@article{education202311611,
author={{Bastida, Ernesto Jr. L. and Saysi, Jhonies G.},
title={Factors Contributing to Research Writing Apprehension Among Senior High School Students in a Private Educational Institution in the Philippines},
journal={American Journal of Educational Research},
volume={11},
number={6},
pages={421--429},
year={2023},
url={http://pubs.sciepub.com/education/11/6/11},
issn={2327-6150},
abstract={Research writing skill is one of the core competencies that must be mastered by students to thrive in the learning context of Education 4.0 productively. Students' early exposures to qualitative and quantitative research are expected to significantly contribute to their skills development as lifelong learners and global citizens. To intensify the country's commitment to an innovation-based education, the Department of Education (DepEd) has offered Practical Research 1 and 2 learning courses for Grade 11 and 12 students in the Senior High School (SHS) level of the present educational system. These courses aim to equip students with methodological thoughts and approaches to write comprehensive research proposals successfully. The DepEd also consistently conducts school-level research fora, workshops, and colloquiums to increase students' engagement in research undertaking. However, despite these efforts, several SHS students still show disengagement and apprehension in research for some identified reasons. The study was conducted to determine factors contributing to research writing apprehension among SHS students in one basic educational institution in Prosperidad, Agusan Del Sur. The researchers used the principal component analysis as the extraction method and varimax with Kaiser Normalization as the rotation method to determine the said factors. Results revealed that ten (10) factors contribute to the research writing apprehension, including language proficiency, process skills, procedural competence, digital competence and learning tools, personal competence and efficacy, teacher's feedback and evaluation, goal orientation, emotional stability, learning assistance, and external influence. Hence, the researchers recommend that research teachers employ appreciation-based teaching approaches and techniques to instill into the students' minds that research is a meaningful learning experience that must be enjoyed and not be afraid of.},
doi={10.12691/education-11-6-11}
publisher={Science and Education Publishing}
}