Research Capability, Attitude, and Performance of Senior High School Students

Abstract

This study assessed students' research capabilities, attitudes, and performance. It addressed the gap in failing to consider how students’ motivation, confidence, and perceptions of research impact their ability to engage meaningfully with research tasks, in public secondary senior high schools, within the Division of Davao del Sur, with 364 participants. Specifically, it explored the relationship between students’ research knowledge and skills and their attitudes toward research, which included dimensions such as anxiety, perceived usefulness for professional growth, relevance to life, perceived difficulties, and overall positivity. Employing a descriptive-correlational research design, data were gathered using survey questionnaires administered to a sample of students. The data were analyzed using statistical tools such as weighted mean, Pearson product-moment correlation, and multiple regression analysis. Findings revealed that neither research capabilities nor students’ attitudes statistically influenced their research performance. This indicates that students may underperform in research activities despite possessing adequate knowledge and generally positive attitudes. The results suggest that internal factors alone cannot predict or influence research performance. Therefore, further investigation into external or unexamined variables is warranted. In particular, the school’s research culture, language proficiency, and access to research-related resources may play crucial roles in shaping students’ research experiences and outcomes. A lack of a supportive environment, limited English proficiency, and inadequate access to relevant materials or technology could hinder students from effectively applying their skills or maintaining motivation. Addressing these contextual factors may provide deeper insight into enhancing student engagement and performance in research. Future studies and intervention programs should consider these external influences to create more holistic and effective strategies for improving research education.