Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 7 (2026)

Perceptions of Senior High School Students and Teachers on Research as a Core Subject in Public Schools in Pasig City

Marvin Rogando | Brenda Guhiting | John Paul Aparato | Joseph Steven Marcos | Warren Garcia | Tricia Mae Chavez

Discipline: Education

 

Abstract:

Research education plays a vital role in developing critical thinking, analytical reasoning, and evidence-based learning among Senior High School students. However, limited studies have simultaneously examined the perceptions of both students and teachers toward research within the context of Philippine public schools. This study investigated the perceptions of Senior High School students and teachers on research as a core subject in terms of research usefulness, research-related anxiety, and positive predisposition toward research. It also examined whether significant differences existed when respondents were grouped according to age and teaching experience. The study employed a cross-sectional descriptivecomparative research design involving 551 respondents, composed of 468 students and 83 teachers from six public Senior High Schools in Pasig City. Data were gathered using an adapted questionnaire based on the Revised Attitudes Toward Research Scale (R-ATR). Descriptive and inferential statistics, particularly the Mann–Whitney U test, were utilized for data analysis. Findings revealed that both students and teachers perceived research as useful and demonstrated positive predispositions toward research. However, both groups also experienced research-related anxiety, indicating that research is perceived as a cognitively demanding academic task. Significant differences were found in students’ perceptions of research usefulness (U = 19626, p = .006), research-related anxiety (U = 16257, p = .001), and positive predisposition toward research (U = 15524, p = .001) when grouped according to age. In contrast, no significant differences were found in teachers’ perceptions when grouped according to age and teaching experience. The findings suggest that although both students and teachers value research, research-related anxiety remains evident. This highlights the need for strengthened instructional support and professional development initiatives to improve research engagement and help strengthen engagement in research activities and reduce research-related anxiety.



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