Volume 07 Issue 02 February 2024
Marisa B. Petalla
University of Negros Occidental- Recoletos, Bacolod City
DOI : https://doi.org/10.47191/ijsshr/v7-i02-73Google Scholar Download Pdf
ABSTRACT
As the apex of the educational system, graduate education is one of the most effective means of developing capacities related to research that will improve educational theory and practice in the many different aspects of the educational process and of life in general. Utilizing a qualitative research design, this study used the phenomenological approach to explore the meaning of the experiences in research writing among graduate students. The data were collected from the participants using the focus group discussion with three groups of 6 members each. These participants are students officially enrolled in a research writing course. The researcher used an unstructured in-depth interview in gathering data and observing the iterative process until the researcher reached the saturation point, that is, no new insights can be developed from the participants. The data explication was done using Lichtman’s (2013) three Cs: coding, categorizing, and forming concepts. The study revealed that research writing requires one’s experiences and continuous practice with self-concept and motivation. The participants believe on the importance of the past including the knowledge gained in their previous experiences, considering the untaught skills, and their wrong perceptions about research. The influence of teachers is also seen to be significant in their experiences including teachers’ motivation, approaches, and quality instruction. Self-concept also plays an important role in the experiences of the participants, including their attitude, interest, self-direction, and confidence, and being able to overcome conflict.
KEYWORDS:Research writing, Graduate education, Graduate students, Qualitative research, Bacolod City, Philippines
REFERENCES1) Baloglu, N. (2009). Negative behavior of teachers with regard to high school students in classroom settings. Journal of Instructional Psychology, 36(1), 69–78. Retrieved from https://search.proquest.com/docview/213900639?accountid=34542
2) Bear, G. G., Minke, K. M., & Manning, M. A. (2002). Self-concept of students with learning disabilities: A meta-analysis. School Psychology Review, 31(3), 405. Retrieved from https://search.proquest.com/docview/219654574?accountid=34542
3) Buenacosa, M. S. A., & Petalla, M. B. (2022). Embracing the Unknown: Adaptability and Resiliency of Out-of-Field Secondary Teachers Teaching English in Public Schools. Asian Journal of Education and Social Studies, 37(2), 1–29. https://doi.org/10.9734/ajess/2022/v37i2796
4) Burke, L.E., Schlenk, E.A., Sereika, S. M., Cohen, S. M., Happ, M.B., & Dorman, J. S. (2005). Developing Research Competence to Support Evidence-Based Practice, Journal of Professional Nursing, Volume 21, Issue 6, Pages 358-363, ISSN 8755-7223, https://doi.org/10.1016/j.profnurs.2005.10.011.
5) Ch., S. A., Batool, A., & Dilshad, S. A. (2021). Attitude of Prospective Teachers towards Research: A Survey Study of Different IER Programs. Global Social Sciences Review, VI(II), 87-93. https://doi.org/10.31703/gssr.2021(VIII).09
6) Chen, B. H., Chiu, W., & Wang, C. (2015). The relationship among academic self-concept, learning strategies, and academic achievement: A case study of national vocational college students in Taiwan via SEM. The Asia - Pacific Education Researcher, 24(2), 419-431. doi: http://dx.doi.org/10.1007/s40299-014-0194-1
7) CMO 21 (1999). Strengthening Research Advocacy in Higher Education Through the Philippine Association of Graduate Education (PAGE)- NHERA Related Activity. http://116.50.242.167/nlpdl/CH01/MO/1999/CH0MO0021s1999.pdf
8) CMO 46 (2012). Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education Through an Outcomes-based And Typology-Based QA. http://www.pacu.org.ph/wordpress/wp-content/uploads/2017/03/CMO-No.46-s2012.pdf
9) Cousins, B. (1998). Intellectual roots of organizational learning. In K. Leithwood & K. S. Louis (Eds.), Organizational learning in schools (pp. 219–236). Lisse, Netherlands: Swets & Zeitlinger.
10) Cozzens S. E. (2010). Quality of life returns from basic research. Health research policy and systems, 8, 18. https://doi.org/10.1186/1478-4505-8-18
11) Davidson, Z.E., & Palermo, C. (2015). Developing research competence in undergraduate students through hands-on learning, Journal of Biomedical Education, Vol. 2015, Article ID 306380, 9 pages, https://doi.org/10.1155/2015/306380.
12) Dewey, J. (1916/2007). Essays in experimental logic. Carbondale and Edwardsville: Southern Illinois University Press.
13) Ecang, V. S. S., & Petalla, M. B. (2022). A Metamorphic Experience of Students-at-Risk-of Dropping-Out in the Printed Modular Distance Learning in Time of COVID-19 Pandemic. Philippine Social Science Journal, 5(1), 49-56. https://doi.org/10.52006/main.v5i1.470
14) Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention, and Behaviour: An introduction to theory and research. London: Addison-Wesley.
15) Franzenburg, G. (2017). Learning from the past for the future: How to make adult education sustainable. Discourse and Communication for Sustainable Education, Vol.8, Issue 2. https://doi.org/10.1515/dcse-2017-0015
16) Hallinan, M. T. (2008). Teacher influences on students' attachment to school. Sociology of Education, 81(3), 271-283. doi:http://dx.doi.org/10.1177/003804070808100303
17) Hinkka, H., Kosunen, E., Metsänoja, R., Lammi, U., & Kellokumpu-Lehtinen, P. (2002). Factors affecting physicians' decisions to forgo life-sustaining treatments in terminal care. Journal of Medical Ethics, 28(2), 109. doi:http://dx.doi.org/10.1136/jme.28.2.109
18) Gaizauskaité, I. (2012). THE USE OF THE FOCUS GROUP METHOD IN SOCIAL WORK RESEARCH. Socialinis Darbas, 11(1), 19-30. Retrieved from https://search.proquest.com/docview/1150207522?accountid=34542
19) Grimmett, P. P. (1988). The nature of reflection and Schon's conception in perspective. In P. P. Grimmett & G. L. Erickson (Eds.), Reflection in teacher education (pp. 5–16). New York: Pacific Educational Press.
20) Gross, R. (2001). Psychology: The science of mind and behaviour. London: Hodder and Stoughton, retrieved from http://www.hkadesigns.co.uk/ websites/msc/reme/likert.htm on 09/07/2013
21) Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222) http://dx.doi.org/10.1126 /science.1261757
22) Lichtman, M. (2010). Qualitative research in education: A user’s guide. CA: Sage Publications.
23) Lichtman, M. (2013). Qualitative research in education: a user's guide. 3rd ed. Thousand Oaks: SAGE Publications, pp. 241–268.
24) Lichtman, M. (2014). Qualitative research for the social sciences. SAGE Publications, Inc. https://doi.org/10.4135/9781544307756
25) Madrigal, D. V. (2015). Responding to the challenges of employment through graduate attributes. Recoletos Multidisciplinary Research Journal, 3(1). https://doi.org/10.32871/rmrj1503.01.10
26) Malagsic, M., Petalla, M., & Doromal, A. (2021). Self-efficacy and Work Commitment of the Private Senior High School Teachers in Time of Pandemic. International Journal of Sciences: Basic and Applied Research (IJSBAR). 60. 345-359. https://rb.gy/s3isn
27) Marsh, H. W. (1990). A multidimensional, hierarchical self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82, 623–636
28) McKim, A. J., Greenhaw, L., Jagger, C., Redwine, T., & McCubbins, O. P. (2017). Emerging opportunities for interdisciplinary application of experiential learning among colleges and teachers of agriculture. NACTA Journal, 61(4), 310–316. Retrieved from https://search.proquest.com/docview/2001048336?accountid=34542
29) Mishra, P. & Kereluik, K. (2011). What 21st Century Learning? A review and a synthesis. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3301-3312). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/36828/.
30) Mohajan, H. (2018). Qualitative Research Methodology in Social Sciences and Related Subjects, Journal of Economic Development, Environment and People, Vol-7, Issue 01, 2018, pp. 23–48. https://mpra.ub.uni-muenchen.de/85654/
31) Obuku, E.A., Lavis, J.N., Kinengyere, A., Sengooba, F., Karamagi, C., & Sewankambo, N.K. (2017). Academic research productivity of postgraduate students at Makerere University College of Health Sciences, Uganda, from 1996 to 2010: A retrospective review. doi:10.1186/s12961-017-0194-8.
32) Onderwijsraad (2014). Meer innovatieve professionals (More innovative professionals). Den Haag: Onderwijsraad.
33) Owusu-Bempah, J. (2014). How can we best interpret effective leadership? the case for Q method. Journal of Business Studies Quarterly, 5(3), 47-58. Retrieved from https://search.proquest.com/docview/1520924280?accountid=34542
34) Petalla, M. B., & Doromal, A. C. (2021). Students in the real-world of performance tasks assessment: A qualitative inquiry. Philippine Social Science Journal, 4(1), 53-60. https://doi.org/10.52006/main.v4i1.312
35) Petalla, M. B., & Madrigal, D. V. (2017). Teaching standards competence and efficiency performance of the basic education teachers. University of Negros Occidental-Recoletos, Bacolod City, Philippines. Journal of Institutional Research in South East Asia – Vol. 15 No.3 Dec 2017
36) Rijksoverheid (2015). De waarde(n) van weten (The value(s) of knowing). Strategische agenda Hoger Onderwijs en Onderzoek 2015-2025 (Strategic agenda on Higher Education and Research 2015-2025). Den Haag: Rijksoverheid.
37) Rogers, S. W., & Goktas, R. K. (2010). Exploring engineering graduate student research proficiency with student surveys. Journal of Engineering Education, 99(3), 263-278. Retrieved from https://search.proquest.com/docview/744366821?accountid=34542 Shah, Z. A., Mahmood, N., & Harrison, C. (2013). Attitude towards science learning: An exploration of Pakistani students. Journal of Turkish Science Education, 10(2) Retrieved from https://search.proquest.com/docview/1659748148?accountid=34542
38) Shaukat, S., Siddiquah, A., Abiodullah, M., & Akbar, R.A. (2014). Postgraduate students’ attitude towards research. Bulletin of Education and Research, v36 n1 p111-122. https://eric.ed.gov/?id=EJ1210436
39) Urinova, N. M., & Abdullaeva, N. (2021). Opportunities to use project-based teaching technology in the development of students’ research competence. ACADEMIA: An International Multidisciplinary Research Journal, Volume 11, Issue 3, Pages 2344-2348, DOI:10.5958/2249-7137.2021.00860.0
40) Van, D. Z. (2012). Inspiration: A thought-provoking concept for RE teachers. British Journal of Religious Education, 34(1), 21. Retrieved from https://search.proquest.com/docview/909807720?accountid=34542
41) Virany, B., Tushman, M., & Romanelli, E. (1996). Executive succession and organization outcomes in turbulent environments: An organizational learning approach. In M. D. Cohen & E. S. Sproull (Eds.), Organizational learning (pp. 302–329). Thousand Oaks, CA: Sage.
42) Waugh, R. F. (2002). Measuring self-reported studying and learning for university students: Linking attitudes and behaviours on the same scale. British Journal of Educational Psychology, 72(4), 573–604.
43) Wilson, B. A. (2008). Predicting intended unethical behavior of business students. Journal of Education for Business, 83(4), 187–195. Retrieved from https://search.proquest.com/docview/202821285?accountid=34542
44) Yarullin, I. F., Bushmeleva, N. A., & Tsyrkun, I. I. (2015). The Research Competence Development of Students Trained in Mathematical Direction. International Electronic Journal of Mathematics Education, 10(3), 137-146. https://doi.org/10.29333/iejme/296