Examining the Relationship between Attitude towards Research and Research Skills Development among Junior High School STE Students

Examining the Relationship between Attitude towards Research and Research Skills Development among Junior High School STE Students

Algielyn Mae C. Tabafa (Ph.D)¹, Dr. Lalaine G, Sariana²

¹Education Department, Central Mindanao University

²Central Mindanao University, Science Education Department

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000194

Received: 07 May 2025; Accepted: 09 May 2025; Published: 06 June 2025

ABSTRACT

This study examines the relationship between cognitive and affective attitudes toward research and the development of research skills among Junior High School students enrolled in the Science, Technology, and Engineering (STE) program at Kitaotao National High School, Kitaotao, Bukidnon during the 4^th quarter of the 2024-2025 academic year.

The study aims to 1. determine the cognitive attitude of students toward research in terms of 1.1 positive cognition; and 1.2 negative cognition; 2. determine the affective attitude of students toward research in terms of 2.1 affection; and 2.2 disaffection; 3. determine the research skills develop among students; and 4. ascertain if there is a significant relationship between cognitive and affective attitudes toward research and research skills development.

 Using a correlational research design, data were collected from 136 Grade 7 to 9 STE students through a questionnaire adapted from the Attitude Toward Research (ATR) Scale and a research skills assessment tool.

Results indicated that students generally held positive cognitive and affective attitudes toward research, recognizing its academic and professional value, despite experiencing emotional anxiety and cognitive difficulty with research processes. Students demonstrated proficient abilities in key research skills such as reading, writing, and critical thinking, but showed limited ability in areas like statistical interpretation and time management. A statistically significant positive correlation was found between cognitive attitudes and research skills development (r = .341, p < .01), while affective attitudes were less predictive (r = .166, p = .054).

The findings highlight the importance of fostering both intellectual engagement and emotional support to enhance students’ research competencies. Recommendations include curricular innovations, emotionally supportive teaching strategies, and peer collaboration to promote positive research experiences among junior high school learners.

Keywords: Cognitive Attitude, Affective Attitude, Research Skills Development

INTRODUCTION

The Department of Education is dedicated to help students reach their greatest potential in every way.  To achieve its objective, numerous initiatives and programs have been put into place. Producing quality learners in the fields of science and technology is one of its main goals. The program’s core subjects align with the K–12 Curriculum’s Learning Competencies; however, the TLE subject will be replaced for a research subject, and computer education will be incorporated into the research class. Mathematical and scientific courses are enhanced. Since 2004, the STE program has been formally implemented at 112 schools across the country [11] but the STE program was iimplemented at Kitaotao National High School for 2022–2023 academic year.

Despite the integration of research in the STE curriculum, many junior high school students struggle with developing strong research skills. Every time a new subject is taught to students, they inquire about its applicability to their current and future lives. Its importance as a subject is obvious in the case of research. Students saw research as a challenging subject since it requires a lot of labor and analysis, even though it has many benefits. Students are afraid of the word “research.” [6].

Understanding students’ attitudes towards research is crucial for teachers to develop effective teaching strategies that can enhance their interest in the subject. While various studies have investigated student attitudes in subjects like Mathematics [38], [20],[27] , in  Science [31], [5], [23] , in English [46], [42] , and Social Studies  [15] . In terms of the respondents, various studies have investigated in Senior high school [40]   and college level [2] and [18] there has been a notable gap in research focusing on the attitudes of STE-JHS students towards research.

Other researcher [41] revealed in his study that students had a very positive attitude toward research and believe that it is useful for their life. On the other hand, [30] study found that most students have a negative attitude toward research because they found it difficult. They were anxious about the research even though the students recognize its usefulness and importance [3]. Those who found research difficult were caused by their lack of knowledge [22]; lack of experience in scientific activities [39]; and lack of time due to educational tasks [1].

Bloom and his colleagues raised on the development of three learning domains: cognitive, psycho-motor, and affective [45]. This framework enables students to learn in different ways and allows teachers to construct learning opportunities that will develop knowledge, skills, and attitudes (KSA).

Research plays a crucial role in Science, Technology, and Engineering (STE) education as it fosters critical thinking, problem-solving, and innovation. However, students’ attitude towards research can significantly impact their engagement and skill development. A positive attitude towards research may enhance students’ motivation and competence in conducting research, while a negative attitude could hinder their progress. This study aims to examine the relationship between students’ attitudes towards research and their research skills development in the Junior High School Special Science, Technology, and Engineering (STE) program of grade 7, 8 and 9 students at Kitaotao, National High School, Kitaotao, Bukidnon for the 4^th quarter of the school year 2024-2025. Investigating this relationship can provide insights into improving teaching strategies and fostering a research-positive mindset among STE students.

Objectives:

The study aimed to determine the relationship between the attitude towards research and research skills development among Junior High School STE Students for the 4^th quarter of the school year 2024-2025. Specifically, it aimed to:

1. Determine the cognitive attitude of students toward research in terms of

1.1 positive cognition; and

1.2 negative cognition.

2. Determine the affective attitude of students toward research in terms of

2.1 affection; and

2.2 disaffection.

3. Determine the research skills develop among students.
4. Ascertain if there is a significant relationship between cognitive and affective attitudes toward research and research skills development.

METHODOLOGY

Research Design

This study used a correlational research design to examine the relationship between students’ attitude towards research and their research skills development.

Research Setting

This study was conducted at Kitaotao National High School, Poblacion, Kitaotao, Bukidnon. It is a public school that caters to Junior and Senior High Schools located along the national highway. The Senior High Schools offer two (2) tracks: Academic and Technical-Vocational and Livelihood (TVL) Tracks.  The Junior High School caters the main stream and STE (Special Science, Technology and Engineering Program). The STE Program compose of 2 sections by grade level (7,8,9).

Students enrolled in the school come from the main Poblacion and nearby municipalities. The current school year has one thousand seven hundred fifty-one (1,751) enrolled students. Six hundred four (604) senior high school students and one thousand one hundred forty-seven (1,147) junior high school students. With high aspirations for the future, Kitaotao National High School continues to educate the students, leading them on the proper route for the welfare of the Philippines.

Participants of the Study

The study involved the Junior High School Students enrolled in the STE (Special Science, Technology and Engineering) program for the 4^th quarter in the school year 2024-2025.

Sampling Procedure

To ensure the successful answering of research questions, the selection of participants is crucial. In this study, A sample were selected through stratified random sampling. The total respondents were 136; 49 from grade 7; 43 from grade 8 and 43 from grade 9. The table 1 below shows the distribution of the respondents per section.

Table 1. Distribution of the respondents per section

Instrumentation

The researcher utilized the questionnaires that were adapted from the ATR scale or Attitude Toward Research Scale [34] and research skills assessment which is based on [17].  The ATR subdivided into 2 categories, the cognitive and affective attitude towards research. Each categories contains a positive and negative component. The cognitive attitude towards research consists of 12 items (6 items Positive components and 5 items negative components) and the affective attitude towards research consists of 12 items (5 items Positive components and 6 items negative components).  To assess the research skills, develop by the students, 15 items survey questionnaire will be administered to the participants.

The scoring procedure for analyzing the students’ Attitude Towards Research (ATR) Scale Scores are then categorized into strongly agree, agree, somewhat agree, disagree and strongly disagree.  While the research skills scale score is categorized as expert ability, proficient ability, developing ability, limited ability and no ability.

Table 2:  Attitude Towards Research

Table 3:  Research Skills Development

Data Gathering Procedure

Foremost, a written request letter that was addressed to the School Principal was sent to seek permission to conduct the said study to the chosen respondents, which will be the two (2) classes of grade 7,8,and 9 students enrolled in the STE Program at Kitaotao National High School for the school year 2024-2025.

Once permission was obtained, the researchers was physically distributed the research survey questionnaire to each respondent. The survey questionnaire of the study is subdivided into two parts. Part 1 consists of 22-items that was administered to the participants in terms of their Cognitive and Affective Attitude Towards Research. Part 2 consists of 15 items to assess the research skills develop by the students.

To guarantee that ethical requirements were fulfilled and 100 percent retrieval, informed agreement from parents and students was sought before the instruments were administered, along with authorization from school authorities.

Data Analysis

The data were analyzed statistically using descriptive and inferential statistics.

The Mean, Standard Deviation was used in order to determine the cognitive, affective attitude towards research and the research skills develop among the students. Pearson Correlation was used in order to analyzed the relationship between the attitude towards research and the research skills development.

RESULTS AND DISCUSSIONS

The Cognitive Attitude of Students Toward Research in terms of Positive Cognition and Negative Cognition

Table 4. Student’s Cognitive Attitude toward Research as to positive and Negative Component

Legend:

The data indicates that students exhibit a “highly positive cognitive attitude” toward research, with an overall mean score of 3.79. This positive perception is evident in their agreement on the usefulness of research for professionals (M = 4.13), its value to human life (M = 4.11), and its role in enriching knowledge (M = 4.07). These responses imply that students strongly understand the importance of research and its relevance in a range of professional settings. These findings align with several Philippine studies that underscore the significance of research in academic and professional development.

For instance, [40] found that despite the Grade 12 students at Meycauayan National High School experiencing anxiety and difficulty with the subject, they still recognized the relevance and usefulness of research in their daily lives. Similarly, [29] reported that nursing students with higher self-rated competence and prior research experience exhibited more positive attitudes toward research. These studies suggest that exposure to research activities and confidence in research skills contribute to favorable perceptions of research among students.

However, the data also reveals a composite mean score of 3.31 for the negative cognition component, indicating a “Moderate Attitude.” Students expressed challenges in understanding research concepts (M = 4.22) and difficulties with research methodologies (M = 3.44). These findings are consistent with [33], students usually think that research is complicated and hard to understand. Inadequate early exposure to research techniques, insufficient practical involvement, according to [25], results in perceptions of difficulty or irrelevance, highlighting the need for more instructional support. The study highlighted that while students value research, they often feel unprepared or lack of confidence in their research abilities.

Furthermore, the perception that research is not directly useful for their careers (M = 3.05) or complicates their work (M = 3.30) suggests a disconnection between academic research and practical application. [16] noted that education students exhibited moderate negativity toward the relevance of research to life, indicating a need to bridge the gap between research activities and real-world applications. To address these issues, educational institutions should focus on enhancing research training, providing support systems to reduce anxiety, and demonstrating the applicability of research skills in various professional contexts.

The Affective Attitude of Students Toward Research in terms of Affection and Disaffection

Table 5. Student’s Affective Attitude toward Research as to Positive and Negative Component

Overall, students’ affective attitude towards research is generally “highly positive attitude” with a score of (M=3.69). Specifically, students find research interesting (M=4.09), enjoyable (M=3.76), and exciting (M=3.65), and it makes them feel great (M=3.57). These findings align with studies highlighting students’ recognition of research’s value.

However, the data also reveals a significant presence of negative emotions associated with research activities. Students possess a high attitude towards research with a score of (M=3.45). They feel nervous (M=4.23) indicates very high attitude, stressed (M=3.38), anxious (M=3.18), scared (M=2.83), feel upset (M=2.81), and gives them headache (M=4.27) when conducting research, these results suggest that although students are interested in research, they still have some anxieties surrounding it, the findings was supported [19] students had both somewhat positive views toward research and research anxiety which implies that even students understand the worth and significance of research, they could experience anxiety due to feeling unprepared or overburdened by the process.

In addition, [32] who discovered that senior high school students in Iloilo, Philippines, had high levels of research anxiety, especially those doing quantitative research and those enrolled in the Technical-Vocational-Livelihood (TVL) track. Similar to this, [24] found that Grade 12 students’ performance in Practical Research 2 was not significantly impacted by their high levels of anxiety, which they attributed to the demands of planning, carrying out, and presenting research.

Lack of preparation, the perception that research activities are tough, and the fear of failing are some of the factors that may contribute to students’ research anxiety. According to a systematic review by [4], anxiety rates among Filipino students range from 11.90% to 82.89%. Anxiety is influenced by both biological factors, such as age and family history, and psychological factors, such as living circumstances, financial hardships, and social support.

Educational institutions should put initiatives in place to lessen research anxiety in order to solve this problem. These could include establishing engaging learning spaces, incorporating research skills into the curriculum, and providing support networks like peer aid and counseling. [8] emphasized the importance of enhancing research capability and emotional confidence to improve academic engagement in science among Grade 11 STEM students.

The Research Skills Develop among Students

Table 6. Students’ Research Skills Development

Legend

The data reveal that students exhibit proficiency in several research-related skills, particularly in reading (M = 3.83), information retrieval (M = 3.72), collaboration (M = 3.61), writing (M = 3.55), organizing ideas (M = 3.51), reviewing related literature (M = 3.48), analyzing ideas from articles (M = 3.47), critical thinking (M= 3.45) and Drawing generalizations/summaries (M = 3.41) These competencies are foundational for conducting effective research and are essential for academic success. These results imply that students have a strong foundation in core academic competencies skills that facilitate productive research. [21] highlights that participation in high-impact educational activities is linked to the development of such skills.

In a study on senior high school students under the new normal, [35] discovered that while students’ cooperation skills were evaluated as good, they also possessed developing research and writing skills. The quality of research output was also found to be significantly correlated with research, writing, and teamwork skills. This implies that mastery of these subjects enhances the general quality of students’ research projects.

In terms of critical thinking, [44] implemented a collaborative-individual learning approach to enhance the critical thinking skills of secondary students in the Philippines. Their results showed that students’ critical thinking skills significantly improved following the intervention, demonstrating the value of collaborative learning techniques in fostering higher-order thinking abilities.

However, the data also reveals areas where students demonstrate only a developing ability, such as oral communication (M = 3.39), methodological knowledge (M = 3.31), and understanding the “big picture” of research (M = 3.20). These findings align with the challenges faced by students in grasping complex research methodologies and articulating their ideas effectively. This result was supported by the [9] emphasizes the importance of methodological competence and oral communication in promoting research independence. To promote holistic research competence, these areas need to be further developed.

Students’ skills in time management (M = 2.51) and statistical result interpretation (M = 2.45) are particularly limited ability. [26] discovered that among working students enrolled in an open high school program, there was a highly substantial positive correlation between academic achievement and time management abilities. This emphasizes how crucial time management is to academic achievement and implies that programs aimed at enhancing this ability may significantly affect students’ capacity for conducting research.

Regarding statistical interpretation, a study conducted by Ramon Magsaysay Memorial Colleges’ College of Teacher Education [10] emphasized the necessity of improvement programs to raise students’ proficiency in statistical interpretation. The study emphasized that a solid understanding of statistics is crucial for conducting and interpreting research effectively. Similarly, it confirms study of [28] noted that statistical literacy remains a significant barrier for many students, often due to inadequate practice and instruction.

While Students demonstrate proficiency in several key research skills, there is a clear need for targeted interventions to address areas of weakness, particularly in time management and statistical interpretation. Enhancing these skills will not only improve students’ research capabilities but also contribute to their overall academic performance.

The Relationship between Cognitive and Affective Attitudes Toward Research and Research Skills Development

Table 7. Relationship between Cognitive and Affective Attitudes toward Research and Research Skills Development

** Correlation is significant at the 0.01 level (2-tailed).

The study’s findings reveal significant relationships between students’ cognitive attitudes, affective perceptions, and their development of research skills. Specifically:

Cognitive Attitudes and Skill Development: The correlation coefficient (r = .341, p < .01) shows a statistically significant positive relationship between students’ favorable cognitive attitudes toward research, such as beliefs in its usefulness and relevance contribute meaningfully to skill development. [7] asserts that positive beliefs enhance motivation and performance. This implies that students are more likely to participate in and acquire research-related abilities if they believe that research is valuable. This is consistent with the expectancy-value theory, which holds that people’s expectations of success and the importance they attach to the work affect their motivation and performance [12].

Cognitive and Affective Perceptions: A stronger correlation (r = .485, p < .01) indicates a strong and significant relationship was found between cognitive attitudes and affective perceptions of research. This suggests that students who intellectually value research also tend to have more positive emotional responses toward it. This relationship is supported by the broaden-and-build theory, which posits that positive emotions broaden individuals’ thought-action repertoires, leading to the development of lasting personal resources, including skills and knowledge [14]. This relationship is also supported by [37], who found that despite the difficulties involved in research activities, students who had favorable attitudes toward research also had positive emotion.

Affective Perceptions and Skill Development: The correlation between affective perceptions and research skill development was positive but not statistically significant (r = .166, p = .054). This indicates that while positive emotions toward research may contribute to skill development, they are less predictive than cognitive attitudes, suggesting emotional reactions such as enjoyment or anxiety are less predictive of research skill development.  However, emotional support remains crucial, as it can enhance students’ motivation and engagement, which are essential for skill acquisition [36] and [43] argue that affective support still plays an important motivational role.

CONCLUSIONS

Based on the findings of the study, the following conclusions were drawn:

Students’ cognitive attitudes regarding research are generally positive, recognizing its significance in enriching knowledge and its practical relevance to professional life. This is consistent with recent Philippine studies that affirm students’ appreciation of research when supported by experience and competence. However, the presence of moderate negative cognitive attitudes such as perceived complexity and limited relevance suggests that students may feel inadequately prepared or lack of confidence in their research abilities. These challenges underscore the need for improved instructional strategies, early exposure to research processes, and a stronger emphasis on linking research to real-world applications.

Students react emotionally to research in both positive and negative ways. While many people enjoy and find significance in their studies, others experience emotional exhaustion and anxiety. Fostering a positive and fruitful research culture requires educational initiatives that encourage curiosity and lower emotional obstacles.

In general, students show proficiency in the fundamentals of research, especially in reading, writing, and critical thinking. Nonetheless, there are significant shortcomings in time management and interpretation of the statistical results. Cognitive attitudes toward research are a significant predictor of skill development, emphasizing the importance of intellectual engagement. While affective attitudes show weaker direct correlation, their role in shaping motivation and resilience should not be underestimated. Comprehensive support that addresses both cognitive and emotional dimensions is essential for fostering robust research capabilities.

Curriculum should include scaffolded research tasks across subjects, teacher training programs should emphasize pedagogical approaches that demystify research, and schools should put in place support systems that boost students’ confidence and make clear the career relevance of research in order to foster a strong research culture at the junior high school level. Positive student attitudes can be converted into long-term research involvement and competency through these focused initiatives.

RECOMMENDATIONS

Based on the findings and conclusions drawn from this study, the following recommendations are given:

Design an Engaging and Contextualized Research Curriculum. Update current research courses to incorporate real-world, discipline-specific case studies and interactive exercises. Contextual learning increases cognitive engagement by making research more relatable and easier to understand.

Institutions should put into practice measures that improve positive emotional engagement and lessen research-related stress and anxiety in order to create a more emotionally supportive and engaged research environment: Create Peer Support Systems Encourage collaborative research groups and peer learning to foster a feeling of community and lessen isolation, which can ease emotional strain and increase positive involvement.

Finally, similar studies may be conducted for future researchers to validate and verify findings in the different setting and types of participants further. It is suggested that further researchers make use of various methodologies to fully explore the impact of research to the students.

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