OUTCOMES IN QUANTITATIVE RESEARCH WRITING AMONG JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS

Abstract

This study investigated the junior high school mathematics teachers in terms of their research profile and performance in quantitative research writing and along the different parts of a quantitative research paper. It employed the qualitative approach in data gathering where a practical test in quantitative research writing was administered among 108 teachers. Frequencies and percent were computed to describe the research profile of the teachers and the actual outputs of the teachers in the practical test were evaluated by research experts using a rubric and their performance was measured quantitatively. The study revealed that majority of the junior high school mathematics have insufficient academic preparation in research, have not written research papers nor undergraduate and Master’s degree theses, lack professional development in research and involvement in research-related activities, and “underload” in terms of teaching load. They performed “Novice” or have attained the learning level in crafting a research title, developing the parts of the problem and its background, organizing the related literature, organizing the research methodology, analyze and interpret data, present bibliographic entries and stating the conclusions and recommendations. Their performance in quantitative research writing reveals that prerequisite and fundamental knowledge and research skills have not been acquired or developed adequately to aid understanding. Hence, an intervention program should be undertaken to upgrade the research capabilities of teachers.