TEACHING PRACTICAL RESEARCH FOR SENIOR HIGH SCHOOL; AN IN-DEPTH STUDY

Abstract

Teaching Practical Research in the Senior High School was a challenge but at the same time a room for exploration. This study investigated the key areas in the interconnected teaching strategies employed to grade 12 students of which are most and least helpful in coming up with a good research output and what suggestions can be given to improve areas that are least useful. It is qualitative in nature and used phenomenological design. Reflection worksheets and interview schedule were the main sources of data.

Results reveal that students come up with a good research output because of the following key areas: ‘guidance from someone who is passionate with research’ as represented by their research critique, research teacher, resource speaker from the seminar conducted, and group mates; ‘guidance from something or activities conducted’ like the sample researches in the library visitation, worksheets answered, and the research defenses; and ‘teamwork’ among the members of the group. On the other hand, key areas which are least useful are: ‘clash of ideas and unequal effort’ among the members; ‘time consuming for some of the written works’; and ‘no review of related literature’ during the library hopping. Suggestions given where: to choose your own group mates of which each member should have the same field of interest, to remove worksheets not needed in the research paper; and to check online regarding availability of literature in the library. Further suggestions are to rearranged the sequence of the interconnected strategies which are as follows: grouping of students, having a research critique, seminar in conducting research, library visitation/work activity, proposal defense, final defense and the worksheet activities be given throughout the semester. Furthermore, there should be a culminating activity for students to share their outputs.

Teaching research is a wholesome process. By then, the researcher recommends to organize a group orientation for the teacher-coaches/mentors on the creation of school research council or school mentoring committee for peer reviewing on the students research output. Further, student research presentation (oral, poster, gallery type, etc.), student research conference/colloquium, student research journal, etc. be organized to further nourish the culture of research in the part of the students, teachers and staffs involve.