ATTITUDES TOWARDS RESEARCH WRITING

OF SENIOR HIGH SCHOOL STUDENT AT POLYTECHNIC COLLEGE OF

BOTOLAN

JENELLE L. CABALIC
CYRA JANE T. DELA CRUZ
FRANK C. DORDE
JULIE M. EVANGELISTA
ALLYSA D. MALONZO
GASELLE MARIE B. REDOR
SANTIAGO D. ZABALA JR.

A Research Paper
Presented in Partial Fulfillment of the Requirements in
Practical Research
Polytechnic College of Botolan
Botolan, Zambales

July 2023
 The study here to attached entitled:

ATTITUDES TOWARDS RESEARCH WRITING OF SENIOR HIGH SCHOOL

STUDENT AT POLYTECHNIC COLLEGE OF BOTOLAN.

Has been prepared and submitted by JENELLE L. CABALIC, CYRA JANE T. DELA
CRUZ, FRANK C. DORDE, JULIE M. EVANGELISTA, ALLYZA D. MALONZO,
GASELLE MARIE B. REDOR, and SANTIAGO D. ZABALA JR. Is hereby
recommended for oral examination.

JENELYN D. BARRO
Adviser

Approved by the Committee of Oral Examiners

JOEMARK D. ABLIAN
Chairman

ARIANNE M. LIMBAG IANNE JOY Y. MANIQUIZ

Member Member

Accepted and approved as a requirement for the PRACTICAL RESEARCH

Approved:

MARK ANTHONY R. GANTANG, MAED

SHS Program Coordinator

July 2023
Date of Oral Defense

ii
 ACKNOWLEDGEMENT

The researcher would like to express their sincere gratitude and appreciation to

everyone who helped make this study feasible.

To ma’am Jenelyn D. Barro, The achievement of this study was made possible by

the thesis adviser's constant encouragement, comments, advice, assistance, and ideas.

To Joemark Ablian, Thank you to our research instructor for consistently

reminding us and sharing his knowledge and expertise to guide us finish this research.

Joemark D. Ablian, In order to make the research more scholarly, the chairman of

the committee of oral examiners is reviewing the materials and providing her opinion.

To Arianne Joy M. Limbag, and Ianne Joy Y. Maniquiz, both members of the

panel of examiners, for their insightful remarks, evaluation, and recommendations for

improving the study.

To Sir MARK ANTHONY R. GANTANG, SHS program Coordinator for

permitting respondents to participate in the research study under his direction.

To SHS adviser for assisting and working with the researcher throughout the

administration of the study instrument, I thank each strand's SHS adviser.

To Dr. Mary Grace S. Manangan, the President of Polytechnic College of

Botolan, for her assistance, understanding and concerns shown.

To all students who took part in this study, thank you for the hospitality and the

time you spent answering the questionnaire throughout the study.

To our parents, for the unconditional love and for always being there, thank you very

much.
 ABSTRACT

This study will only focus on the attitude of our Grade 12 senior high school

students toward research writing at Polytechnic College of Botolan.

The researcher’s utilized the descriptive research with survey questionnaire in a

form of google form Adapted from the Study of Balangon (2022) in titled Research Writing

Capabilities and Attitude towards Research as the main instrument in gathering data and

information from the one hundred and thirty-one (131) students as population research. It

also determined the profile limited to cognitive attitude, affective attitude, and also the

behavioral attitude. The frequency counts, mean, percentage was used to describe the data

while Analysis of Variance for inferential statistics.

The researchers concluded that the student-respondents is well included in research.

The Student-respondents assessed “Agree” on the Level of Attitudes toward research

writing in terms of Cognitive Attitude, Affective Attitude, and Behavioral Attitude. There

is no significant difference on the Attitudes towards research writing in terms of Affective

attitude when grouped according to age, sex, and strand profile however, in Cognitive

Attitude there is significant difference when grouped according to Strand but in Age and

Sex there is no Significant Difference likewise in Behavioral Attitude there is no significant

difference in terms of Age profile however in Sex and strand there is significant difference.

Based on the summary of the investigation conducted, and the conclusion arrived

at, the researchers

 TABLE OF CONTENTS

Page

TITLE PAGE

APPROVAL SHEET

ACKNOWLEDGEMENT

ABSTRACT

TABLE OF CONTENTS

LIST OF TABLE

LIST OF FIGURES

CHAPTER

1. INTRODUCTION

Background

Significance of the Study

Statement of the Problem

Scope and limitation

Review of Literature and Related Studies

Theoretical Framework

Conceptual Framework

Hypothesis

2. METHODOLOGY

Research Design

Respondents and Location

Data collection
 Data analysis

3. RESULTS AND DISCUSSION

Conclusions

Recommendations

References

iv
 List of tables

Table Page

1 Distribution on the respondents’ profiles regarding their Age, Sex,

Strand
2 Level of Attitudes towards research writing in terms of Cognitive
Attitude
3 Level of Attitudes towards research writing in terms of Affective
Attitude
4 Level of Attitudes towards research writing in terms of Behavioral
Attitude
5 Summary on the level of Attitudes towards research writing of senior
high school
6 Difference on the Attitude towards research writing in terms of
cognitive attitude across profile
7 Difference on the Attitude towards research writing in terms of affective
attitude across profile
8 Difference on the Attitude towards research writing in terms of
Behavioral attitude across profile
 List of Figures

Figure Page

1 IV-DV Paradigm of the study

2 Map of Botolan showing the Location of the Polytechnic

College of Botolan.
 CHAPTER 1

INTRODUCTION

Background of the Study

Research has become crucial to education since the academe are increasingly aware

of its significance. New ideas uncover through research, and how to do research is a priority

for any institution. However, according to Reddy, Ch. (2019), research can be challenging

in an academic setting. The studies of Sureshkumar, K. (2015); Bandele, S., & Adebulel,

S. (2013); Shaukat, S., Siddiquah, A., Abiodullah, M., & Akbar, R. A. (2014); Cherry, K.

(2019) emphasized the importance of studying research attitudes. According to the study

of Khirade, Santosh (2022) and Butt, I. H., & Shams, J. A. (2020), students have a negative

attitude toward research. One variable is in the study of Zhou, J. (2012), which stated that

the absence of training would impact students' motivation, interest, and confidence. Aside

from this, according to Rind, Zainul & Ali, Murtaza & Jamali, and Maqbool. (2022), the

negative attitude toward research is connected to anxiety and stress. Although, there are

also studies that show a favorable outlook. According to Belgrave, K. L., & Jules, J. E.

(2015); Uysal Toraman, A., Hamaratçılar, G., Tülü, B., & Erkin, Ö. (2017); Kakupa, P., &

Xue, H. (2019); Hussain, T., Akhter, M., Abid, N., & Sabir, S. (2016), students' views of

the usefulness of research and an enthusiastic attitude can have a positive outlook toward

research. Also, according to Seher, U., Remziye, S., Kizilcik, O.Z. & İlker, A. (2018);

Landa-Blanco, M., & Cortés-Ramos, A. (2021), students with more experience and are

more exposed to research exhibit a favorable attitude towards it.

Research play a vital role not only within the academic but in various area of life

and Learners develop critical thinking skills that are relevant to the global arena. The main
purposes of research are to inform action, gather information, and contribute to developing

knowledge of the study. Belgrave and Jules (2015).found that students who perceived

research as functional and meaningful to real-life situations had a positive attitude toward

research. Hence, it is necessary to determine and understand Grade 12 students' attitude

toward research to enhance research productivity and device new pedagogies in the

teaching and conduct of research at the senior high school level. Murdoch (2020) Research

is curial, Research saves life. This is one of the main reason why research is important on

Peoples life, and researchers must have a good attitude towards research to produce a good

research.

According to Abun, Damianus & Magallanes, Theogenia & Encarnacion, Mary &

Lalaine, Sylvia. (2019), schools are perfect places as training grounds. It is then the school's

responsibility to equip all learners with knowledge and skills for research. According to

the study of Balangon, Wean Chad (2022); Pecay, Rose (2021); Gonzales, Irene & Corpuz,

Demetria & Dellosa, Rhowel (2020); Abinan, A. L. (2021), experience is a factor in a

research capacity. It exhibits a positive attitude toward research. It is affirmed by the

positive result of the student's attitude toward research in the study of Evangelista-Pelaez,

Cindy (2020); Mejares, Joedeve & Tan, Denis. (2023); Roxas, Mark Joshua (2020); Daran,

D., & Daran, A. (2021). Contrary to the study of Oguan, F., Bernal, M.M., Christine, M.,

& Pinca, D. (2014) and Garancho, G. A., & Marpa, E. (2021), which stated that it is

challenging for students to research because they have an unfavorable outlook. Conducting

research has been proven difficult and stressful. However, according to Caingcoy, M.

(2020); Santos, Joseline & Coordinator (2018); Serrano (2022); Bangalan, R., & Hipona,

J. (2019), the experience will improve the capability and attitude toward research.
 Both global and ASEAN literature agrees that relating real-life experience to

research exhibits a positive attitude toward it. It can be a fulfilling experience, especially

for those with much more experience in research. However, most studies in a local setting

show that loss of interest, stress, and anxiety are the leading cause of negative attitudes in

research writing. The researcher still thinks capability is much more important to research

writing than attitude towards it. There should be more studies to find the relationship

between the capability and the writer's attitude toward research in a more profound aspect.

It will provide an intervention to alleviate or strengthen the foundation of student research.

The researcher also noticed that most of the published research regarding research writing

is quantitative. The underlying reason for every negative attitude of the students toward

research might be more interesting. It will give a better understanding and provide a better

intervention to the problem.

This study will only focus on the attitude of our Grade 12 school's senior high

school students toward research writing. It is uncovering the surface before digging in

deeper for a reason. Finding out the students' attitudes toward research writing will provide

a snap assessment of the student's condition. It is a start of a broader scope of study that

will, in the future, be the pillar of a strengthened research foundation among students.

The result will provide teachers, Students, Parents and other education stake holders

with information that will help to develop strategies to improve student’s writing of

research.
 Objectives of the Study

The study's goal is to understand how senior high school students at Botolan

Polytechnic College feel about research. Specifically, the research wants to answer the

following question:

1. What is the Profile of the respondents in terms of

1.1 age,

1.2 sex,

1.3 And strand?

2. How is the Attitude of the respondents towards research in terms of;

2.1 Cognitive attitude,

2.2 Affective attitude,

2.3 Behavioural attitude?

3. Is there a significant difference on the attitude of the respondents towards research when

grouped to profile variables?

Theoretical Framework

The research needs to be anchored to the concept of attitude in order to completely

comprehend one of the study's concepts. An individual's inclination to respond to a certain

object, activity, person, institution, event, or other discernible component of their reality is

referred to as their attitude (Ajzen, 1993). Ajzen argued that although there are numerous

definitions of attitude from various theorists, they are all in agreement that attitude contains

an evaluative component (Bem, 1970, Edwards, 1957 Fishbein & Ajzen, 1975). In that
aspects of attitude can be assessed and measured. Although attitude cannot be observed

because it exists in a person's mind or is latent, Ajzen (1993) recognized that it can be

measured through the person's reaction or responses to the subject of the attitude, which

may be favorable or unfavorable toward the object, people, affective, and behavioral

responses (Allport, 1954, Hilgard, 1980, Rosenber & Hovland, 1960). These are signs of

salient or latent attitude that cannot be seen (Ajzen, 1993).

The term "cognitive component" refers to one's opinions and assumptions regarding

a variety of topics, objects, people, organizations, events, etc. It concerns a person's

perception and knowledge of a subject, an item, or another person. An emotional response

to the subject, object, or person is the affective component of attitude. It refers to how

someone feels when confronting a subject, an object, a person, or an organization. It is still

a psychological response that can communicate feelings verbally or nonverbally against

the object, person, subject, or institution. This response could be either good or negative.

The impact of an attitude on a behavioural intention or how an attitude influences

behaviour is known as the behavioural component of attitude. Plans, intentions, and

commitments to a planned behaviour are some examples of these. As a result of having

these three elements, attitude can be thought of as a multidimensional construct

Conceptual Framework

The conceptual framework is depicted in the image below of the research, which

will serve as the foundation for this research. Using the conceptual framework as a guide,

an example of the study's key components. The study will get the significant difference

between the Profile of the respondents and their attitude towards research.
 Independent Variable Dependent Variable

1. Profile of the respondents

1.1 Age
1.2 Sex
1.3 Strand
2. Attitudes of respondents in
terms of; ATTITUDES TOWARDS
RESEARCH WRITING
2.1 Cognitive attitude
2.2 Affective attitude
2.3 Behavioural attitude
3. Is there a significant
difference between attitudes
across profile?

FIGURE 1.
IV-DV PARADIGM

For the Dependent variable the attitude of the students-respondents in research

writing was gathered.

Hypothesis

The objective of this study is to ascertain whether Grade 12 senior high school

students' attitudes toward research significantly alter when they are grouped according to

profile factors. The first section of the study will concentrate on figuring out how they feel

about research, and the second section will use the results of surveys to determine how the

variables alter when divided into different profiles. In light of this, the researcher confirms
the research hypothesis: There is no significant difference in the attitude of Senior High

School students when grouped according to profile.

 CHAPTER 2

METHODOLOGY

Research Design

This study will determine the significant difference of the Attitude of Grade 12

Senior High School students of Polytechnic College of Botolan toward research.

Furthermore, it determined the profile of the respondents in terms of Age, Sex, and

Program.

As the goal of the study is to characterize a phenomenon in terms of frequency, the

researcher will employ a descriptive research design. Descriptive research was chosen for

the replication study because Fuller Hamilton et al. used it in their initial investigation

(2015). Aspects of groups that have been quantified, such as the difference between

variables, are correctly and methodically described, observed, or validated in the

descriptive research design's natural state (Siedlecki, 2020).

RESPONDENTS AND LOCATION

The study targeted Grade 12 Senior High School Students as the respondents
conducted in Polytechnic College of Botolan 2021-2022, Seventy Six (76) HUMSS
student, Forty Five (45) STEM students, TWENTY FOUR (24) ABM students, FIFTEEN
(15) HE students, NINETEEN (19) AUTOMOTIVE students, sixteen (16) CSS students
were officially enrolled in Polytechnic College of Bototan (PCB) as included in table 1.

Table 1. Total Population of students-respondents in Polytechnic College of Botolan

STRAND/SECTION POPULATION SAMPLE SIZE

HUMSS 76 50
ABM 24 19
STEM 45 38
HE 15 7
ATUOMOTIVE 19 9
CSS 16 8
TOTAL 195 131
 From the total Population of ONE HUNDRED NINETY FIVE (195), a sample of

ONE THIRTY-ONE (131) was utilized. The sample was computed using Sloven’s

Formula 0.5 margin of error an applied stratified random sampling to select the

respondents.

Table 1 shows the total Population of the students-respondents by the school

Figure 2 shows the location of Polytechnic College of Botolan

Instruments

The researcher’s main tool in gathering data and information from the respondents

will be a survey questionnaire in a form of google form Adapted from the Study of

Balangon (2022) in titled Research Writing Capabilities and Attitude towards Research of

Social Studies Teachers of Public Tertiary Schools in Zambales.

The instrument will focus on gathering the data and information of the respondents.

Part 1 includes profile of the respondents such as Age, Sex, and Strand. Part 2 includes the

Attitude of the respondents toward research. A 4 point Likert scale will be implemented by

the researcher to assess their attitude. (4) – Strongly Agree, (3) – Agree, (2) – Disagree;

and (1) – Strongly Disagree.

Data Collection

The Proposal of the study and research tools to be used for the study were submitted

to the researchers’ adviser for supervision and approval to perform the study.

Permission was asked from the Principal of Senior High School Department at

Polytechnic College of Botolan through a letter of intent to gather participants from their

department.

After the test of validity and reliability of the questionnaires, the researcher will

distribute it to the target respondents, the researcher gave enough time for them to answer

the questionnaire.

Right after the respondents finished the questions, the researcher will gather

questionnaires. The researcher sorted and organized the questionnaires and afterward it is

ready for evaluation, computation of the data, and assessment.

Data Analysis

Weighted Mean. This statistical tool was used in problem 2 to determine the average level

of Cognitive Attitude, Affective Attitude, and Behavioral Attitude of the student-

respondents.

Frequency and Percentage. These statistical tools were applied in problem 1 to count and

get the percentage of the respondents’ profiles.

The statistical tools was applied to determine the significant difference between the

attitudes of the respondents towards research across profile.

F-test. The statistical tools was applied to determine the significant difference between

the attitudes of the respondents towards research across profile.

The following are the decision rules under F- test:

Decision Rule 1: If the computed significance (Sig.) value is less than or equal to the 0.05

level of significance (Sig. ≤ 0.05), reject the null hypothesis. There is a significant

difference.

Decision Rule 2: If the computed significance (Sig.) value is greater than the 0.05 level of

significance (Sig. ≥ 0.05), accept the null hypothesis. There is no significant difference.

ANOVA. In testing the significant difference of the responses when respondents were

grouped according to profile variables, the one-way analysis of variance (ANOVA) was

used.

Likert Scale. Likert scale was used to interpret Student Perceptions

Numerical Value Point Scale Descriptive Equivalent

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree

 CHAPTER 3

RESULTS AND DISCUSSIONS

In order to provide a clear and better understanding of the study Attitudes towards research

writing, this chapter displays the collected and processed data in tabular form.

1. Profile of the Respondents

Table 1 shows the frequency and percentage distribution on the respondents’

profiles regarding their Age, Sex, Strand.

Table 1
Distribution on the respondents’ profiles regarding their Age, Sex, Strand

Age Frequency Percent

16 – 18 years old 107 81.68
19 – 21 years old 24 18.32
Total 131 100.00
Mean = 17.55 years old
Sex Frequency Percent
Male 48 36.64
Female 83 63.36
Total 131 100.00
Strand Frequency Percent
HUMSS 38 29.01
STEM 19 14.50
ABM 50 38.17
CSS 8 6.11
HE 7 5.34
AUTOMOTIVE 9 6.87
Total 131 100.00

Age. As for the age 81.4% are 16-18 years old and 18.6% are 19-21 years old the mean

age of the students-respondent was years old.

Sex. As for sex, 63.8% who answered our questionnaire are female and 36.2% are male.
Strand. Majority of one hundred thirty (130) students-respondents are from the academic

track which is Humanities and social sciences (HUMSS) holds 38.2% and Science

Technology and Mathematics (STEM) 28% lastly the Accountancy, Business, and

Management (ABM) 14.5%, the lowest students-respondents are from the Technical-

Vocational-Livelihood track which is the Automotive 6.9%, CSS 6.1% and lastly HE

5.3%.

The academic course often places a strong emphasis on research abilities, analytical

capabilities, and theoretical understanding. It is designed to prepare students for

postsecondary study and employment in the humanities, social sciences, engineering, and

medicine. Students who choose the academic track frequently encounter research

methodology, literature reviews, and academic writing. On the other hand, TVL track, is

more concentrated on delivering practical skills and vocational training for certain sectors

or jobs. It prepares pupils for opportunities for immediate work or entrepreneurship after

high school. The TVL track includes coursework in a number of occupational areas,

including tourism, information technology, culinary arts, and automotive. Therefore, in

terms of research engagement, the academic track typically provides more opportunities

and resources for research-oriented activities. However, it's important to note that research

is not limited to the academic track alone. Some students in the TVL track may have an

interest in research or pursue it through vocational avenues that involve practical

investigations, innovation, or problem-solving within their chosen fields, the level of

engagement in research depends on individual students, their interests, the educational

institution's resources, and the specific programs offered within each track.
2. Attitudes towards research writing

2.1 Cognitive

Table 2 represents the level of Attitudes of senior high school students in terms of

cognitive attitude

Table 2
Level of Attitudes towards research writing in terms of Cognitive Attitude

Weighted Qualitative
COGNITIVE Rank
Mean Rating
1. Research wide’s my critical thinking 3.14 Agree 3
2. Research is easy because it follow certain
2.85 Agree 5
method of investigation
3. Research writing can be done by all students 2.98 Agree 4
4. Research is important for enriching my
3.17 Agree 2
knowledge
5. Research is useful to my studies 3.23 Agree 1
Overall Weighted Mean 3.07 Agree

The Student-respondents assessed “Agree” on the question towards the “Research

is useful to my study”, manifested on the high mean value of 3.23 and ranked 1st while

least on the question towards “Research is easy because it follow a certain method of

investigation” with mean of 2.85 interpreted as “Agree” and ranked 5th. The computed

overall weighted mean on the responses towards the Attitudes of research writing in terms

of cognitive was 3.07 with qualitative interpretation of “Agree I'm an unfavorable outlook.

Conducting research has been proven difficult and stressful. That’s why they look at

research as a blockage for their graduation.

2.2 Affective

Table 3 represents the level of Attitudes of senior high school students in terms of Affective
attitude
Table 3
Level of Attitudes towards research writing in terms of Affective Attitude

Weighted Qualitative
Affective Rank
Mean Rating
1. Research give me a great feeling 2.55 Agree 3
2. Research excites me 2.45 Agree 4
3. Research makes me happy 2.44 Agree 5
4. Research is interesting 2.89 Agree 1
5. Research is enjoyable 2.68 Agree 2
Overall Weighted Mean 2.60 Agree

The Student-respondents assessed “Agree” on the question towards the “Research

is interesting”, manifested on the high mean value of 2.89 and ranked 1st while least on the

question towards “Research makes me happy” with mean of 2.44 interpreted as “Agree”

and ranked 5th. The computed overall weighted mean on the responses towards the

Attitudes of research writing in terms of affective attitude was 2.60 with qualitative

interpretation of “Agree”.

Research is interesting but there are challenges according to Reddy, Ch. (2019),

research can be challenging in an academic setting. Landicho 2020 revealed the Barriers

such as lack of resources for instruction and learning access to reading material and relevant

literature may cause individuals to develop negative attitudes towards research; (Landicho)

(2020) These negative attitude can develop a dislike for the research process and unable to

fulfill the requirements of their degree programmes.

2.3 Behavioural

Table 4 represents the level of Attitudes of senior highs school students in terms of
Behavioral attitude

Table 4
Level of Attitudes towards research writing in terms of Behavioral Attitude

Weighted Qualitative
Behavioural Rank
Mean Rating
1. I will use research approach in my studies 3.12 Agree 2
2. I will apply theories of research in my thesis 3.05 Agree 5
3. Research is important 3.38 Agree 1
4. I will conduct research 3.10 Agree 3
5. I will use research as a career guide 3.07 Agree 4
Overall Weighted Mean 3.15 Agree

The Student-respondents assessed “Agree” on the question towards the “Research

is important”, manifested on the high mean value of 3.38 and ranked 1st while least on the

question towards “I will apply theories of research in my thesis” with mean of 3.05

interpreted as “Agree” and ranked 5th. The computed overall weighted mean on the

responses towards the Attitudes of research writing in terms of Behavioral attitude was

3.15 with qualitative interpretation of “Agree”.

Research play a vital role not only within the academic but in various area of life

and Learners develop critical thinking skills that are relevant to the global arena. The main

purposes of research are to inform action, gather information, gather evidence for theories,

and contribute to developing knowledge of the study. Belgrave and Jules (2015).found that

students who perceived research as functional and meaningful to real-life situations had a

positive attitude toward research.

2.4 Summary

Table 5 shows the summary of Attitude toward research writing of senior high school at

Polytechnic College of Botolan. The behavioral Attitude rank 1st and interpreted "agree";

rank 2 was Cognitive attitude and interpreted "agree"; Affective attitude is rank 3/least rank

and interpreted "agree". The computed Grand Mean of the Attitudes towards research

writing of senior high school was 2.94 and interpreted "Agree".

Table 5
Summary on the level of Attitudes towards research writing of senior high school

Overall Qualitative
Cognitive Learning Style Rank
Weighted Mean Rating
Cognitive 3.07 Agree 2
Affective 2.60 Agree 3
behavioural 3.15 Agree 1
Grand Mean 2.94 Agree

3. Test of Difference on the Attitude towards research writing Across Profile

3.1 Cognitive

Table 6 show the significant value for Age, Sex , and Strand

There is no significant difference on the Attitudes towards research writing in terms

of Cognitive attitude when grouped according to age and sex profile variable respectively

manifested on the computed P-values of 0.754, and 0.170 of which are higher than (>) 0.05

Alpha Level of Significance, therefore the Null Hypothesis is Accepted. On the other hand,

the P-value of 0.01594 which is lower than (<) 0.05 Alpha Level of Significance, therefore

the Null Hypothesis is rejected, hence there is significant difference when grouped

according to Strand.
 According to Seher, U., Remziye, S., Kizilcik, O.Z. & İlker, A. (2018); Landa-

Blanco, M., & Cortés-Ramos, A. (2021), students with more experience and are more

exposed to research exhibit a favourable attitude towards it the academic track typically

provides more opportunities and resources for research-oriented activities.

Table 6
Difference on the Attitude towards research writing in terms of cognitive attitude
across profile
Profile Source of Sum of Mean
df F Sig. Interpretation
Variables Variation Squares Square
Between 0.029
1 0.029
Groups
38.387 12 Ho is accepted
Age Within Groups 0.298 0.099 0.754
9 Not Significant
13
Total 38.416
0
Between 0.55748
0.557483 1
Groups 3
Ho is accepted
12 0.29348 1.899 0.1705
Sex Within Groups 37.85901 Not
9 1 555 14
Significant
13
Total 38.41649
0
Between 0.80224
4.011243 5
Groups 9
12 0.27524 2.914 0.0159 Ho is rejected
Strand Within Groups 34.40525
5 2 703 44 Significant
13
Total 38.41649
0

3.2 Affective

Table 7 show the significant value for Age, (1.026), Sex (0.9266), and Strand (0.310)

There is no significant difference on the Attitudes towards research writing in terms

of Affective attitude when grouped according to age, sex, and strand profile variable

respectively manifested on the computed P-values of 0.3129, 0.926699, and 0.3103 of

which are higher than (>) 0.05 Alpha Level of Significance, therefore the Null Hypothesis

is Accepted.
 Many studies has been conducted about Attitudes towards Research. (Kakupa, paul;

Xue Han)(2019) in their study revealed that the students had higher positive attitude

towards research, Higher Self - efficacy, and lower research anxiety than the latter.

However in J issaka, et al. (2022) they see both research method and writing of research as

complex and difficult, hence, they have high anxiety about research and dislike the research

courses.

Table 7
Difference on the Attitude towards research writing in terms of affective attitude
across profile
Profile Source of Sum of Mean Interpre
df F Sig.
Variables Variation Squares Square tation
Between 0.39072
1 0.390723 Ho is
Groups 3
accepted
49.1102 1.02633 0.3129
Age Within Groups 129 0.380699 Not
3 1 18
Significa
49.5009
Total 130 nt
5
Between
0.00326 1 0.00326 Ho is
Groups
0.9266 accepted
49.4976 0.00849
Sex Within Groups 129 0.383703 99 Not
9 7
Significa
49.5009
Total 130 nt
5
Between 2.27752
5 0.455504 Ho is
Groups 1
0.3103 accepted
47.2234 1.20571
Within Groups 125 0.377787 5 Not
Strand 3 6
Significa
49.5009
Total 130 nt
5

3.3 Behavioural

Table 8 shows the significant value for Age (0.0745), Sex (0.0332), and Strand (0.0048).

There is no significant difference on the Attitudes towards research writing in terms

of Behavioral attitude according to Age profile variable respectively manifested on the

computed P-values of 0.0745 of which are higher than (>) 0.05 Alpha Level of
Significance, therefore the Null Hypothesis is Accepted. On the other hand, the P-value of

0.033 and 0.0048 which is lower than (<) 0.05 Alpha Level of Significance, therefore the

Null Hypothesis is rejected, hence there is significant difference when grouped according

to Sex and Strand.

Studies have revealed that a lack of research interest is common among students,

especially when they cannot see how it applies directly to their practice and daily lives (

Hosseini & Khazali, 2013). Lack of research interest may also be caused by research

instructors especially when they adopt poor pedagogies and do not stress the necessity of

Research in all spheres of human endeavour.

Table 8
Difference on the Attitude towards research writing in terms of Behavioral attitude
across profile
Profile Source of Sum of Mean Interpre
df F Sig.
Variables Variation Squares Square tation
Between 0.61810 0.61810
1
Groups 7 7 Ho is
0.19121 accepted
24.6661 3.23259 0.07452
Age Within Groups 129 1 Not
7 6 5
Significa
25.2842 nt
Total 130
7
Between 0.87611 0.87611
1
Groups 2 2 Ho is
4.63035
24.4081 0.18921 0.03327 rejected
Sex Within Groups 129 5
6 1 4 Significa
25.2842 nt
Total 130
7
Between 3.15296 0.63059
5
Groups 5 3 Ho is
0.00480
22.1313 3.56165 rejected
Strand Within Groups 125 0.17705 3
1 7 Significa
25.2842 nt
Total 130
7
SUMMARY OF FINDINGS, CONCULUSION AND RECOMMENDATION

This chapter serves as an overview of the research that has been done, the

conclusions reached, and the recommendations put out by the researchers based on key

findings from the study.

1. Profile of the respondents

1.1 Age. As for the age 81.4% are 16-18 years old and 18.6% are 19-21 years old

the mean age of the students-respondent was years old.

1.2 Sex. As for sex, 63.8% who answered our questionnaire are female and 36.2%

are male.

1.3 Strand. Majority of one hundred thirty (130) students-respondents are from the

academic track which is Humanities and social sciences (HUMSS) holds 38.2% and

Science Technology and Mathematics (STEM) 28% lastly the Accountancy, Business, and

Management (ABM) 14.5%, the lowest students-respondents are from the Technical-

Vocational-Livelihood track which is the Automotive 6.9%, CSS 6.1% and lastly HE 5.3%.

2. Perceptions of the students- respondents on attitudes towards research writing

2.1 Cognitive attitude

The Student-respondents assessed “Agree” on the question towards the “Research

is useful to my study”, manifested on the high mean value of 3.23 and ranked 1st while

least on the question towards “Research is easy because it follow a certain method of

investigation” with mean of 2.85 interpreted as “Agree” and ranked 5th. The computed

overall weighted mean on the responses towards the Attitudes of research writing in terms

of cognitive was 3.07 with qualitative interpretation of “Agree”.

2.2 Affective attitude

The Student-respondents assessed “Agree” on the question towards the “Research

is interesting”, manifested on the high mean value of 2.89 and ranked 1st while least on the

question towards “Research makes me happy” with mean of 2.44 interpreted as “Agree”

and ranked 5th. The computed overall weighted mean on the responses towards the

Attitudes of research writing in terms of affective attitude was 2.60 with qualitative

interpretation of “Agree”.

2.3 Behavioral attitude

The Student-respondents assessed “Agree” on the question towards the “Research

is important”, manifested on the high mean value of 3.38 and ranked 1st while least on the

question towards “I will apply theories of research in my thesis” with mean of 3.05

interpreted as “Agree” and ranked 5th. The computed overall weighted mean on the

responses towards the Attitudes of research writing in terms of Behavioral attitude was

3.15 with qualitative interpretation of “Agree”.

3. Test of Difference on the Attitude towards research writing Across Profile

3.1 Cognitive attitude

There is no significant difference on the Attitudes towards research writing in terms

of Cognitive attitude when grouped according to age and sex profile variable respectively

manifested on the computed P-values of 0.754, and 0.170 of which are higher than (>) 0.05

Alpha Level of Significance, therefore the Null Hypothesis is Accepted. On the other hand,

the P-value of 0.01594 which is lower than (<) 0.05 Alpha Level of Significance, therefore

the Null Hypothesis is rejected, hence there is significant difference when grouped

according to Strand.
 3.2 Affective attitude

There is no significant difference on the Attitudes towards research writing in terms

of Affective attitude when grouped according to age, sex, and strand profile variable

respectively manifested on the computed P-values of 0.3129, 0.926699, and 0.3103 of

which are higher than (>) 0.05 Alpha Level of Significance, therefore the Null Hypothesis

is Accepted.

3.3 Behavioral attitude

There is no significant difference on the Attitudes towards research writing in terms of

Behavioral attitude according to Age profile variable respectively manifested on the

computed P-values of 0.0745 of which are higher than (>) 0.05 Alpha Level of

Significance, therefore the Null Hypothesis is Accepted. On the other hand, the P-value of

0.033 and 0.0048 which is lower than (<) 0.05 Alpha Level of Significance, therefore the

Null Hypothesis is rejected, hence there is significant difference when grouped according

to Sex and Strand.

Conclusions

Based on the summary of the investigations conducted, the researcher concluded that;

1. There is no significant difference when group to profile variables on Affective attitude

however in Cognitive attitude when grouped into strand variable HE has higher Cognitive

attitude than HUMSS and CSS.

2. The students assessed "Agree" on Attitudes towards research writing in terms of

Cognitive attitude, Affective attitude, and Behavioral attitude.

3. The students-respondent can write and conduct research even if they are in Academic

track or Technical-Vocational-livelihood track (TVL).

4. Important to note that research is not limited to the academic track alone. Some students

in the TVL track may have an interest in research or pursue it through vocational avenues

that involve practical investigations, innovation, or problem-solving within their chosen

fields.

5. They are more likely to be interested and inspired to conduct research and write about a

topic when they have a personal connection to it or a genuine interest in it.

6. Writing a research can be Enjoyable and Depressing as the same time they must be

mentally prepared if they are going to write a research, research focuses on how your

curiosity drives you to reality that's why you must be ready to write and read reading is

important in writing research if you can't write, read a research that is related to the study

you are writing so that you can take some ideas on how you should work on your paper,

everyone can write a research if you just put your focus and goals to your paper.

Recommendations

Based on the summary of the investigations conducted, and the conclusion arrived, the

researchers offer the recommendations below:

1.

2.

3. To conduct a similar or parallel study with in-depth and wider in scope is encourage in

order to validate and confirm the findings obtained in the study

APPENDICES
Appendix A Permission/ Approval letter
Appendix B. Questionnaire

ATTITUDE TOWARDS RESEARCH WRITING OF SENIOR HIGH SCHOOL

STUDENTS
Part 1

Name: (Optional ) : ( ) Age ( ) Sex

Strand:

( ) HUMSS ( ) ABM ( ) STEM ( ) HE ( ) CSS ( ) AUTOMOTIVE

Part 2
To what extent in the need for the following: Attitude of Senior High School students
towards research writing? Please put a check ( / ) on the scale that represents your
perception . Be guided by the scale below.

4- Strongly Agree 3 –Agree

2 - Disagree 1 - Strongly Disagree
COGNITIVE 4 3 2 1
1. Research is useful to my studies
2. Research is important for enriching my knowledge
3. Research writing can be done by all students
4. Research is easy because it follow certain method of
investigation
5. Research wide’s my critical thinking
AFFECTIVE 4 3 2 1
1. Research is interesting
2. Research is enjoyable
3. Research excites me
4. Research give me great feeling
5. Research makes me happy
BEHAVIORAL 4 3 2 1
1. I will use research approach in my studies
2. I will apply theories of research in my thesis
3. Research is important
4. I will conduct research
5. I will use research as my career guide
Appendix C. Data Matrix
Appendix D. Validation Form
Appendix E.

TEST OF QUESTIONAIRE VALIDITY AND RELIABILITY

Research Study:

ATTITUDES TOWARDS RESEARCH WRITING OF SENIOR HIGH SCHOOL

STUDENTS OF POLYTECHNIC COLLEGE OF BOTOLAN

Researcher:

Santiago D. Zabala Jr
Gaselle Marie Redor
Jenelle Cabalic
Julie Evangelista
Frank Dorde
Allyza Malonzo

Test Performed:

SPSS v26.0 Reliability Test using Cronbach Alpha

Summary of Results:

Items/Statements Tested Conbranch Interpretation

alpha

Statements on "Cognitive" 0.883 Items have Good level of Reliability

Statements on "Affective" 0.854 Items have Good level of Reliability
Statements on "Behavioral" 0.824 Items have Good level of Reliability
Overall 0.913 Items have excellent level of
Reliability
Comments:

Those items/statements under the questionnaire were tested to exhibit

EXCELLENTLEVELS OF VALIDITY AND RELIABILITY. The researcher of
this study shall then be advised to proceed to data collection.
4. Test of Correlation between of Cognitive Learning Style and its Role in Language
Learning
Correlation Values Decision Interpretation

Role of Pearson r 0.237

Cognitive Ho is Negligible
Cognitive Sig. (2-tailed) 0.018
Learning rejected Negative
Learning N 152
Style Significant Correlation
Style
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