attitudes towards research course (paper)

7/31/2019 Attitudes Towards Research Course (Paper)

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BACKGROUND OF THE STUDY

Introduction

The Secondary Science Curriculum (SSC) of Pilar College has been

in existence since 1999 because of the demand to cater a science

oriented curriculum to be at par with the trends and demands of society.

This curriculum offered wide array of science and mathematics subjects

which enhanced the original curriculum. Among the science subjects

offered is the Research Subject offered only to the third and fourth year

students whose preparation were made when they were in second year.

Students taking this subject often find problems along the way.

They have problems in doing or preparing the paper, in the conduct of

the experiment, in the interpretation of data and data gathering, and at

time problems on finding and continuing with the chosen problem.

In as much as the department would like to offer the best to its

clientele, the researcher would like to find out the attitudes of the

students taking the course and have it as basis for improvement of the

course offerings and processes.

Statement of the Problem

This study aimed to find out the attitudes of third year and fourth

year students of the Science Curriculum on the research subject that

they are taking. Specifically it sought to find answers to the following

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questions:

1. What are the attitudes of the third and fourth year students

toward the research subject?

2. Is there a significant difference in the attitudes of the third and

fourth year students toward the research subject?

3. What the recommendations of the students taking the subject?

Hypothesis

This study hypothesized that there no significant difference in the

attitudes of the third and fourth year students toward the research

subject.

Scope and Delimitation of the Study

This study is only limited to finding out the attitudes of students

towards the research subject that they are taking. This will not include

their possible attitudes towards any other subject to which they are

enrolled currently with the subject sought to be investigated.

Theoretical Framework and Related Literature

Research subject is offered to students in the Secondary Science

Curriculum but only to the third and fourth year students. The first year

students acquaint themselves wit the statistical methods, rules and

principles and the second year students are taught Basic Technical

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Writing as a preparatory subject for the Research subjects that they will

be taking.

The research subject is given a weight of one (1) unit in the

curricula. the research teacher meets them twice to thrice a week.

Students taking this subject are grouped according and will work by

group unless otherwise some students opt to work individually which

may be allowed on such occasions. Thee subject requires the

preparation of a research proposal during the first quarter. students

prepare chapters 1-3 of the research paper and will propose the same to

a panel. During the second quarter, the students will be conducting their

research in the laboratory or any other place they deem it suitable for

the conduct of the research. They prepare daily logbook for their work.

For the third quarter students prepare their results and have the paper

completed for the final defense conducted before a panel. Then

revisions will be made for the fourth quarter and they will publish their

work through an exhibit open to all high school students of the

department. In this, they present their work,and explain them. That

complete their task for the academic year. Students are graded in the

following manner as provided for in their students handbook:

First Quarter:

50% - Paper

50% - Proposal

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Second Quarter :

50% - Results

50% - Work

Third Quarter :

50% - Paper

50% - Defense

Fourth Quarter:

50% - Final Paper

50% - Exhibit

The course descriptions of the subjects are as follows:

RESEARCH I

This course is a follow-up of the Basic Technical Writing Course

taken by the students during their second year. At the onset of this

course, students are to prepare and come up with the statement of the

problem which will be their guide in the conduct of their experiment.

Topic are open to all Sciences so that the students will be able to

explore the interrelatedness of Sciences. Students will then for the first

time prepare their research paper following the concepts they have

earned during the Technical Writing Course and further defend their own

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paper.

The experimentation then follows after the defense. It is where

students get to feel how it is to be researchers and scientist in their

special ways specifically, when they perform laboratory experiments and

even prepare set ups before hand.

RESEARCH IN PHYSICS

The modernization of Science and Technology is only made

possible through extensive scientific research. This course serves as an

avenue for students to explore more investigative questions in Physics

as applied in modern technology and in practical use such as at home, in

farming and in doing work.

Research in Physics is a follow-up of the Research I Course taken

by the third year students of the Secondary Science Curriculum.

Through this course, students will apply the different techniques of

conducting research with more emphasis on the field of Physics. The

students may also continue or make a follow-up of the study they

previously conducted. They may also choose a new topic.

The course consists of three major parts. The first part deals with

the ideas, concepts and principles of research methodology. The second

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part deals with the preparation of the experimental design and set up

ready for the collection of data and their interpretation, and the last part

includes the preparation of the science research paper, the defense and

revision.

Conceptual Framework

Independent Variable Dependent

Variable

Figure 1. The Conceptual Framework of the Study

Significance of the Study

The results of this study will greatly benefit the school, the

teachers, and most of all the students of the science curriculum taking

the research subject offered therein. The result will specifically serve as

the framework for the redesign of the course for academic year 2009-

2010. The new design will further help students and teachers in their

undertakings in the subject. More students will be inclined to conducting

research and many will be inspired to do research projects.

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Third and Fourth YearSSC

Students takingResearch

Attitudes toward

theResearch Subject

YearLevel

CourseRedesign


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Definition of Terms

The following are the definitions of the terms used in the study.

Attitude. In this study attitude pertains to the manner of thought

and behavior of students

in the third and fourth year toward the research subject that

they are taking.

Research Subject. Is that subject taken by the third year and fourth

year students of the

SSC. This subject includes the conduct of a research and the

preparation of the paper.

Science Curriculum. Is the other curriculum offered in the High School

Department of

Pilar College which has for its salient feature the additional

science and mathematical subjects taken by students who

are qualified as deemed by the council.

METHODOLOGY

The following discussion presents the methods the researcher

employed in the conduct of the study.

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Research Design

This study employed the descriptive survey design because the

responses were taken with the use of a questionnaire from third year

and fourth year students of the Science Curriculum.

Respondents and Sampling Design

The study employed the systematic random sampling in the

selection of the respondents. Out of the 83 students taking research

subjects only 45 students was taken as respondents of the study based

on the majority. Universal sampling was not employed because the data

will only be categorized according to their year level thus the number of

the student respondent was enough to provide sufficient data for every

category.

Instruments of the Study

The study made use of a research questionnaire which comprise of

two (2)parts. Part I is for the personal data and Part II is composed of 15

questions, adopted and modified from DePaul University Survey

Opinions on Individual Research Project, which provided the results of

the study. Further this questionnaire was subjected to a Five (5)- Point

Likert Scale.

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Data Gathering Procedure

The data that was treated in this study was taken from the survey

questionnaires given to a total of 5 students taking research subjects.

The results was taken by frequency count for each of the responses.

Statistical Treatment

This study employed the weighted mean to be able to find out the

attitudes of the students toward the research subject and the means

was further treated with the T-test for the significant difference on the

attitudes when the students are will be grouped according to their year

level.

All interpretations was based on alpha 0.05 level of significance

using the two-tailed test.

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ANALYSIS AND INTERPRETATION OF DATA

The following discussion includes the results of the study as well

as the interpretation of the results and the implications of having the

same.

The first question posted under the statement of the problem is

the attitude of the students toward the research subject. The following

are the results.

Table 1. General Attitude of the Students toward the Research

QUESTIONThird Year Fourth Year

WM INT. WM INT.

1. I am generally interested inscience.

3.65 Agree 4.08 Agree

2. I think the research project iseducational


3. The research project connectswell

the materials presented inlectures

of science subjects.


4. I felt more anxiety about theproject than in conventional

sciencelaboratory exercises.

3.30 Neutral 3.48 Neutral

5. I would rather continueconventional laboratoryexercises

than participate in researchprojects.


6. I think research will be of valueto

me.


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7. I think I have enoughlaboratory

experience to be involved inresearch projects.


8. The Basic Technical Writing tocarry out a research.

4.10 Agree 4.60 StronglyAgree

9. I have been given enoughguidance to conduct a literaturesearch.


10. I would like to have myresearch

findings to be published.


11. I would like to continueworking

with my research project.

3.60 Agree 3.12 Neutral

12. The research project hashelped

me find out interesting thingsabout

science.



me build my confidence inexperimental activities.


14. Because of research intendto

pursue a medical or sciencerelated

course.


15. I was provided with adequatesafety instructions and gear towork on the research.


Mean 3.73 Agree 3.87 Agree

Table 1 show the general assessment of the Third and Fourth year

students of the SSC on the research course that they are taking. As can

be gleaned from the table, the average assessment appears to be with a

mean of 3.73 for the third year and 3.87 for the fourth year and this

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imply that the students agree to all the 15 items in the questionnaire.

To four (4) of the items from above appear that both the third year

and fourth year students are neutral as to the said four items. Further,

students cannot really assess whether they would want to pursue on

research subject or they would just prefer the conventional science

laboratory activity given for each science subject and they too have

cannot assess as to the extent of their preparedness to do research

projects. Furthermore, this may be because the students in the third

year level was exposed to do real research work for the first but this is

not true to the fourth year. As regards the later we are inclined to think

that though its their second time to be doing the research, but such

assessment could be attributable to other factors which this study

cannot explicitly lay or point out.

Fourth year students strongly agree that the Basic technical

Writing course or subject given to them during their second year

provided them enough foundation to perform required task for the

research course. Also, the results reveal that they have been given

enough guidance in the conduct of a literature search which could be

attributable to the Library-Research Program which provides the

student-researcher the assistance in doing a literature search.

On item number 14, both the third year and the fourth year group

of students cannot very well say that they were inspired to take science

related course because of research. This condition is attributed to the

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fact that the third year students are not yet inclined to think of what

course to take after graduating from high. On the other hand, the

researcher expects a different response form the fourth year students

however, the results reveal otherwise. At this point we are to think that

the research course did not inspire students to take science related

course.

Table 2. Attitudes toward Preparedness for Undertaking

Research


WM INT. WM INT.

1. I am generally interested inscience.


2. I think the research project iseducational


7. I think I have enoughlaboratory

experience to be involved in

research projects.


8. The Basic Technical Writing tocarry out a research.



Table 2 presents the assessment of the third year and fourth year

students as regards their Preparedness for Undertaking Research.

Statistically, with a mean of 3.85 and 4.14 reveal that the students

agree that they are prepared to take the research subjects. Further, The

fourth year respondents strongly agree that the Basic Technical Writing

Course laid the foundation for the students to do research projects.

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Table 3. Attitudes toward the Conduct of the Research

QUESTION

Third Year Fourth Year

WM INT. WM INT.

3. The research project connectswell

the materials presented inlectures

of science subjects.


4. I felt more anxiety about theproject than in conventional

sciencelaboratory exercises.


5. I would rather continueconventional laboratory

exercisesthan participate in research

projects.


9. I have been given enoughguidance to conduct a literaturesearch.


15. I was provided with adequatesafety instructions and gear towork on the research.



Table 3 presents the assessment of the third year and fourth year

respondents Toward the Conduct of the Research Process. The results

statistically revealed, with a mean of 3.62 and 3.80 respectively, that

research projects connects well with materials with lectures, and that

safety instructions and gear are provided or made available during their

research. However, the respondents cannot very well say that they

prefer doing research or the conventional science laboratory exercises

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or if they are more anxious of doing research rather than conventional

laboratory exercise.

Table 4. Attitudes toward the Impacts of Research


WM INT. WM INT.

6. I think research will be of valueto

me.


10. I would like to have myresearch

findings to be published.


11. I would like to continueworking

with my research project.

3.60 Agree 3.12 Neutral


me find out interesting thingsabout

science.



me build my confidence inexperimental activities.


14. Because of research intendto

pursue a medical or sciencerelated

course.



The results that the students think that research course is

valuable to the. They even would like to publish their own research and

to even continue working with them and that while working with their

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research they learn new things and it helped them build their confidence

in doing experiments. However, the research cannot really provide a

stepping stone for students for their future career.

Table 5. T-table for the Significant Difference in the Attitudes ofthe Students Taking Research Subjects

N X SD2 df t-com

t-tab3rd 4th 3rd 4th

General

Assessment ofthe Research

Course

15 3.73 3.87 0.174 1.257 28 0.453 2.048

Preparedness forthe Course

4 3.85 4.14 0.073 0.21 6 1.09 2.447

Conduct of theResearch

5 3.62 3.8 0.026 0.489 8 0.561 2.306

Impact of theResearch

6 3.75 3.74 0.085 0.505 10 0.32 2.228

Table 5 is the T-table for the test of significance between the

means from the third year and fourth year students towards their (1)

preparedness to undertake the subject matter; (2) their conduct of the

study; and (3) the impacts of taking research course. The statistical

results show that there is no significant difference in the assessment of

the of the third year and fourth year students of the research subject as

to their preparedness to undertake the research, the conduct of the

research, and the impacts of the research since the t-computed value is

1.09, 0.561. and 0.032 respectively which is very much lower than the t-

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tabulated value of 2.447, 2.306, and 2.228 respectively at alpha level

0.05 level of significance using the two-tailed test. This further implies

that the students in any year level view at a similar perspective the

relevance of the research course offered in the curriculum. The students

feel that they are prepared to undertake the research subject at

whatever level, and that proper environment and attitude was evident

during the conduct of their research and further they felt that the

research course have contributed much to their goals and activities in

life.

The following are the recommendations made by the students and

written verbatim.

1. Make sure that all materials are available for research.

2. I recommend that approved research projects would not have a

'making something out of nothing' concept, maybe the suited

thing would be 'making something from that thing'. And more

access to government agencies that would aid us in the research

without the hassle of taking absences just to finish science

projects.

3. Make sure that the researcher can chose easier researches

because of financial reasons, peers and materials.

4. I recommend that research courses will also be offered to first

year students, so that at an early age, the research course will

already be introduced and students already have prior knowledge

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about it.

5. In conducting the experiments be sure that materials and other

necessities are available at the laboratory or school. And let the

students adjust in doing research studies, don't shock and

pressure them because its not an easy task.

6. No comment.... Just needed enough time.

7. To have more complete equipment in the science laboratory.

8. I have nothing to recommend.

CONCLUSIONS AND RECOMMENDATIONS

The following are the results and recommendations based on the

results of the study.

CONCLUSIONS

1. Students taking research subjects are generally interested in

science.

2. That the research projects students make are educational because

it helped them find out interesting things about science and is of

value to them.

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3. That the lectures in science subjects that they are taking connects

well to the research that they conduct.

4. Students cannot very well stay if they would like to science

research than the conventional laboratory experiments in science

subjects.

5. That the Basic technical Writing Course offered during their

second year guided them to carry out the research and they are

also well guided in their literature search.

6. Students would like to publish their researches and would like to

continue their research.

7. That research built their confidence in conducting experiments.

8. They are unsure whether research really inspired them to take

medical or science related course in the future.

9. That they are prepared to do the research and they were provided

with adequate safety instructions and gears while they conduct

they experiments.

Based on the above conclusions, the following recommendations

ar5e made for the improvement of the course and these will also serve

as recommended actions and would form part of the area plan of

actions.

1. Provide adequate science laboratory experiments that will make

the students researcher differentiate conventional experiments

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Pilar CollegeZamboanga City

Accredited Member: PAASCUAY 2008-2009

Dear Respondents,

Praised be Jesus and Mary!

I am conducting a study on the attitudes of students toward theresearch course offered in the Secondary Science Curriculum.In line with this, you were chosen to be among the respondents of thesaid research. Your responses will help in the improvement of the coursedesign. Please feel free to answer the questions rest assured yourresponses will be held with outmost confidentiality.

Very truly yours,

(SGD) Ms. Janalin Fae S. TatilResearcher

I. Personal Data

Name (Optional): _______________________________Year and Section: _______________________________

II. QuestionnaireFor each question, check the appropriate box which corresponds

to your answer.

SA Strongly agree A Agree N Neutral D DisagreeSD Strongly Disagree

Question SA

A N D SD

1. I am generally interested in Science.2. I think the research project is educational.

3. The research project connects well the materialpresented in lectures of Science

subjects.4. I felt more anxiety about the project than inconventional Science laboratory

exercises.5. I would rather continue conventional laboratory

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APPENDIX B

Tally of the Third Year Responses

II. QuestionnaireFor each question, check the appropriate box which corresponds

to your answer.


Question S

A

A N D S

D1. I am generally interested in Science.2. I think the research project is educational.3. The research project connects well the materialpresented in lectures of Science

subjects.4. I felt more anxiety about the project than inconventional Science laboratory

exercises.5. I would rather continue conventional laboratoryexercises than participate in

research projects.6. I think research will be of value to me.7. I think I have enough laboratory experience to beinvolved in research projects.8. The Basic Technical Writing prepared me to carryout a research.9. I have given enough guidance to conduct aliterature search.10. I would like to have my research findings to bepublished.

11. I would like to continue working with my researchproject.12. The research project has helped me find outinteresting things about Science.13. The research project has helped me build myconfidence in my experimental

abilities.14. Because of research I intend to purse a medical or

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science related course.15. I was provided with adequate safety instructionand gear to work on the

research.

Recommendations:

APPENDIX C

Tally of the Fourth Year Responses

II. Questionnaire

For each question, check the appropriate box which correspondsto your answer.


Question SA

A N D SD

1. I am generally interested in Science.2. I think the research project is educational.3. The research project connects well the material

presented in lectures of Sciencesubjects.

4. I felt more anxiety about the project than inconventional Science laboratory

exercises.5. I would rather continue conventional laboratoryexercises than participate in

research projects.6. I think research will be of value to me.7. I think I have enough laboratory experience to beinvolved in research projects.8. The Basic Technical Writing prepared me to carryout a research.9. I have given enough guidance to conduct aliterature search.10. I would like to have my research findings to bepublished.11. I would like to continue working with my research

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project.12. The research project has helped me find outinteresting things about Science.13. The research project has helped me build myconfidence in my experimental

abilities.14. Because of research I intend to purse a medical orscience related course.15. I was provided with adequate safety instructionand gear to work on the

research.Recommendations:

attitudes towards research course (paper)

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