American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
American Journal of Educational Research. 2019, 7(6), 398-401
DOI: 10.12691/education-7-6-4
Open AccessArticle

Difficulty in Conducting Research and Learning Ability in English among College of Teacher Education Students

Eleanor G. Garingan1,

1College of Teacher Education, Quirino State University, Philippines

Pub. Date: June 20, 2019

Cite this paper:
Eleanor G. Garingan. Difficulty in Conducting Research and Learning Ability in English among College of Teacher Education Students. American Journal of Educational Research. 2019; 7(6):398-401. doi: 10.12691/education-7-6-4


Conducting research is an integral part of being a scholar-practitioner with the skills and credibility to effect social change. This research is aimed to assess the difficulty in conducting research and learning ability in English among CTE students. Employing an adopted questionnaire in a descriptive type of research, the respondents’ difficulty in conducting research and learning ability in English were determined and evaluated. Results showed that difficulty in conducting research of BSED students is moderate extent while the BEED students are in high extent. Furthermore, the BSED’s difficulty in conducting research when they are grouped by learning ability is in moderately extent while the BEED students are in high extent. However, the learning abilities of BEED and BSED respondents do not affect the difficulty in conducting research.

CTE students difficulty in conducting research learning ability in English

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Adeogun, M (2003). The digital and university education system in sub- Saharan Africa. African Journal of Library, Archival, and information Science, 13 (1), 11-20.
[2]  AAU (2011a). Connectivity of higher educational institutions: aadressing the demands for DRC connectivity in west and central Africa. AAU & IDRC publication.
[3]  Cordingly, P. Research and Teacher Education: the BERA-RSA Inquiry: The contribution of research to teachers’ professional learning and development, CUREE, Warwick 2013.
[4]  Fielding, M. Beyond “voice: new roles, relations and contexts in researching with young people, Discourse: Studies in the Cultural Politics of Education 28 (3) 301-310. 2013.
[5]  Zeichner K.M. Rethinking the connections between campus coursesand field experiences in College -andUniversity-based teacher education, Journal of Teacher Education, 61 (1-2) pp 89-99. 2010.
[6]  Chambers, R., Participatory Workshops: a sourcebook of 21 sets of ideas and activities, Eastern, London 2002
[7]  Reason, P. and Bradbury, H. (Eds) Handbook of Action Research Participative Inquiry and Practice, London Sage Publication, 2001.
[8]  Tandon, R., In Search of Relevance: Higher Education for Participatory Research and Sustainability Development, in Reinventing Higher Education: Toward Participatory and Sustainability Development, Bangkok: UNESCO Bangkok, 42-50. 2008.
[9]  Russel SH, Hancock MP. and McCullough J. 2007. The Pipeline: Benefits of undergraduate research experiences. Science, Vol. 316, pp. 548-549.
[10]  Lamanauskas, V. and Augiene, D. 2014. Bachelor students’ scientific research activity at university: Situation analysis and improvement possibilities. Science and technology education for 21st century: Research and research oriented studies (Proceedings of the 9th IOSTE symposium for Central and Eastern Europe). Hradec Kralove: Gaudeamus Publishing House, pp 297-312.
[11]  Oguan Jr. FE. Bernal, MM and Pinca MCD. 20 Attitude and Anxiety towards Research, Its Influence on the Students’ Achievement in the Course, Asian Journal of Management Sciences & Education Vol 3(4), pp. 165-172.
[12]  Pacifici, LB and Thompson N. 2011. Undergraduate Science Research: A Comparison of Influences and Experiences between Premed and non-Premed Students, CBE-Life Sciences Education, Vol. 10, pp. 199-208.
[13]  Kannan, R. (2009). Difficulties in learning English as a second language.
[14]  Jadie, K., Sonya, P., Laura, S., Natasha, W. (2012). Connecting English language learning and academic performance: A predictive study. American Educational Research Association, Vancouver, British Columbia, Canada.
[15]  Ayodele, S.O. (1998). A study of the effects of the problem of class sizes and location of schools on performance of pupils. Nigeria Journal of curriculum studies, 1(2); 145-152.
[16]  Adams, S.L. (2008). Wisdom in Transition. Act and Consequences in Second Temple Instructions, Leiden, Boston, Brill.
[17]  Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. Teaching English as a Second or Foreign Language, 6(2): 1-19.
[18]  Aina, K, (2012). Students’ Proficiency in English Language Relationship with Academic Performance in Science and Technical Education. American Journal of Educational Research. 2013, 1(9), 335-358.
[19]  Tallungan, Jenifer Raymond R., English Language Constructs Preceding Communication Effectiveness. Asia Pacific Journal of Multidisciplinary Research. 2017, Vol.5 No.2, 36-43.
[20]  Gakio K. (2006). African Tertiary Institution Connectivity Survey. Cyberplex, Botswana.
[21]  Ogunmakin, Ronke (2017). Internet Capacity of Higher Education and Research Institutes in Africa: The Need for National Research Education Network. American Journal of Educational Research. 2018; 6 (6): 586-591.