ABSTRACT
This action research aimed to strengthen the research skills and interest of students at Tumalim National High School through the implementation of Project RRP (Research Readiness Program). The initiative sought to overcome challenges that students and school often encounter when starting, completing research and in competing on field of research, such as a lack of readiness through training program. By offering organized program and step-by-step technical support, RRP promotes a research-oriented culture among students and enhances their ability to create meaningful science and technology-based research. The study employed a descriptive method to assess the effectiveness of RRP in boosting students’ interest and participation in research competition. Results revealed that before the implementation of Project RRP, the students had not appreciated research, and this non-appreciation can be due to lack of true knowledge about research. After the implementation of Project RRP, the students’ eyes had been open to all the possibilities of undertaking research. These findings revealed further that the project RRP has overturned the negative perception of students into something quite positive. Furthermore, the issues and challenges that rendered the student’s incapable of undertaking research which affected the mentality of the students. Finally, the Project RRP had truly equipped the students on research undertaking which led them to join research competitions and won. Students feedback on the enthusiast reflected an overall strongly agree rating across various factors, such as enhanced the student`s’ awareness on science research methodologies and contributes to the achievement of the school in winning research competition. Moreover, the study highlighted areas for improvement, such as providing resources like internet connection for research preparation and providing more comprehensive mentoring. These insights will guide future revisions of the program to ensure that RRP continues to facilitate student development and aligns with the Department of Education's objective of using research to improve the quality of education in the Philippines.
Keywords: challenges, issues, evaluation
CONTEXT AND RATIONALE
Research plays a vital role in advancing knowledge and improving various aspects of life across individuals, communities, and society as a whole. Its primary purpose is to generate new understanding, validate existing theories, and uncover previously unexplored areas. Driven by curiosity and a desire for fact-finding, research can be challenging, requiring significant effort to test, validate, refine, and develop ideas.
In the context of science education, fostering critical thinking, reasoning, and problem-solving skills is essential. These skills enable students to apply scientific knowledge to real-world situations, thereby enhancing their research capabilities and preparing them to address complex societal issues effectively. Overall, integrating research into science teaching not only deepens understanding but also cultivates a mindset of inquiry and continuous learning.
On the other hand, researchers have emphasized that a low level of interest hinder students' participation in school competitions involving research (Hidi & Renninger, 2021; Harackiewicz et al., 2020). Students need a strong motivational drive to encourage and stimulate their learning, which is considered crucial for academic achievement. Indicators of interest include increased focus, effort, and emotional engagement at any given moment, as well as a persistent inclination to reconnect with a particular subject or activity over time (Hidi & Renninger, 2006). The presence of genuine interest ensures dynamic and meaningful participation in science classes, which is essential for enhancing academic performance, learning outcomes, and fostering innovation (Rotgans et al., 2014; Wang & Degol, 2014; Chen, 2024).
Several studies have highlighted the challenges faced by students in research writing. For instance, Almahameed and Alajalein (2021) investigated the difficulties encountered by Libyan EFL students at Sebha University in composing research papers. Their findings indicated that student researchers struggled with identifying research interests, selecting appropriate topics, formulating research questions, and reviewing relevant literature.
This has been a big challenge since various DepEd Orders and Advisories (such as DO 16, s. 2017, and DM_s2025_016) alongside initiatives like the Intel Philippines Science Fair and the TIJXLAS STEM Research Competition establish guidelines and create opportunities for school-level research competitions. These efforts aim to promote research skills among students and offer platforms for both public and private school students to showcase their work.
It appears that Tumalim National ranked low in the research competition based on the results of the STEMazing Contest for 2022-2023. Science teachers took this as a challenge to start delivering science lessons with research integration to build students interest and knowledge in research.
However, after a month of implementation, science teachers observed that the new approach impacted the execution of the BOW (Budget of Work)) issued by the division. This disruption led to some competencies remaining unfinished within the scheduled time frame. Based on the assessment, teachers identified this as an ineffective strategy for addressing the concern.
To finally address this concern, an innovative research program was crafted to develop students research enthusiasm. The goal of a research program mentoring and coaching is to cultivate the development of researchers by providing guidance, support, and knowledge to develop their skills, independence, and contributions to the field. RRP: RESEARCH READINESS PROGRAM is a structured approach designed to assess and enhance students` interest and preparedness to conduct high-quality research effectively.
This aligns with the findings of Baesa et al. (2024), who conducted a study titled Developing Research Initiatives through Collab-Tech (Collaboration and Technical Assistance), which aimed to strengthen the research culture among teachers at Lian Central School. The initiative provided step-by-step technical support, mentoring, and collaborative opportunities, guiding teachers through every stage of the research process from conceptualization to completion. Their study emphasized the importance of sustained technical assistance, structured training, and collaborative learning environments in fostering a positive research culture. These findings highlight the effectiveness of ongoing support and mentorship in overcoming barriers to research engagement—a strategy equally relevant to increasing students’ interest and participation in research activities
INNOVATION/INTERVENTION/STRATEGY
The study is about the development of a program called RRP (Research Readiness Program), which was conceived and initiated by the researcher as a key innovation.
Science research competitions have existed for some time, and junior high students have found them challenging. The researcher proposed the Research Readiness Program (RRP), designed to prepare students for active participation in research activities. The program involves selecting capable students as participants, providing them with targeted training, and cultivating a pool of research enthusiasts. These prepared students will be equipped to participate effectively in research contests and competitions. The Program had been in use for almost three years and somehow, the student who had undergone the program were able to obtain a place in the Stemazing contest. This situation forged a kind of goal for the researcher to help the students carry on research and grow with it. In fact, the student who underwent this program is actually aiming for first place although fifth, second and third places were also remarkable as achievement in this field.
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