STUDENTS PERSPECTIVE IN THE RESEARCH SUBJECT: ITS IMPLICATION
TO EDUCATION
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
“Research is to see what everybody else has seen, and to think what
nobody else has thought.”-Albert Szent-Gyorgyi
Research activity is considered one of the high-impact educational practices in
that vital skills and attitude for lifelong learners can be cultivated through
inquiry. Undergraduate research was defined as any teaching and learning
activity in which undergraduate students are actively engaged with the
research content, process or problems of their discipline.
From an individual point of view, the advantages of research extend beyond
having an impressive degree certificate. Through detailed research, students
develop critical thinking expertise, as well as effective analytical, research,
and communication skills that are globally sought-after and incredibly
beneficial.
That is, research is not merely pursuit of academic career and advancement of
knowledge. Rather, it is also includes an aspect of learning process.
Development of research skills is also important in health professions
education. I would like to discover the students perspective in the research
subject and its implication to education.
Ultimately, research is essential economic and social development of our
globalized society, forming the foundations governmental policies around the
world.
“Knowledge generated by research is the basis of sustainable development,
which requires that knowledge be placed at the service of development, and be
converted into applications, and be shared to ensure widespread benefits.”
(Mary-Louise Kearney, Director of the UNESCO Forum on Higher Education,
Research and Knowledge).
Research is not only an invaluable tool for building on crucial knowledge , it’s
also the most reliable way we can begin to understand the complexities of
various issues; to maintain our integrity as we disprove lies and uphold
important truths; to serve as the seed for analyzing convoluted sets of data; as
well as to serve as ‘nourishment’, or exercise for the mind.
Although research activity as an educational practice has been increasingly
employed in a variety of disciplines as well as in diverse cultural contexts,
students might take different preferred approaches to learning across culture.
STATEMENT OF THE PROBLEM
Generally, this study aims to answer the following questions:
1. What is the profile of respondents according to:
A. Gender
B. Age
2. What are the students perspective in the research subject?
3. What are the implication of students perspective in the research subject to
education?
SIGNIFICANCE OF THE STUDY
The results of the study will be deemed important to the following:
TEACHERS
With the result of the study it can help them to identify and assess
the students perspective in the research subject and its implication to
education.
STUDENTS
The study will help them to find out what are their perspective in
the research subject and its implication to education. To diagnose what are
things they need to do that can help them to have a faster learning about
research subject.
PARENTS
The finding of the study gives parents the chance to step back and
take a look at how their children are doing in their child care and
arrangements.
FUTURE RESEARCHERS
The study will support further researchers concerning the
students perspective in the research subject and its implication to education.
It can be their basis and pattern that can help them with their research for it
to have strong foundation.
SCOPE AND DELIMITATIONS
This study is limited for Grade-12 students from Tuao Vocational
and Technical School Malummin Annex, through direct survey, I can elicit
information about the said topic. This way, I will be determined the students
perspective in the research subject and its implication to education. The
researcher will use questionnaires forms to gather the needed data.
THEORETICAL FRAMEWORK
School-based research is claimed by Joyce (1991) to be one of the
five ‘doors’ to improving practice within schools and systematic enquiry into
how educational institutions are led is, or should be, a crucial component
institutional improvement and improved outcomes. Traditionally, such
research has been carried out by ‘expert’ researchers based in higher
education institutions, but recent years have revealed an increasing emphasis
on the importance of school-based research as part of continuing professional
INPUT and we have argued elsewhere the practitioners need to be seen
development
as equal partners
with academic researchers in the process of producing
Determine
the
evidence to raise standards (Burton and Bundrett, 2005: 21).
students
perspective in the
research subject
Morrison suggests that educational research has a twin focus:
and its implication
attitudinal- ‘a distinctive way of thinking about educational phenomena’, and
to education.
action- a systematic means of investigating them(2002: 3). Brown and
Dowling make an attempt to distinguish between ‘professional educational
practice’ - the reflective practitioner - and ‘educational research practice’
(1998:165) which tries to address and understand the deeper issues
underlying educational phenomena by asking the question ‘why?’ and not just
raising the more immediate and more practical considerations of ‘what?’ and
‘how?’ This suggests that whilst educational research will certainly influence
what happens in the classroom, the major force of its impact will be in the
long-term policy decisions made within educational institutions.
CONCEPTUAL FRAMEWORK
PROCESS
Questionnaires or
surveys will be
distributed to the
Grade-12 students
of Tuao Vocational
and Technical
OUTPUT
The result will be
served as their
guide to know
the students
perspective in
the research
PURPOSE OF THE STUDY
To determine the students perspective in the research subject and its
implication to education.
RESEARCH HYPOTHESIS
HA: There is significant implication of students perspective in the
research subject to education.
HO: There is no significant implication of students perspective in the
research subject to education.
DEFINITION OF TERMS
PERSPECTIVE
-a mental view or prospect to gain a broader perspective on the
international scene.
IMPLICATION
-the fact or state of being involved in or connected to
something.
INQUIRY
-a systematic investigation often of a matter of public interest.
NOURISHMENT
-something that encourages development of ideas.
ENQUIRY
- is a question which you ask in order to get information.
CHAPTER II
REVIEW OF RELATED LITERATURE
Research impact is variously defined but can be summarized as
having an effect, benefit, or contribution to economic, social, cultural, and
other aspects of the lives of citizens and society beyond contributions to
academic research (Barnes, 2015). Research as a discipline focus on acquiring
and developing knowledge which can be employed in categorizing, describing,
explaining, evaluating, correlating, comparing, predicting, and controlling
situations, phenomena, and other observations (William, 2011). It is closely
linked with the (Emsen, Kilic, and Suran, 2011).
Research involves the collation and analysis of information to improve
the human understanding of phenomena under study (Bahadori et al., 2015).
It entails data collection, analysis, interpretation, and assessment procedures
conducted in a planned manner in order to find solutions to a problem
(Burton and Walters, 2013; Rezaei and Miandashti, 2013). Research is
frequently carried out tertiary and research institutions (Hosseinpour, 2011;
Kobova, 2014). Jiang and Roberts (2011) found that students perceive
research as a new way of learning which they described as active and
challenging. Research enhances students’ understanding of their own
learning process and to see nuances in other research designs (Jiang and
Robert, 2011; Madan and Teitge, 2013).
Research was made at a university function in addition to the task of
teaching in the late nineteenth century after the first academic revolution
(Etzkowitz, 2003). Since then, attention to research is one of the most
important issues in scientific communities (Bahadori et al., 2015). In recent
years, research output emanating from academics has been assessed and
used to rank universities against each other (Gross, 2004; Williams, 2013).
Publishing of research investigations and a guarantee of subsequent research
finding for sustainability of the institute’s mandate and organizational goals
(Hegde et al., 2017).
The perceptions of students have significant impact on the
success of an organization (Tsui et al., 1997; Garner and Hunter, 2013). More
so, students satisfaction toward research and publishing practices will
enhance the developmental goal and strategic management of the institution
and vice versa (Bhatti and Qureshi, 2007; Tella et al., 2007). The attitude and
perception of students toward research and publishing in the institution
essentially depends on job satisfaction (Syed et al., 2012).
Indeed, research widens the perspective of students and develop their
understanding and awareness about science and engineering (National
Research Council, 2012; Vossen et al., 2018). Beyond the academic world,
acquiring research skills is seen to be scientifically literate (Murtonen, 2008).
Research is considered to be crucial to the economic development of any state
and in addressing social, political, religious, and environmental concerns
(Garg, Madhulika & Passey, 2018). In the field of education, research is
generally considered to foster critical thinking among students. Critical
thinking involves the capacity to evaluate information and decide how to deal
with it (Lamb, Maire & Doecke, 2017).
Positive conceptions of research among students might be a good start
for future research directions. This should hopefully translate into more
positive learning achievements and study orientations. Murtonen et al. (2008)
posited students’ beliefs and views toward research may impact views of its
role in their future careers. Students who were given research tasks before are
generally considered to be more prepared for future work (Garg, Madhulika &
Passey, 2018).When research activity involves peer-reviewing and receiving of
negative reviews, emotional stress sometimes bothers the students and lowers
their confidence level to the point of giving up (Hromova, 2018). We are aware
that our research findings were shaped by our perspectives, we “reflexively”
explain wherever possible our own as well as informants’
knowledge-construction processes, our research assumptions, our decisions
about data collection and analysis, and the collaborative procedures through
which we arrived at our findings (Latour and Woolgar 1979, 273-286).
Research may also be understood as meaning one’s own
disciplinary-based research, others’ disciplinary-based research or
pedagogical research (Jenkins & Zetter 2003). Documenting approaches to
research -led education as case studies and examples has led to the
development of descriptive frameworks to clarify educational purpose and
outcomes (Jenkins, Healey, & Zetter 2007). However, there has been little
research into students’ experiences and perceptions of academic research at
the departmental level (Volkwein & Carbone 1994). Students were found to
have mixed reactions to academic research because research made their
lecturers less available to them; however, many valued academic research and
wanted it to be more visible to them (Zamorski 2002; Lindsay, Breen &
Jenkins 2002; Robertson & Blackler 2006). Student’s perceptions of the
relevance of research to their learning were also influenced by disciplinary
perspectives. Research was less valued by those with practical and applied
orientations to careers and knowledge; in particular, postgraduate students
ended less often to perceive research as salient to their own goals and
motivations (Lindsay, Breen & Jenkins 2002).
However, as Healey(2005) suggests, the greatest impacts on students’
learning and understandings of research arose from their experiences of doing
research in the learning project. The research activities in the case-study
simulation involved students in applying knowledge derived from the
lecturer’s research to construct their own solutions to a problem. This activity
required that students understand research to include extending,
reinterpreting and/or transforming knowledge. This understanding of
research is similar to understanding asconceptual change (Prosser & Trigwell
1999).
CHAPTER III
RESEARCH METHODOLOGY
RESEARCH DESIGN
This study utilize descriptive method of research design to determine
the students perspective in the research subject and its implication to
education.
DATA GATHERING PROCEDURE
Before conducting the research study or gathering data
I will write a letter of permission to the parents of the respondents, regarding
to the study. Upon the approval of parents, the questionnaires will be
distributed to the respondents to answer or fill out the needed information.
Since we are experiencing crisis, researcher will inform the respondents to
follow the protocols in response to the corona virus disease while answering
the questions. I will assure that responses of the respondents will keep
confidential.
LOCALE OF THE STUDY
The study will be conducted in the house of every respondents.
The purpose of the study is to collect data to the Grade-12 students of Tuao
Vocational and Technical School Malummin Annex.
SAMPLE RESPONDENTS
The researcher considered the Grade-12 students of Tuao Vocational
and Technical School Malummin Annex comprising of 72 members, male and
female. They were the chosen respondents because they will undertake a
research study. Moreover, their generation is evidently more dependent on
technology than the way people used to before.
RESEARCH INSTRUMENT
The study will use questionnaires as its research instrument because
it gathers data faster than any method and it is most convenient among all
other instruments.. The questionnaires consisted of items that will be
determined the students perspective in the research subject and its
implication to education.
DATA ANALYSIS
In determining the students perspective in the research subject and
its implication to education, the Likert Scale will be used.
FORMULA:
__
∑WX
X= ——
N
WHERE:
W= points
X= number of respondents per weight
N=total number of respondents