 13

Significance of the Study 13

Definition of Terms 15

Review of Related Literature 16

METHODOLOGY

Research Design 24

Respondents/Participants/Subjects 24

Instrument 25

5
 Validity 26

Data-gathering Procedure 27

RESULTS, DISCUSSION, AND IMPLICATIONS 31

CONCLUSIONS AND RECOMMENDATIONS 47

REFERENCE LIST 49

APPENDICES

Appendix A: Letter to the Participants

Appendix B: Good and Scates Validation Form

Appendix C: Survey Questionnaire

Appendix D: Calculations

6
 LIST OF TABLES

Table Page

2.1 25

3.1 32

3.2 33

3.3 34

3.4 36

3.5 37

3.6 39

3.7 40

3.8 42

3.9 43

3.10 45

3.11 45

7
 LIST OF FIGURES

Figure Page

1.1 13

3.1 32

3.2 33

3.3 35

3.4 36

3.5 38

3.6 39

3.7 41

3.8 42

3.9 44

8
 ABSTRACT

Research is essential to people as it helps to improve, innovate and discover methods,

technologies and etc. a student’s interest in research affects his performance in its conduct. This

research was carried out to further determine the differences in the level of interest of BEC

graduates and K to 12 graduates towards research. The comparative study was conducted on 123

samples composed of the 1st year and the 4th year students taking up Electronics Engineering in

the Technological University of the Philippines-Visayas. Data were collected through

questionnaires based from the Likert’s scale which then were verified by three professionals using

the Good and Scates Validity Test. Using the chi-square test, the researchers were able to

determine that there is a significant difference between K+12 graduates and BEC graduates, in the

aspect of research interest. It was also observed that experience and exposure is a prevalent reason

for their interest towards research. It is recommended that research education especially teaching

styles, should be improved. Furthermore, more experience and exposure to research for students

may help increase their interest in research.

9
 INTRODUCTION

Background of the Study

Research has long been essential in advancing the future of society, it discovers, enlightens

and assesses new knowledge, discoveries, and technologies geared upon development; without it,

the world would have been significantly different (CSU, n.d). Research is the very foundation of

society today, its impact can be seen all around us from the largest of buildings to the most minute

of atoms, and it has upscaled human living and cognition of the universe.

According to a study published by the Intellectual Property & Science (IP & Science) the

Association of Southeast Asian Nations (ASEAN) has a 100% increase in its contribution in

scientific literature and a 40% increase in its patenting activities. With this, the Philippines

accounts 15% of the total research publications along with Vietnam and Indonesia (Asian Scientist,

2016). Hence, with these numbers there is a need to reevaluate the state of science and technology

in the country for we are lagging from the rest of the ASEAN countries. Furthermore, according

to joint study by the Asian Development Bank and the Japan International Cooperation Agency,

research and its development presents a valuable role in the creation of development plans that

will ultimately drive the growth of ASEAN economies. With this, innovation will create avenues

for increasing productivity therefore improving the economy holistically.

With this the Philippines has adapted a new education curriculum: The K+12 curriculum,

which according to Department of Education (DepEd) Secretary Leonor Magtolis Briones aims to

improve the quality of education in the country. In matters of research, Senior High School (SHS)

students are all required to take up Research subjects, which would indefinitely boost the state of

10
research in the country. Furthermore, the Science Technology Engineering and Mathematics

Strand introduced in SHS, is a good levering point to inculcate science.

This comparative research aims to assess and compare the level of interest of BEC

graduates versus K+12 graduates in term of research. Utilizing written survey and analyzing the

data to create sound conclusions, that can impact several fields and contribute to the body of

knowledge.

Statement of the Problem

In the ASEAN perspective the Philippines contributes only a fraction of 15% of the total

amount of published research literature, with this the Philippines has been lagging behind from

other ASEAN countries in terms of science and technology. In the university landscape,

Technological University of the Philippines- Visayas (TUP-V) has been arduous with the

actualization of its goal as a research-based institution. In addition, with the implementation of the

K+12 Curriculum there is a need to assess its relevance and impact in terms of progressing the

educational landscape of the country as compared to the Revised Basic Education Curriculum.

Furthermore, there has been a drastic change on the curriculum on basic education, creating a need

to reform college curriculums, with these studies are essential to create effective curriculums.

Hence, there is a need to asses and compare the level of interest and proficiency on research of

K+12 and BEC graduates, since it may be able to bridge the gaps on matters of educational and

curriculum revolutionization. Thus, research interest and proficiency assessment and comparison

may be of paramount importance in the actualization of the objective of research advancement.

Hypotheses

11
 The following are hypotheses that the researchers will study with the aim of proving or

disproving.

1. There is no significant difference in the level of interest in research between K+12 and

BEC curriculum graduates

2. There is a higher level of interest in research of students who graduated in the K+12

Curriculum.

Theoretical and Conceptual Framework

Research activity is said to be one of the effective educational applications in which through

analysis, the essential skills and attitude for lifelong learners can be improved (Imafuku, 2005).

Research enlightens the minds of people, improve creativity and skills. With the help of research,

our technology and lifestyle advances little by little and turns out to be very effective. The

Philippines only contributes 15% of the total amount of published research literature, and here the

Philippines government implemented the K+12 curriculum to increase its competency all over the

globe.

The factors affecting the levels of interest in this study is based on the studies of Imafaku

(2005) and Sheikh (2015), which include: prior experiences, interpersonal communication,

understanding of the research process, social relationship with tutors and peers, curriculum

overload, time limitation, lack of proper training, uncooperative staff and lack of motivation and

incentives. With this the researchers identified three key factors which is relevant within the

context of the populations at hand.

12
 Teaching Style

RBEC
Training
Levels of
Interest

K+12 Experience and Exposure

Figure 1.1 shows the conceptual framework of the study where all the variables and factors

are interplayed

Scope and Limitations

The researchers aimed to assess the 1st year and 4th year electronics engineering students

of Technological University of the Philippines- Visayas, on the level of interest in research and

the factors concerning it.

This study is limited only to the population of 1st year and 4th year- regular ECE students

from the university, the levels of interest were measured using a modified Likert Scale with score

ranging from 1-4, three factors were also determined as to undermine possible justifications for

the respondent’s response towards their rating mainly teaching style, training and experience and

exposure.

Significance of the Study

13
 This study would be of considerable value to the following institutions: Technological

University of the Philippines- Visayas (TUP-V), Department of Education (DepEd), Department

of Science and Technology (DOST), educators and future researchers.

Technological University of the Philippines- Visayas (TUP-V). Since TUP-V is pushing

to become a university grounded upon research, the results in this study may prove beneficial in

leveraging 4th year and 1st year regular ECE students on their enthusiasm and proficiency on

research. In addition, it may also prove advantageous to research instructors in the latter, since

they may utilize the information presented in this study to adapt their teaching strategies and

methods to fit the needs of these students. In the long run, the results may prove beneficial to

curriculum development and improvement since there is available data specifically on the interest

and proficiency in research of the first batch of K+12 graduates.

Department of Education (DepEd). The results of this research may prove to have

significance since the data in this study may be used to assess the success of the implementation

of K+12 curriculum specifically the Senior High School Program with the integration of the

subjects Research 1 and 2, furthermore, the results of this study may aid in the development of the

said curriculum, as grounds on aspects to be improved.

Department of Science and Technology (DOST). As mandated by Executive Order No.

128 the Department to “provide central direction, leadership, and coordination of scientific and

technological efforts…” The findings of this research may be of value to the actualization of this

mandate since results of this study may indicate if there is significant interest and proficiency

regarding research in the population the study in conducted upon. Furthermore, the department

may have a grasp on the status and future of research since the advent of the K+12 curriculum.

14
 Educators. The study may impact research educators since the may utilize the findings of

this study as a pretense on the level of interest and proficiency of students regarding the subject.

Furthermore, this may be used as a standard on teaching styles, topics and, types and quality of

researches an educator may expect.

Future Researchers. This study shall benefit other researchers in the field of education

and development. For the research itself may become a basis in future endeavors and its findings

may prove to be baseline data in related studies. Furthermore, the recommendations presented in

this study may be undertaken specifically areas that are not included in the scope of this study.

Definition of terms

To facilitate an understanding of the study, the conceptual and operational definitions of

the following terms were provided:

Research is defined according to Kothari (2006) as a pursuit of trust with the help of study,

observation, comparison and experiment, the search for knowledge through objective and

systematic method of finding solutions to a problem.

In this study it is a school subject or knowledge base that is being assessed.

Interest Is defined by Lownman (2003) as “Interests are relatively stable psychological

characteristics of people which identify the personal evaluation (subjective attributions of

‘goodness' or ‘badness,’ judged degree of personal fit or misfit) attached to particular groups of

occupational or leisure activity clusters.

In this study it is a variable being evaluated and compared between the two samples.

15
Basic Education Curriculum is a curriculum implemented in 2002 which focuses on the basics

of reading, writing, arithmetic, science and patriotism. Values play a major role to all the subject

areas. Students can then be well equipped for lifelong learning, removing inability of students who

cannot read with comprehension at primary education level (DepEd, 2002).

In this research, it is the population of graduates where the level of interest and it prevailing

factors are being determined

K+12 Curriculum is an educational program that replaced the BEC encompasses Kindergarten

and 12 years of basic education (six years of primary education, four years of Junior High School,

and two years of Senior High School [SHS]) it aims to bridge the gap in the educational system

by providing sufficient time for education specifically mastery of lessons or concepts and

preparation for tertiary education or employment (Official Gazette,2013)

In this research, it is the population of graduates where the level of interest and it prevailing

factors are being determined

Likert Scale is defined as a psychometric response scale primarily utilized in surveys and

questionnaires to determine or acquire a participant’s degrees of inclination towards a specific

question (Bertram, n.d).

In this study it is utilized as the means to acquire data regarding the level of interests

regarding research of the samples.

Review of Related Studies

16
 According to a 2015 study by Imafuku, et al implies that research activity is said to be one

of the effective educational applications in which through analysis, the essential skills and attitude

for lifelong learners can be improved. Undergraduate research was described as teaching and

learning activity in which undergraduate or college students are greatly interested with the research

content, process or problem of their field of study. Research is not just a requirement in earning a

degree and improvement of knowledge, but it also includes a form of learning process.

Results of the study show that students who had a process-oriented perception of research

took a deeper approach to learning during the course, with five themes emerged from the analysis

of interview data: inquiring mind, synthesis of knowledge, active participation, collaborative

learning and reflective learning. On the other hand, students who had only a content-oriented

perception of research tended to take a strategic approach to learning, such as well-organized study

methods and effective time management. Students with such approach aims to earn highest

possible grades for the course.

The study also identified four main inclusive factors that made the students in this study

express practical difficulties in the course: prior learning experience, values towards interpersonal

communication, understanding of research process, and social relationships with tutors and peers.

The first factor is their prior learning experiences. Students identified a gap in the

instructional approaches between their prior learning experiences and undergraduate research.

Second, their values of interpersonal communication. Although students acknowledged that active

participation was essential to their research project work, they tended to hesitate in active self-

expression in the group. The major source of their inhibition was not their fear of making mistakes

itself, but an anxiety of whether they would disturb the collective work. Third factor is an

understanding of research process. Practical difficulties during the research process include

17
information searching, literature review, data collection and analysis. It was hard for them to obtain

a clear image of what research is and what to do next during the course. The fourth factor is social

relationships with tutors and peers. They sometimes felt that their participation was restricted by

tutors’ presence and instruction. Furthermore, some students found it difficult to identify their own

role in the group. A better understanding of cultural, social or experiential factors that affect

students’ research activities are, thus, critical for enhancement of their active learning through

undergraduate research.

Another study in 2015 undertaken by Sheikh, et al., asserts that research is an educational

activity based on the use of intellect to investigate, interpret, and rework human knowledge about

different aspects of the world. Research updates medical students on the latest progress in medicine

and science and provides new interpretations of existing facts. However, a trend away from

research activities has been seen, particularly in developing countries. A decreased level of interest

in research is seen in some medical students in Pakistan, resulting from a variety of factors needing

to be identified and approached. It was found that knowledge of research is lower, and attitudes

more indifferent, during the initial years of medical school. Another study showed that students

face a number of problems in conducting research: curriculum overload, time limitation, lack of

proper training, uncooperative staff, and lack of motivation and incentives. Another study at the

same university established that students undergoing lecture-based learning showed less interest

in health research than those undergoing problem-based learning. It has been found that lack of

interest in research among medical students results from insufficient attention given by the faculty

and administration to medical students, which can be improved by a well-considered approach

18
 A certain study determined the factors contributing to a lack of enthusiasm about research

activities among medical students and it was stated in the results that fewer of the cases than

controls believed that curriculum overload, Internet inexperience, an uncooperative community,

difficulty in finding a mentor, difficulty in selecting a topic, lack of previous exposure, and lack

of Internet facilities lead to a lack of interest in research. There was no significant association

between curriculum overload, Internet inexperience, an uncooperative community, difficulty in

finding a mentor, difficulty in selecting a topic, lack of previous exposure, and lack of interest. A

lack of Internet facilities was found to be significantly associated with the lack of interest of

medical students in research activities after applying multinomial logistic regression.

On the other hand, more cases than the controls believed that sleep loss, extracurricular

activities, uncooperative colleagues, inclement weather (hot and humid), lack of knowledge, bad

past experiences, social commitments, drugs/addictions, laziness, uncooperative faculty,

transportation problems, lack of motives and incentives, faculty-forced research, fatigue, and an

attitude that considered research useless led to a lack of interest in research. However, there was

no significant association between sleep loss, extracurricular activities, uncooperative colleagues,

improper weather, lack of knowledge, bad past experiences, social commitments,

drugs/addictions, laziness, uncooperative faculty, transportation problems, lack of motives and

incentives, faculty-forced research, fatigue, and lack of interest. Finding research useless was a

significant factor associated with lack of interest of students in research activities. Students who

consider research useless are 4.970 times more likely to be uninterested in research

Measures should be taken at undergraduate level to involve students in research activities.

Ensuring easy access to Internet facilities is essential. Further studies should be conducted to find

out the reasons why some medical students consider research useless, and steps should be taken to

19
change these attitudes. Factors associated with decreased participation in research by those

students who demonstrate a positive level of interest should also be discovered.

Attitude is one of the factors that may also affect the interest of students towards research.

It is important to determine the differences of the attitude of students who are equipped to conduct

research based from the K-12 graduates or that of students who are new to conducting research

that are products of the Old or Basic curriculum. A research by Lilian K.Y. Li entitled "A Study

of the Attitude, Self-efficacy, Effort and Academic Achievement of CityU Students towards

Research Methods and Statistics". Is about studying the attitude of social science students towards

research methods and statistics.

The Results showed: lack or experience or exposure to conducting research, as what Lilian

K.Y. Li (2012) has observed that "many of the students do not know they are required to study

research methodology and statistics beforehand and the emphasis placed on statistics and research-

related skills has indeed surprised them. Some of the students even develop a “phobia” towards

this academic subject that they tend to feel nervous and uncomfortable when they are required to

deal with statistics and research-related problems" Furthermore, it shows that the three main

variables except for effort are correlated to each other. It shows that attitude and self-efficacy

towards research methods and towards statistics can determine their Academic Achievement and

can affect the results of their future researches. Effort on the other hand is regarded as an indirect

factor but not an essential factor in bridging the relationship between attitude, self-efficacy and

academic achievement.

20
 Basic Education Curriculum is what the Philippine education used from 2002 up to 2013.It

is a ten-year program -6 years in grade school and 4 years in high school, the reason why

Philippines is behind in terms of competency, skills and also lack years in school when competed

globally. K-12 curriculum on the other hand means K short for kinder up to grade 12. Th K-12

curriculum is an enhanced version of the BEC. Since as for John Michael m. Ibrahim stated in his

analysis entitled, "Comparative Analysis of the Basic Education Curriculum (BEC), Revised Basic

Education Curriculum (RBEC) and K to 12 Curriculum", that "Quality education is viewed as any

country’s pillar of success". The distinguish the differences of the curriculums and stated

advantages of implementing the new curriculum. It is shown that Philippines is the only country

in Southeast Asia and One of the three countries in the world who is behind in terms of years of

schooling.

The difference of K-12 is that the curriculum makes kindergarten a mandatory requirement

before proceeding to grade school. It will still have six years in Elementary, but when proceeding

to secondary level will begin the Junior high school (for 4 years) and proceeding to Senior

Highschool (for 2 years) on that way, students who will graduate are in the right age and are more

equipped to go to college. The BEC focused on the interactive learning approaches and integrative

teaching approaches that gives competency and value in the learning areas. BEC puts emphasis on

the development of reading skills and values of self-reliance and patriotism. K to 12 Curriculum

on the other hand, considers every aspect of development of the learners so that graduates will be

holistically developed, equipped with 21st century skills and prepared for employment,

entrepreneurship, middle level skills or higher education. K-12 curriculum promotes higher quality

education and attitude, it gives the students the opportunity to ready themselves for college with

sufficient experience and knowledge. Specifically, it aims for the students to be research-ready as

21
some of the subjects in Senior High school consists of Research, unlike the old curriculum which

has no required research subject for students.

A study by Wolfgang Deicke, et. Al. About "Increasing Students' Research Interest

Through Research-based Learning at Humboldt University", claims that the effectiveness on the

specified learning varies greatly with the way it is implemented. Further recommendations are that

actual research, develop research design and embark on empirical research are somewhat they used

in teaching in order to increase the student's interest in research.

A study by Sanet van der Westhuizen called, "Reliability and validity of the attitude

towards research scale for a sample of industrial psychology students" Shows that although

students have the desire and interest towards research, students still have difficulties when it comes

to conducting research. The research was conducted in South Africa wherein a sample of 185

students participated. The results showed that students displayed positive attitudes, students know

the importance, purpose, and usefulness of research and knows the benefits of research in their

future professions, but students still have difficulties and displayed moderate levels of anxiety due

to lack of experience, equipment and knowledge in conducting research.

Froyd, Wankat, and Smith (2012) identified five major shifts in engineering education in

the past 100 years:

1. A shift from hand- on and practical emphasis to engineering science and analytical

emphasis

2. A shift to outcomes-based education and accreditation

22
3. A shift to emphasizing engineering design

4. A shift to applying education, learning, and social-behavioral sciences research

5. A shift to integrating information, computational, and communications technology in

education.

23
 METHODOLOGY

This chapter discusses the research design utilized, the measures and procedures conducted

to carry out the said topic, and the statistical tools employed for the complete optimization of the

study.

Research Design

The comparative method was utilized in this research wherein the researchers aim to

compare the level of interest regarding research of students taking up ECE of K+12 graduates to

BEC graduates, from the population of 1st year ECE students and 4th year regular ECE students

respectively. Furthermore, it looks into factors of how a teaching style, a student’s training in

research and his/her experience or exposure towards it affects the response towards the levels of

interest.

Respondents/Participants/Subjects

The participants for this study are comprised by the 4th year regular ECE students and the

1st year ECE students. Fourth-year ECE students are under the Basic Education Curriculum who

are indulged in 4 years in high school while their first year counterparts are under the K+12

Curriculum in which they choose their specialization during senior high school. And some of these

students during junior high school are under in a special section which are exposed in research at

early age. In this study, participating students are asked about their interest in research and

24
followed up by inquiring about possible factors that affect their responses. These populations of

students are chosen since they represent the variables which are to be studied, the sample sizes are

determined by the Slovin’s Formula with 95% confidence level and 5% margin of error.

Slovin’s Formula
n= sample size
𝑁
𝑛 = 1+𝑁𝑒 2 N= population size

e=margin of error
The population and sample sizes are as follows.

Year and Section Population Size Sample Size

ECE1-A 37 33

ECE1-B 36 33

ECE4-A 29 27

ECE4-B 33 30

Total: 135 123

Table 2.1 shows the population sizes with its corresponding sample sizes as calculated by the

Slovin’s Formula.

Instrument

Research instruments refers to the devices used to collect data such as questionnaires, tests,

structural interview schedules and checklists.

In this research the questionnaire is utilized as the means of acquiring data. It is defined as

a data collection instrument consisting of a series of questions and other prompts for the purpose

of gathering information from respondents, in this research the questions are all constructed to be

25
geared upon the determination and assessment of research interest and its prevailing factors. In

terms of determining the level interest in research the modified Likert Scale, on a 4 – point scale,

ranging from “Extremely interested” (4), through “Very interested” (3), “Slightly interested” (2),

to “Not at all interested” (1). The modified version of the scale is utilized since it provides data

values which can be classified into two data subsets if the respondent is aligned or uninterested

with research; and unlike the traditional scale, it eliminates the choice of abstaining or giving a

neutral answer from a question.

Validity

The validity of a research plays a crucial role in the results and significance of the results,

for that it is of paramount importance to ensure all data gathering techniques and statistical tools

are consulted and validated.

In terms of the data gathering procedure, the survey questionnaire is constructed based on

the implications of past researches of Sheikh and Imafuku and the application of the Likert’s scale.

Furthermore, the questionnaire is verified and rated by three professionals using the Good and

Scates Validity Test mainly: Engr. Mary Jane Becite, ECE, Engr. Ramnyl John Abeto, ECE, and

Engr. Alexander Diamante, ECE, MECE all of which all showed positive responses in the

construct of the questionnaire. The mean of the ratings were then calculated with a mean of 4.79

which translates to Very Good based on the Validity Test Guide

In the aspect of statistical tools, the utilization of Chi Square is deemed appropriate with

the structure of the research and the data it wishes to analyze. The said tool is then consulted to

Engr. Ashraf Khater, ChE. Furthermore, the frequency distribution utilized to determine the most

26
prevalent factors are identified appropriate to analyze most number of occurrences, the said tool is

then consulted to Jude Xerxes Herbolario, RMT, LPT. Both of the aforementioned have been

confirmed as proper by the latter.

Data-gathering Procedure

This section narrates the processes undertaken in the conduct of the study. From the

identification of samples sizes to statistical treatment.

Identification of Population and Sample Size

The participants of the study are identified to be ECE students who graduated SHS and

the old high school curriculum (BEC). By this there are 4 identified sections that conform to

descriptions demanded by the research study mainly: ECE1-A and ECE1-B to represent the

population of SHS graduates; and ECE4-A and ECE4-B to represent RBEC graduates. Even

though 5th year ECE sections fit the category of RBEC graduates they are unqualified for the study

since they have an on-going research subject, which may affect the validity of the study which is

solely grounded on high school curricula. The population sizes are as follows: ECE1A-37 students,

ECE1B-36 students, ECE4A-29 students and ECE4B- 33 students. The sample sizes are then

determined via the Slovin’s Formula which amounted to a total sample size of 123, from 33-

students from ECE1A, 33- students from ECE1-B, 27- students from ECE4-A and 30- students

from ECE4-B.

Preparation of Survey Questionnaire

27
 The researchers prepared two different sets of questions for first year ECE students (K to

12 senior high school graduates), and for fourth year ECE regular students (BEC graduates).

Given that not all of the senior high school strands incorporated research subject in their

curriculum, the students were first asked about their strand during senior high school because they

might affect the results of the study. To directly asses the level of interest of first year students

towards research, they were left with four ratings namely, 4 as extremely interested, 3 as very

interested, 2 as slightly interested, and 1 as not at all interested. By this, the researchers generalized

those students who answered 3 and 4 as being interested in research, and students who answered

1 and 2 as being not interested. The students were given a follow-up question, asking them about

the factors that have contributed to their interest or disinterest. The choices were the teaching style

of their senior high school teacher, the training that they encountered, their experience and

exposure to research, and other factors that they might add.

As for the fourth-year students who graduated from BEC, they were first asked about the

school that they attended on high school and the program that they were enrolled. They were given

two choices for the type of school that they went, namely, public and private, each of which affects

the result for either public or private might or mightn’t have research subject. The choices for the

program that they were under during their high school were Science, TVL/TLE, Regular, and other

programs that they might add. After this, they were directly asked if they had any research subject

during high school because some programs have research subject, and some do not have. The

following sets of questions depend on their answer to this question.

For students who answered ‘yes’ (had any research subject during high school), they were

asked the same sets of questions as to the first-year students (senior high school graduates).

28
 For students who answered ‘no’, they were directly asked if they have encountered any

research related lesson or activity before. For those who answered ‘yes’, they were asked if how

they encountered research, and were given the following choices: Requirement in another subject

like English, Science Investigatory Projects (SIP), and others that they might add. After this, they

were given sets of questions the same as to the questions for first year students to assess their level

of interest and the factors that contributed to their interest or disinterest.

The researchers disregarded the students who answered ‘no’ (haven’t encountered research

before) because they couldn’t gather any result about their level of interest in research, however,

it is noted that there were students under BEC who did not have any background in research,

making this a possible factor to the result of the study.

Conduct of Survey

The survey was conducted using stratified random sampling where the population is

divided into smaller groups strata, in this study the population is identified to be ECE Students

who graduated SHS and RBEC, and the strata are ECE1-A and ECE1-B, and ECE4-A and ECE

4-B respectively. Self-administered method was utilized where students answered the survey

questionnaire, wherein prior instructions where given as to how to answer the latter, furthermore

it is encouraged to forward any concerns regarding the method of answering as to preserve the

integrity of the study. After answering the questionnaires were then collected and the researchers

emphasized that that data present in the survey will be used only within the conduct of the

experiment.

Statistical Analysis

29
 The data collected in the survey specifically the level of interest of the two sample

populations were recorded and analyzed using the Chi-Square Test for Independence, which is

used to determine if there is significant difference between two or more variables categorized. The

data collected are displayed in a table where each row represents categories from one variable and

each column represents categories from another variable. The statistical test is defined by the

equation:

∑(𝑂 − 𝐸)2
𝑋2 =
𝐸

Where O is the observed frequency count from the data collected and E is the expected frequency

count under the null hypothesis and computed by:

𝐸 = 𝑟𝑜𝑤 𝑡𝑜𝑡𝑎𝑙 × 𝑐𝑜𝑙𝑢𝑚𝑛 𝑡𝑜𝑡𝑎𝑙 / 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒

The value of the statistical test is then compared to its critical value in the Chi-Square Test

distribution table with 5% significance level and the degree of freedom is computed by:

𝑑𝑒𝑔𝑟𝑒𝑒 𝑜𝑓 𝑓𝑟𝑒𝑒𝑑𝑜𝑚 = (𝑟𝑜𝑤𝑠 − 1)(𝑐𝑜𝑙𝑢𝑚𝑛𝑠 − 1).

The null hypothesis is rejected if the value of the statistical test is greater than its critical value.

The most prevalent factors that contributed to the interest or disinterest of the respondents

were determined via a frequency table, where the greatest number of occurrences are deemed to

be the most prevalent.

30
RESULTS AND DISCUSSION

This portion of the research paper discusses the results of the data gathering ang statistical

analysis. Among the parameters include the comparison of level of interest and prevailing factors

concerning interest and disinterest.

K+12 Graduates with Ratings of 3-4

TV AB f (frequency)
Factor STEM GAS HUMMS
L M

Teaching Style 9
9 0 0 0 0

Training 20
17 3 0 0 0

Experience and Exposure 33

31 2 0 0 0

Others 3
1 0 1 0 0

31
 35 31

Number of Respondents
30
25
20 17
15
9
10
5 3 2
0 0 0 0 0 0 0 0 0 0 1 0 1 0 0
0

Factors

STEM TVL GAS ABM HUMSS

Table 3.1 and Figure 3.1 respectively: shows the factors influencing the ratings of the

respondents with its corresponding frequency in the 3-4 rating range

The frequencies present that experience and exposure plays a major role in the interest of

K+12 graduates in research, this entails that the sample sizes in majority have experienced and is

exposed to research in a way that prove to increase their interest. Secondly training does not lag

behind as one of the prevailing reasons of interest in these students, it is the product of the

integration of research in Senior High School as a core subject. In addition, it is noticeable that the

majority of the respondents are Science Technology Engineering and Mathematics students, this

implies that tracks in SHS readily guide a student on his chosen educational path.

32
K+12 Graduates with Ratings of 1-2

TV AB f (frequency)
Factor STEM GAS HUMMS
L M

Teaching Style 10
10 0 0 0 0

Training 3
3 0 0 0 0

Experience and Exposure 9

9 0 0 0 0

Others 1
1 0 0 0 0

12
10
Number of Respondents

10 9
8
6
4 3
2 1
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0

Factors

STEM TVL GAS ABM HUMSS

Table 3.2 and Figure 3.2 respectively: shows the factors influencing the ratings of the

respondents with its corresponding frequency in the 1-2 rating range

33
 The data above shows that the majority of respondents who scored low ratings in their

interest in research showed that the prevailing factor is the teaching style of the instructor, to follow

it up are experience and exposure and training respectively. The data implies that the student may

have experienced a teaching strategy that does not elicit his or her own personal interest in research

and as the data suggests the respondent may have less exposure or experience in research as to

evoke further interest.

Consolidated K+ Graduates’ Ratings

Ratings of 3-4 Ratings of 1-2

Factor
f (frequency) f (frequency)

Teaching Style 9 10

Training 20 3

Experience and Exposure 33 9

Others 3 1

Total: 65 23

34
 35 33
Number of Respondents
30
25 20
20
15 10
9 9
10
5 3 3
1
0

Factors

Ratings of 3-4 f (Frequency) Ratings of 1-2 f (Frequency)

Table 3.3 and Figure 3.3 respectively: shows the consolidation the frequency scores regarding the

factors affecting interest in research of K+12 Graduates

The graph and the table shows that the respondents who rated 3 and above are identified to

be 65 and those with ratings less than 3 are 23, these numbers signify that there are more students

inclined with research than those who are not.

35
BEC Graduates with Research Subjects with Ratings of 3-4

Regular f (frequency)
Factor Science

Teaching Style 3
2 1

Training 0
0 0

Experience and Exposure 17

8 9

Others 0
0 0

10 9
Number of Respondents

9 8
8
7
6
5
4
3 2
2 1
1 0 0 0 0
0

Factors

Science Regular

Table 3.4 and Figure 3.4 respectively: shows the factors influencing the ratings of the

respondents with its corresponding frequency in the 3-4 rating range from the sample of BEC

Graduates with research subjects

36
 The frequencies presented above illustrate that the most occurring frequency of the factors

that affect research interest in the sub-sample of BEC graduates with research subjects who rated

3-4 in the Likert scale is experience and exposure, followed by teaching style.

BEC Graduates with Research Subjects with Ratings of 1-2

Regular f (frequency)
Factor Science

Teaching Style 7
4 3

Training 4
3 1

Experience and Exposure 14

11 3

Others 0
0 0

37
 12 11
Number of Respondents
10
8
6
4
4 3 3 3
2 1
0 0
0

Factors

Science Regular

Table 3.5 and Figure 3.5 respectively: shows the factors influencing the ratings of the

respondents with its corresponding frequency in the 1-2 rating range from the sample of BEC

Graduates with research subjects

The data of frequencies presented shows that for the sub-sample of BEC graduates with

research subjects who rated 1-2 regarding their interest in research experience and exposure the

most prevalent factors inducing their response is due to their experience and exposure towards the

subject.

38
Comparison of BEC Graduates with Research Subjects Ratings

Ratings of 3-4 Ratings of 1-2

Factor
f (frequency) f (frequency)

Teaching Style 3 7

Training 0 4

Experience and Exposure 17 14

Others 0 0

Total 20 25

18 17
Number of Respondents

16 14
14
12
10
8 7
6 4
4 3
2 0 0 0
0

Factors

Ratings of 3-4 f (Frequency) Ratings of 1-2 f (Frequency)

Table 3.6 and Figure 3.6 respectively: shows the consolidation the frequency scores regarding the

factors affecting interest in research of BEC Graduates with a research subject

39
 The data presented implies that there are more respondents who rated 1-2 in their interest

in research as compared to those who rated higher, this implies that there are more students in the

4th year ECE who have shown little to no interest due to the prevailing factor of their exposure or

experience in research.

BEC Graduates Without Research Subjects but Experienced Research with Ratings of 3-4

Regular f (frequency)
Factor Science

Teaching Style 0
0 0

Training 3
0 3

Experience and Exposure 5

0 5

Others 0
0 0

40
 6
5

Number of Respondents
5
4
3
3
2
1
0 0 0 0 0 0
0

Factors

Science Regular

Table 3.7 and Figure 3.7 respectively: shows the factors influencing the ratings of the

respondents with its corresponding frequency in the 3-4 rating range from the sample of BEC

Graduates without research subjects but has experienced research

In this sample-subset the data seems not to stray away from past data trends where the

factor with the most number of frequencies are those with connection to experience and exposure.

41
BEC Graduates Without Research Subjects but Experienced Research with Ratings of 1-2

Regular f (frequency)
Factor Science

Teaching Style 1
0 1

Training 1
0 1

Experience and Exposure 2

1 1

Others 0
0 0

1.2
1 1 1 1
Number of Respondents

1
0.8
0.6
0.4
0.2
0 0 0 0
0

Factors

Science Regular

Table 3.8 and Figure 3.8 respectively: shows the factors influencing the ratings of the

respondents with its corresponding frequency in the 1-2 rating range from the sample of BEC

Graduates without research subjects but has experienced research

42
 The data from the sample subset of BEC graduates without research subjects but

experienced research with ratings of 1-2 shows that it conforms still to the data found in the sample

subset of students with research subjects where the largest frequency of occurrence is with the

factor of experience and exposure.

Comparison BEC Graduates Without Research Subjects but Experienced Research Ratings

Ratings of 3-4 Ratings of 1-2

Factor
f (frequency) f (frequency)

Teaching Style 0 1

Training 3 1

Experience and Exposure 5 2

Others 0 0

Total 8 4

43
 6
Number of Respondents 5
5
4
3
3
2
2
1 1
1
0 0 0
0

Factors

Ratings of 3-4 f (Frequency) Ratings of 1-2 f (Frequency)

Table 3.9 and Figure 3.9 respectively: shows the consolidation the frequency scores regarding the

factors affecting interest in research of BEC Graduates without a research subject but has

experience on the matter.

The data shown above illustrates that there are more frequencies of ratings belonging to 3-

4 as to 1-2 with regard to interest in research. This implies that in the sample there are more

students who didn’t have research subjects in high school and only experienced research in other

subjects and their interest in research is in the upper strata than those students who opt to rate their

interest in the lower strata.

44
Observed Frequency Count (O) of BEC and K+12 Graduate Ratings

1 2 3 4 Total

Not at all Slightly Very Extremely

interested interested interested interested

BEC 6 24 18 9 57

K-12 4 12 39 11 66

Total 10 36 57 20 123

Table 3.10 shows the observed frequency count of data samples

1 2 3 4 Total

Not at all Slightly Very interested Extremely

interested interested interested

BEC 4.63414634146 16.6829268293 26.4146341463 9.26829268293 57

K-12 5.36585365854 19.3170731707 30.5853658537 10.7317073171 66

Total 10 36 57 20 123

Table 3.11 shows the expected frequency count of data samples

45
 𝑑𝑓 = 7.815

The critical value of X 2 with significance level of 0.05 and df = 3 is 7.815. Since X 2 is

greater than the critical value, reject the null hypothesis. Therefore, there is a significant difference

between the level of interest of BEC and K-12 graduates in TUPV.

46
 CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Based on the comparison of the critical value with X2 with significance level of 0.05 and

df=3 is 7.815. since X2 is greater than the critical value we can infer that the null hypothesis is

rejected and there is a significant difference between the level of interest of BEC and K+12

graduates.

In the aspects of K+12 graduates it is noticeable that there are more who rated in the upper

strata (3-4) than the lower strata (1-2) in terms of research interest. Furthermore, it is observed that

experience and exposure is the prevalent reason of why students rate in the upper strata as to

teaching style as to them rating in the lower strata.

As to BEC graduates with research subjects it is noticeable that in both the upper and lower

strata experience and exposure are prevailing reasons of interest, with students in the lower strata

having higher frequencies than those in the upper.

In the sub-sample of BEC graduates without research subjects but has encountered

research, it can be inferred that there are more frequencies occurring in the upper rating than the

lower rating, still with experience and exposure as dominating reasons for rating.

Recommendations

Based on the results of the study it is recommended by the researchers that research

education is to be improved further, since it is noticed that there is a significant difference in

interests in the two populations. Specifically, improvements in the aspect of teaching style is

47
recommended, since it is seen that it is observed that teaching style has the lowest frequency in

responses coming from the ratings of 3-4 and scored highest in ratings of 1-2. Furthermore, it is

also suggested to let students experience and be exposed in research, since based on the results of

the study, with it the interest of a student is peaked. Furthermore, the results of the study may be

utilized as a foundation on refining research education in the university and as a basis for future

research endeavors undertaken with the same motivation.

For other researchers willing to conduct a comparative study research interests, it is

recommended to adopt a bigger population as to generate results that represent a bigger context.

In addition, it is also recommended to look at academic performance of students and create a

research aptitude test to further determine the extent of research knowledge a student possesses.

48
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