Students' capability, attitudes and performance in research: Basis for capacity-enhancement program

Abstract

This study aimed to assess the research capabilities, attitudes, and performance of students in public secondary senior high schools within the Division of Davao del Sur. Specifically, it explored the relationship between students' research knowledge and skills, as well as their attitudes toward research, which included dimensions such as anxiety, perceived usefulness for professional growth, relevance to life, perceived difficulties, and overall positivity. Employing a descriptive-correlational research design, data were gathered using survey questionnaires administered to a sample of students. The data were analyzed using statistical tools such as weighted mean, Pearson product-moment correlation, and multiple regression analysis. Findings revealed that neither research capabilities nor students' attitudes had a statistically significant influence on their research performance. This indicates that, despite possessing adequate knowledge and maintaining generally positive attitudes, students may still underperform in research activities. The results suggest that internal factors alone are insufficient to predict or influence research performance. Therefore, further investigation into external or unexamined variables is warranted. In particular, the school's research culture, students' language proficiency, and access to research-related resources may play crucial roles in shaping students' research experiences and outcomes. A lack of a supportive environment, limited English proficiency, and inadequate access to relevant materials or technology could hinder students from effectively applying their skills or maintaining motivation. Addressing these contextual factors may provide deeper insights into enhancing student engagement and performance in research. Future studies and intervention programs should take these external influences into account to create more holistic and effective strategies for improving research education.