Research Exposure and Competence of Senior High School Teachers in Relation to Learners’ Performance

Abstract

This study investigated the teachers' research exposure and competence in relation to learners' performance. In this descriptive correlational study, a researcher-made questionnaire on research exposure and competence as well as academic performance of learners in research was used to gather data from sixty senior high school teachers teaching research subjects in the North Negros Subdivision of the Division of Negros Occidental during the School Year 2017-2018. A scoring system was set to give points on every item of the exposure and competence in research while the average grade of the students was used to determine the students’ level of academic performance in research. The z-test, ANOVA, Pearson r, and Multiple Regression Analysis at 5% level of significance were used to analyze the data gathered. The exposure in research of the teachers was at a low level, whereas their competence in research was at a very low level. More to that, the learners’ academic performance was at very satisfactory level. Moreover, there was no significant difference in the level of exposure in research of the senior high school teachers when teachers were grouped and compared according to sex, highest educational attainment, length of service, area of specialization, and position. Also, there were no significant differences in the level of competence in research of the senior high school teachers when these teachers were grouped and compared according to the highest educational attainment, length of service, area of specialization, and position. However, male and female teachers differ significantly in their level of competence in research. Furthermore, teachers' exposure to research could significantly influence their level of competence, but learners' performance in research is not significantly affected by the teachers' exposure and competence in research. Lastly, the exposure and competence in research of teachers do not significantly predict learners' performance. It is recommended that further skills and competency enhancement and training should be conducted to capacitate teachers teaching research subjects.