Research Training Needs of Basic Education Teachers as a Basis for a Research Capability Building Program
Darin Jan Tindowen | Mary Ann Baquiaran
Discipline: Teacher Training
Abstract:
This study assessed the research training needs of
basic education teachers and developed a research capabilitybuilding program that addresses these needs. A descriptive
survey employing a quantitative research method was conducted
with 70 Basic Education Teachers from the University of Saint
Louis for the academic year 2023-2024. A questionnaire
developed by the University Research Development Center
served as the primary data collection tool. The findings showed
that all the training elements were rated as 'Very Important',
with mean scores above 3.5, indicating a high significance among
respondents. However, 'Using Digital Tools in Research', 'Data
Analysis and Interpretation', and 'Developing Research Designs
and Methods' were ranked as the most important.
References:
- Abulela, M. A., & Harwell, M. (2020). Data analysis: Strengthening inferences in quantitative education studies conducted by novice researchers. Educational Sciences: Theory & Practice, 20(1), 59-78.
- Alsaleh, N. J. (2020). Teaching Critical Thinking Skills: Literature Review. Turkish Online Journal of Educational Technology-TOJET, 19(1), 21-39.
- Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Education and Information Technologies, 25, 2393-2414.
- Bin Othayman, M., Mulyata, J., Meshari, A., & Debrah, Y. (2022). The challenges confronting the training needs assessment in Saudi Arabian higher education. International Journal of Engineering Business Management, 14, 18479790211049706.
- Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press.
- DiPaola, M., & Wagner, C. A. (2018). Improving instruction through supervision, evaluation, and professional development. IAP.
- Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications.
- Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9-20.
- Mazhisham, P. H., Khalid, M. Y., Nazli, N. N. N. N., Manap, R., & Hussain, N. H. M. (2018). Identification of training needs assessment in organizational context. IJTMSS, 1(5), 20-30.
- Meyer, M. W., & Norman, D. (2020). Changing design education for the 21st century. She Ji: The Journal of Design, Economics, and Innovation, 6(1), 13-49.
- Qiang, Z., Obando, A. G., Chen, Y., & Ye, C. (2020). Revisiting distance learning resources for undergraduate research and lab activities during COVID-19 pandemic. Journal of Chemical Education, 97(9), 3446-3449.
- Rowan, L., Bourke, T., L’Estrange, L., Lunn Brownlee, J., Ryan, M., Walker, S., & Churchward, P. (2021). How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature. Review of Educational Research, 91(1), 112-158.
- Yevelson-Shorsher, A., & Bronstein, J. (2018). Three perspectives on information literacy in academia: Talking to librarians, faculty, and students. College & Research Libraries, 79(4), 535.
Philippine E-Journals
