OVERCOMING HURDLES: CHALLENGES ENCOUNTERED BY GRADE 12

STEM STUDENTS IN PRACTICAL RESEARCH 2

A Research Paper Presented to the

Faculty of the Senior High School Department
Science, Technology, Engineering, and Mathematics
Silway-8 National High School

In Practical Fulfillment
of the Requirements
for Practical Research 1

JOHN AERONE R. YUNGA

CHERVINCE JOSEPH A. HARRY
DON VON KARLO M. GONZALES
MARY CLAIRE T. MATUGAS
DANICA ROSE P. ALOCILLO
ARIALYN M. BAUTISTA

March 2024
 APPROVAL SHEET

The research entitled “Overcoming Hurdles: Challenges Encountered by

Grade 12 STEM Students in Practical Research 2” prepared and submitted
by John Aerone R. Yunga, Chervince Joseph A. Harry, Don Von Karlo M.
Gonzales, Danica Rose P. Alocillo, Mary Claire T. Matugas, and Arialyn M.
Bautista in partial fulfillment of the subject requirement in Practical Research I
has been examined and is hereby recommended for acceptance and
approval.

KEMBERLY S. PENTON
Research Adviser

PANEL OF EXAMINERS

JUAN DELA CRUZ

Chairman

JUAN DELA CRUZ, LPT JUAN DELA CRUZ, LPT

Panel Member Panel Member

LEOMAR JOHN B. BASA, MAT MATHEMATICS (CAR)

Panel Member

Accepted and approved in partial fulfillment of the requirements for Practical

Research I.

i
 EVA S. COSEP
Principal IV

ACKNOWLEDGMENT

This humble task would not have been possible without the assistance

of others, as well as the ongoing support and effort from the start to the finish

of this study. The researchers would like to offer their heartfelt appreciation of

the following individuals for their assistance in making this research study a

success.

To our parents, for their guidance and support throughout the research

study process, as well as for contributing the correct values that are vital in

the researcher’s pursuit of their life goals.

To our research adviser, Ma’am Kemberly P. Lazaga, for her patience

in dedicating a great time checking and making suggestions for the

accomplishment of the research study.

To Silway-8 National High School for letting the researchers use the

school and its assets which immensely helped the success of this research

study.

Our teachers, friends, and classmates, for encouraging us to finish our

research study which led to a great impact to the researchers.

Above all, to our God, for providing us love, divine guidance, and

wisdom in the success of conducting this research study.

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 TABLE OF CONTENTS

TITLE PAGE

APPROVAL SHEET

ACKNOWLEDGMENT

TABLE OF CONTENTS

LIST OF TABLES

Chapter

1 INTRODUCTION

Background of the Study...................................... 1

Literature Review............4

Theoretical Framework........................................11

Statement of the Problem...................................13

Scope and Delimitation.......................................13

Significance of the Study....................................14

Definition of Terms..............................................15

2 METHODOLOGY

Research Design ...............................................18

Participants of the Study.....................................18

Sampling Procedure ………………………………19

Research Instrument...........................................19

Data Gathering Procedure ……………………….19

Data Analysis and Interpretation ………………...20

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 Ethical Consideration..........................................20

3 RESULT AND DISCUSSION

Theme 1..............................................................23

Theme 2..............................................................27

Theme 3 …………………………………………... 31

Theme 4 …………………………………………... 36

Theme 5 …………………………………………... 40

Theme 6 …………………………………………... 42

Theme 7 …………………………………………... 46

Summary of Findings..…………………………... 49

Recommendation.………………………………... 53

REFERENCES

iv
 LIST OF APPENDICES

APPENDIX

A Letter of Request to the Principal

B Letter of Request to the Participants

C Interview Guide

D Transcript of the Interview

E Data Analysis Transcription and

Coding for Participant A

F Data Analysis Transcription and

Coding for Participant B

G Data Analysis Transcription and

Coding for Participant C

H Data Analysis Transcription and

Coding for Participant D

I Data Analysis Transcription and

Coding for Participant E

J Theme Cluster and Emergent Themes

K Informed Consent Form

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 Chapter I

THE PROBLEM AND ITS SETTING

Introduction

Grade 12 STEM students engage in Practical Research 2, a crucial part of

their educational journey, in their pursuit of academic success and scientific

interest. But there are obstacles in the way of this pursuit; pupils face complex

problems that require perseverance, creativity, and resolve to solve. It's critical to

comprehend these challenges in order to create learning environments that work

and to offer specialized assistance to future scientists and engineers.

According to Ndlovu (2022), challenges include inadequate money,

inadequate supervision, slow feedback, communication problems, unfavorable

attitudes, and disadvantages associated to disability. These are some of the

particular difficulties faced by students with disabilities conducting research in

South Africa's higher education system. The invisible underlying roots of the

problems are examined, informed by decolonial theory. Strategies to promote

research participation for students with disabilities include more time allocation,

listening to students with impairments speak, and providing appropriate

accessible technologies.

Furthermore, Atibuni et al. (2017) believe that work-life balance-related

issues included obstacles at work interfering with personal life, personal life

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interfering with work, and workplace support issues. These difficulties led to

additional difficulties for the students in their research participation in the areas of

student effort, faculty-student contact, active and collaborative learning, and

institutional support. Offering opportunities for learning and work-life balance was

one way to overcome the obstacles.

In addition, it can be very difficult to find volunteers for research studies,

especially when it comes to college students who are constantly invited to take

part in studies that are being run by professors or other students. Before

developing a recruitment strategy, researchers must consider the factors that

contribute to student recruitment as well as the motives of the students (Far,

2018).

More and more educators and legislators are being urged to support

STEM education in schools as a result of the widespread calls for STEM

(Science, Technology, Engineering, and Mathematics) education in recent years.

After reviewing several studies, we concluded that there we’re not enough

specific evidence to draw firm conclusions on the impact of integrated STEM in

scientific education. For example, nothing is known about the ways and extent in

which integrated STEM learning experiences might help students become more

creative, improve higher order thinking skills, or change their perspectives on

science education and epistemology. Furthermore, the research discovered a

dearth of studies that examined how STEM teachers are prepared for integrated

STEM in their initial teacher education and professional development programs.

To support preservice and in-service teachers in developing their competence for

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teaching integrated STEM, more research is required regarding the efficacy of

various teaching techniques (e.g., instructional design, teaching tactics, etc.).

Though practical research experiences are becoming more and more

important in STEM (Science, Technology, Engineering, and Mathematics)

education, there is still a significant knowledge vacuum regarding the unique

difficulties Grade 12 STEM students have in Practical Research 2 classes. There

is a dearth of targeted research into the particular requirements, limitations, and

results of high school seniors participating in advanced practical research

projects, despite the literature that already exists discussing undergraduate and

graduate-level research experiences. Comprehending these variables is pivotal

in formulating efficacious curriculum, furnishing suitable support frameworks, and

cultivating significant learning opportunities for STEM students in Grade 12, as

they advance towards advanced schooling or STEM-related professions.

To sum up, this paper's primary goal is to raise researchers' awareness

and comprehension of the various aspects of student recruitment, obstacles to

recruiting attempts, and methods devised to overcome them, particularly among

those who may encounter related issues. It is especially notable because

research articles rarely offer details on the results of recruitment efforts and the

causes of poor response rates and participant retention issues.

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Literature Review

Research Attitudes, Motivations, and Challenges of STEM Education

Researchers

This study was driven by the importance of research and the worth of

STEM (Science, Technology, Engineering, and Mathematics) education.

Studying teachers' research attitudes, motives, and obstacles has become more

pertinent and topical as they play an increasingly active part in the creation of

new knowledge. Using the three previously mentioned factors as a guide, this

report sought to characterize Filipino STEM education researchers. In order to

accomplish this goal, an online survey was administered to a purposefully

selected sample of 46 STEM teacher-researchers. However, because three of

the responses were not full, they were disqualified. The findings showed that the

respondents had a favorable opinion of research and saw it as a means of

advancing their careers.

Moreover, research has a positive effect on teaching methods and

professional development, according to studies teacher development (Ulla,

2018). Through research, educators can participate critically and methodically in

assessing the procedures, frameworks, and ideologies of the classroom. These

studies have been given a name. distinct ways, but they all aim to recognize

issues in the classroom and school and take the necessary action to address

them. these issues using research techniques (Chow et al. 2015). Among the

numerous phrases used to characterize these Action research, self-study, and

teacher research are examples of self-reflexive studies (Campbell, 2013). Right

4
now, study these headings will be used to describe the various kinds of teacher-

initiated investigations meant to enhance the classroom teaching and learning

process.

By virtue of Department Order No. 16 series of 2017, the Department of

Education (DepEd) in the Philippines has underlined how important research is

for developing educational policies and practices. This directive describes. The

department's financial provisions, research management cycles, standards, and

other important requirements that were all meant to support and enhance the

research culture in basic education (Department of Education, 2017).

Additionally, the "publish or perish" mentality has forced academics at higher

education institutions to enhance both their performance in terms of scholarly

publications and their methods of instruction (Ulla, Acompanado & Barrera,

2017). The necessity of has been underscored by the Commission on Higher

Education, or CHED. Allow the nation's universities to contribute to knowledge-

based national transformation creation and dissemination (CHED, 2016).

However, because the responses were not full, they were disqualified. The

findings showed that the respondents had a favorable opinion of research and

saw it as a means of advancing their careers. Did they also acknowledge the

beneficial effects of research on their pedagogical practices and students?

educational encounters. Research motives have been identified as primarily

coming from both extrinsic and intrinsic sources. The respondents listed a

number of difficulties, including lack of exposure to and experience in research,

time and money limits, and a severe workload.

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Students' Experiences of Participation in a Research Team: Evaluation of a

Research-Based Teaching Activity in Higher Education

The current study was intended as a qualitative exploratory study

employing focus group interviews with the purpose of investigating students'

experiences of participating in a research-based learning activity with academic

and industry partners. The results outline the elements that students find

inspiring for learning as well as their experiences with the advantages and

disadvantages of working in the workforce.

The teaching and research connection has been characterized as the

distinctive features of higher education in Sweden and around the world,

fostering general abilities like critical thinking and information processing. One

educational approach that links research and instruction by allowing students to

actively participate in real research projects is called Vertically Integrated

Projects. The approach is in line with scholarship on teaching and learning,

making it possible to go from an established, teacher-centered body of

knowledge to one in which students are encouraged to contribute to the body of

knowledge. The current study was intended as a qualitative exploratory study

employing focus group interviews with the purpose of investigating students'

experiences of participating in a research-based learning activity with academic

and industry partners.

In addition, there are several advantages to fortifying the link between

research and teaching, including improved subject comprehension, increased

student engagement in research, and increased motivation for students to pursue

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careers in research. In her introduction to inquiry-based methods for tying

together teaching and research, Healey (2005) recommended that one way to

get students involved in real-world learning experiences is by having them do

work-based learning internships. As a result, this approach will help students

solve problems in the real world in addition to allowing them to acquire new

knowledge (Xia et al. 2015). Research-based learning is presented by Wessels

et al. (2020) as a way to develop cognitive and emotional motivated research

dispositions.

Furthermore, Wessels et al. (2020) came at the following conclusion in

their study. Found research-based classes worked best when the teachers

demonstrated a sincere interest in the work of the pupils and when the training

proved beneficial to the students' future jobs, such was linked to the delight that

students took in their research. Other Research has indicated that kids can

benefit from learning how to be an expert (Garnett, 2001) and gaining knowledge

through inquiry-based learning by taking involved in research and producing new

information (Healey, 2005).

However, Xia et al. (2015) go on to say that there are advantages for more

than just students. They discuss how work-integrated learning—a partnership

between academia and business—offers chances for the industry to turn student

knowledge into business products as well as a way to advance individual

knowledge and skills, or an organization's human capital. However, there are

obstacles to overcome in order to connect students, academia, and industry. A

study by Xia et al. (2015) highlights some of these obstacles.

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 For example, even if business partners first showed interest in the

students, the workload strain meant they was unable to give pupils feedback on

time. Additionally, project it could be challenging if criteria alter as you go. To

help pupils organize their work and fulfill deadlines. If there are specific

objectives and aims, all these difficulties can be reduced. solid project

frameworks that are addressed and agreed from the outset among all

collaborators (Xia et al. 2015). Setting clear objectives and providing timely

feedback are crucial, and they are consistent with earlier studies conducted by

Marton and Morris (2002). Clearly defined objectives and comments are given as

necessary prerequisites to help superior education.

Students' Experiences of Learning in a Research Environment

The focus and technique of study on the "nexus" between research and

teaching have changed significantly. The empirical focus has evolved in favor of

examining the experiences of participants (academics and students), from an

early quantitative interest with linking assessments of research productivity and

teaching efficacy. This paper presents the results of interviews conducted with 34

students studying English, geography, and physics at various levels in a

university in New Zealand. It focuses specifically on how students perceive the

value of a university education and their experiences with research, including its

accessibility, location, and participants. Based on how knowledge is

conceptualized and investigated, analysis shows that students' relationships with

research vary between disciplines in both a geographical and temporal

dimension. As a result, some students experience early connection to and/or

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involvement in a research community, whilst for others, research continues to be

a distant occurrence throughout their undergraduate studies.

To add up, Higher Education in the 21st Century and the Major Shocks is

without a doubt, higher education is essential to tfuhe knowledge economy of the

twenty-first century (Marginson, 2010). But given the significant shocks this

century has brought about thus far, it finds itself at a crossroads. The world has

changed, and technology has completely remade everything in it, including

higher education. In 2008, there was a worldwide economic recession. Higher

education has been severely disrupted and harmed by the SARS-CoV-2 illness,

also known as the coronavirus or COVID-19, since December 2019. In 2020, this

significantly hampered educational institutions, and the effects are still being felt

around the world. In fact, at least since World War II, this worldwide pandemic

has disrupted schooling the most (Aurini & Davies, 2021; Covaci, 2020).

Additionally, numerous research have been conducted to investigate the

effects of the COVID-19 pandemic on higher education worldwide (Aristovnik et

al., 2020; Alamri et al., 2021; Ali, 2020; Anthonysamy et al., 2020; Ojo &

Lorenzini, 2021; Ojo & Onwuegbuzie, 2020; Ojo et al., 2020; Onwuegbuzie et al.,

2020). Numerous findings from these studies have shaped our understanding of

the evolving nature of higher education. While some scholars have provided a

comprehensive overview of the diverse approaches implemented by academic

institutions amid the pandemic (Baloch et al., 2021; Mocanu et al., 2021;

Morales-Rodríguez, 2021; Rafiq et al., 2021), others have documented the

increased inequality resulting from the abrupt shift to remote instruction and

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learning due to the worldwide health crisis (Maphosa, 2021; Mseleku, 2020;

Onwuegbuzie et al., 2020; Talib et al., 2021). Others (Morales-Rodríguez, 2021;

Onwuegbuzie et al., 2020; Son et al., 2020; Yang et al., 2021) have focused on

the impact this has had on university students, specifically on their mental health.

Student Engagement Rsearch in Higher Education: Questioning an

Academic Orthodoxy

According to this article, research on student participation is not frequently

subjected to critical investigation. It tries to alter this. It addresses three important

topics regarding student participation after providing a quick overview of a

conceptual framework. First, it poses the question of whether student

involvement overemphasizes an engaged universal learner while undervaluing

the significance of particular circumstances in an attempt to be all things to all

people in teaching and learning. Second, it looks at whether curriculum—a

deeper philosophical and political understanding of the goals, knowledge, and

values in higher education—has been neglected in favor of pedagogy as a result

of engagement research's concentration on finding engaging classroom

methods. Third, it poses the question of whether the rise in popularity of student

participation is a result of its alignment with and support for neoliberal ideology,

which emphasizes performativity and accountability and has an instrumental

conception of knowledge.

To add up, positive academic outcomes can be attained through

behavioral engagement, which is linked to participation in social and intellectual

activities. Reactions to and interactions with educators, students, and

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administrators that foster a love of learning constitute emotional engagement.

Cognitive engagement indicates a commitment to in-depth knowledge acquisition

of ideas and abilities.

Furthermore, with its emphasis on "what works," student engagement

research plays a leading role in the development of education. This makes more

general issues like the goals, content, and ideals of higher education essentially

invisible. Students need to be in charge of and autonomous in their learning.

Knowledge is a commodity in the eyes of neoliberalist ideology, thus they must

also be trained to take a critical view of what they are learning and be able to

disengage without coming out as detached. In the market for higher education,

skills and knowledge are exchanged. Universities provide services that are in

demand as well as knowledge and skills that are marketable.

Theoretical Framework

The Theory of Curriculum Implementation

The Theory of Curriculum Implementation put out by Rogan and Grayson

(Rogan & Grayson, 2003) served as the foundation for this investigation. It

focuses on the elements that influence the implementation of new curriculum and

how teachers apply them. It examines how the curriculum is implemented and

how it fits with the intended learning objectives of the Practical Research 2

course for STEM students in Grade 11.

Additionally, developing nations frequently view improving science

education as a top priority in order to support long-term economic development.

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Thus, there are many programs, both state-sponsored and funded by foreign aid,

targeted at enhancing science education in poor nations. However, far too

frequently, the creation of science curricula is the exclusive focus of these

programs, with little attention paid to the specifics of how the curricula will be

used in classrooms. With a focus on developing nations, this paper aims to

establish the foundation for a theory of curricular implementation. The formulation

of three constructs—the Profile of Implementation, the Capacity to Innovate, and

the Outside Support—that may serve as the framework for such a theory has

involved consulting literature on school development, educational change, and

science education. As a foundation for the theory's development, six hypotheses

are put forth to speculate on possible relationships between the constructs. The

emergent theory is demonstrated through the use of the South African

Curriculum 2005's natural sciences learning area.

Theory of Emotion

The James-Lange theory of emotion could relate to student stress in the

sense that when students encounter stressful situations, their bodies may react

physiologically, such as increased heart rate or sweating. According to this

theory, it's the awareness of these physiological responses that leads to the

experience of stress or heightened emotions in students. For example, feeling

your heart racing before an exam might contribute to the perception of stress,

according to the James-Lange theory. The James–Lange theory proposes that

emotional stimuli first induce peripheral physiological variations, which occur

12
without consciousness of affect. These bodily responses are further interpreted

by the brain to produce the feeling state of an emotion (Critchley, 2009).

To add up, the conventional wisdom before the James-Lange theory was

that people's initial response to perception was cognitive. And then there were

physical reactions to that thinking. Alternatively, the James-Lange approach

proposed that these physiological reactions take place first and are important to

the sensation of emotion. Despite what may appear to be a minor divergence in

the chronology, the idea had a significant influence on psychology and the study

of emotions. Though significant, not everyone accepted that bodily reactions

preceded emotions. Though most contemporary studies reject the James-Lange

theory, there are specific situations in which physiological reactions do result in

the experience of emotions. Two instances are developing a panic disorder and

having particular phobias.

Statement of the Problem

The study sought to determine the perception of Grade-12 STEM

students’ in their practical research 2 subject in Silway-8 National High School for

School Year 2023-2024.

Specifically, this will answer the following question:

1. What are the experiences of Grade-12 STEM students’ in their Practical

Research 2 subject?

Scope and Delimitation

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 This study will focus on understanding the specific hurdles encountered by

grade 12 STEM students and the strategies they employ to overcome them. Data

will be collected through interviews and document analysis, encompasses five (5)

Grade 12 STEM students to gain insights into their experiences and

perspectives.

Furthermore, the study will not explore the long-term implications of these

challenges on the students. By delimiting the study to a specific timeframe,

academic level, and subject area, the research aims to provide valuable insights

into the obstacles faced by Grade 12 STEM students in Practical Research 2.

In essence, this study aims to explore the unique challenges Grade 12

STEM students face in Practical Research 2 and their problem-solving strategies,

using surveys, interviews, and document analysis. The focus is on immediate

obstacles within a specific academic context, aiming to provide valuable insights

to enhance the students' learning experience.

Significance of the Study

This study on "Challenges Encountered by Grade 12 STEM Students in

Practical Research 2" holds significant importance in several ways:

DepEd: DepEd can use the findings to improve the curriculum and

teaching methods in STEM subjects, particularly in practical research courses.

By addressing the identified challenges, DepEd can enhance the quality of

14
education for Grade 12 STEM students, leading to better learning outcomes and

student performance.

Teachers: educators and instructors can gain insights into the difficulties

faced by STEM students during practical research 2, allowing them to tailor

teaching methods and resources to better support students.

Students: Grade 12 STEM students can use the findings to anticipate

potential challenges they might encounter during practical research projects and

develop strategies to overcome them.

Parents/Guardians: Parents and guardians of STEM students can better

understand the challenges their children may face in practical research projects

and provide appropriate support and encouragement.

Future Researchers: They can gain insights into the specific difficulties

faced by students in this particular academic setting. Understanding these

challenges can help in designing interventions and support systems to address

them effectively.

Definition of Terms

The following terms are defined to gain better understanding of the study:

Practical Research: Practical research refers to the systematic

investigation or study conducted with the aim of gaining knowledge,

understanding, or solving practical problems through hands-on experimentation,

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observation, data collection, and analysis. It involves applying theoretical

knowledge in real-world scenarios to address specific issues or questions.

Research projects and evaluations conducted by practitioner-researchers with

the goal of advancing their profession and adding to a body of general

knowledge are referred to as practical research. It entails applying and

interpreting procedures, frameworks, or strategies to deal with particular issues

or difficulties (What Is Definitions of Practical Research? | 5 Answers From

Research Papers, n.d.-b).

Research Obstacles: Research obstacles are challenges, difficulties, or

barriers encountered during the process of conducting research. The researcher

should be aware of potential obstacles in the research process when a qualitative

research method is determined to be the best approach for answering research

questions. In qualitative research, it is important to identify and characterize

possible obstacles since it establishes a foundation of knowledge from which

preventive actions may be deduced and credibility guaranteed (Poggenpoel &

Myburgh, 2005).

Academic Barriers: Academic barriers refer to obstacles or challenges

that hinder students' academic progress or success in their educational pursuits.

These barriers can manifest in various forms, including but not limited to lack of

access to educational resources, financial constraints, language barriers,

learning disabilities, inadequate support systems, cultural differences, or

personal circumstances that interfere with students' ability to fully engage with

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their academic studies and achieve their academic goals. A barrier to learning is

anything that prevents a learner from being fully engaged in the learning process.

A person, or even a group of people, affected by learning barriers feels frustrated

or unwilling, and cannot achieve their learning goals (Green, 2023).

Problem-Solving Skills: Refer to the ability to identify, analyze, and solve

problems effectively. It involves a systematic approach to understanding the

nature of a problem, evaluating possible solutions, and implementing the best

course of action to reach a resolution. Problem-solving skills often encompass

critical thinking, creativity, logical reasoning, decision-making, and

resourcefulness. The process of overcoming challenges to achieve a goal is

known as problem solving, and it occurs frequently in most activities. Solutions

are needed for a variety of problems, from basic household operations like

turning on an appliance to intricate problems in the commercial and technological

domains (Wikipedia contributors, 2024).

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 Chapter 2

METHODOLOGY

This chapter presents the research design, research locale, research

instruments, research procedures and analysis of data to be employed in this

study.

Research Design

The research design method of qualitative phenomenological design will

be employed in this study. In particular, it will make use of Braun and Clarke's

Data Analysis to comprehend and unearth the experiences of Grade 12 STEM

students at Silway -8 National High School in their Practical Research 2.

Because it enables the researchers to comprehend the meaning that the

participants attach to such actions—their thoughts, feelings, beliefs, values, and

presumptive worlds—a phenomenological methodology is appropriate for this

study. Through in-person communication, the researchers are able to thoroughly

understand the subjects' life experiences.

Participants of the Study

The key participants of this study are the Grade 12 Stem Students

of Silway-8 National High School selected using purposive sampling. They are

chosen using the following set of inclusion criteria. First, they are the Grade12

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STEM Students in Silway -8 National High School. Second, they are

experiencing “Practical Research 2” in the school. Third, they have experiences

challenges and struggles while conducting Practical Research 2.

Sampling Procedure

Purposive sampling design will be used by the researchers in

choosing the participants of the study wherein its main purpose is to have a

sample as representation of the population and also, it did not deal with any

statistical treatment. Purposive sampling includes the researcher in formulating

conclusion about the informants/participants for the analysis. According to Patton

(2002), the power of purposive sampling lies in selecting information-rich cases

which individuals can learn from.

Research Instruments

The main instrument of the study is the researchers themselves. This

shows the main function of the researchers in doing the interviews, transcriptions

and interpretations of data. Participants will be interviewed using a semi-

structured question and their responses will be recorded.

Data Gathering Procedure

Before data gathering, the researchers will inform the key participants

about the interviewing process. A request for interviews will be sent to the

participants beforehand. During the interview the researchers will set the mood

by asking the participants about their names, age and which canteen they are

19
affiliated to. The researchers will begin the data analysis by becoming acquainted

with the data.

Data Analysis and Interpretation

In analyzing the data taken from interviews, these will be interpreted using

the Braun and Clarke analytic method. The six phases of thematic analysis,

based on the work of Braun and Clarke (2006), will serve as the researchers’

guide in analyzing the data.

Firstly, this is because thematic analysis is relatively easy to learn, is flexible

enough to be applied across a wide range of theoretical frameworks, and is

beneficial as a rudimentary method for the following reasons: (1) it can be

applied to a wide range of research questions; (2) it can be used to analyse

diverse data types; (3) it can be applied to large or small data sets; and (4) it is

able to produce either data or theory-driven analyses (Clarke & Braun, 2013).

Secondly, according to Burnard and colleagues (2008), thematic analysis is

considered the most used method of data analysis in qualitative research.

This process contains of six phases as follows:

1. Familiarization with the data

2. Generating initial codes

3. Searching for themes

4. Reviewing themes

5. Defining and naming themes

6. Producing the report

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Ethical Consideration

After the participants will be recognized, informed consent will be sought

from them. This stage will be first accomplished through reading with the

participants both informed consents of participation and tape-recording and

asking them to sign to acknowledge and prove their consent. Steffen (2016)

stated that ethical considerations are significant in research particularly in a

qualitative research context, as researchers are in an authoritative position when

interpreting participant's words.

Before gathering the data, the major ethical issues concerning anonymity

and confidentiality, consent, privacy and safety of the participants will deal with it.

Participants will be informed about the confidentiality clause. In this issue, it

implies the protection of personal information. Indeed, it means keeping a

participant's factual data between the researcher and the participant, and not

telling others. The researchers must not harm their participants because respect

shall be highly acknowledged.

Besides, the researchers will establish trust with the research participants

and will attain this by anonymity and confidentiality with the limits of law such as

the researchers will interview students about their experiences in working while

studying thus, being nameless and having secrecy may keep the respondent

safe and comfortable.

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 The final report and transcripts will not reflect the subject's personal

information such as their names although some participants have satisfaction

with their details being transcribed. After the transcription, keeping the tapes in a

safe and confidential place, destroying it after the study is finished and when

there is already a written report will be best for the participant's privacy.

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 Chapter III

RESULTS AND DISCUSSION

This chapter presents the findings and discussions related to the research

problem. The findings of this study revealed seven general themes obtained from

the responses of the participants. These emergent themes best imply the

particular thought and experiences of the participants – a unified summarized

pattern of the overall structure of the phenomenon.

Theme 1: Time Management

STEM student’s have been dealing with this problem since the school

days has been decreased. It’s a sign that time management is very needed in

conducting practical research 2, this shows that STEM students have been

dealing more pressure than before.

1.1 Time Management Problems

Time management problems is one of the main problems of STEM

(Science, Technology, Engineering, Mathematics) Student’s in Silway-8 National

High School. Time management is very important and it’s very challenging for the

students.

According to participant 4, “As I am the leader of our group it’s important

for us to have a time management so that were able to uhmm, estimate what

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time or what data were going to finish that specific task in our research.” The

statement presents that the importance of time management is a must, as the

participant said that he/she is the group leader which means a group leader must

be wise at time management.

Many students struggle to balance time between academics, work, and

other obligations, which may reflect poor planning and an inability to effectively

prioritize time. Categorizing tasks and establishing priorities will improve your

planning and project management success and contribute to effective time

management.Often, you are too busy studying and taking care of outside

commitments to accomplish every task on your endless to-do list. At the end of a

day, we tend to focus on uncompleted tasks rather than on completed tasks,

which leads to feeling overwhelmed and anxious. If this occurs daily, it can

increase stress and decrease academic and work performance. Stress creates

an unproductive cycle that saps your energy and time and compromises your

mental acuity. You can break this cycle by learning to properly manage time

instead of allowing time to manage you.(Murray et al., 2022)

Also, partcipant 5 said, “Una- una time, managing time jud dira mga mao

na siya pinakauna guro nga gina ano jud namo under take jud basta research 2

Oras jud ang nakasalalay.” As what the participant said time management is very

important in conducting practical research 2 as a researcher. It’s very crucial

because it also depends on the availability of a person just as participant 4 said,

“From communicating is that the availability of the person. Because if sir is not

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available on that day, we need to find the answer for this question and we need

to wait for another time. Consumption na naman.” This means that every group

mates has individual responsibilities aside from conducting research.

As Rogame (2016) said that This generation, many students have a

problem in time management when it comes to passing the requirements or

school works like project, assignment, take home activities and etc. Last time we

took an interview to the animation class asking what are the problems that they

have in time management. When we had the interview most of our classmates

have the same problem in Time management. They usually just chill, open social

media like youtube, facebook, twitter and any other social media apps. Some of

them answered when they got bored they play outside just to kill time. And only

few of them answered that they play online game first before doing the task that

they given to them by the school.

1.2 Time Consumption

Practical Research 2 is very time consuming because this subject has

started in the first semester and still on going in the second semester and it’s not

done yet.

In the words of participant 2, “Maybe around 8 months we started around

August and until now we’ve been working on it.” They are still working on their

study besides them on their immersion. Conducting practical research 2 is much

time consuming and its been deal with the grade 12 students.

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 In addition partcipant 4 also said, “Ay august, september, october,

november, december, january, february, march, april ano na mag mag 4months

ay mag 8months, mag 8months diay sorry mag 8months.” They had started their

research from the beginning of class.

As this article said the volume of data makes analysis and interpretation

time consuming. The researcher's presence during data gathering, which is often

unavoidable in qualitative research, can affect the subjects' responses. Findings

can be more difficult and time consuming to characterize in a visual way.

(Anderson, 2010)

Furthermore, participant 4 said “Sa Time management kani siya

importante jud ni siya pag grade 12 mo. Kami mn gud pag ano grade 12 didtoa

wala jud dapat oras na masayang if naa may free time conduct jud mo dapat

mga naa jud mo mahimo na topic sa research that day para sa sunod sunod kay

lisud jud kaayo kapag wala moy time management so commit the deadlines

kuan jud everyday naa jud dapat moy accomplishment.” The use of free time is

very needed in research because it may help on the typing and it may become

accomplishment in the end.

Lastly, The main drawback of qualitative research is that the process is

time-consuming. Another problem is that the interpretations are limited. Personal

experience and knowledge influence observations and conclusions.And, a

qualitative research might take several weeks or months. Also, since this process

26
delves into personal interaction for data collection, discussions often tend to

deviate from the main issue to be studied.(Radu, 2024)

Theme 2: Students’ Responsibilities and Learning System

Student’s have many responsibilities and the learning system has been

troubling STEM student’s because of its high expectation fro teacher. Being in

STEM is probably pressuring since the first quarter just because of the

expectation of teacher, that’s why student’s have been meaningfully responsible

of their actions. The learning system is very troubling to the students because it

cause many difficulties that student’s has encountered.

2.1 Difficulties Encountered

There are many difficulties encountered by STEM student’s, it has been

hard for the student’s to do some task because it’s not simple.Student’s are given

task that cause them to encounter difficulties.

As participant 1 said “Most challenging kase we need to go laboratory the

papers that we need to do the editing and everything.” Student’s had hard time

doing task as they are doing it everything by hand, they had task that even travel

from one setting to another.

One of the biggest and most common challenges faced by researchers is

balancing the demands of a research career with personal and family

responsibilities. PhD students and researchers must learn how to achieve a

27
healthy work-life balance, prioritize self-care, and set boundaries to avoid

academic burnout. Seeking support from peers, friends, and family is a great way

to manage the stress that comes with a career in scientific research. Effective

time management, pursuing a hobby, and taking breaks are other ways to find

ways to take care of your mental health as a researcher. (Researcher.Life, 2024)

Also, participant 3 said “Kay usahay dili mi kabalu musolve sa uban.”

There are some student’s that has difficulties in solving problems, and they need

some guidance of a teacher for it.

Researchers can spend a lot of time looking for past research or data to

support a stakeholder or research project. Because researchers have to quickly

jump from one project to another to ensure they can continually provide value,

'meta work' such as knowledge management is usually deprioritized in the

research process.(Nichols, 2024)

In addition, participant 2 said “It’s very hard because it is quantitative

research it’s not quali unlike this one in quanti you have to make your own

experimental research.” The difference in qualitative research and quantitative

research is very big, student’s have difficulties in quantitative research more than

qualitative.

Qualitative data is more difficult to analyze than quantitative data. It

consists of text, images or videos instead of numbers. Some common

approaches to analyzing qualitative data include: Qualitative content analysis:

28
Tracking the occurrence, position and meaning of words or phrases.(Streefkerk,

2023)

2.2 Problem-Solving Skills

Having problem-solving skills is very useful as a STEM student’s since it’s

a field where everything is about solving. Solving is very important in research

because of it research will not be biased and it will be fair.

Participant 2 said “Statistics, probability, just the basic chapter1 to 5 ayy

chapter 1 to 3 currently and just that, all everything is similar to the pratical

research 1 except that it is more on numerical data.” This study are more in

numerical data that is why practical research 2 is much more hard for students

because of the solving part.

The challenges and difficulties in learning probability include difficulties in

describing the sample space, constructing event forms, making mathematical

models, understanding the principles of events, and understanding prerequisite

concepts. (What Are the Challenges and Difficulties in Learning Probability? | 5

Answers From Research Papers, n.d.)

And also, participant 4 said “Pano nimo siya gawan ug ways,para

masulbad ang inyong problem mao rato so far.” This says that you have to find

ways just to make sure your research are gonna be solve or to continue

research.

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 Unfortunately, there are times when research that took a long time and a

lot of effort is never used. Sometimes, this is because the expectations of the

researcher and the funders didn’t line up. But more often, it’s because of a lack of

effective effort to communicate the research results to stakeholders who can

leverage it. In the context of knowledge management, there is also a large body

of partially completed research and data sets that are effectively “lost” to the

larger community. When you’re incentivized to move on to your next research

project quickly, you might deprioritize tasks like making your old research and

unused data sets easily accessible to those who are looking for it (including your

future self). (8 Challenges Faced by Researchers (and Tips to Help), n.d.)

2.3 Self Management

Accessing self management is one of the biggest responsibility of a

student, having self management gives an advantage in mental status.

Managing yourself is part in partaking research, that’s why the mind needs to

have time to make stress gone.

As participant 1 said “I am not the most time manage like productive.”

Having a disadvantage is very worrying, it makes it feel distant from other

researchers.

When you’re managing a research project, it can seem like there’s never

enough hours in the day. There’s an ongoing battle between considering all

perspectives to keep your research balanced and taking a deep enough dive to

30
make sure your research has an impact. It’s likely that you’ll have commitments

outside of your research project as well. So, you’ll be fighting to maintain a good

balance between other work, administrative, and personal tasks. As your

research project drags on, you may also start hitting a motivational wall. When

you’re the person in charge of maintaining deadlines, the temptation to

procrastinate on tasks you don’t enjoy can throw timelines off track.(8 Challenges

Faced by Researchers (and Tips to Help), n.d.)

In addition, participant 2 said, “So i always wait for the deadline before

deadline to do so in order to work effectively.” Waiting for the the deadline is very

difficult cause it make cause stress and knock away the sense of time. This is

very challenging for students that has many workloads.

Managing multiple projects and deadlines successfully is among the most

common research challenges. Careful time management, prioritizing work, and

setting realistic goals and deadlines are simple ways for researchers to manage

their many responsibilities. Experts suggest using strategies like breaking larger

projects into smaller tasks and scheduling regular breaks to avoid burnout, a very

real challenges faced by researchers. (Researcher.Life, 2024)

Theme 3: Professionals’ Supervision

In conducting practical research you really need a guide on what to do, it

may came from a teacher or an engineer. Having a feedback about the papers

makes confidence.

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 3.1 Guidance of a Professional

Seeking guidance of a professional is very needed in practical research 2.

Especially if it want’s to know about some materials or information about

something.

As participant 1 said, “So i asked my Practical Research 2 teacher if what

should i do and he said that i need to do considering.” As a researcher having a

guide of what to do is much great than doing it blindly.

Guidance and counselling are important for children, and schools have a

huge role in bringing out the best in children. Good conduct is coveted, but

sometimes young minds need guidance to polish their personality. Through

counselling, children are given advice on how to manage and deal with emotional

conflict and personal problems. Also, proper counselling will help incorporate

valuable lessons in their daily life. Some sessions should involve career

guidance, where the students are advised on the selection of courses and

different career paths. (Sahu, 2020)

And, participant 2 said that, “From our teacher, there's always a time

where he checks our chapters. There are corrections there, so we are adapting

to those corrections. We just change what is wrong and right. Coping strategies.”

Getting corrections from the teacher is very helpful as it will let you have much

more information about what to do.

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 A teacher’s guide to help students is typically thought of as an all-knowing

source of knowledge that streams knowledge that the students are expected to

absorb. However, more than three decades of research in education has proved

and led educators worldwide to think that a teacher’s true job is to be a learning

facilitator, a representative of learning opportunities, and a learning guide.

True teacher’s guide would help them work to prepare children to study on their

own so that they do not have to rely on others for their learning. In addition, the

teacher’s guide to help students in the classroom advocates for them to observe,

help, and encourage their students so that they take on self-study and take

responsibility for their learning process. The most significant shift teachers need

to make is to approach their work from a child’s perspective and develop an

interest in learning among their students under their supervision. Here is the

teacher’s guide on how to help students in self-study. (Aarti & Aarti, 2023)

Lastly, participant 1 said, “Yes there is a difficulties especially on the

knowledge we are working on a concrete research we are developing a concrete

which needs a engineer that we need a feedback or a knowledge of a engineer

to do this research right.” Guidance from a professional is very important to keep

you from making mistakes, a professional is considered a must in doing research

as they are the instructor on conducting the research.

Guidance and counselling in the modern age have become escalated

needs because of a multiplicity of problems that the individual faces in important

domains of life. The terms guidance and counselling are used interchangeably.

33
Guidance is a broader term which includes counselling as one of its services. It

means help or advice to deal with the complex problems linked with your work,

education, personal relationship and making into easier ones. Guidance is

regarded as a conceptualized programme of activities that offers a gateway out

to the existing problems in the present era of complex scientific and technological

developments. The aim of guidance and counselling is to assist behaviour

change, enhance coping skills, promote decision making, improve the

relationship and to facilitate users’ potential. (The Importance of Guidance and

Counselling in Adolescents’ Life, 2020)

3.2 Amendment of guidance

Being able to seek guidance is very crucial, it will be more useful because

it will have an ability of seeking information, corrections, ideas and etc. Amending

about guidance is a good strategy in research.

As participant 4 said, “Thanks for the guidance of our research advisor, he

told us where to buy, or what to.” Having a guide makes it easier for the group to

get information and found the things that is needed. Making it easier for the task

to be done, guidance is crucial in doing everything cause it makes everything on

a format.

Guidance means to “direct”, “help”, “recommend” for the progress and

development of an individual. Man needs guidance throughout his life time and

every individual encountered by him renders guidance for development,

34
achievement and all round progress. It is the help given out to by an experienced

person to an individual, who is less experienced. Help is rendered to solve few

issues faced by the individual i.e. education, career, personal etc.(Need/Scope of

Guidance, Principles, Objectives of Counselling – Child Guidance and

Counselling, n.d.)

Also participant 5 said, “Naa jud impact ang pag mentor during research 2

ang isa lang sa mga challenges ani kay isa lang jud ang dili man isa like siya

lang pod inyung maduolan naa jud moy isa ka tao na mentor na maduolan jud

ninyo when comes in research 2 niya lisud kay siya if kamo- kamo lang friend,

peers, ang isa sa mga kuan siguro ana mga cercompancies ( please e correct)

na among ma face kay self confidence namo approach sa amoang mentor isa na

siya sa murag he hindrance ahm ara siya.” Having a mentor or guider for the

group make things simple enough to do. If it is among peers only it will be futile

cause it doesn’t have much information about it. Being shameless is one of the

good ways to ask for guidance.

Mentor-ship acts as a catalyst for growth by providing valuable insights,

perspectives, and knowledge from experienced professionals. A mentor can help

you navigate challenges, avoid pitfalls, and make informed decisions. They share

their wisdom, lessons learned, and industry-specific expertise, accelerating your

learning curve and expanding your professional network. Moreover, a mentor

serves as a sounding board, providing constructive feedback, encouragement,

35
and motivation. Their support can boost your confidence, help you overcome

obstacles, and unlock your full potential.(Sen, 2023)

Theme 4: ICT and Resources Accessibility

The resources accessibility in research is determining on how the

research will flow, resources is very important because it is the path in

conducting research. As you need the necessary equipment on conducting

research that is why it is important.

4.1 ICT Problems

The most difficult problems in research is lack of ICT or ICT problems as it

is the major resources needed in conducting research

As participant 2 said, “Number one is your laptop or computer, you always

need. For me it's mandatory to have one if you're conducting research or if you're

doing research. It's really hard if you're encoding on a computer shop or in the

school. Or if you don't have a phone, you release your phone.” Lacking in

resources in conducting research is determining your situation in this area, it is

important that you have gadgets so you will have it easy as it has an advantage

in conducting research.

The use of gadgets in the classroom has not only made research easier,

but it has also made it more engaging. Instead of having to rely solely on

textbooks, students can now access multimedia resources such as videos,

36
podcasts, and interactive simulations to enhance their learning experience.

These resources can be particularly useful for subjects that are difficult to

understand, such as math and science.(Collison, 2023)

Also, participant 5 said, “In elaborate any of the obstacles siguro ang mga

obstacle nimo pag mag ano kag project design ang mga resources siguro kay dili

mn gud tanan naay internet.” In terms of ICT problems, the one that exceeds the

most is lacking of internet connection because not all families are blessed with

stable internet connection.

The Internet can be a researcher's dream come true. By browsing the

Internet, much as you would browse the shelves of a library, you can access

information on seemingly limitless topics. In addition, web-based catalogs are

available in many libraries to assist researchers in locating printed books,

journals, government documents, and other materials. Possibly the biggest

obstacle facing researchers on the Internet is how to effectively and efficiently

access the vast amount of information available with the simple click of the

mouse. With the Internet's potential as a research tool, teachers must instruct

and guide their students on manageable strategies for sorting through the

abundance of information. The search for reliable resources can be both

overwhelming and frustrating if students are left on their own in their initial

search. A few simple guidelines can make conducting research more

manageable, reliable, and fun. (The Internet: Research Tools, n.d.)

4.2 Resources Strategies

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 A resource strategy is a plan or approach developed by the researchers to

effectively manage and utilize its available resources to achieve their goals and

objectives. Resources can include tangible assets like financial capital, physical

infrastructure, and equipment, as well as intangible assets like human capital,

knowledge, and intellectual property.

As participant 4 said, “We are contacting every person that we're able to

contact just to provide or get the equipment that we need.” Resources like

materials and equipment are sometimes difficult to find because some of the

research studies requires specific materials to achieve its desired outcome. So

strategy is needed just like contacting an acquaintance that could help to get that

specified material or equipment.

We ask questions in order to learn more information about something,

and we answer questions to provide more information. Asking and answering

questions is not only a part of how we learn, but it is also a part of our social

skills; we ask and answer questions to be polite and build and maintain

relationships. Types of questions we ask and answer include “who”, “what”,

“where”, “when”, and “why”. (kwood@abcpediatrictherapy.com, 2019)

4.3 Resources Problems

Research resource issues, such as limited financing and restricted access

to data or samples, can seriously impede project progress and results,

obstructing the growth of knowledge and innovation across a range of sectors. In

38
order to get sufficient funding, upgrade the research infrastructure, and create an

environment that is encouraging for researchers, addressing these issues calls

for strategic planning, cooperation, and advocacy.

As participant 1 said, “And also we are having difficulties and finding a

laboratory for the testing of our compressive strength cause we need it like, we

need it na a specific machine.” Having problems in finding the right equipment to

do laboratory testing, it makes it more difficult as the school has no equpment

about it.

A laboratory is a room, designed to have controlled conditions to conduct

scientific or technological research, experiments, and measurements. Labs in

schools & universities are used to teach students new concepts through

experiments and show them the practical applications of what they learn. In a

laboratory, scientific problems are explored and solutions are proposed by

learners under the guidance of an educator. Also, Working in a lab deepens

comprehension, enhances critical thinking, hones problem-solving skills, and

builds teamwork. Acting as a bridge between theory and application, a well-

equipped laboratory is the facility in the school premises that provides a much-

needed break from textbook learning. (Mehto & Mehto, 2024)

Also, participant 5 said, “Dili tanan resourceful so mao siguro ng kuan

mga obstacle na ma face nimo related siya sa pag kuan of project design,

analysis ana.” Lacking in resources cause a lot of trouble in the group cause it

39
might make a lot of obstacles in doing the research design. So being resourceful

might be advantageous in doing research.

The science laboratory has a direct effect on both students’ attitudes and

academic performance as per the instructional theory of learning interaction. It is

generally believed that constant practice leads to proficiency in what the learner

learns during classroom instruction; hence, the dictum “practice makes perfect”

(Hager, 1974).

Theme 5: Coping Mechanism

Coping mechanisms are strategies researchers’ use to deal with the

challenges that they face. Its goal is to overcome the obstacles and it is used to

achieve objectives.

5.1 Coping Strategies

All researchers are facing different challenges and in order deal with it,

coping strategies are needed. There are many coping strategies with a specific

challenges that researchers might find out on their way of conducting research

and this helps a lot to the future researchers that might encounter the same

obstacles.

As participant 1 said, “Is not really overthinking things especially Research

it's very stressful thing and ang ako lang ma advice is live kung unsa ang naa

karon.” One of the effective coping strategies is being calm in any situation. Just

40
go with the flow in any challenges, don’t get drift away because this could make

the situation very stressful.

Lazarus and Folkman (1984) thought of stress as an interactive process

between the person and their surroundings, in which the influence of stressful

events on physical and psychological well-being is determined by coping. From

this widely accepted transactional approach, coping would come to be defined by

cognitive and behavioral efforts employed in response to external or internal

demands that the individual deems to be threats to their well-being.

5.2 Self Positivism

Being positive at any situation, it will overcome the stress that has

lingering within. Positivism makes the group at ease so no one will worry about

the situation.

As participant 4 said, “Another one is kanang ano,kanag unsay tawag ana

noh dli lang gid ka mag pa burned out i believe ang posivity is naga start sa

atong self as well as atong sorroundings naga affect kung mag start ang

negativity sa atoa mag spread na siya sa iming mga kauban so dara gyud na

part mag problema mo.” Being positive starts within yourself, however if

negativity starts it can affect other as well as your group member, this will cause

problem to your group and it makes conducting research harder.

Every now and then I see people discussing negativity around them. In my

opinion, its lethal, especially for postgraduate students and researchers. I

41
normally preach positive attitude and today I was asked by someone about what

is this positive attitude. I think, in simplest way, it means to think positively and

being optimistic. Make it a habit of believing that things would turn well and not

allowing negative thoughts and doubts to disturb this belief. It means thinking

actively about constructive and creative solutions to the problems that you face.

Every time you find a solution, it can act as a motivator to move further, making

positive attitude as the zest to achieve goals. Many scientific studies have proven

that positive attitude leads to a healthier lifestyle. Even a quick look around you

will allow you to see that those with a positive attitude generally live longer and

better. The key to quality of life is having variety and purpose, having a positive

attitude makes people more inclined to seek out a better life. All in all, positive

attitude can help you in many ways and in many situations. It will help you stay

calm in difficult situations, not to lose hope, and to continue whatever you are

doing, despite difficulties or failure. (Ali, 2019)

Theme 6: Collaborative Challenges

Collaborative challenges in STEM research demand adept communication

and coordination among team members with diverse backgrounds and skills.

Addressing resource disparities, resolving conflicts, and navigating cultural

differences are crucial for maintaining a positive collaborative environment.

Effective leadership and clear decision-making structures are essential for project

direction and success. By fostering open communication and mutual respect,

42
STEM students can overcome these hurdles and achieve fruitful research

outcomes.

6.1 Group Unity

In order to successfully collaborate on practical research, STEM students

must be united. To keep a group cohesive, it's important to establish a common

goal, encourage open communication, appreciate variety, define positions, offer

assistance, recognize accomplishments, and resolve disagreements amicably.

STEM students can foster a strong sense of togetherness in their research

groups and increase productivity and success in their activities by giving priority

to these qualities.

As participant 1 said, “I did work with my peers and mentors it's essential

in working in groups.” Working together as one is very important as it makes the

job more easier and it will not make trouble to the group.

Cohesiveness is the indicator of the health of a team (Forsyth, 2010).

Group cohesiveness is a degree to which members are attracted and motivated

to settle in the organization (Robbins and Judge, 2008). Group cohesiveness is a

dynamic process that reflects the tendency of the team members together to

remain united in working together to achieve a goal (Forsyth, 2010). Sanders and

Schyns (2006) stated that cohesiveness is important in group characteristics

because the group members will volunteer to cooperate with one another. This is

because the group members will tend to be more sensitive to their peers and will

43
be willing to provide assistance and guidance. Cohesive team has a higher

commitment of members and more longterm oriented (Arriaga and Agnew, 2001).

And also, participant 4 said that, “Ano proper communication with your

research group, setting deadlines of when are you going to pass this one, or that

one, your task, distributing the task to your members as a leader.” Giving task to

the group as a leader is very much helpful in conducting research as it will be

serve as guide to the group and it will be much more easier to do.

Team research is the source of some of the great breakthroughs of all

time, such as the 1947 invention of the transistor, which took the complementary

skills of applied researcher Walter Brattain, quantum theory researcher John

Bardeen and solid-state physicist William Shockley. And today, despite the

expediency of individual work, researchers are moving strongly and clearly in

favor of teamwork because of its often strong advantages.Teams are often

helpful in tackling complex and important problems. They often produce better

work because they take on more ambitious projects, bring complementary

knowledge and apply diverse research methods. Teams also have larger social

networks than individuals do to collect input during research and disseminate

results as they emerge. In addition, in the best situations, teamwork promotes not

only timely but also high-quality work, as people in the team have a strong

incentive to demonstrate excellence to their partners. (Shneiderman, 2016)

6.2 Group Problems

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 In their practical research, STEM students frequently run across group

issues that make their projects less successful. The most notable of these are

failures in communication, which can result from language difficulties or different

styles and cause misunderstandings, delays, and irritation. Role ambiguity can

also impede development by leading to inefficiencies and disputes within the

team. These problems can be lessened by early role and responsibility definition

and open communication, which will help STEM students work in a more unified

and effective research environment.

As participant 2 said that, “I didn't least that specific group mate so are

just let him do his thing and we will do our thing so in short gipasagdaan nako

sya gi wala nako iyang pangalan sa paper mao to sya.” Not all in the group work

collaboratively as a group some might be burdens or trouble-makers of the

group, that don’t do the task that were given.

Unfortunately, not all teams or groups work well. Groups may wind up

frustrated, stuck, or squabbling. Some find it difficult to retain focus and

motivation because some people are preoccupied with their personal agendas.

Groups may be troubled by a lack of cohesiveness, by cliques, or by one-

upmanship. Or, the behavior of one member can sometimes drive all the other

group members "up the wall."(Culbertson, n.d.)

Additionally, participant 5 said that, “Labi nag makagrupo bitaw kag like dili

kaayo siya hilig sa research syempre iyahang dili kaayo ma prioritize ang oras

niya na e contribute unta nila sa inyung research so mao na ang isa sa mga

45
kuan siguro challenges sa pag under take ninyog research.” Some members

dislike research and don’t want to contribute at the task they were given.

Theme 7: Financial Problems

Financial limitations present serious difficulties for STEM students

conducting applied research. Access to vital resources like tools, supplies, and

specialist software required for research or data processing may be hampered by

a lack of financing. It may also make it more difficult to take advantage of

conference participation, publishing fees, or travel costs related to joint research

initiatives. Furthermore, the pressure to obtain financing may cause time and

energy to be diverted from genuine research activities, which may have an

adverse effect on output and project outcomes in general. In order to help STEM

students in their practical research activities, addressing these financial issues

demands resourcefulness, intelligent budgeting, and the search for new funding

sources.

7.1 Financial Problems

Financial constraints present considerable hurdles for STEM students in

practical research. Insufficient funding may restrict access to necessary

resources like equipment and materials, hindering experimentation and data

analysis. Additionally, limited financial support can impede participation in

conferences or collaborative projects, affecting opportunities for academic growth

and networking. Finding creative solutions and alternative funding sources

46
becomes crucial for overcoming these challenges and ensuring the success of

STEM research endeavors.

As participant 3 said, “Kay gasto kaayu syag papel, printer (ink), uhm

unsa pa, mau lang.” There are many financial difficulties in conducting research

like the cost of paper and ink and, that’s not all to it.

Experiencing financial stress is not unlikely among Filipino students, and

government statistics suggest that a significant proportion of the school-age

population experience financial difficulties. Starting at the basic education level,

almost 20% of Filipino children who dropped out of school mentioned insufficient

financial resources as the main reason for quitting school (Philippine Statistics

Authority, 2015).

Then, participant 4 said, “As I said before about financial, because you will

problem getting where are you going to get your financial needs.” Student’s are

still studying and they don’t have a job to support financially. It’s troubling where

to get financial aid.

7.2 Financial Strategies

STEM students frequently seek outside funding through financial aid and

donation while utilizing institutional support and developing effective budgeting

skills in order to manage budgetary constraints in their practical research. These

tactics maximize the use of available resources and improve the viability of

research initiatives.

47
 As participant 3 said, “Ang financial kay usahay, ay katung december kay

namasko sila para makatabang sa among research.” Making strategies to get

funds for the group like caroling is very good for student’s. Making the cost more

applicable.

Financial management has and continues to be a tricky issue for students

all over the world. Nevertheless, financial education is key because it provides a

pathway to increase one’s sense of responsibility in relation to managing

finances and avoiding possible mistakes that can take significant amount of time

to recover from (Knox, 2016).

To sum it up, participant 3 also said that, “Tapos sa among parents nga

syempre dako napud kaayu ug gasto, tungod pud anang projeka na nga grabi ka

gasto kaayu tapos mga kauban pud namu mga kagrupo pud namu nga

nagkalisud napud, tapos leader pajud namu nga grabi nang utong-utong para

lang mapadayun ni among research, ug mao lang.” The aid of the parent’s is very

important in this situation because they are the reason for the research to

continue financially aiding the student’s.

48
 Chapter IV

SUMMARY OF FIDINGS AND RECOMMENDATION

This chapter wraps up the overall outcomes of the analyzed qualitative

data, which underwent series of investigations and interpretation.

Summary of Findings

The salient findings of the study are as follows:

Theme 1: Time Management

1.1 Time Management Problems

When it comes to time management, students encounter significant

challenges. According to the statements of the participants, time management

poses a primary issue in conducting research, as students are assigned multiple

tasks, leading to difficulties in managing their time effectively.

Furthermore, students' ability to manage their time better is

essential to improving both their general productivity and academic success.

Giving students the tools and direction they need to manage their time well will

enable them to prioritize their work more effectively and use their time more

wisely, which will lower stress and boost academic performance.

1.2 Time Consumption

49
 Research is by its very essence time-consuming, according to the

participants. In order to guarantee the achievement of the intended study

findings, they have underlined the necessity of carefully prioritizing tasks. This

insight highlights how complex research efforts are and how much time they

require to properly handle different issues. Effective time management

techniques are considered vital for navigating the complex processes involved in

research projects.

Theme 2: Students’ Responsibilities and Learning System

2.1 Difficulties Encountered

Conducting research presents a myriad of challenges that

researchers are bound to encounter. Participants often express the arduous

nature of the tasks assigned to them throughout the research process. Whether it

involves data collection, analysis, or interpretation, the demands placed on

participants can be formidable. These challenges may encompass various

aspects, including time constraints, technical complexities, and methodological

intricacies.

Moreover, the ever-evolving nature of research methodologies and

technologies adds another layer of complexity to the research endeavor. Despite

these difficulties, researchers persevere, driven by the pursuit of knowledge and

the desire to contribute meaningfully to their respective fields. Through diligent

effort and strategic problem-solving, they navigate through obstacles, ultimately

advancing the frontiers of research and understanding.

50
 2.2 Problem-Solving Skills

Research dissemination requires the application and assessment of

problem-solving techniques. Throughout the course of the study, researchers

face a variety of obstacles that need for skillful problem-solving in order to

properly handle concerns resulting from participants' responses. This finding

emphasizes how important problem-solving abilities are for navigating the

complexity that come with research projects. The success and integrity of the

research results are greatly enhanced by the effective resolution of these issues

2.3 Self-Management

In the field of research, careful planning and efficient self-care are

essential for researchers. Participants usually admit to having a propensity to put

off doing chores until close to the deadline. The prompt and effective completion

of research tasks is severely hampered by this procrastination. To counter such

impulses, strict adherence to timetables and proactive time management

techniques are essential. Through the practice of disciplined work allocation and

scheduling, researchers can reduce the negative consequences of

procrastination and increase productivity.

Theme 3: Professionals’ Supervision

3.1 Guidance of a Professional

51
 In the research process, advice from an experienced professional

especially from a research adviser is essential. Participants have emphasized the

critical importance of this kind of mentoring, pointing out that student researchers

frequently lack thorough training and practical research experience. In order to

ensure the rigor and quality of the research outputs, the advice and experience of

a research adviser are crucial in navigating the intricacies and difficulties that are

inherent in the research process. This emphasizes how important it is to get

advice from knowledgeable individuals in order to improve the effectiveness and

legitimacy of research projects.

3.2 Amendment of Guidance

Participants underline that advice is vital and plays a pivotal role in

the successful implementation of research initiatives. In the context of research,

guidance acts as a compass, offering direction and clarity within the intricacies of

the investigation process. In this context, educators and mentors play a pivotal

role, providing crucial assistance through the clarification of necessary

procedures, the explanation of methodological frameworks, and the facilitation of

resource access. They provide more than just training; they also offer

mentorship, problem-solving support, and strategic recommendations all

throughout the research process.

Theme 4: ICT and Resources Accessibility

4.1 ICT Problems

52
 Participants who emphasize the crucial role of technology,

especially laptops, in the research process have brought attention to the

accessibility of information and communication technology (ICT), which presents

a significant problem for researchers. Not all student researchers, nevertheless,

are lucky enough to have access to such necessary resources. The digital gap

makes differences in research capacity worse by making it more difficult for

certain researchers to conduct efficient data encoding and analysis. The fact that

laptops are used for activities like participant statement transcription highlights

how essential these tools are to contemporary research procedures.

4.2 Resources Strategies

When it comes to research, finding certain materials might be really

difficult. According to feedback from participants, there are some resources that

are not easily accessible yet are necessary for carrying out research. In order to

get past this obstacle, individuals rely on their personal relationships and

networks to get the tools or resources they need. This method emphasizes how

creative thinking and flexibility are necessary to overcome the resource

limitations that come with research projects. Using personal ties to obtain

materials emphasizes how crucial networking and teamwork are to efficiently

supporting the research process.

4.3 Resources problems

53
 Participants who have had trouble finding specific machinery

needed for their laboratory studies have pointed out that a major obstacle in

doing research is a lack of laboratory equipment. The lack of some devices in

school laboratories makes this problem worse by restricting researchers' access

to necessary tools. Because of this, conducting studies that require specialized

apparatus presents challenges for researchers. To tackle this problem, academic

institutions must work together to improve equipment accessibility and

availability, which will create an atmosphere that supports thorough and rigorous

research projects.

Theme 5: Coping Mechanism

5.1 Coping Strategies

When conducting research, students frequently use coping

mechanisms to stay calm in the face of the demands of the project. The

importance of keeping a composed attitude and making an effort to perform to

the best of one's abilities has been underlined by participants. This finding

emphasizes how crucial emotional flexibility and resilience are to handling the

difficulties that come with conducting research. People can more effectively and

confidently negotiate the difficulties of the research process by emphasizing a

controlled approach and concentrating on optimal performance.

5.2 Self Positivism

54
 It is critical that researchers have an optimistic attitude at all times

when conducting their research. In order to reduce the possibility of self-

disappointment, participants emphasized the need of self-positivism.

Researchers who adopt a positive outlook develop resilience and confidence,

which equips them to face obstacles head-on and overcome disappointments.

This focus on positivity highlights how important it is as a motivator for tenacity

and fortitude qualities that are crucial while aiming for research excellence.

Theme 6: Collaborative Challenges

6.1 Group Unity

Participants who stress teamwork in assigning and completing

tasks underline how important unity is to the research group and how it is the

foundation of its operation. Collaboratively, researchers assign tasks efficiently,

guaranteeing the seamless advancement of the research project. By dividing up

the work, the group may maximize efficiency and take advantage of the

members' varied skill sets and knowledge. This kind of harmonious collaboration

creates a synergistic effect that makes it easier to accomplish research goals and

produce insightful findings. Furthermore, research groups can overcome

obstacles more skillfully, build on group strengths, and ultimately improve the

caliber and significance of their research outputs by fostering a culture of

cooperation and mutual support.

6.2 Group Problems

55
 Miscommunication and other group issues are common throughout

research projects, as participants who name stubborn group members as a major

contributing factor have highlighted. Managing these difficulties becomes

especially difficult when one of the members is not interested in the topic. This

lack of excitement damages the cohesiveness and efficacy of the research group

in addition to impeding collaboration. To address this problem and create a more

peaceful workplace, competent leadership and conflict resolution abilities are

needed.

Theme 7: Financial Problems

7.1 Financial Problems

Since conducting research involves major expenses, financial limits

present a significant problem for researchers. Participants have brought

emphasis to the widespread problem of financial difficulties in obtaining

resources, highlighting how this affects the research process. Financial

limitations make it more difficult for researchers to obtain necessary resources,

which impedes their growth and lowers the caliber of their work. It is critical to

address financial obstacles in order to provide fair access to resources and

promote the growth of research projects.

7.2 Financial Strategies

In the pursuit of research, effective financial strategies prove

invaluable in mitigating various challenges. Participants attest to the utility of

56
devising financial plans to address cost-related issues, employing tactics such as

soliciting donations and organizing fundraising activities such as caroling. These

strategies enable researchers to alleviate financial burdens, ensuring the

continuity and success of their research endeavors. By proactively managing

financial resources, researchers can navigate constraints and sustain momentum

in their pursuit of knowledge.

Recommendations

Based on the findings of this study, several recommendations are

proposed to support the future researchers who will conduct Practical Research

2:

I. Seek guidance from your adviser or mentor: Seeking guidance

from your adviser or mentor is essential in Practical Research 2

as they possess valuable expertise and experience in the field.

They can provide insights, advice, and support throughout your

research journey. Your supervisor or mentor can clarify the

expectations and requirements of the course, guide you in

selecting appropriate research methodologies, offer feedback

on your progress, and help troubleshoot any challenges you

may encounter. Their guidance can enhance the quality of your

research, improve your understanding of the subject matter, and

increase your confidence as a researcher. Additionally, they can

connect you with relevant resources and provide emotional

57
 support, ensuring that you have the necessary tools and

encouragement to successfully navigate Practical Research 2.

II. Dissect the research process: If you're having trouble with a

certain part of it, the process may occasionally seem

overwhelming. Divide the research process into more

manageable, smaller activities. Make a schedule or to-do list to

keep yourself organized and monitor your development.

III. Stay organized and manage your time effectively: Maintaining a

disciplined and effective workflow in Practical Research 2

requires staying organized and practicing effective time

management. You may make sure that you allot enough time for

every part of your research assignment by prioritizing your

responsibilities, making a calendar, and arranging your work.

This relieves tension at the last minute, helps you stay on

schedule, and meets deadlines. You can easily access

information when needed, keep clear records, and keep track of

research materials when you're organized well. You may

maximize your productivity, keep a balanced workload, and

58
 generate excellent research results by practicing good time

management.

IV. Development of Time Management Strategies: Explore and

develop innovative time management strategies tailored to the

needs of STEM students. These strategies could include goal

setting, prioritization techniques, task scheduling, and effective

study habits. It is important to consider the unique challenges

faced by STEM students in managing their time efficiently.

Future researchers can contribute to the development of

effective strategies and interventions to support STEM students

at Silway-8 National High School in overcoming time

management challenges and achieving academic success.

V. Explore Student Perceptions: Study the perceptions of STEM

students regarding the learning system and the pressures they

experience. Investigate how students interpret teacher

expectations, the impact on their motivation and confidence,

and strategies they employ to cope with the challenges. These

recommendations, future researchers can contribute to a better

understanding of the complexities surrounding teacher

expectations, student responsibilities, and the learning system

challenges faced by STEM students. This research can inform

the development of targeted interventions and support

59
 mechanisms to enhance the academic experience and

outcomes of STEM students in high-pressure environments.

VI. Academic support: Government and school should help improve

the way that pupils learn. It offers extra materials, direction, and

support to help students comprehend and become experts in

the subject. This help can take many different forms, including

workshops, study groups, and tutoring. provided to aid students

in achieving better academic results. It offers methods and

approaches to improve time management, exam preparation,

and study skills.

VII. ICT and Accessible Information: ICT and Resources

Accessibility provide students access to a variety of learning

tools, including digital content, online libraries, and instructional

websites, in addition to traditional textbooks. It increases their

learning opportunities and gives them access to a variety of

knowledge and viewpoints. Make it possible for students with

disabilities to take part in online courses, access educational

resources, and have interactive learning experiences. The equal

educational opportunities for them and their peers are

guaranteed.

VIII. Structured mentorship program: In light of the challenges

identified in this study regarding the struggle of Grade 12

students in practical research, it is recommended that

60
educational institutions prioritize the implementation of

structured mentorship programs. These programs should pair

students with experienced researchers or educators who can

provide guidance, support, feedback,and has time management

throughout the research process.

61
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