Documente Academic
Documente Profesional
Documente Cultură
A COMPARATIVE STUDY
GEC 4
Submitted by:
Joland A. Baron
Katrina A. Opjer
Ulysses A. Sy
Submitted to:
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
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
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.
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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
The Researchers
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TABLE OF CONTENTS
Page
Title Page 1
Acknowledgements 3
Table of Contents 5
List of Tables 7
List of Figures 8
ABSTRACT 9
INTRODUCTION
Hypothesis/Hypotheses 11
Definition of Terms 15
METHODOLOGY
Research Design 24
Respondents/Participants/Subjects 24
Instrument 25
5
Validity 26
Data-gathering Procedure 27
REFERENCE LIST 49
APPENDICES
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
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ABSTRACT
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
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
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INTRODUCTION
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
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
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research in the country. Furthermore, the Science Technology Engineering and Mathematics
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.
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
Hypotheses
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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
2. There is a higher level of interest in research of students who graduated in the K+12
Curriculum.
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
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Teaching Style
RBEC
Training
Levels of
Interest
Figure 1.1 shows the conceptual framework of the study where all the variables and factors
are interplayed
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
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.
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This study would be of considerable value to the following institutions: Technological
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
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
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.
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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
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
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
‘goodness' or ‘badness,’ judged degree of personal fit or misfit) attached to particular groups of
In this study it is a variable being evaluated and compared between the two samples.
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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
In this research, it is the population of graduates where the level of interest and it prevailing
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
In this research, it is the population of graduates where the level of interest and it prevailing
Likert Scale is defined as a psychometric response scale primarily utilized in surveys and
In this study it is utilized as the means to acquire data regarding the level of interests
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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
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
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
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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
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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
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
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
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
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
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
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
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change these attitudes. Factors associated with decreased participation in research by those
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
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.
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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
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some of the subjects in Senior High school consists of Research, unlike the old curriculum which
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
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
Froyd, Wankat, and Smith (2012) identified five major shifts in engineering education in
1. A shift from hand- on and practical emphasis to engineering science and analytical
emphasis
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3. A shift to emphasizing engineering design
education.
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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
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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.
ECE1-A 37 33
ECE1-B 36 33
ECE4-A 29 27
ECE4-B 33 30
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,
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
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
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
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
Data-gathering Procedure
This section narrates the processes undertaken in the conduct of the study. From the
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.
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
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
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
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,
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
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:
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
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
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
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
Table 3.1 and Figure 3.1 respectively: shows the factors influencing the ratings of the
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
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
Table 3.2 and Figure 3.2 respectively: shows the factors influencing the ratings of the
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
Teaching Style 9 10
Training 20 3
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
Table 3.3 and Figure 3.3 respectively: shows the consolidation the frequency scores regarding the
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
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
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
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.
Regular f (frequency)
Factor Science
Teaching Style 7
4 3
Training 4
3 1
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
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
Teaching Style 3 7
Training 0 4
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
Table 3.6 and Figure 3.6 respectively: shows the consolidation the frequency scores regarding the
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
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
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
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
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
Comparison BEC Graduates Without Research Subjects but Experienced Research Ratings
Teaching Style 0 1
Training 3 1
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
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
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
44
Observed Frequency Count (O) of BEC and K+12 Graduate Ratings
1 2 3 4 Total
BEC 6 24 18 9 57
K-12 4 12 39 11 66
Total 10 36 57 20 123
1 2 3 4 Total
Total 10 36 57 20 123
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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
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
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
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
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
recommended to adopt a bigger population as to generate results that represent a bigger context.
research aptitude test to further determine the extent of research knowledge a student possesses.
48
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Lilian K.Y. Li (2012) A Study of the Attitude, Self-efficacy, Effort and Academic
Ali Sibtain Farooq Sheikh, Saman Ali Sheikh, Ahmad Kaleem and Ahmad Waqas (2007)
Westhuizen, S. (n.d.). Reliability and validity of the attitude towards research scale for a
49
Singer, S., & Smith, K. A. (2013). Discipline‐based education research: Understanding and
Schreiner, C.(2005, December) How do learners in different cultures relate to science and
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Imafuku, R., et al. (2015). How do students' perceptions of research and approaches to
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