INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue IX September 2025

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Research, Research, Paano Ka Ginawa? (How Were You Made?):

Lived Experiences of Senior High School Students as First-Time

Researchers in the City Schools Division of Tanauan

Ismael C. Casquejo, L. P. T., Ed. D.

Department of Education

DOI: https://doi.org/10.51244/IJRSI.2025.120800235

Received: 17 June 2025; Accepted: 21 June 2025; Published: 27 July 2025

ABSTRACT

This qualitative study explores the lived experiences of Senior High School students as first-time researchers

in the City Schools Division of Tanauan. With research as a crucial subject in the curriculum, most students

struggle due to their lack of prior research exposure in Junior High School. The study utilized homogeneous

purposive sampling, involving 40 students across four public schools. Data collection through questionnaires

and observations revealed key challenges, including difficulties in finding related literature and group

collaboration. However, the process also proved rewarding, with students citing new knowledge, personal

growth, and academic skills improvement as valuable outcomes. Respondents suggested interventions like

step-by-step guidance, increased research time, and access to free internet resources to enhance the research

experience. The study highlights the need for structured support and skill-building opportunities to help first-

time researchers navigate the complexities of academic research.

Keywords: Academic Skills, First-Time Researchers, Lived Experiences, Research Education, Senior High

School

INTRODUCTION OF THE RESEARCH

Research is an integral part of the Senior High School curriculum, as mandated by the Department of

Education. However, it is important to note that not all students entering Senior High School have prior

exposure to research, particularly those from regular junior high school programs. Research subjects are

generally part of specialized tracks or programs, leaving many students as first-time researchers upon entering

Senior High School. This lack of prior experience often makes the transition into research challenging.

Senior High School students are tasked with mastering several research subjects, each requiring distinct sets of

skills and knowledge. Since many students have never undertaken formal research before, they must begin

their academic journey as novice researchers. Conducting research involves multiple stages, each demanding

attention to detail, critical thinking, and the ability to analyze data effectively. These skills, while essential,

take time to develop and require systematic instruction and practice.

Despite these challenges, the importance and value of research cannot be overstated. Research in Senior High

School serves to sharpen students' critical thinking and problem-solving abilities—skills that are vital for

success in both higher education and the workforce. Through research, students learn to explore and address

real-world problems, developing competencies that will serve them well in various professional fields.

LITERATURE REVIEW

Research is a foundational element of the Senior High School experience, designed to prepare students for

both the rigors of college and the challenges of the workforce. Although research may be a new and unfamiliar

endeavor for many students, it offers valuable opportunities to develop academic skills such as critical

thinking, analysis, and effective communication. As such, research is a crucial aspect of a student's educational

journey, equipping them with the necessary skills to navigate both academic and professional landscapes.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

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The Social Learning Theory, developed by Albert Bandura, provides a theoretical framework for

understanding how students learn through observation, imitation, and modeling. According to Cherry (2022),

this theory is particularly relevant in the context of research as it emphasizes the role of social interactions in

the acquisition of knowledge. Students can observe and learn from their peers, mentors, and instructors, which

can help mitigate the challenges they face in the research process.

Bakhshi et al. (2019) highlight the importance of writing proficiency in research. The ability to clearly

articulate ideas, describe participants, and analyze data is essential for producing high-quality research.

Without these skills, students may struggle to effectively convey their findings. Similarly, Otoluwa et al.

(2021) stress the role of vocabulary in the research process, noting that a limited vocabulary can hinder

students' ability to express their ideas and complicate their research efforts.

Bocar (2013) discusses the time management challenges associated with research. According to her findings,

students often underestimate the time required for each stage of the research process, leading to unnecessary

stress and suboptimal results. She emphasizes the importance of allocating additional time to ensure thorough

completion of each phase, from data collection to analysis.

Recognizing the difficulty many students face as first-time researchers, Qasem and Zayid (2019) suggest that

group work can alleviate some of the stress associated with research. Working in groups allows students to

collaborate, share ideas, and support each other through the challenges of research. This collaborative

approach can foster a sense of security and motivation, making the process less daunting. While individual

research is sometimes necessary, group research is often more manageable for students new to the field.

Despite the challenges, the benefits of research are undeniable. Versoza (2019) asserts that research is a critical

component of Senior High School education, as it fosters the development of essential 21st-century skills such

as critical thinking and problem-solving. These skills not only prepare students for college but also equip them

with the tools necessary to succeed in the workforce.

Synthesis

This study is rooted in Albert Bandura's Social Learning Theory, which highlights the role of observation and

interaction in acquiring knowledge and skills. For first-time researchers in Senior High School, observing

peers and instructors is essential to developing the behaviors and attitudes necessary for effective research.

Research proficiency, a cornerstone of the curriculum, requires students to learn and adapt to the challenges of

academic inquiry.

Several factors influence the success of first-time researchers. Writing proficiency and vocabulary are critical,

as noted by Bakhshi et al. (2019) and Otoluwa et al. (2021), who emphasize the importance of clear

communication in producing meaningful research. Time management is equally significant, with Bocar (2013)

advising students to allocate extra time to each research phase to ensure thoroughness. Group work, as

suggested by Qasem and Zayid (2019), can also mitigate challenges, fostering collaboration and mutual

support.

Despite these challenges, the benefits of research are transformative. According to Versoza (2019), research

cultivates critical thinking and problem-solving skills, which are invaluable for academic success and career

readiness. These competencies empower students to navigate the complexities of a rapidly evolving world,

making research an indispensable component of personal and professional growth.

Research Questions

1. How can the most significant experiences of Senior High School (SHS) researchers be described?

2. What challenges are encountered by SHS students as first-time researchers?

3. Which research skills of SHS students as first-time researchers need further improvement?

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

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4. What intervention plan can be proposed for SHS students who are first-time researchers?

Scope and Limitation

This research was conducted in the City Schools Division of Tanauan during the School Year 2023-2024. The

study employed a qualitative research design. Homogeneous purposive sampling was utilized to ensure the

selection of respondents with shared characteristics relevant to the research objectives. The target respondents

were senior high school students who had no prior experience conducting research before becoming senior

high school students.

RESEARCH METHODOLOGY

A. Sampling

This study utilized homogeneous purposive sampling, wherein respondents were selected based on shared

characteristics. For this research, the shared characteristic was being senior high school students undertaking

research for the first time. Ten senior high school students from each of four public senior high schools within

the City Schools Division of Tanauan were selected, resulting in a total of 40 respondents. According to Heath

(2023), a sample size of 30 individuals is generally considered sufficient for qualitative research, thus ensuring

the adequacy of this study's sample size.

Homogenous Purposive Sampling

Senior High School

Respondents

Balele Integrated High School

Pantay National High School

Tanauan City Integrated High School

Tanauan School Of Fisheries

Total

B. Data Collection

The data collected was systematically organized and categorized based on the research questions. To gather the

necessary information, the following tool was employed:

A researcher-made questionnaire was used to collect data. It consisted of a series of questions, primarily in

printed form, designed to measure behaviors, attitudes, preferences, opinions, and intentions of the

respondents. The questionnaire was submitted to the Senior Education Program Specialist - Planning &

Research for validation by experts from the City Schools Division Office. Additionally, to ensure reliability,

the test-retest method was employed before the instrument was utilized.

DISCUSSION OF RESULTS AND RECOMMENDATIONS

How can the most significant experiences of Senior High School (SHS) researchers be described?

The journey of a researcher is transformative, marked by moments of achievement, learning, and collaboration.

Completing a research paper represents a significant milestone, symbolizing the culmination of hard work and

dedication. Many researchers express a deep sense of fulfillment and validation upon finishing their projects,

with sentiments like, “Being able to complete a research” and “Finishing our paper has to be the most

significant thing for me as a researcher.” This accomplishment reflects not only the production of a final output

but also the perseverance and effort invested throughout the process.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

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The research journey is also a profound learning experience, fostering the development of critical skills such as

reading comprehension, problem-solving, and analytical thinking. As one informant shared, “I learned a lot,

from thinking of a problem to finding the solution for it,” emphasizing the creativity and resilience required to

address research challenges. This process enhances intellectual curiosity, deepens purpose, and opens new

avenues for exploration, equipping individuals with tools to navigate both personal and professional

challenges.

Collaboration plays a pivotal role in enriching the research experience. As Qasem and Zayid (2019) suggest,

group work or research groups not only reduce stress but also provide participants with a sense of security and

motivation to excel in writing research. Working in groups offers fresh perspectives, fosters mutual growth,

and enriches the overall process. One informant remarked, “To work together with others and view how they

write,” showcasing the benefits of teamwork in broadening one’s approach to research. Furthermore, sharing

findings contributes to the larger body of knowledge and reinforces the communal and social impact of

research. Through collaboration and shared learning, the research journey becomes more than a task to be

completed—it transforms into an opportunity for personal and intellectual growth, leaving a lasting legacy

beyond the confines of a single project.

Codes

Themes

Transcript

- Completing the

research paper

- Finishing the

research

Completion of

Research

 Being able to complete a research.

 My most significant experience as a researcher was writing or

finishing the research paper.

 Finishing our paper has to be the most significant thing for me

as a researcher.

- Learning through

evidence and solutions

- Enhancing skills like

reading

comprehension

Learning and Skill

Development

 When I learn a lot from searching something I want an answer

by finding pieces of evidence.

 I learned a lot, from thinking of a problem to finding the

solution for it. Also, when conducting research, I can enhance

my reading comprehension.

 My most significant experience was when I was just first

starting out to do our research paper. From that point on, I have

realized and gathered some skills that are now important when

it comes to researching.

- Discovering purpose

- Expanding

knowledge

- Discovering new

areas to explore

Purpose and

Knowledge

Expansion

 Seek for the real purpose of the research.

 One of the most significant experiences as a researcher was

discovering something new to explore and to expand my

knowledge.

- Collaborating with

others

- Sharing knowledge

Collaboration and

Sharing

 To work together with others and view how they write.

 My most significant experience as a researcher is to learn and

for others to learn from our research.

What challenges are encountered by SHS students as first-time researchers?

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Conducting research often presents significant challenges, with data gathering and analysis being one of the

most taxing aspects. Researchers frequently described this process as time-consuming and exhausting,

emphasizing the effort required to secure sufficient and reliable data from numerous participants. One

informant shared, “The most difficult experience I had was writing out the interpretation of the results that we

gathered.” This highlights how interpreting the results of the collected data emerged as a particularly difficult

task, as it demands critical thinking and precision to ensure the findings are both accurate and meaningful.

These challenges underscore the complexities of transforming raw data into valuable insights that contribute to

the research objectives.

Adapting to the demands of academic research is another hurdle for many researchers. Several researchers

noted the difficulty of learning new skills, such as writing research papers or brainstorming for topics. The

revisions process, which often requires reworking and refining ideas, was also highlighted as particularly

challenging. For novice researchers, these tasks can feel overwhelming, as they require a blend of creativity,

technical skill, and resilience to meet academic standards and expectations. As Bakhshi et al. (2019)

emphasize, writing proficiency plays a critical role in this process. The inability to effectively reflect the

context, participants, description, and analyses in research writing can lead to poor-quality outputs. This

insight underscores the importance of developing robust writing skills as a cornerstone of successful research.

Finding relevant information and formulating key research components are additional struggles researchers

face. Informants identified the difficulty of locating appropriate theories and literature to support their study,

with some noting limited availability of information relevant to their chosen topic. One informant explained,

“For me, it's finding some information about our title; sometimes it's hard to find the information that we can

find it profitable for our research.” Crafting essential elements, such as the title and the Statement of the

Problem, also proved to be formidable tasks. These components are foundational to a study’s success, yet they

require clarity, precision, and alignment with the research goals. Together, these challenges highlight the

intricate and multifaceted nature of conducting meaningful research, particularly for those new to the process.

Codes

Themes

Transcript

- Gathering data

- Time-consuming and

exhausting process

- Interpreting results

Challenges in Data

Gathering and

Analysis

 Gathering data and Data analysis.

 The most difficult experience I had was writing out the

interpretation of the results that we gathered.

 Gathering data can be time-consuming and exhausting

since you need a lot of respondents depending on your

research.

- Adapting to writing

research

- Facing challenges in

revisions

Adapting to New

Research Skills

 For me, it was probably adapting to something new such

as writing a research paper.

 My most difficult experience in conducting research is

brainstorming for possible topics and the revisions part.

- Difficulty finding

relevant theories and

literature

- Limited information

available

Challenges in Finding

Relevant Information

 The most difficult part of conducting research is finding

theories and Review of Related Literature.

 For me it's finding some information about our title,

sometimes it's hard to find the information that we can

find it profitable for our research.

 We lack information about the topic.

- Creating a title

- Writing the Statement

Struggles with

Formulating Key

 Creating the title.

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of the Problem

Elements

 I think the hardest part for me is when thinking about the

Statement of the Problem.

Which research skills of SHS students as first-time researchers need further improvement?

Effective research demands a wide range of skills, and researchers often identify areas for improvement to

enhance the quality of their work. Comprehension and language skills emerge as fundamental areas needing

development, as many researchers find it challenging to understand complex sentences quickly, which can

hinder their ability to analyze literature and articulate ideas. One informant acknowledged, “The skills I

probably need to improve are my writing, comprehension, and language editing.” Writing and language

editing, particularly for essays and formal papers, are also common difficulties, making the enhancement of

these skills vital for clear and effective research communication.

According to Versoza (2019), research is one of the subjects in senior high school that aims to develop the

student’s critical thinking and problem-solving skills. This objective aligns with the need to strengthen

foundational skills like comprehension, writing, and analysis, which are essential for navigating academic texts

and effectively presenting ideas. Strong comprehension abilities enable researchers to engage deeply with

complex materials, while proficient writing skills ensure their findings meet academic standards and are

communicated clearly.

Presentation skills are another crucial area for growth, as they play a significant role in sharing research

findings. Researchers often highlight the importance of presenting with clarity and confidence, which requires

understanding and effectively articulating the purpose of their research. Effective presentations not only

showcase the researcher’s efforts but also ensure that their work resonates with the audience. Developing these

skills involves practice, familiarity with the research content, and strategies to manage public speaking

challenges, enabling researchers to convey their findings persuasively.

Data gathering and referencing skills are also critical for successful research. One informant shared, “For me,

it's data gathering because as a researcher, I need to develop my data gathering skills to find quickly about the

topic I seek.” Challenges such as identifying reliable sources and ensuring proper citations often arise,

impacting the credibility and accuracy of research. Strengthening data collection techniques and improving

referencing practices are essential steps toward producing impactful and trustworthy studies. By focusing on

these interconnected areas, senior high school students can cultivate the comprehensive skill set necessary for

academic success and personal growth in research.

Codes

Themes

Transcript

- Comprehension skills

- Writing skills

- Language editing

skills

Comprehension and

Language Skills

 Comprehension because it is hard for me to understand

sentences in a short manner of time.

 The skills I probably need to improve are my writing,

comprehension, and language editing.

 Writing and Language Editing. Writing is one of my

weaknesses, especially when making an essay.

 Comprehension, because my English comprehension is not

that good yet and I still need to improve it.

- Presentation skills

- Confidence in

Presentation Skills

 I think the presentation since presenting research is you need

to know what's really the purpose of your research.

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presenting research

 I want to improve my presentation because I am a little bit

struggling in my presentation skills.

 Presenting is important, as it shows how much effort you put

into the research.

- Data gathering

- Accuracy and

efficiency in finding

information

Data Gathering and

Analysis

 For me it's data gathering because as a researcher, I need to

develop my data gathering skills to find quickly about the

topic I seek.

 I think it is Data Gathering because sometimes, I do not know

if I am doing the right thing in our research. I am also unsure

whether the information I am finding and gathering are okay

and trusted.

- Referencing

- Using reliable and

beneficial references

Referencing Skills

 Referencing, for me it's hard to get references from the

internet that you really benefit from.

What intervention plan can be proposed for SHS students who are first-time researchers?

Intervention Plan

Objectives

Activities

Time

Frame

Resources

Needed

Persons

Involved

Success Indicator

1. To enhance

students' data

gathering and

analysis skills.

- Conduct

workshops on

research

methodology and

statistical tools.

1 week

sessions)

- Resource

speakers, laptops,

statistical

software (e.g.,

SPSS/Excel),

worksheets.

- Subject

teachers,

resource

speakers,

students.

- At least 80% of

students can

conduct accurate

data gathering and

apply basic

analysis techniques

in activities.

2. To help

students adapt to

new research

skills.

- Organize hands-

on activities on

creating research

instruments (e.g.,

surveys, interview

guides).

1 week

sessions)

- Handouts,

examples of

instruments,

projectors,

internet access.

- Research

mentors,

teachers,

students.

- 90% of students

can design and

validate

appropriate

research

instruments.

3. To improve

skills in finding

relevant

information for

research.

- Teach database

search strategies

and proper

keyword

formulation.

3 days

(2-hour

sessions)

- Access to

research

databases, guides

to credible online

sources, library

resources.

- Librarians,

ICT

specialists,

teachers,

students.

- Students can

locate and cite 3-5

credible sources for

their research

work.

4. To strengthen

students'

formulating key

elements of

research.

- Host a seminar on

writing research

problems,

objectives, and

questions.

2 days

- Templates,

sample research

papers, writing

guides.

- Research

advisers,

guest

speakers,

students.

- Students

demonstrate

proficiency in

drafting clear and

specific research

elements.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

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5. To enhance

comprehension

and language

skills.

- Implement

reading and

summarizing

activities, including

paraphrasing

exercises.

Ongoing

(weekly)

- Articles,

comprehension

tests, rubrics for

evaluation.

- English

teachers,

students.

- 80% of students

show improved

comprehension

scores in

assessments.

6. To improve

presentation

skills.

- Conduct training

on effective

communication,

use of visual aids,

and handling Q&A

sessions.

2 weeks

sessions)

- Presentation

software (e.g.,

PowerPoint),

audio-visual

equipment.

- English

and research

teachers,

resource

persons,

students.

- Students deliver a

presentation

evaluated as

satisfactory or

better by a rubric.

7. To build

proficiency in

referencing and

citation.

- Conduct practical

sessions on citation

styles (e.g., APA,

MLA).

1 week

sessions)

- Citation guides,

sample research

papers,

referencing tools

(e.g., Zotero).

- Research

advisers,

students.

- 90% of students

accurately use a

citation style in

their work.

This intervention plan is designed to enhance students' research skills through a series of structured and

targeted activities. To improve data gathering and analysis capabilities, workshops on research methodologies

and statistical tools will be conducted over a week. Students will gain hands-on experience with tools like

SPSS or Excel, enabling them to conduct accurate data collection and basic analysis, with an 80% success

target for competency in these areas. Complementary to this, hands-on sessions on designing and validating

research instruments, such as surveys and interview guides, will strengthen adaptability to research processes,

aiming for a 90% proficiency rate among participants.

To build foundational research skills, students will participate in activities focusing on locating credible

sources and formulating key research elements. Database search strategies, keyword formulation, and proper

referencing techniques (e.g., APA, MLA) will be covered in workshops led by librarians, ICT specialists, and

research mentors. This will ensure students can independently find relevant information and accurately cite

sources, with an expected outcome of students citing 3–5 credible references in their work. Additionally,

seminars on drafting research problems, objectives, and questions will solidify their ability to craft clear and

specific research elements.

Lastly, to enhance comprehension, language, and presentation skills, the plan incorporates weekly reading and

summarizing exercises, along with training sessions on effective communication and visual aid usage. Students

will improve their ability to paraphrase, summarize, and deliver polished presentations confidently, supported

by structured rubrics for evaluation. The overall success of the intervention will be measured by improved

comprehension scores, accurate referencing, and satisfactory presentation evaluations, ensuring a holistic

development of research competencies.

CONCLUSIONS

The most significant experiences as researchers often revolve around completing the research process,

acquiring new skills, and expanding knowledge.

Researchers often face significant challenges, including data gathering and analysis, adapting to new skills,

and formulating essential elements like the title and Statement of the Problem.

Researchers often face challenges in comprehension, writing, presentation, data gathering, and referencing,

highlighting the need for continuous skill development to improve the overall quality and effectiveness of their

work.

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RECOMMENDATIONS

Researchers may focus on reflecting on their learning journey and embracing opportunities for collaboration

and skill enhancement to further enrich their research experiences and contributions.

Researchers may benefit from structured guidance, such as workshops or mentoring, to strengthen their skills

in data analysis, literature review, and crafting key research components. This support may help them navigate

challenges more effectively and achieve better outcomes.

Researchers may focus on targeted training or workshops to enhance their comprehension, writing, and

presentation skills, and may utilize reliable tools and resources to improve data gathering and referencing

practices.

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Research Output. SSRN Electronic Journal. DOI: 10.2139/ssrn.1612050

4. Cherry K. (2022, October 14). How Social Learning Theory Works. Very Well Mind.

https://www.verywellmind.com/social-learning-theory-2795074

5. Heath, C. (2023, February 5) What is purposive sampling? Dovetail

https://dovetail.com/research/purposive-sampling/

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