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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

School-based Research has been part of the requirements and final

output in the research related subjects of senior high school, under K12

curriculum. It motivates students to engage in exploring the issues and problem

in the school and society which concerns variety of sectors in their local places

and or the Philippines.

According to Bucar (2019), in order to acknowledge the significance of

research in developing critical thinking skills, the Department of Education

integrated research subjects into the current curriculum in the Philippines. These

include Practical Research I which focuses on the Qualitative Research, Practical

Research 2 that teaches the quantitative research, and Inquiries, Investigations,

and Immersion, which tackles the experiences of students in conducting

research.

Relatively, having the courses which are related to research in senior high

school, it is vital to possess certain level of skills in this academic endeavor which

will help an individual to take part in the initiative of any institution to create

knowledge and contribute significantly in the progress of the nation, by

conducting research (Sismondo, 2020). And so, Research competence has been

the subject of skills that is being developed to the senior high school students.
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Research competence is the ability of the students to conduct research

independently that develops professional and methodological competence and

other professional, cultural, and general competencies (Gorshkova, 2017). It

encompasses the holistic set of skills and knowledge that enable individual to

effectively and actively participate the entire research process starting from

formulating questions and hypotheses to analysing data and drawing of

conclusions.

This study aimed to enhance the research competence of the senior high

school students in conducting school-based research by implementing Teacher’s

Made Guide and determining its acceptability and the students’ perception

towards it.

Background of the Study

Senior high school students do not show competence in doing research

paper. In the study of Real (2022), it reveals that students had challenge in citing

related literature and studies, writing the research questions in the statement of

the problem, and the formulation of research title.

Conducting research is vital for students, particularly in senior high school

curriculum, where they are expected to be engaged with investigative projects

that will deepen their understanding of academic subjects. However, there are

challenges students encountered in conducting research such as the lack of

basic research background from Junior High School, formulating topic,

cooperation of the group, insufficiency of resources, data analysis and treatment,

and motivation (Leonares, 2019).

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Jamieson and Saunders (2020) stated that the goal of achieving the

research competence of the students in the classroom setting is a challenge with

the need to reflect on the actual environment and workplace of people. This

connection between classroom learning and actual environment ensures that

students are well-equipped with practical, hands-on experience that mirrors what

they would encounter in the workplace. Thus, this statement emphasizes the

need for research project that may reflect real-world problems, allowing students

in developing skills relevant in conducting research.

In the local setting, senior high school students encountered similar

difficulties in writing the sections of their manuscript, both internal and external

factors contribute to these challenges (Jimenez, 2024). Students face various

levels challenges, implying that research writing is a complex task. Some

students produce mediocre research output replete with plagiarized content,

disregarding the nature of paraphrasing and citing sources.

Additionally, Novariana et al. (2018) discussed the internal and external

challenges of senior high school students in writing research. They elaborated

the internal challenges as the low motivation, difficulty in choosing appropriate

words, and teamwork. Meanwhile, external challenges are the lack of practice

and lack of feedback from the teachers in writing. Accordingly, these problems

hinder students in conducting their research.

In Callejon National High School, senior high school students face

challenges in conducting their school-based research under Practical Research I

and 2 which is part of the curriculum. Based on the researcher’s observation, the

students receive more of corrections and revisions in the first chapters of their
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paper. Despite of having a formal discussion and application of the research

process inside the classroom, there is still a material that will guide them in the

whole process of their research paper. The researcher decided to developed

simple guide for students to utilize it as scaffold in conducting their school-based

research. This study aimed to determine the students’ engagement and

competency in conducting school-based research. Specifically, this study aimed

to determine the acceptability in terms of the components and features of

Teacher’s Made Guide and its significant relationship between the students’

engagement and competence. This research tends to contribute to the

improvement of research in senior high schools.

Theoretical Framework

The conduct of school-based research is important in the development of

the students. However, many learners struggle with the complexities of research

writing, affecting their engagement and competency. This study is grounded in

the idea that through the utilization of the Teacher’s Made Guide, it may serve as

both a scaffold and material in supporting the students all throughout the

research process.
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In the constructivist
Figure 1. theory, the emphasis
Experimental is on
Learning Cycle the1984)
(Kolb, sociocultural norms of

academic writing, such as referencing evidence, moderating or amplifying

arguments, interpreting existing research to support one’s claims and addressing

opposing viewpoints. These conventions are central to constructivism for it

highlights the communicative and interpersonal aspects of academic writing, with

a strong focus on how the message is perceived by the reader (Mckinley, 2015).

According to McCarthy (2016), Experiential Learning Theory (ELT) that

was developed by David Kolb is designed as a comprehensive, flexible process

which integrates experience, perception, thinking, and behavior to facilitate

learning. When applied to writing and research. ELT focuses on developing

students’ skills through active engagement and reflection on their experiences.

In addition, Kolb explained that learning comprises four stages namely

concrete learning, reflective observation, abstract conceptualization, and active

experimentation (WGU, 2020). In the first two initial stages, it involves the grasp

of experience, while the second focuses on the transformation of experience.

The learners acquired new experience or interpret past experience in a new way

during the Concrete Learning. In the Reflective Observation, they intend to reflect

on the acquired experience by understanding the experiences. Meanwhile,

Abstract Conceptualization occurs when learners form new ideas based on the

experiences and reflection. The learners apply new ideas in the stage of Abstract

Conceptualization.
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In the discussion of Buque (2024), Project-Based Learning is the

extension of the school and outside school activities which allows them to widen

their knowledge in the lesson. Accordingly, this design provides positive effects in

the engagement of the students in the lesson. Project-Based Learning

encourages students in the active participation in communication, interaction,

and socialization which is needed in data gathering procedure.

In the context of improving senior high school students’ research

competence, combining these frameworks can be particularly effective. Through

Teacher’s Made Guide, students could engage in research activities that align

with Vgotsky’s constructivist ideas where social communicative role is being

emphasized. Contemporarily, Kolb’s Experiential Learning Theory may be

applied by having students actively participate in school-based research, reflect

on the process, conceptualize new ideas, and apply the learning.

Conceptual Framework

The study conceptualized the senior high school students’ perception and

readiness in conducting research for their Practical Research. It Utilized

Independent Variable and Dependent Variable as the research paradigm of the

study.
Independent Variables Dependent Variables

Teacher’s Made Guide in

Writing Research  Students’ Engagement
 Components  Active Participation
 Objectives  Collaboration Project
 Contents  Active Experimentation
 Activity  Students’ Competency
 Assessment  Critical Thinking Skills
 Features  Research Literacy Skills
 Clarity  Writing Skills
 Usability
 User Friendliness
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Figure 2. Research Paradigm

Meanwhile, dependent variable of the study comprises the students’

engagement and competence of senior high school students in conducting

school-based research. The level of students’ engagement will be determined in

terms of active participation, collaboration project, and active experimentation.

Moreover, the level of competence of students in writing research will be

indicated in terms of critical thinking skills, research literacy skills, and writing

skills.

Statement of the Problem

The study aimed to determine the students’ engagement and

competency in conducting school-based research through a teacher’s made

guide in writing research at Callejon National High School, in the school year

2024-2025

Specifically, it sought to answer the following questions:

1. What is the level of acceptability of Teacher’s Made Guide as

perceived by the respondents on the components with regards to:

1.1. Objectives;

1.2. Content;

1.3. Activity; and

1.4. Assessment?

2. What is the level of acceptability of Teacher’s Made Guide in terms

of on the features as perceived by the respondents with regards to:

2.1. Clarity;
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2.2. Usability; and

2.3. User Friendliness?

3. What is the level of students’ engagement in in terms of:

3.1. Active Participation;

3.2. Collaboration Project; and

3.3. Active Experimentation?

4. What is the level of the students’ competency in terms of:

4.1. Research Literacy Skills;

4.2. Writing Skills; and

4.3. Critical Thinking Skills?

5. Is there a significant relationship between the Teacher’s Made

Guide and to the students’ engagement?

6. Is there a significant relationship between the Teacher’s Made

Guide and to the students’ competency?

Hypotheses

The researcher came up with the following hypotheses.

1. There is no significant relationship between the Teacher’s Made Guide and to

the students’ engagement.

2. There is no significant relationship between the utilization of Teacher’s Made

Guide and to the students’ competency.

Scope and Limitation

The study focused on the utilization of Teacher’s Made Guide in improving

the competence of senior high school students in conducting school-based

research. Specifically, the research examined the features and components of

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Teacher’s Made Guide in the context of research writing. The scope included

analyzing the students' engagement in conducting research in terms of active

participation, active experimentation, and collaboration project. Moreover, this

study studied how Teacher’s Made Guide helps students in acquiring

competence in writing research in terms of research literary skills, writing skills,

and critical thinking skills.

This study chose one section that includes 43 students from grade 11

students in Callejon National High School, utilizing the purposive sampling where

the respondents are chosen based on the criteria needed on the study. The study

is limited to one quarter and involved students from a selected Senior High

School.

Significance of the Study

The findings of this study will be a great help to the following:

School Administrators

The result of this study will help the school heads, principals, and other

administrators to be aware of the significance of the students’ perception and

readiness in conducting school-based research.

Teachers

This study has the potential to significantly assist teachers in developing

effective strategies for teaching and guiding students in their school-based

research projects. By identifying common challenges and areas where students

struggle, the study provides valuable insights that can inform instructional

practices and curricular design.

Students
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This study can serve as a foundational basis for scaffolding students as

they conduct their school-based research projects. Scaffolding is an educational

technique that involves providing temporary support to students to help them

achieve a deeper understanding and greater independence in their learning. By

identifying the specific challenges and difficulties students encounter during the

research process, this study offers valuable insights that can inform the

development of tailored scaffolding strategies.

Future Researcher

This study will serve as a valuable reference for individuals conducting

research related to this topic. By providing detailed insights and findings, it offers

a foundation upon which other researchers can build their own studies.

Researchers can utilize this study to understand the context, methodologies, and

outcomes associated with similar research endeavors.

Definition of Terms

For better clarification and understanding of the terms related to this

study, the following terminologies are defined:

Academic Writing. This pertains to the senior high school student’s ability in

writing school-based research, demonstrating competence in literacy.

Active Experimentation. This refers to the process in which students apply

research concepts, methodologies, and writing techniques through hands-on

activities.

Active participation. This refers to the engagement of the students in using the

material all throughout the process of writing their research.

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Activities. This refers to hands-on learning tasks in the material to improve the

skills of senior high school students in writing qualitative research.

Assessment. This refers to the part of the material which evaluate and measure

the acquired knowledge and skills of learners in writing qualitative research.

Clarity. In this study, it to the extent that which content, instructions,

explanations, and guidelines are clearly perceived and comprehend by the

students.

Content. This pertains to learning resources intended to enhance the

understanding and application of research concept of senior high school student

in qualitative research.

Critical Thinking Skills. In this study, it refers to the leaners’ ability to

systematically analyze problems, evaluate sources, synthesize relevant

information, and construct reasonable arguments in writing qualitative research.

Objectives. It refers to refers to the specific, measurable, and structured learning

outcomes which will guide learners in writing research.

Project Collaboration. It refers to the interactive and cooperative engagement

between and among students and teachers in executing research-related task.

Research Literacy Skills. In this study, it refers to the ability of senior high

school in effectively locate, evaluate, comprehend and apply research-related

information in the process of conducting qualitative research.

Senior High School Students. This refers to the students that is currently taking

Practical Research 1 and 2, as one of the subjects in the Senior High School

curriculum.
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Student Engagement. This refers to the level of interest, motivation, and

active participation that the senior high school exhibits in conducting the school-

based research.

Students Writing Skills. This refers to the abilities and competencies students

possess in written communication, including grammar, structure, and clarity.

Usability. It pertains to the effective used of students in navigating,

comprehending, and applying the content of the material in the process of writing

their qualitative research.

User Friendliness. This refers to the materials’ ease of use, accessibility, and

clarity in guiding the senior high school students throughout the writing of

qualitative research.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and studies to gain

some insights into the conduct of the study to be able to enrich its content.

Related Literature

This provides insights and readings from the online articles and books that

is previous relevant to this study.

One of the focuses of this study is determining the students’ engagement

in conducting their research in terms of their active participation, collaboration

project, and active experimentation.

Student engagement initiatives at the national, institutional and classroom

level have emerged against a backdrop of rising participation rates and the

marketisation of higher education. This context has informed the development of

a literature that is heavily influenced by cause-effect framing and a focus on

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effectiveness. However, in recent years an alternative, critical literature has

emerged those challenges some of the assumptions of the student engagement

movement on the grounds of student rights and freedoms as learners

(Macfarlane &Tomlinson, 2017).

According to Zhang and Hyland (2022), student engagement is a complex

process. Not only might students disengage at any point, but people know little

about the kinds of factors which might encourage it. It is apparent that teachers

play a pivotal role in promoting student engagement with feedback as they can

influence learner perceptions, create a facilitative environment, and provide

different modes of feedback

Oxford Learning (2023) tackled that active class participation allows

students to better comprehend the material that is being taught. It is evident

when a student asks questions to clarify something regarding the topic or share

their ideas. Through this they can be able to clarify concepts that maybe

confusing to them which makes the learning more effective.

Similarly, active participation of learners into the subject matter

encourages them in creating concepts and allows them to provide evidence for

their claim. In addition, as they regularly participate in the class, they are

constantly involved with the material that leads to the greater chance of

remembering majority of the information and improves critical and higher-level

thinking skills (Bone, 2024).

Learning is more effective when learners are well-engaged with the given

activities (Samberg, 2020). It is vital to let students experience to think critically,

read analytically, discuss ideas, solves problems, and reflect on their

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experiences. And so, educators should design classroom activities or materials

that aims to challenge learners in achieving the goals. By incorporating reflective

practices helps learners to evaluate their own learning progress, allowing them to

be aware on their own progress.

Active participation requires teachers is the willingness of the students

during the conduct of Practical Research I, utilizing the Teacher’s Made Guide.

This may be achieved by preparing engaging materials or activities which will

allow them to participate in the learning process critically.

Meanwhile, Project Collaboration refers to bringing people together in

working for a project to be finished on time. These will be led by a project

manager or leader who takes charge of planning the project together with the

subordinates or team to ensure that everything needed will be completed

(Bouchard, 2024). The key in a success project collaboration is the whole

planning and teamwork of the people.

According to Gonzales (2022), collaboration has been the major subject in

education for a long time. People who recognize the significance of working

together in solving problems and creating new innovative things. This is what the

learners should acquire because this is the skill that may take a lot of practice.

Thus, this is a challenge for teachers to let students be expose with the

collaborative projects in school.

In addition, a better collaboration in a classroom comprises an open

communication, mutual respect, and shared understanding of the goals. This

highlights teamwork, values different perspective, and foster environment where

individuals feel empowered in contributing their unique strengths and ideas.

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Effective collaboration among the members of classroom leads to increased

productivity (Stoyanchev, 2023).

It is essential to engage learners with the project collaboration especially

in conducting research. This will ensure the teamwork of the learners if it is a

group research project. They will be able to solve the problem by having an open

communication between and among their members. Effective collaboration

enhances productivity and empowers individuals to contribute their unique ideas

and strengths.

Active experimentation, which is the last phase in Kolb’s Learning Cycle,

allow students to focus on utilizing their insights in new situations. They can

make predictions, analyze task, and strategize how to use their newly acquired

knowledge going forward (Kurt, 2020). In giving students, the opportunity to apply

what they have learned and demonstrate its relevance to their lives, acquired

knowledge will be remembered in the long run.

According to Cladiff Metropolitan University (2022), active experimentation

guides learners to apply or use new knowledge and skills authentically with real-

world settings in new situation. It can be facilitated through activities such as

project, internship, and service. Though, educator shall be careful because

learners do not always progress through experimental learning cycle in a linear

way. They can move back and forth between the stages oof learning depending

on the capability of students. Hands-on approach not only helps learners retain

information but deepens their understanding as they validate or challenge

concepts through active experimentation. As the final part of Kolb’s Learning

Cycle, this enables learners to apply their insights in real-world situations by

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making predictions, analyzing task and data, and strategizing ones’ own

knowledge which are very important in research writing.

Moreover, in engaging in experimentation, learners not only validate or

challenge their concepts but also deepen their understanding through hands-on

experience. Active experimentation allows the learning process encourage

students to take risks and test hypotheses, fostering a sense of curiosity and

exploration (McLeon, 2024). This process reinforces connection between

theoretical knowledge and practical application which empowers students in

navigating their environment more effectively and confidently.

Students’ engagement is a process that involves students taking active

role in their learning through participation, teamwork, and hands-on experiences.

Working together on a group projects build teamwork and good communication.

Doing real-life tasks or activities helps students apply what they have learned.

Active participation, Collaboration project and active experimentation are

important in learning and applying the writing process of research.

There are numbers of factor that needed to consider in writing research

paper. In this study, students’ competency in terms of critical thinking skills,

writing skills and research literacy skills are very crucial in the writing process of

research.

Writing research is more than presenting any information for it includes a

thorough examination of the topics that requires a deep understanding of

perspective and arguments (Arya, 2023). By engaging learners in the research

literacy skills, writing skills, and critical thinking skills, they can evaluate the

reliability and relevance of the sources and credibility of their paper.

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As defined by Grinnell College (2020), research literacy is a wide set of

skills and knowledge that empower individuals to seek, analyze, and apply

information effectively. It is relevant across various fields of study and professions

for these competencies can be applied in different contexts. In addition, one

individual must be familiar with different methods of inquiry, including qualitative,

quantitative, and mixed-method approaches. Developing effective research skills

involves learning how to gather data, evaluate, and organize information from

various credible sources to ensure the credibility and accurateness of the paper.

In addition, research literacy is defined as the ability to comprehend and

engage in research through its important purpose, methodology, and

significance. It involves cognitive skills of evaluating research findings and social

awareness (Brody, 2015). By increasing research literacy, learners become more

informed about the advancement in the aspect of innovation in the writing

process of research in the school.

Aside from simply incorporating research-based education into the

curriculum, research literacy involves actively engaging students in the research

process itself (Ericksen & Brevick). Rather than being a passive recipients of

research findings, students should have opportunities to partake in a real-world

research project for them to develop deeper understanding of research

methodologies, critical thinking, and analytical skills. This active participation

strengthens the connection between research and learning.

Research Literacy the deep understanding and execution of the learners

in conducting research. Also, it is their awareness in applying the skills in the

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real-word situation which allows them to think critically as what the readings

above presents about the research literacy.

Meanwhile, Schafersman (2015) defined critical thinking as the correct

thinking in seek for valid and reliable knowledge regarding the world. It is present

as reasonable, reflective, responsible, and skillful thinking focusing on deciding

what to believe or do. A person can appropriately ask questions, gather relevant

information, efficiently and creatively sort information, logically reason out from

this information, and provide credible conclusions from it.

Critical thinking is a type of reflective thinking that does not just goes

beyond simply understanding information, but involves careful analyzing and

evaluating communication, information, and arguments (Heard et al., 2020). In

this context, it requires learners to assess the validity and relevance of the

arguments, identify logical fallacies, and determine the credible sources.

The foundation for Critical Thinking emphasizes that while thinking is an

inherent human ability, it does not automatically lead to rational or well-reasoned

conclusions. Without the guidance and structured support, learners might have

influenced by cognitive biases, misinformation, and preconceived notions

(Facione, 2015). This can result to flawed reasoning, leading to distorted or

incomplete perspectives on various issues.

Critical Thinking enables learners to seek valid reliable information

involving reasoning and evaluating information. This skill is useful and needed

when writing research for it guides learners in collecting valid and related studies

suitable for their study. Providing material in writing research was the goal of this

study; thus, objective, content, activities, and assessment is vital.

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According to Omrod (2020), scaffolding and the instructional materials are

important in guiding students in learning. These materials such as worksheets,

visual aids, and even the study guides allow students to structure thinking and

deepen their understanding about a concept. The scaffolding and instructional

materials work together in creating a supportive learning environment where

students can learn.

Writing research paper involves many important skills, including critical

thinking, writing, and research literacy skills that helps students understand the

topics deeply, find reliable resources, and presents their ideas. All of these skills

are important in writing research for they guide students build strong and credible

research paper.

Components in terms of objectives, content, activity, and assessment, as

well as the features in terms of clarity, usability and user-friendliness are crucial

in the usefulness and effectiveness of a material.

Instructional objectives in every material states the route towards

knowledge, attitudes, and skills students needed to acquire by the end of

learning. It entails what specific competency students must learn at the end of

the lesson (Whitehorse, 2025). These objectives give structures framework in

guiding both teachers and students in the learning process. It is by directly and

clearly stating what are the students expected to achieve which will ensure the

focus on acquiring specific competencies.

In addition to Whitehorse (2025), objectives must be utilized as guide in

the content of the intended assessment at the end of lesson. In structuring

lessons around a well-defined objective, teachers are able to systematically track

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the progress of the students and determined whether the desired competencies

and knowledge have been effectively achieved. This said alignment ensures that

assessments are not arbitrary but serve as the accurate measures of the

student’s learning.

It is stated by Donayelles (2021) that the objective of a material should

aims on how learners’ success will be determined by identifying the tasks they

will be doing in demonstrating what they have learned. Objectives should be

written in a specific observable behaviors which learners could demonstrate.

They should be able to express that learners do comprehend the lesson using

the material.

Objectives are the goal of the material in teaching them how to write

research. Accordingly, objective is very crucial in the success of learning utilizing

the Teacher’s Made Guide; thus, objectives must be crafted finely.

If the content and assessments of any material is not aligned with the

learning objectives, it will not result into the appropriate data in determining if the

learners are to meet the desired goals (Course Design, 2025). If the instructional

content does not directly support these objectives, students may not receive

necessary knowledge, or skills meet the intended goals. Thus, learners may feel

frustrated by the mismatch between the learning objectives, evaluation, and

content.

Meanwhile, Stahl (2021) discussed that if students can be able to apply

their comprehension and understanding through completing tasks or activities, it

is an indication that objectives and assessment are aligned perfectly. With the
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absence of learning objectives, students and even teachers may get confused

with the flow and output of the learning. This can lead to a bad academic

performance and disengagement with the course.

Hei, Strijbos, and Sjoer (2016) defined learning objectives as the intended

learner outcomes about declarative and procedural knowledge or skills and

should be designed simultaneously with the desired interaction. It serves as clear

statements of what learners should know.

University of Washington (2025) highlighted in their article that a high-

quality learning objective are the ones which is specific and measurable. This

means that it is important based on the performance or tasks that the learners

relatively perform in the class.

New York Times (2024) stated that educators should ensure that the

learning materials they are creating are reliable and fact-checked, and it’s a

challenge for them in this current misinformation age. That is why, they discussed

that with the use of varied valid sources, one can fairly present an accurate and

relevant information and context. Providing accurate information to learners will

ensure the higher level of understanding and learning of the learners.

Mikell (2023) noted that each module must directly align to its

measurable learning objectives together wilt resources and activities. Also, it

should be sequentially organized with comprehensible and concise directions in

order for learners to easily finish the tasks given to them by their teachers,

especially in research.
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Harman (2023) discussed that in order to let learners engage in the

learning material, it is vital to understand and appreciate the different learning

style of the learners in any classroom. By embracing inclusivity in the content of

the material, it will cater the varies needs of the learners; thus, this will create a

conducive environment that is significant into the effective learning of the

students using the learning materials.

With the use of significant and meaningful things, situations, and

experiences to learners in the learning process of the content. That is why

contextualization in the content of learning material should be included. This

motivates learners to transform and construct larger motivational environment for

the students (Madrazo & Dio, 2020).

Students’ engagement and competencies are important key part on the

effective learning especially in research writing. This involves students actively

participating in class, working together on projects, and applying what they have

learned through real-life tasks. And so, guide materials, with the alignment of its

objectives, content, activities, and assessment for students are vital in ensuring

the acquisition of learning and application in writing research.

Related Studies

This provides insights and readings from the online studies and journal

that are previously related and relevant to current study.

One of the focuses of this study is determining the students’

engagement in conducting their research in terms of their active participation,

collaboration project, and active experimentation.

 24

Student engagement is a complex process. Not only might students

disengage at any point, but people know little about the kinds of factors which

might encourage it. It is apparent that teachers play a pivotal role in promoting

student engagement with feedback as they can influence learner perceptions,

create a facilitative environment, and provide different modes of feedback (Zhang

& Hyland, 2022).

Meanwhile, Bernstein (2022) stated that connections between students

and teachers inspire students and create a positive environment. In this sort of

environment, students are motivated and encouraged to participate and grow.

And in this writer’s teaching experience, the relationship between a teacher starts

with knowing a student’s name and recognizing a student is more than just a

body in a classroom.

Scholars have offered many perspectives on how to examine and

conceptualize student engagement. Accordingly, Zepke (2018) defined “student

engagement” as a construct used to identify what students do, think about, and

feel when learning, and how teachers can improve that doing, thinking, and

feeling in instructional settings. The critique, learning agency/democracy,

purposes of learning, knowledge, and values should be considered to fully

understand the complexity of student engagement. With the above information of

student’s engagement inside the classroom, it is critical that in developing a

material, one should consider the students engagement, specifically in the

concept of active participation, project collaboration, and active experimentation.

According to the study by Ghalley and Rai (2019), participation is defined

as giving attention being on task and responding to questions. The involvement

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of learners is important here and this involvement may occur both inside and

outside the classroom. Active participation in class facilitates critical thinking and

retention of information to learners that allows them to critically apply the concept

into a much authentic way.

In addition, following the constructivist paradigm of teaching and learning,

active participation of students is desirable, as interaction with the social

environment enables the individual to form his or her knowledge. Such

knowledge tends to be of higher quality, characterized by comprehension,

applicability, and permanence (Bardorfer, 2024).

As revealed by Orwat et al., (2018) the original conception of active

participation among students, which focused on the verbal interactions between

the learners and teachers, has been altered by a much wider view. This includes

anything that pushes students to be more involved in active learning forms.

Students’ engagement means getting students involved and interested in

learning. Teachers help by giving support, feedback, and making students feel

important in the class. When students join in activities and work with others, they

understand lessons better and remember more. Active participation, collaboration

project and active experimentation are crucial in the learning process.

Components in terms of objectives, content, activity, and assessment, as

well as the features in terms of clarity, usability and user-friendliness are crucial

in the usefulness and effectiveness of a material.

Likewise, Nelson (2023) emphasized that in order to achieve an active

participation and collaboration classroom culture, teachers may use activities that

will boost cooperation and independency fostering student interaction and

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teamwork. Encourage learners to share their ideas and generate questions to

engage in a meaningful discussion about the topic.

The result of the of Naval (2014), indicated that developing modules is

acceptable as instructional material for learners. It is effective in terms of

knowledge acquisition and suggested to be a useful tool for teaching and

learning basic concepts. Learning materials are helpful in guiding students with

their learning.

In the study of Plaza (2020), he elaborated student learning objectives

provides opportunity in measuring the effect of educator in learning. It creates a

refine focus for the students as to what is being assessed, allowing clarity around

them. This ensures that the intended learning goals for students are being

attained at the end of the lesson.

To measure the effectiveness of learning objectives, it must clearly

communicate with what learners should acquire and be able to perform and

“written to be behavioral, measurable, and attainable (Rodriguez & Albano,

2017). It is important that students understood the things they need to learn and

perform from the start of the lesson.

Likewise, Winkelmes et al., (2016) discussed in their study that having a

transparency, which is the learning objectives, in the lesson improves academic

confidence and even retention of learners. When learners are aware and do have

comprehend the list of the goals to learn in the specific lesson, they got to be

more confident in the learning process for there are tracking their learning.
 27

Moreover, learning objectives are discussed as a tool for learners to

organize their time and effort in accomplishing tasks and activities and gives

them idea on what area in the lesson they need to focus on (Minbiole, 2016).

This study elaborated that learners upon knowing the learning objectives are able

to manage their learning and progress.

In the study of Sana et al. (2020), they found out that including learning

objectives all throughout the lesson improves learning as compared to not

presenting it. Specifically, when having explicit instructions on the significance of

objectives are provided to direct students’ attention to the learning object content.

According to the study of Morrison et al., (2019), there is an emphasis

that instructional materials which entails that it should be learner-centered, goal-

oriented, and engaging to the learners. Content should be structured that is

based on learning objectives, with clear explanations, examples, and

assessments. It should include interactive elements in maintaining student

engagement.

In enhancing the effectiveness, modules or printed learning materials are

required to be designed to minimize cognitive overload through the presentation

of clear, structured, and engaging manner. Including excessive details can

overwhelm learners, and so content should be concise that focuses on the

essential information aligns with the learning objectives (Sweller, 2015). Breaking

down complex topics improves comprehension by allowing learners to process

information.
 28

Moreover, the study of Sepriyanti et al., (2018), highlights the significance

of adopting constructivist approach in the learning materials, emphasizing that

every learner learns more effectively if they actively engage in the construction of

the knowledge. The study concluded that in order to align with the perspective,

modules should integrate real-world applications which allows students in

connecting theoretical concepts with practical scenarios.

In the study of Sanchez (2022), it is stated that presenting an interactive

activity enables learners to enjoy the process of learning for it encourages them

to deepen their understanding with the subject matter. Connections to the

learners is vital especially when the goal of the material is to ensure the

understanding and learning of the learners using the material. The study

discussed that establishing connections with the students is important most

especially when the primary objective of the material is to guide and facilitate

comprehension and retention.

Based on the findings of the study conducted by Julaton (2022), which

investigated the direct effect of self-learning modules on the academic

performance of learners, it highlighted the importance of aligning the

assessments with clearly define learning objectives in ensuring the successful

completion of achievement of the intended outcome of the material. It

emphasized the need for both formative and summative assessment in the

evaluation of the students’ learning.

According to the study of Bolkan (2015), which discussed that the impact

of clarity on the students learning can be attributed to the ability of a developed

 29

learning material to minimize the extraneous cognitive load, which deals with the

unnecessary mental effort required to process information. The result of the study

presented that if the instructional clarity is high, students can more easily

comprehend and organize the material, thus reduce confusion and freeing up

cognitive resources which allow them to have better comprehension, retention,

and meaningful learning.

Moreover, Swan (2001) as cited in Gray and DiLoreto (2016), their study

emphasized three factors such as the clarity of course design, meaningful

interaction with instructors, the active discussions among learners, play crucial

role in shaping students’ satisfaction and their perceived learning outcomes. A

well-structured course having a clear objectives and organization of the content

helps students in navigating the information more effectively.

Based on the study of Junus et al. (2015), usability in module design

encompasses effectiveness, efficiency, and user satisfaction. This means that the

material should enable learners to achieve their learning objectives, have a

minimal effort and confusion, and find the process engaging and fulfilling. As a

key aspect of user interface quality, usability focuses on how easily learners can

navigate, understand, and interact with the content.

Supporting the result is the study of Delos Reyes and Pineda (2023),

which stated that instructional modules that lacks on a logical flow will be difficult

to comprehend and perceive by the learners and consider as unfriendly. The use

of unfamiliar words and complex concepts further hinders accessibility, making

this a challenge for students in engaging its content independently. The result of
 30

this study described that when modules are written in a non-interactive manner,

students often seek external explanations to grasp the material effectively.

Based on the study of Kropp et al. (2016), collaboration among learners

by enabling communication, sharing ideas, and solve problem is crucial in

enhancing their ability to work effectively in a group setting. Collaboration

encourages critical thinking as students were exposed with activities that enables

them to help and guide each other. The study further presented that learners

tend to arrive more comprehensive and insightful conclusions and answers when

they engage in a collaborative project.

Collaboration skills demonstrated by students during the learning

process using the Project-Based Learning Model are categorized as highly

collaborative based on the established assessment criteria (Sirait & Amnie,

2023). This indicates that students effectively engage in teamwork, communicate

their ideas clearly, support one another in problem-solving and contribute to

group task when provided with collaborative projects for a certain lesson.

Research in science, technology, engineering and mathematics (STEM)

education has highlighted the significance of hands-on learning. Freeman et al.

(2014) found that active learning methods, including experimentations improve

the performance of the students. The study revealed that students engaged in

experimental activities has the higher retention rates and problem-solving skills

than those in traditional lecture-based instruction.

Based on the study of Taylor et al. (2019), emphasizing active

experimentation with the course material enables critical learning ability of the

students. By focusing on experimenting with and applying the knowledge being

 31

learned, students truly grasp concept especially when they see how it works in

practice. Therefore, learning should not be limited to theoretical understanding

but also involve a process where they test, analyze, and reflect on what they are

studying.

Based on the study of Kuhlthau, Maniotes and Caspari (2015), it

highlights the roe in developing research literacy among senior high school

students through structured guidance that highlights how students achieve better

academic performance when teachers employ scaffolding techniques, providing

step-by-step support in the development of their research literacy skills.

Based on the study of Bangun (2016), it reveals authentic materials

play crucial role in enhancing students’ writing achievement specifically in

improving various aspects of writing. By incorporating real-life materials intro

writing instruction, students become more engaged and motivated in the learning

process. This heightened engagement encourages students to explore and

acquire new vocabulary which help them enrich their writing skills. With the

utilization of authentic materials enables learners to have confidence in

expressing their ideas through writing.

The studies above presented how guide materials help students in

navigating their learning. That is why proper and clear objectives that are aligned

with the guide’s content, activities, and assessment is needed in ensuring the

effectiveness of the material in the learning of the students. In writing research,

engagement and competencies of students are vital.

 32

Chapter 3

RESEARCH METHODOLOGY

This chapter presents and demonstrates the methods and procedures in

enhancing students’ comprehension in conducting school-based research. This

chapter includes the Research Design, Research Locale, Participants of Study,

Research Instrument, Data Gathering Procedure and Data Analysis.

Research Design

The study utilized the descriptive method of research. As stated in Rillo

and Alieto (2018), descriptive research is the process of collecting, analyzing,

organizing, and categorizing data on current conditions, practices, process,

trends, and cause-effect relationships. This method is used in order to give

meaning to various responses of respondents in determining the acceptability of

Teacher’s Made Guide and the students’ engagement and competency. This data
 33

was then interpreted accurately, with statistical methods. This design was

suitable for this study for it collected and analyzed data to determine the

acceptability of the components and features of Teacher’s Made Guide as well as

its significant relation to the level of students’ engagement and competence in

conducting school-based research.

Respondents of Study

The respondents of this study were 43 total number of grade 11 students

under Humanities and Social Sciences strand. The researcher used purposive

sampling in the selection of the respondents to ensure the direct involvement of

the respondents in the research.

Research Procedure

The researcher focused in developing a guide material to help senior high

school students in writing school-based research. Upon collecting related

literature and studies that will support the study, the researcher started to

develop the Teacher’s Made Guide. Simultaneously, the researcher also

prepared survey questionnaire which was used as the research instrument of the

study, based on the statement of the problem of the study. The Teacher’s Made

Guide and the survey questionnaire was validated by language critique and

expert.

The researcher prepared letter of consent for the principal of Callejon

National High School as permission in conducting study of implementing

Teacher’s Made Guide to the intended respondents of Grade 11 students. Upon

acquiring permission from the school principal, researcher conducted the pilot
 34

testing to students in the same grade who are also currently taking up Practical

Research I.

Teacher’s Made Guide is designed to enhance literacy, innovation, and

navigation skills in conducting school-based research. The researcher

determined the level of acceptability of the components and features of Teacher’s

Made Guide and the student’s engagement and competency by providing survey

questionnaire. Afterwards, the researcher analyzed the gathered data with the

use of statistical treatment and had proceed to the interpretation and discussion

of the result.

Research Instrument

A teacher-made survey questionnaire was used as the main data-

gathering tool in the study. This was validated by language experts. A set of

questionnaires which was composed of two parts was composed by the

researcher. The first part of the questionnaire was the independent variables

which focused on determining the level of acceptability of the components of

Teacher’s Made Guide The researcher in terms of its objectives, content, activity,

and assessment. Additionally, it focused on determining the level of acceptability

of the features of Teacher’s Made Guide in terms of its clarity, usability, and user-

friendliness.

Whereas, dependent variable of the study asked about the students’

engagement in terms of active participation, collaboration project, and active

experimentation, as well as the competency in terms of the critical thinking skills,

writing skills, and research literacy skills of the senior high school students in

writing research.
 35

Below were the rating scale, description and interpretation on the study. In

terms of interpreting the data collected from the survey checklist, the Likert-scale

was employed to guide the interpretation of the corresponding value.

Components and Features of Teacher’s Made Guide in Writing Research

Rating Scale Description Interpretation
4 3.26-4.00 Strongly Agree Very Highly Acceptable
3 2.51-3.25 Agree Highly Acceptable
2 1.76-2.50 Disagree Low Acceptable
1 1-1.75 Strongly Disagree Very Low Acceptable

Students’ Engagement
Rating Scale Description Interpretation
4 3.26-4.00 Strongly Agree Highly Practiced
3 2.51-3.25 Agree Moderately Practiced
2 1.76-2.50 Disagree Slightly Practiced
1 1-1.75 Strongly Disagree Not Practiced

Students’ Competency
Rating Scale Description Interpretation
4 3.26-4.00 Strongly Agree Highly Competent
3 2.51-3.25 Agree Moderately Competent
2 1.76-2.50 Disagree Slightly Competent
1 1-1.75 Strongly Disagree Not Competent
Statistical Treatment

The statistical tool that was used in determining the level of acceptability

of the components and features of Teacher’s Made Guide and the students’

engagement and competency was through mean and standard deviation.

Mean, as described by Hurley (2023) is the total sum of values in a

sample divided by the number of values in a sample. Whereas standard

deviation was statistical measurement that looked how far individual points in a

dataset were scattered from the mean of that set (Hangrave, 2024).

To test the Hypotheses, the study used Pearson Product Moment

Correlation Coefficient which was a measure of the linear relationship between

two variables that have been measured on interval or ratio scales (Chee, 2015).
 36

Below was the correlation coefficient value and the direction and strength

of the correlation used in the study.

Correlation Coefficient Value (r) Direction and Strength of Correlation

0.00 to 0.19 Very Weakly Positive
0.20 to 0.39 Weakly Positive
0.40 to 0.59 Moderately Positive
0.60 to 0.79 Strongly Positive
.80 to 1.00 Perfectly Positive

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presented the different results and discussed the

results from treating the data gathered in this study. All specific questions in

Chapter 1 under the statement of the problem were answered in this chapter

supported by tables. It presents the data gathered about the significant

relationship between acceptability as perceived by the respondents on the

components, features and students’ engagement, competency in the utilization of

Teachers’ Made Guide. In particular, the study sought to address the following:
 37

Level of acceptability as perceived by the respondents on the components

of Teacher’s Made Guide

In this study, the level of acceptability as perceived by the respondents on

the components of Teachers’ Made Guide refers to Objective, Content, Activity,

and Assessment.

The following tables show the statement, mean, standard deviation.

remarks and verbal interpretation from the perspectives of respondents.

Table 1 presents the level of acceptability of the objectives of Teacher’s

Made Guide, with all indicators receiving a "Very High" verbal interpretation. The

highest-rated statement, "inspire me to take an active role in conducting

research" (M = 3.70, SD = 0.465), suggests that the project's objectives are

highly motivational for students. Similarly, objectives related to clarity (M = 3.56,

SD = 0.629) and relevance to academic development (M = 3.60, SD = 0.623)

indicate strong alignment with students’ learning needs. Although all indicators

were rated "Very High," the lowest mean score (M = 3.30) was observed in

objectives related to alignment with expected outcomes and comprehensibility,

suggesting slight room for improvement in these areas. Overall, the mean extent

of acceptability (M = 3.47) confirms that the objectives of Teacher’s Made Guide

are well-received and deemed beneficial for students’ academic and research

development.

Table 1.
Level of acceptability as perceived by the respondents on the components
of Teacher’s Made Guide in terms of Objective
I can definitely state that the Objectives Mean SD Remarks
of Teacher’s Made Guide….
1. are clear and comprehensible. 3.56 0.63 Strongly Agree

2. are align with the expected 3.30 0.56 Strongly Agree

outcome.
 38

3. are realistic and achievable within 3.58 0.59 Strongly Agree

the given timeframe.
4. are relevant to my academic 3.60 0.62 Strongly Agree
development.
5. provide the purpose of Teacher’s 3.49 0.59 Strongly Agree
Made Guide.
6. encourage critical thinking and 3.44 0.67 Strongly Agree
reflection.
7. is comprehensible enough for me. 3.30 0.71 Strongly Agree

8. help to enhance my learning 3.37 0.66 Strongly Agree

experience in research.
9. are meaningful and connected to 3.35 0.78 Strongly Agree
real-world applications.
10. inspire me to take an active role in 3.70 0.46 Strongly Agree
conducting research.
Weighted Mean 3.47
SD 0.64
Verbal Interpretation Highly Acceptable

Based on the study Whitehorse (2025), every material states the route

towards knowledge, attitudes, and skills students needed to acquire by the end of

learning. It entails what specific competency students must learn at the end of

the lesson. These objectives give structures framework in guiding both teachers

and students in the learning process. It is by directly and clearly stating what are

the students expected to achieve which will ensure the focus on acquiring

specific competencies.

It gleams that the importance of clearly defined objectives in guiding

students toward acquiring knowledge, skills, and attitudes. Well-structured

objectives provide a framework for learning, ensuring that students focus on

achieving specific competencies. The high acceptability of Teacher’s Made

Guide’s objectives reinforces the0ir role in supporting academic and research

development, ultimately benefiting both students and educators.

 39

Table 2.
Level of acceptability as perceived by the respondents on the components
of Teacher’s Made Guide in terms of Content
I can definitely state that Teacher’s Made Mean SD Remarks
Guide….
1. provides an informative and 3.67 0.52 Strongly Agree
relevant content about research.
2. is easy to understand. 3.37 0.54 Strongly Agree

3. supports my learning effectively in 3.35 0.65 Strongly Agree

research comprehensive.
4. is factually correct and free from 3.37 0.66 Strongly Agree
errors.
5. includes practical activities and 3.47 0.70 Strongly Agree
real-world examples.
6. is engaging and holds my interest. 3.33 0.61 Strongly Agree

7. is age appropriate. 3.42 0.66 Strongly Agree

8. is well-organized and structured 3.65 0.53 Strongly Agree

logically for ease of
understanding.
9. encourages me to explore 3.26 0.66 Strongly Agree
additional topics on my own.
10. indicates tools or activities for 3.37 0.66 Strongly Agree
assessment
Weighted Mean 3.43
SD 0.63
Verbal Interpretation Highly Acceptable

Table 2 illustrates the level of acceptability of Teacher’s Made Guide in

terms of content, with all indicators receiving a "Very Acceptable" verbal

interpretation. The highest-rated indicator, "provides an informative and relevant

content about research" (M = 3.67, SD = 0.522), highlights the effectiveness of

the project in delivering essential research knowledge. Additionally, the logical

structure and organization of the content (M = 3.65, SD = 0.529) contribute to its

clarity and accessibility. While all aspects of content were highly rated, the lowest

mean score (M = 3.26) was observed in "encourages me to explore additional

topics on my own," indicating a potential area for enhancement to further

 40

promote independent learning. Overall, with a mean extent of acceptability of

3.43, the findings confirm that the content of Teacher’s Made Guide is well-

structured, engaging, and supports students' research learning effectively.

From the concept of Kolb’s Experiential Learning Theory, learning is

effective when students engage in a concrete experience, reflective observation,

abstract conceptualization, and active experimentation. Teacher’s Made Guide

supports the first two stages by providing clear and relevant research

information. However, the lower rating on independent exploration suggest that

the material may benefit from incorporating active experimentation, such as

research-based activities, hands-on exercises, and real-world applications.

Based on the study of Sweller (2015), modules or printed learning

materials are required to be designed to minimize cognitive overload through the

presentation of clear, structured, and engaging manner to enhancing the

effectiveness. Including excessive details can overwhelm learners, and so

content should be concise that focuses on the essential information aligns with

the learning objectives (Sweller, 2015). Breaking down complex topics improves

comprehension by allowing learners to process information.

This proposes the significant part of ensuring the structure and

reliability of the content in every developed material. The logical structured and

well-explained information that will be beneficial to the learning of the students

upon using any printed learning material. The highly acceptability in the content

of Teacher’s Made Guide surely address the needs of learners in the intervention

guide of the learners in writing their research.

Table 3.
 41

Level of acceptability as perceived by the respondents on the components

of Teacher’s Made Guide in terms of Activity
I can definitely that the activity in Mean SD Remarks
Teacher’s Made Guide….
1. is enjoyable and engaging. 3.67 0.52 Strongly Agree

2. directly aligned with the 3.40 0.54 Strongly Agree

objectives.
3. incorporate diverse format to cater 3.40 0.54 Strongly Agree
different learning preference.
4. is well-structured and easy to 3.30 0.64 Strongly Agree
follow.
5. promotes collaboration and 3.42 0.63 Strongly Agree
inclusivity.
6. is relevant to the provided learning 3.30 0.60 Strongly Agree
objectives.
7. promote higher order thinking 3.53 0.67 Strongly Agree
skills.
8. age appropriate, suitable for target 3.44 0.63 Strongly Agree
learner.
9. provides real-world context 3.37 0.69 Strongly Agree

10. designed to be completed within 3.51 0.51 Strongly Agree

reasonable time frame.
Weighted Mean 3.43
SD 0.60
Verbal Interpretation Highly Acceptable

Table 3 below presents the level of acceptability of Teacher’s Made

Guide in terms of activities, with all indicators receiving a "Very Acceptable"

verbal interpretation. The highest-rated indicator, "is enjoyable and engaging" (M

= 3.67, SD = 0.522), suggests that students find the activities stimulating and

interesting. Additionally, the activities promote higher-order thinking skills (M =

3.53, SD = 0.667) and are designed to be completed within a reasonable

timeframe (M = 3.51, SD = 0.506), indicating their effectiveness in balancing

challenge and manageability. While all indicators received positive ratings, the

lowest mean scores (M = 3.30) were observed in "is well-structured and easy to

follow" and "is relevant to the provided learning objectives," suggesting minor
 42

areas for refinement in clarity and alignment. With an overall mean extent of

acceptability of 3.43, the findings affirm that the activities in Teacher’s Made

Guide are engaging, well-designed, and effectively support students' learning

experiences.

In the study of Sanchez (2022), it is stated that presenting an interactive

activity enables learners to enjoy the process of learning for it encourages them

to deepen their understanding with the subject matter. Connections to the

learners is vital especially when the goal of the material is to ensure the

understanding and learning of the learners using the material. The study

discussed that establishing connections with the students is important most

especially when the primary objective of the material is to guide and facilitate

comprehension and retention.

This shows how crucial the preparation of activities in alignment of its

learning objectives and the content of a developed material. It considers the

structure and clarity of the instructions for the better understanding of the

learners. The high acceptability of the activities in Teacher’s Made Guide enables

its role in supporting the learning process of learners in writing research.

Table 4, presents the level of acceptability of Teacher’s Made Guide in

terms of assessment, with all indicators receiving a "Very High" verbal

interpretation. The highest-rated indicators, "are fair and unbiased" and "is

accurately measuring acquired knowledge from the lesson" (M = 3.60, SD =

0.660 and 0.583, respectively), indicate that the assessments are perceived as

equitable and effective in evaluating students' learning. Additionally, the clarity of

 43

assessment criteria, rubrics, and instructions (M = 3.56, SD = 0.590) contributes

to transparency and understanding.

Table 4.
Level of acceptability as perceived by the respondents on the components
of Teacher’s Made Guide in terms of Assessment
I can definitely that the statement in Mean SD Remarks
Teacher’s Made Guide….
1. provides assessment criteria, 3.56 0.59 Strongly Agree
rubrics, and instruction clearly.
2. are fair and unbiased. 3.60 0.66 Strongly Agree

3. are transparent and well- 3.44 6.04 Strongly Agree

communicated.
4. reflects the key objectives of the 3.50 0.63 Strongly Agree
project.
5. is balance of formative and 3.51 0.59 Strongly Agree
summative.
6. is valid and reliable 3.56 0.59 Strongly Agree

7. encourages inclusivity for each 3.53 0.50 Strongly Agree

kind of learner.
8. is flexible for learners. 3.53 0.63 Strongly Agree

9. is comprehensive for learners. 3.51 0.59 Strongly Agree

10. is accurately measuring acquired 3.60 0.58 Strongly Agree

knowledge from the lesson.
Weighted Mean 3.55
SD 0.59
Verbal Interpretation Highly Acceptable

While all indicators were rated very highly, slightly lower mean scores

(M = 3.51) in areas such as "reflects the key objectives of the project" and "is

comprehensive for learners" suggest minor opportunities for refinement in

ensuring thorough alignment with learning goals. With an overall mean extent of

acceptability of 3.55, the findings confirm that the assessment components of

Teacher’s Made Guide are well-structured, inclusive, and reliable in measuring

students' learning outcomes

 44

Based on the findings of the study conducted by Julaton (2022), which

investigated the direct effect of self-learning modules on the academic

performance of learners, it highlighted the importance of aligning the

assessments with clearly define learning objectives in ensuring the successful

completion of achievement of the intended outcome of the material. It

emphasized the need for both formative and summative assessment in the

evaluation of the students’ learning.

It greatly supports that assessment has a big role in evaluating the

outcome of the learners at the end of each lesson. The alignment of learning

object to the content, activities, and assessment should be ensured, with the

clarity of instructions in the activity and assessment. With the high acceptability of

the assessment of Teacher’s Made Guide, this will guide the learners in the

process of their research writing journey.

Table 5.
Composite of acceptability as perceived by the respondents on the
components of Teacher’s Made Guide
Indicators Weighte SD Verbal
d Mean Interpretation
Objective 3.47 0.64 Highly Acceptable
Content 3.43 0.63 Highly Acceptable
Activity 3.43 0.60 Highly Acceptable
Assessment 3.55 0.59 Highly Acceptable
Grand Mean 3.49
SD 0.62
Verbal Interpretation Highly Acceptable

Table 5 presents the summary of the level of acceptability of Teacher’s

Made Guide across its key components: objectives, content, activity, and

assessment. All components received a "Very High" verbal interpretation, with

assessment achieving the highest mean score (M = 3.55), indicating that

students find the evaluation process fair, reliable, and well-structured. The
 45

objectives and overall acceptability both scored a mean of 3.47, reinforcing the

strong alignment of the project with students' learning needs and expectations.

Content and activities, both rated at 3.43, were also well-received, demonstrating

their effectiveness in engaging and supporting students in research learning.

With an overall mean of 3.47, the results confirm that Teacher’s Made Guide is

highly acceptable, ensuring its relevance, clarity, and effectiveness in promoting

research skills and academic development.

Level of acceptability as perceived by the respondents on the features of

Teacher’s Made Guide

In this study, the level of acceptability as perceived by the respondents on

the features of Teacher’s Made Guide refers to Clarity, Usability, and User

Friendliness.

The following tables show the statement, mean, standard deviation.

remarks and verbal interpretation from the perspectives of respondents.

Table 6 shows the level of acceptability of Teacher’s Made Guide in

terms of clarity, with all indicators receiving a "Very High" verbal interpretation.

The highest-rated indicator, "Follow a logical sequence in the structure and

organization of content, activities, and assessment" (M = 3.70, SD = 0.465),

suggests that the project is well-structured and systematically organized for ease

of understanding. Additionally, the use of simple, clear, and concise language (M

= 3.63, SD = 0.536) further enhances the clarity of the material. Instructions (M =

3.60, SD = 0.583) and role specifications (M = 3.60, SD = 0.541) were also highly

rated, indicating that expectations for both students and teachers are well-

defined. While all aspects of clarity were rated highly, the lowest mean scores (M

= 3.47) were observed in "has the purpose in each activity which are clearly
 46

communicated," suggesting a minor area for improvement in explicitly conveying

activity objectives. With an overall mean extent of acceptability of 3.56, the

findings confirm that Teacher’s Made Guide is effectively designed to present

research concepts, instructions, and materials in a clear and organized manner.

Table 6.
Level of acceptability as perceived by the respondents on the features of
Teacher’s Made Guide in terms of Clarity
I can definitely state that Teacher’s Mean SD Remarks
Made Guide….
1. presents instructions that are 3.60 0.58 Strongly Agree
clear and easy to follow.
2. has the purpose in each activity 3.47 0.59 Strongly Agree
which are clearly communicated.
3. has steps in completing research 3.51 0.63 Strongly Agree
which are explained in a
straightforward.
4. uses language that are simple, 3.63 0.54 Strongly Agree
clear, concise, and appropriate.
5. uses consistent terminologies 3.49 0.51 Strongly Agree
that avoid confusion.
6. discusses concept with a clear 3.58 0.59 Strongly Agree
logical pattern.
7. provide significant content for 3.53 0.59 Strongly Agree
research.
8. arrange learning material, 3.49 0.55 Strongly Agree
resources and tools in coherent
manner.
9. clearly specify the roles of 3.60 0.54 Strongly Agree
teachers, learners, and other
stakeholder.
10. follow a logical sequence in the 3.70 0.46 Strongly Agree
structure and organization of
content, activities, and
assessment.
Weighted Mean 3.56
SD 0.56
Verbal Interpretation Highly Acceptable
As supported by the study of Bolkan (2015), which discussed that the

impact of clarity on the students learning can be attributed to the ability of a

developed learning material to minimize the extraneous cognitive load, which

 47

deals with the unnecessary mental effort required to process information. The

result of the study presented that if the instructional clarity is high, students can

more easily comprehend and organize the material, thus reduce confusion and

freeing up cognitive resources which allow them to have better comprehension,

retention, and meaningful learning.

This suggests that clarity in a developed material plays a crucial role in

the effective learning of the students with the concept they are acquiring. Clarity

provides students with the opportunity to utilize the material clearly and with an

organize manner. With the high acceptability of Teacher’s Made Guide in the

clarity of the material, it reinforces its goal in guiding students with the process of

conducting their research.

Table 7 shows the level of acceptability of Teacher’s Made Guide in

terms of usability, with all indicators receiving a "Very High" verbal interpretation.

The highest-rated indicator, "provides activities that are attainable" (M = 3.67, SD

= 0.566), suggests that learners find the tasks manageable and feasible within

the given context. Additionally, the project is well-organized in terms of discussion

and activities (M = 3.65, SD = 0.529), enhancing its effectiveness in guiding

students through the learning process. While all aspects of usability were rated

highly, the lowest mean score (M = 3.40) was observed in "allows me to finish

tasks on my own," indicating a potential area for improvement in promoting

independent learning. The indicator "designed for long-term use" (M = 3.44, SD =

0.629) also suggests room for refinement to ensure sustainability over time. With

an overall mean extent of acceptability of 3.54, the findings confirm that

 48

Teacher’s Made Guide is highly user-friendly, accessible, and adaptable, making

it an effective tool for research learning.

Table 7.
Level of acceptability as perceived by the respondents on the features of
Teacher’s Made Guide in terms of Usability
I can definitely state that of Teacher’s Mean SD Remarks
Made Guide….
1. is user-friendly. 3.53 0.67 Strongly Agree

2. accessible to all intended learners. 3.58 0.50 Strongly Agree

3. provides activities that are 3.67 0.57 Strongly Agree

attainable.
4. is well-organized in terms of 3.65 0.53 Strongly Agree
discussion and activities.
5. allows me to finish task on my own. 3.40 0.66 Strongly Agree

6. can be adjusted to different context, 3.53 0.55 Strongly Agree

environment or needs.
7. designed for long term use. 3.44 0.63 Strongly Agree

8. can be used with larger group. 3.51 0.63 Strongly Agree

9. let me remember the instructions 3.53 0.55 Strongly Agree

easily.
10. discusses information 3.53 0.50 Strongly Agree
comprehensively.
Weighted Mean 3.54
SD 0.58
Verbal Interpretation Highly Acceptable

Based on the study of Junus et al. (2015), usability in module design

encompasses effectiveness, efficiency, and user satisfaction. This means that the

material should enable learners to achieve their learning objectives, have a

minimal effort and confusion, and find the process engaging and fulfilling. As a

key aspect of user interface quality, usability focuses on how easily learners can

navigate, understand, and interact with the content.

 49

It implies the crucial role of usability in developing educational materials

in ensuring the effective and engaging learning experience for students. With the

high acceptability of the usability of Teacher’s Made Guide, it emphasized the

usefulness of this material which is essential in helping students with their

research writing as it provides clear guidelines which enables learning in

developing their critical thinking skills.

Table 8.
Level of acceptability as perceived by the respondents on the features of
Teacher’s Made Guide in terms of User Friendliness
I can definitely state that Teacher’s Made Mean SD Remarks
Guide….
1. includes attractive and visually clear 3.74 0.44 Strongly Agree
elements.
2. provides clear instructions. 3.72 0.45 Strongly Agree

3. helps me in crafting my research 3.60 0.49 Strongly Agree

paper.
4. provides helpful activities in learning 3.56 0.55 Strongly Agree
parts of research.
5. encourages me in self-paced 3.49 0.63 Strongly Agree
learning.
6. it encourages me to think critically 3.67 0.52 Strongly Agree
about my findings.
7. has engaging and interactive 3.51 0.59 Strongly Agree
activities that allows me to enjoy.
8. easy to navigate with clear and 3.58 0.59 Strongly Agree
logical organization.
9. accommodates diverse learners. 3.47 0.59 Strongly Agree

10. has clear support optimism. 3.74 0.54 Strongly Agree

Weighted Mean 3.61

SD 0.55
Verbal Interpretation Highly Acceptable

Table 8 presents the level of acceptability of Teacher’s Made Guide in

terms of user-friendliness, with all indicators receiving a "Very High" verbal

interpretation. The highest-rated indicators, "Includes attractive and visually clear

elements" and "has clear support optimism" (M = 3.74, SD = 0.441 and 0.539,
 50

respectively), suggest that the project is visually appealing and provides a

motivating learning environment. Additionally, the clarity of instructions (M = 3.72,

SD = 0.454) contributes to its ease of use. While all indicators were rated highly,

the lowest mean score (M = 3.47) was observed in "accommodates diverse

learners," indicating a potential area for improvement in ensuring inclusivity.

Similarly, "encourages me in self-paced learning" (M = 3.49, SD = 0.631)

suggests an opportunity to enhance flexibility for independent learning. With an

overall mean extent of acceptability of 3.61, the findings confirm that Teacher’s

Made Guide is highly user-friendly, well-structured, and effective in supporting

students in their research journey.

Supporting the result is the study of Delos Reyes and Pineda (2023),

which stated that instructional modules that lacks on a logical flow will be difficult

to comprehend and perceive by the learners and consider as unfriendly. The use

of unfamiliar words and complex concepts further hinders accessibility, making

this a challenge for students in engaging its content independently. The result of

this study described that when modules are written in a non-interactive manner,

students often seek external explanations to grasp the material effectively.

It indicates that use-friendliness is needed in the features of any

materials being developed. It enables learners to independently use the material

that has a clear and simple instructions and content. Also, attractive elements

and design provides motivation to learners when using the material; thus,

creating an attractive material add more willingness to learners in using the

material. With the high level of acceptance in the User-friendliness of Teacher’s

 51

Made Guide, this evidently signify that its development is useful in the research

writing of the learners.

Table 9 presents the summary of the level of acceptability of Teacher’s

Made Guide based on its key features: clarity, usability, and user-friendliness. All

factors received a "Very High" verbal interpretation, with user-friendliness

achieving the highest mean score (M = 3.61), indicating that students find the

project visually appealing, easy to navigate, and engaging. Clarity (M = 3.56) and

usability (M = 3.54) were also rated highly, confirming that the project is well-

structured, accessible, and effective in supporting research learning. With an

overall mean of 3.57, the findings suggest that Teacher’s Made Guide

successfully provides a clear, user-friendly, and practical learning experience,

making it a highly acceptable tool for research education.

Table 9.
Composite of acceptability as perceived by the respondents on the
features of Teacher’s Made Guide
Indicators Weighte SD Verbal
d Mean Interpretation
Clarity 3.56 0.56 Highly Acceptable
Usability 3.54 0.58 Highly Acceptable
User Friendliness 3.61 0.55 Highly Acceptable
Grand Mean 3.57
SD 0.56
Verbal Interpretation Highly Acceptable

Based on the study of Madrazo and Dio (2020), supplementary

materials should promote independent learning and holistic development of

critical thinking that is highly needed in contextualizing concepts. A material that

enables students to have a self-paced learning encourages them to fully

participate in the learning process, provided by the content, activities and

 52

assessments that expose students with authentic learning. This leads to the

holistic learning of the students.

It employs that user-friendliness, and clarity is significant in making a

learning material intended to students for it gives them access in the

independency of learning with the clear interactive contents and activities that is

aligned to the learning objectives. With the highly acceptance of Teacher’s Made

Guide with its features, this reinforces that the material enables students to be

guided in writing their research.

Level of students’ engagement in the utilization of Teacher’s Made Guide

In this study, the level of students’ engagement in the utilization of

Teacher’s Made Guide refers to Active Participation, Collaborative Project, and

Active Experimentation.

The following tables show the statement, mean, standard deviation.

remarks and verbal interpretation from the perspectives of respondents.

Table 10.
Level of students’ engagement in the utilization of Teacher’s Made Guide in
terms of Active Participation
I can definitely state that Teacher’s Made Mean SD Remarks
Guide….
1. captures my interest in research 3.65 0.48 Strongly Agree
activities.
2. allows me to actively involve in the 3.60 0.49 Strongly Agree
learning process.
3. stimulates my curiosity. 3.53 0.63 Strongly Agree

4. motivates me to consistently 3.49 0.55 Strongly Agree

participate in discussions and
group work.
5. allows me to be collaborative. 3.44 0.59 Strongly Agree

6. encourages me to focus and be 3.47 0.50 Strongly Agree

attentive in engaging research
tasks.
 53

7. encourages me to take initiative in 3.42 0.66 Strongly Agree

my learning.
8. allows me to complete assigned 3.56 0.55 Strongly Agree
task, activities, and exercises on
time and with effort.
9. encourages to contribute original 3.67 0.52 Strongly Agree
ideas and creative ideas.
10. actively seek and apply feedback 3.65 0.57 Strongly Agree
to improve work.
Weighted Mean 3.55
SD 0.56
Verbal Interpretation Very High

Table 10 presents the level of student engagement in the utilization of

Teacher’s Made Guide in terms of active participation. All indicators received a

"Very High" verbal interpretation, with the highest-rated statement, "encourages

to contribute original and creative ideas" (M = 3.67, SD = 0.522), suggesting that

the project fosters innovation and independent thinking. Similarly, the project

effectively captures student interest (M = 3.65, SD = 0.482) and encourages

them to seek and apply feedback (M = 3.65, SD = 0.573), indicating strong

student involvement in research tasks. While all indicators were highly rated, the

lowest mean score (M = 3.42) was observed in "encourages me to take initiative

in my learning," suggesting a potential area for improvement in promoting self-

directed learning. With an overall mean extent of engagement of 3.55, the

findings confirm that Teacher’s Made Guide successfully promotes active

participation, collaboration, and motivation, making it an effective tool in

enhancing student engagement in research activities.

This aligns with the study of Nelson (2023), it emphasized that in order to

achieve an active participation and collaboration classroom culture, teachers may

use activities that will boost cooperation and independency fostering student
 54

interaction and teamwork. Encourage earners to share their ideas and generate

questions to engage in a meaningful discussion about the topic.

This indicates the importance of activities that promotes cooperation and

independence in attaining active participation in using learning material.

Encouraging students in participating using material, will be meaningful in the

learning process of the students. The high acceptability in the active participation

of learners in using Teacher’s Made Guide reinforces its significance in

developing and engaging learners the process of research writing.

Table 11.
Level of students’ engagement in the utilization of Teacher’s Made Guide in
terms of Collaborative Project
I can definitely state that in the utilization Mean SD Remarks
of Teacher’s Made Guide….
1. allows me to work well with my 3.44 0.59 Strongly Agree
peers in the research.
2. encourages teamwork and 3.60 0.49 Strongly Agree
collaboration among our research
members.
3. teaches us to help each other in 3.70 0.51 Strongly Agree
completing activities.
4. enables us disseminate 3.65 0.61 Strongly Agree
responsibilities in writing research.
5. allows me to feel my input is 3.53 0.59 Strongly Agree
valued by my team.
6. enables collaboration in finishing 3.51 0.63 Strongly Agree
our research.
7. engages students in collective 3.60 0.54 Strongly Agree
decision making.
8. allows me to share my ideas to 3.67 0.47 Strongly Agree
others.
9. pride me confident in sharing 3.49 0.55 Strongly Agree
opinion to others.
10. allows me to be open-minded in 3.56 0.67 Strongly Agree
accepting opinions of others.
Weighted Mean 3.58
SD 0.57
Verbal Interpretation Very High
 55

Table 11 presents the level of student engagement in the utilization

of Teacher’s Made Guide in terms of collaboration. All indicators received a "Very

High" verbal interpretation, with the highest-rated statement, "teaches us to help

each other in completing activities" (M = 3.70, SD = 0.513), indicating that the

project fosters a strong sense of teamwork and mutual support among students.

Additionally, the project effectively enables students to disseminate

responsibilities in research writing (M = 3.65, SD = 0.613) and encourages the

sharing of ideas (M = 3.67, SD = 0.474), highlighting its role in promoting

effective communication and group dynamics. While all aspects of collaboration

were rated highly, the lowest mean score (M = 3.44) was observed in "allows me

to work well with my peers in research," suggesting an opportunity to further

enhance cooperation among students. With an overall mean extent of

engagement of 3.58, the findings confirm that Teacher’s Made Guide

successfully fosters teamwork, collective decision-making, and open-

mindedness, making it a highly effective tool in promoting collaborative research

efforts.

Based on the study of Kropp et al. (2016), collaboration among learners

by enabling communication, sharing ideas, and solve problem is crucial in

enhancing their ability to work effectively in a group setting. Collaboration

encourages critical thinking as students were exposed with activities that enables

them to help and guide each other. The study further presented that learners

tend to arrive more comprehensive and insightful conclusions and answers

towards the given activities and questions when they engage in a collaborative
 56

project. Students got to be expose in the collaborative work which allows them to

learn from themselves and others.

It gleams that project collaboration is important in enhancing the

cooperation and support of students in accomplishing tasks that were given to

them. By actively engaging them in cooperative projects, students are not only

able to refine their cognitive abilities but also the sense of shred responsibility

among their classmates. With the high acceptability of the project collaboration in

Teacher’s Made Guide, it strongly affirms its effectiveness in developing

collaborative skills of learners in accomplishing their research paper.

Table 12.
Level of students’ engagement in the utilization of Teacher’s Made Guide in
terms of Active Experimentation
I can definitely state that Teacher’s Made Mea SD Remarks
Guide…. n
1. allows me to use my previous 3.51 0.55 Strongly Agree
knowledge in acquiring new one.
2. enables me to actively find solution to 3.58 0.50 Strongly Agree
challenges or obstacle.
3. allows me to experiment with new 3.77 0.43 Strongly Agree
ideas.
4. allows me to explore methods and 3.51 0.55 Strongly Agree
strategies.
5. encourages me to integrate feedback. 3.53 0.50 Strongly Agree

6. pushes learners to work together to 3.53 0.55 Strongly Agree

test and redefine ideas.
7. let me analyze the outcome of the 3.58 0.66 Strongly Agree
studies.
8. allows me to combine input from the 3.60 0.54 Strongly Agree
research studies to existing
knowledge.
9. encourages me to take the initiative to 3.70 0.46 Strongly Agree
design and execute research studies.
10. shows noticeable improvement in 3.56 0.55 Strongly Agree
skills in active participation
Weighted Mean 3.59
SD 0.53
Verbal Interpretation Very High
 57

Table 12 presents the level of student engagement in the utilization of

Teacher’s Made Guide in terms of active experimentation. All indicators received

a "Very High" verbal interpretation, with the highest-rated statement, "allows me

to experiment with new ideas" (M = 3.77, SD = 0.427), indicating that the project

strongly encourages students to explore innovative approaches in research.

Additionally, students reported that the project enables them to take the initiative

in designing and executing research studies (M = 3.70, SD = 0.465) and actively

find solutions to challenges (M = 3.58, SD = 0.499), highlighting its effectiveness

in fostering problem-solving skills. The lowest-rated indicators, "allows me to

explore methods and strategies" and "allows me to use my previous knowledge

in acquiring new one" (M = 3.51), still fall within the "Very High" range, but

suggest an area for further reinforcement to strengthen students' application of

prior knowledge and research methodologies. With an overall mean extent of

engagement of 3.59, the findings confirm that Teacher’s Made Guide effectively

promotes hands-on learning, critical thinking, and the integration of feedback,

making it a valuable tool in enhancing students' active experimentation in

research.

As supported in the study of Taylor et al. (2019), emphasizing active

experimentation with the course material enables critical learning ability of the

students. By focusing on experimenting with and applying the knowledge being

learned, students truly grasp concept especially when they see how it works in

practice. Therefore, learning should not be limited to theoretical understanding

but also involve a process where they test, analyze, and reflect on what they are

studying.
 58

This indicates that active experimentation allows students in

discovering new concepts on their own practice of the concept. Allowing students

to have a hands-on experimentation enables deeply retention and acquiring of

the knowledge. With the high level of acceptance with the active experimentation

in the Teacher’s Made Guide, this reinforces the valuable use of this material in

the research writing experience of the learners.

Table 13.
Composite of students’ engagement in the utilization of Teacher’s Made
Guide
Indicators Weighte SD Verbal
d Mean Interpretation
Active Participation 3.55 0.56 Very High
Collaborative Project 3.58 0.57 Very High
Active Experimentation 3.59 0.53 Very High
Grand Mean 3.57
SD 0.55
Verbal Interpretation Very High
Table 13 presents the summary of the level of student engagement in

the utilization of Teacher’s Made Guide across three key factors: active

participation, collaboration, and active experimentation. All factors received a

"Very High" verbal interpretation, with active experimentation having the highest

mean (M = 3.59), indicating that students were highly engaged in exploring new

ideas, testing research methods, and integrating feedback. Collaboration (M =

3.58) also showed a strong level of acceptability, emphasizing the project's

effectiveness in fostering teamwork, collective decision-making, and shared

responsibilities in research. Active participation (M = 3.55) remains a crucial

component, highlighting students' motivation to be involved in discussions,

complete tasks on time, and engage in research-related activities. With an overall

mean of 3.57, the findings affirm that Teacher’s Made Guide successfully

enhances student engagement through an interactive, collaborative, and hands-

 59

on learning approach, reinforcing its impact on students' research skills and

experiences.

As revealed by Kuh (2017), students’ engagement significantly improve

the academic performance and research skills of students. Active participation in

discussions, teamwork, and hands-on experiences fosters critical thinking,

problem solving, and deeper learning. These elements align with the findings

above, reinforcing that interactive approach in Teacher’s Made Guide effectively

cultivates students’ engagement.

Level of students’ competency in the utilization of Teacher’s Made Guide

In this study, the level of students’ competency in the utilization of

Teacher’s Made Guide refers to Research Literacy Skills, Writing Skills, and

Critical Skills.

The following tables show the statement, mean, standard deviation.

remarks and verbal interpretation from the perspectives of respondents.

Table 14.
Level of students’ competency in the utilization of Teacher’s Made Guide in
terms of Research Literacy Skills
I can definitely state that Teacher’s Made Mean SD Remarks
Guide….
1. enables me to determine my 3.58 0.54 Strongly Agree
statement oof the problem.
2. makes me familiarize with the 3.67 0.47 Strongly Agree
research methodology.
3. guides me in properly citing and 3.70 0.46 Strongly Agree
referencing sources.
4. helps me in collecting and 3.63 0.62 Strongly Agree
organizing information for my
research variables.
5. allows me in determining the 3.53 0.55 Strongly Agree
significant people in my research
and the benefits they would get in
my research.
 60

6. enables me to clearly state the 3.47 0.55 Strongly Agree

conclusion of my research.
7. develops clear, focused and 3.56 0.55 Strongly Agree
relevant research methods.
8. encourages me to demonstrate 3.60 0.54 Strongly Agree
understanding and basic research
methods.
9. guides me to present and justify 3.60 0.54 Strongly Agree
conclusion based on evidence.
10. enables me to apply critical 3.67 0.47 Strongly Agree
thinking to evaluate and analyze
research findings.
Weighted Mean 3.60
SD 0.53
Verbal Interpretation Very High

Table 14 presents the level of students’ competency in the utilization of

Teacher’s Made Guide, specifically in terms of research literacy skills. The results

indicate a "Very High" level of competency, with a mean extent of 3.60. The

highest-rated indicators include guiding students in proper citation and

referencing (M = 3.70) and familiarizing them with research methodology (M =

3.67), highlighting the project's effectiveness in strengthening students' technical

research skills. Additionally, competencies in applying critical thinking to evaluate

research findings (M = 3.67) and collecting and organizing information (M = 3.63)

also received high ratings, emphasizing the project's role in fostering analytical

and organizational skills. These results suggest that Teacher’s Made Guide

significantly enhances students’ research literacy, equipping them with essential

knowledge and skills for conducting research effectively.

Based on the study of Kuhlthau, Maniotes & Caspari (2015) , it

highlights the role in developing research literacy among senior high school

students through structured guidance from the teacher and the material. This

highlights how students achieve better in their academic performance when

 61

teachers employ scaffolding techniques that guide students in acquiring the

concept they need to learn. In providing step-by-step support in the development

of their research literacy skills, students can use this in the collection of

information as their reference and gathering of the data for the interpretation of

the result on their paper. Also, literacy skills is important in discussing the

summary of the result of the research paper.

It employs how important research literacy skills in writing research

paper. Providing a scaffold material for students helps them in crafting their

research more importantly to senior high school students who are new in the

writing of research. With the high level of acceptability of the developed material,

Teacher’s Made Guide, as use in developing research literacy skills of the

students in writing, this reinforce that this material is beneficial for the research

paper of the students.

Table 15.
Level of students’ competency in the utilization of Teacher’s Made Guide in
terms of Writing Skills
I can definitely state that Teacher’s Made Mean SD Remarks
Guide….
1. gives me confident in discussing 3.56 0.55 Strongly Agree
information in our research.
2. enables me to express my ideas 3.58 0.54 Strongly Agree
clearly and coherently in writing.
3. enables me to be careful in proper 3.67 0.53 Strongly Agree
grammar and the use of language in
our research.
4. helps me to organize our research 3.56 0.50 Strongly Agree
logically and effectively.
5. allows me to make informed decision 3.56 0.55 Strongly Agree
based on evidence
6. allows me to revise my written works. 3.58 0.50 Strongly Agree

7. integrates writing conventions in our 3.47 0.59 Strongly Agree

research.
 62

8. challenges me to finish the writing 3.51 0.63 Strongly Agree

activities which will be used in our
research.
9. guides me with the research writing 3.56 0.55 Strongly Agree
format.
10. allows me to effectively discuss 3.62 0.54 Strongly Agree
interpretation from the gathered data.
Weighted Mean 3.57
SD 0.55
Verbal Interpretation Very High

Table 15 illustrates the level of students’ competency in writing skills

through the utilization of Teacher’s Made Guide. The findings reveal a Very High

extent of competency, with an overall mean of 3.57. The highest-rated indicator,

"enables me to be careful in proper grammar and the use of language in our

research" (M = 3.67), suggests that the project significantly improves students'

attention to language accuracy. Additionally, competencies such as effectively

discussing interpretations of gathered data (M = 3.62) and expressing ideas

clearly and coherently (M = 3.58) received strong ratings, indicating that students

feel more confident in their ability to articulate research findings in writing.

Furthermore, the results highlight the project's success in guiding students

through research writing format (M = 3.56) and helping them organize their

research logically (M = 3.56). While all indicators reflect a "Very High" level of

competency, the lowest-rated item, "integrates writing conventions in our

research" (M = 3.47), suggests a possible area for further emphasis. Overall, the

findings confirm that Teacher’s Made Guide is an effective tool in enhancing

students' research writing skills, ensuring clarity, coherence, and correctness in

their academic work.

Based on the study of Bangun (2016), it reveals authentic materials

play crucial role in enhancing students’ writing achievement specifically in

 63

improving various aspects of writing. By incorporating real-life materials intro

writing instruction by contextualizing the content and activities provided to

students. Students become more engaged and motivated in the learning process

if they can relate on the material they are utilizing and when they are exposed in

the real-life situation tasks. This heightened engagement encourages students to

explore and acquire new vocabulary which help them enrich their writing skills.

With the utilization of authentic materials enables learners to have confidence in

expressing their ideas through writing.

It gleams that writing skills is very much essential for students in

conducting research paper that is required in the senior high school level.

Developed materials helps students in guiding them into the writing process of

their paper. With the high level of acceptability of Teacher’s Made Guide in the

students’ writing skills of the students, this reinforce that this material is beneficial

and helpful in the conduct of their research. This material enables to guide

students in the proper process and techniques in writing research paper.

Table 16.
Level of students’ competency in the utilization of Teacher’s Made Guide in
terms of Critical Thinking Skills
I can definitely state that Teacher’s Made Mean SD Remarks
Guide….
1. allows me to regularly analyze and 3.63 0.49 Strongly Agree
evaluate information from our
research.
2. enables me to identify biases 3.60 0.54 Strongly Agree
information.
3. helps me approach problems from 3.72 0.45 Strongly Agree
multiple perspectives.
4. allows me to conclude based on the 3.56 0.63 Strongly Agree
credible information.
5. allows me to make informed decision 3.60 0.49 Strongly Agree
based on evidence.
 64

6. allows me to engage in self- 3.44 0.55 Strongly Agree

reflection.
7. allows me to compare and contrast 3.70 0.46 Strongly Agree
different ideas, theories, and
perspective.
8. allows me to evaluate potential 3.49 0.55 Strongly Agree
outcomes or consequences.
9. allows me to demonstrate deep 3.60 0.49 Strongly Agree
understanding and complex issues.
10. encourages me to apply critical 3.70 0.60 Strongly Agree
thinking in evaluating our own
research paper.
Weighted Mean 3.60
SD 0.53
Verbal Interpretation Very High

Table 16 highlights the Very High level of students’ competency in

critical thinking skills through the utilization of Teacher’s Made Guide, with an

overall mean of 3.60. The highest-rated indicator, "helps me approach problems

from multiple perspectives" (M = 3.72), suggests that the project successfully

fosters analytical and evaluative thinking. Similarly, "allows me to compare and

contrast different ideas, theories, and perspectives" (M = 3.70) and "encourages

me to apply critical thinking in evaluating our own research paper" (M = 3.70)

reflect the students’ ability to critically assess various viewpoints and apply logical

reasoning.

Moreover, indicators such as "allows me to regularly analyze and

evaluate information from our research" (M = 3.63) and "enables me to identify

biased information" (M = 3.60) further reinforce that students are becoming more

discerning and evidence-based in their research approach. The lowest-rated

item, "allows me to engage in self-reflection" (M = 3.44), suggests that while

students are developing strong analytical skills, opportunities for deeper

introspection and metacognition could be further strengthened. Overall, these

 65

findings confirm that Teacher’s Made Guide significantly enhances students’

critical thinking skills, enabling them to analyze, compare, and evaluate research

data effectively while making well-informed decisions based on credible

evidence.

Based on the study of Nair (2017), students do positively respond to the

learning environment that encourages them in the increase engagement and

enthusiasm through various and engaging activities and assessment. This study

suggests that carefully selecting diverse teaching methods and materials can

significantly enhance the comprehension and learning of the students with

regards to specific concept or topic. Educators can create more dynamic and

meaningful learning process through the use of various instructional strategies

which students can be able to adapt depending on their level of understanding

and way of learning which may differ to others.

It employs that critical thinking skills of the learners is acquired with a

kind of teaching strategies and materials educator provides to them. Materials

should allow students to solve a problem in a multiple perspective. With the high

acceptability of critical thinking skills in in the utilization of Teacher’s Made Guide,

this indicates that the material will be a useful tool in helping students analyze,

synthesize, interpret, and apply concept.

Table 17.
Composite of students’ competency in the utilization of Teacher’s Made
Guide
Indicators Weighte SD Verbal
d Mean Interpretation
Research Literacy Skills 3.60 0.53 Very High
Writing Skills 3.57 0.55 Very High
Critical Skills 3.60 0.53 Very High
Grand Mean 3.59
SD 0.54
 66

Verbal Interpretation Very High

Table 17 presents a summary of students' competency levels in the

utilization of Teacher’s Made Guide, highlighting three key areas: research

literacy, writing, and critical thinking skills. With an overall mean of 3.59, the

results indicate a Very High level of competency among students. This suggests

that Teacher’s Made Guide has been highly effective in enhancing students'

ability to conduct research, develop writing proficiency, and apply critical thinking

skills.

This proved that material should be effective to enhance the ability of

students in conducting research. According to Mawardi and Silitubun (2024),

educational initiatives that integrate research literacy, writing and critical thinking

into their curriculum signify the improvement of students’ overall academic

competency.

Test of Relationship between the acceptability as perceived by the

respondents on the components, features and students’ engagement in the
utilization of Teacher’s Made Guide

To test the significant relationship between the acceptability as perceived

by the respondents on the components, features and students’ engagement in

the utilization of Teacher’s Made Guide in terms of Active Participation,

Collaborative Project, and Active Experimentation they were treated statistically

using Real Statistics Data Analysis Tools using the Pearson product moment

correlation coefficient.

Table 18.
Significant Relationship between the acceptability as perceived by the
respondents on the components, features and students’ engagement in the
utilization of Teacher’s Made Guide
Acceptability of Teacher’s Made Students’ engagement
 67

Guide Active Collaborative Active

Participation Project Experimentation
Components
Objective Pearson Correlation 0.4320 0.6952 0.4884
Significance (2-Tailed) 0.1439 0.0114 0.0225
N 42 42 42
Analysis Not Sig Sig Sig
Content Pearson Correlation 0.6258 0.5460 0.5152
Significance (2-Tailed) 0.0043 0.0024 0.0010
N 42 42 42
Analysis Sig Sig Sig
Activity Pearson Correlation 0.5622 0.5678 0.5179
Significance (2-Tailed) 0.0114 0.0029 0.0013
N 42 42 42
Analysis Sig Sig Sig
Assessment Pearson Correlation 0.6106 0.7455 0.5575
Significance (2-Tailed) 0.9559 0.3945 0.3474
N 42 42 42
Analysis Not Sig Not Sig Not Sig
Features
Clarity Pearson Correlation 0.5182 0.5357 0.3945
Significance (2-Tailed) 0.7883 0.7172 0.5606
N 42 42 42
Analysis Not Sig Not Sig Not Sig
Usability Pearson Correlation 0.6154 0.6518 0.5259
Significance (2-Tailed) 0.8081 0.3397 0.2472
N 42 42 42
Analysis Not Sig Not Sig Not Sig
User Pearson Correlation 0.5946 0.6665 0.4512
Friendliness Significance (2-Tailed) 0.1132 0.3822 0.6244
N 42 42 42
Analysis Not Sig Not Sig Not Sig

This employs that in order to attain the students’ engagement using

developed materials, it should be well-structured and interactive for the students

to be more participative. Teacher’s Made Guide encourages students to be an

active participant in the activities provided that is aligned with the objectives that

highlights the attainment of competencies needed in writing research.

Test of Relationship between the acceptability as perceived by the

respondents on the components, features and students’ competency in the
utilization of Teacher’s Made Guide

To test the significant relationship between the acceptability as perceived

by the respondents on the components, and students’ competency in the

 68

utilization of Teacher’s Made Guide in terms of Research Literacy Skills, Writing

Skills, and Critical S they were treated statistically using Real Statistics Data

Analysis Tools using the Pearson product moment correlation coefficient.

Table 19 shows that at 0.05 level of significance, the null hypothesis

“There is no significant relationship between the acceptability as perceived by the

respondents on the components, features and students’ competency in the

utilization of Teacher’s Made Guide” is accepted, which incites that there is no

significant relationship between them.

Based on the result of the study of Kuh (2018), it highlights that acquiring

competence of students not solely depends on the material being used. It is the

mentorship, and experiential learning in majority does play the crucial role in

teaching the students the competency they needed. While material is a tool to

guide students in learning, active involvement of teachers, mentors, and the real-

world experiences ensures that students develop the significant skills,

knowledge, and competencies. Such engagement encourages critical thinking,

creativity, and problem-solving which are skills needed in writing research paper.

And so, meaningful interactions and practical applications remain important in

learning.

Table 19.
Significant Relationship between the acceptability as perceived by the
respondents on the components, features and students’ competency in the
utilization of Teacher’s Made Guide
Acceptability of Teacher’s Made Students’ competency
Guide Research Writing Skills Critical Skills
Literacy Skills
Components
Objective Pearson Correlation 0.4482 0.4179 0.4134
Significance (2-Tailed) 0.0125 0.0734 0.0124
N 42 42 42
Analysis Sig Not Sig Sig
 69

Content Pearson Correlation 0.5105 0.3681 0.498

Significance (2-Tailed) 0.0003 0.0095 0.0003
N 42 42 42
Analysis Sig Sig Sig
Activity Pearson Correlation 0.4837 0.5791 0.6106
Significance (2-Tailed) 0.0006 0.0027 0.0000
N 42 42 42
Analysis Sig Sig Sig
Assessment Pearson Correlation 0.6027 0.4526 0.5156
Significance (2-Tailed) 0.1786 0.6761 0.1965
N 42 42 42
Analysis Not Sig Not Sig Not Sig
Features
Clarity Pearson Correlation 0.4528 0.5959 0.6921
Significance (2-Tailed) 0.3419 0.8673 0.1765
N 42 42 42
Analysis Not Sig Not Sig Not Sig
Usability Pearson Correlation 0.6292 0.5858 0.6150
Significance (2-Tailed) 0.0832 0.4802 0.0726
N 42 42 42
Analysis Not Sig Not Sig Not Sig
User Pearson Correlation 0.5907 0.5261 0.5264
Friendliness Significance (2-Tailed) 0.8428 0.2829 0.8995
N 42 42 42
Analysis Not Sig Not Sig Not Sig

This indicates that ensuring the component and features of material is

important but not directly affects the attainment of the intended research

competence of students. With the well-structured and clear objectives, content,

and activities of Teacher’s Made Guide, it did not directly determine the success

in enhancing students research competence. Other factors may also play

significant in influencing students’ research competence.

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter consolidates the summary of findings gathered, the

conclusions drawn from the results, and the recommendations formulated for

further research.
 70

Summary

The study sought to determine the acceptability of content and features

of Teacher’s Made Guide, the level of engagement and research competence of

the senior high school students as they conduct their research. The study also

aimed to determine the significant relation of the Teacher’s Made Guide to the

students’ engagement and Students’ competence.

The study utilized the descriptive research design. The respondents of

the study were 43 purposively chosen senior high school students from grade 11

who were currently taking Practical Research I. The study was conducted at

Callejon National High School in San Antonio, Quezon, during second semester

first quarter of the school year 2024-2025. A self-made survey questionnaire was

employed in determining the level of acceptability of Teacher’s Made Guide and

its contents and features, as well as the level of engagement and research

competence of students in using Teacher’s Made Guide.

The Teacher's Made Guide is highly acceptable as material for assisting

senior high school students in research writing in terms of its alignment, clarity,

and well-structured learning objectives, content, activities, and assessment which

makes the Teacher’s Made Guide relevant and effective writing research. As to

the level of acceptability on the features of Teacher’s Made Guide, all of the

features received very high acceptability with the user-friendliness of the material

as the highest mean score. The findings suggest that Teacher’s Made Guide

successfully provides clear, user-friendly, and practical learning experience that

makes it as tool for research writing.

 71

There is a very high acceptability on the students’ engagement of the

students in using Teacher’s Made Guide. Active experimentation received the

highest mean score which indicates that students mostly engage in exploring

new ideas and concepts. The findings affirm that Teacher’s Made Guide

successfully enhances student engagement through an interactive, collaborative,

and hands-on learning approach. Moreover, the research competence of

students in using Teacher’s Made Guide received very high acceptability which

suggests that Teacher’s Made Guide has been highly effective in enhancing

students' ability to conduct research, develop writing proficiency, and apply

critical thinking skills.

The correlation coefficients shows that the relationships between the

level of acceptability of Teacher’s Made Guide and the students’ engagement are

statistically not significant. It suggests that well-structured objectives, content,

activities, and assessments are evident with Teacher’s Made Guide, but has no

connection in the developing students’ engagement in writing school-based

research. Also, the correlation coefficient shows that the relationships between

Teacher’s Made Guide and research competence of the students are statistically

not significant. These results suggest even though Teacher’s Made Guide has its

clarity, usability, and well-designed activities, these do not directly correspond to

the enhancement of students in acquiring research competence.

Conclusions

Based on the findings of the study, there is no significant relationship

between Teacher’s Made Guide and the student’s engagement. Therefore, the

components and features of Teacher’s Made Guide has no direct relation with
 72

the enhancement of students’ engagement in writing school-based research.

Likewise, there is no significant relationship between Teacher’s Made Guide

and the research competence of students. Hence, the components and

features of Teacher’s Made Guide does not directly correspond on the

improvement of students’ competence. As the result, the null hypothesis stating

that there is no significant relationship between Teacher’s Made Guide and

students and competence is accepted. This implicates that other variables may

play more critical roles in influencing the students’ engagement and

competence in writing school-based research.

Recommendations

Based on the findings and conclusions drawn from this study, the

following recommendations are proposed:

1. Teachers may utilize Teacher’s Made Guide as reference material in

guiding students through the process of research writing.

2. Since the study determined that Teacher’s Made Guide is helpful and easy

to use, it may be suggested that students may use this material as a

primary material to support and enhance their research writing skills.

3. Teacher’s Made Guide may be recommended to the school administrators

to train teachers to equip teachers with the strategies that may

improve students’ performance in research writing.

4. Future researchers may use and consider Teacher’s Made Guide in other

track and strands in Senior High School and or to other grade levels.

They may incorporate teaching strategies that will enhance students’

engagement and research competence.

 73

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APPENDICES
APPENDIX A
Request Letters to Conduct the Study
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82
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Appendix D
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APPENDICE B

Survey Questionnaire

Name (optional) ________________________________________

Dear Respondent,
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This questionnaire is intended for collecting data which is vital for the success of
this study entitled. “IMPROVING SENIOR HIGH SCHOOL STUDENTS’ COMPETENCE
IN CONDUCTING SCHOOL-BASED RESEARCH THROUGH TEACHER’S MADE
GUIDE (LITERACY INNOVATION AND NAVIGATION ASSESSMENT IN WRITING)”.
As such, the value of this questionnaire relies on your genuine responses. The
information gathered through this questionnaire will only be used strictly for academic
purposes and will be kept confidential. Thank you and God bless.

Instructions: The statements below are indicators on how you perceived the use of
Teacher’s Made Guide in writing your research paper. Kindly indicate your answer by
placing (/) mark on the scale that corresponds to your answer. Please be guided by the
following scale:

4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly

Disagree

I. Level of Acceptability on the Components of Teacher’s Made Guide

A. Objectives
I can definitely state that the Objectives of Teacher’s 4 3 2 1
Made Guide….
1. are clear and comprehensible.
2. are align with the expected outcome.
3. are realistic and achievable within the given timeframe.
4. are relevant to my academic development.
5. provide the purpose of Teacher’s Made Guide.
6. encourage critical thinking and reflection.
7. is comprehensible enough for me.
8. help to enhance my learning experience in research.
9. are meaningful and connected to real-world
applications.
10. inspire me to take an active role in conducting
research.
B. Content
I can definitely state that Teacher’s Made Guide…. 4 3 2 1
1. provides an informative and relevant content about
research.
2. is easy to understand.
3. supports my learning effectively in research
comprehensive.
4. is factually correct and free from errors.
5. includes practical activities and real-world examples.
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6. is engaging and holds my interest.

7. is age appropriate.
8. is well-organized and structured logically for ease of
understanding.
9. encourages me to explore additional topics on my
own.
10. indicates tools or activities for assessment
C. Activity
I can definitely that the activity in Teacher’s Made 4 3 2 1
Guide….
1. is enjoyable and engaging.
2. directly aligned with the objectives.
3. incorporate diverse format to cater different learning
preference.
4. is well-structured and easy to follow.
5. promotes collaboration and inclusivity.
6. is relevant to the provided learning objectives.
7. promote higher order thinking skills.
8. age appropriate, suitable for target learner.
9. provides real-world context
10. designed to be completed within reasonable time
frame.
D. Assessment
I can definitely that the statement in Teacher’s Made
Guide….
1. Provides assessment criteria, rubrics, and instruction
clearly.
2. are fair and unbiased.
3. are transparent and well-communicated.
4. reflects the key objectives of the project.
5. is balance of formative and summative.
6. is valid and reliable
7. encourages inclusivity for each kind of learner.
8. is flexible for learners.
9. is comprehensive for learners.
10. is accurately measuring acquired knowledge from the
lesson.

II. Level of Acceptability on the Features of Teacher’s Made Guide

A. Clarity
I can definitely state that Teacher’s Made Guide…. 4 3 2 1
1. presents instructions that are clear and easy to
follow.
2. has the purpose in each activity which are clearly
communicated.
3. has steps in completing research which are
explained in a straightforward.
4. uses language that are simple, clear, concise, and
appropriate.
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5. uses consistent terminologies that avoid confusion.

6. discusses concept with a clear logical pattern.
7. provide significant content for research.
8. Arrange learning material, resources and tools in
coherent manner.
9. Clearly specify the roles of teachers, learners, and
other stakeholder.
10. Follow a logical sequence in the structure and
organization of content, activities, and assessment.
B. Usability
I can definitely state that of Teacher’s Made Guide…. 4 3 2 1
1. is user-friendly.
2. accessible to all intended learners.
3. provides activities that are attainable.
4. is well-organized in terms of discussion and
activities.
5. allows me to finish task on my own.
6. can be adjusted to different to different context,
environment or needs.
7. designed for long term use.
8. can be used with larger group.
9. let me remember the instructions easily.
10. discusses information comprehensively.

C. User-friendliness
I can definitely state that Teacher’s Made Guide…. 4 3 2 1
1. Includes attractive and visually clear elements.
2. provides clear instructions.
3. helps me in crafting my research paper.
4. provides helpful activities in learning parts of
research.
5. encourages me in self-paced learning.
6. it encourages me to think critically about my findings.
7. has engaging and interactive activities that allows me
to enjoy.
8. easy to navigate with clear and logical organization.
9. accommodates diverse learners.
10. has clear support optimism.

III. Level of Students Engagement in the Utilization of Teacher’s Made Guide

A. Active Participation
I can definitely state that Teacher’s Made Guide…. 4 3 2 1
1. captures my interest in research activities.
2. allows me to actively involve in the learning
process.
3. stimulates my curiosity.
4. motivates me to consistently participate in
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discussions and group work.

5. allows me to be collaborative.
6. encourages me to focus and be attentive in
engaging research tasks.
7. encourages me to take initiative in my learning.
8. allows me to complete assigned task, activities,
and exercises on time and with effort.
9. encourages to contribute original ideas and
creative ideas.
10. actively seek and apply feedback to improve work.
B. Collaborative Project
I can definitely state that in the utilization of 4 3 2 1
Teacher’s Made Guide….
1. allows me to work well with my peers in the
research.
2. encourages teamwork and collaboration among our
research members.
3. teaches us to help each other in completing
activities.
4. enables us disseminate responsibilities in writing
research.
5. allows me to feel my input is valued by my team.
6. enables collaboration in finishing our research.
7. engages students in collective decision making.
8. allows me to share my ideas to others.
9. pride me confident in sharing opinion to others.
10. allows me to be open-minded in accepting opinions
of others.
C. Active Experimentation
I can definitely state that Teacher’s Made Guide…. 4 3 2 1
1. allows me to use my previous knowledge in
acquiring new one.
2. enables me to actively find solution to challenges or
obstacle.
3. allows me to experiment with new ideas.
4. allows me to explore methods and strategies.
5. encourages me to integrate feedback.
6. pushes learners to work together to test and
redefine ideas.
7. let me analyze the outcome of the studies.
8. allows me to combine input from the research
studies to existing knowledge.
9. encourages me to take the initiative to design and
execute research studies.
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10. shows noticeable improvement in skills in active

participation

IV. Level of Student’s Competency in Teacher’s Made Guide

A. Research Literacy Skills
I can definitely state that Teacher’s Made Guide…. 4 3 2 1
1. enables me to determine my statement oof the
problem.
2. makes me familiarize with the research
methodology.
3. guides me in properly citing and referencing
sources.
4. helps me in collecting and organizing information
for my research variables.
5. allows me in determining the significant people in
my research and the benefits they would get in my
research.
6. enables me to clearly state the conclusion of my
research.
7. develops clear, focused and relevant research
methods.
8. encourages me to demonstrate understanding and
basic research methods.
9. guides me to present and justify conclusion based
on evidence.
10. enables me to apply critical thinking to evaluate
and analyze research findings.
B. Writing Skills
I can definitely state that Teacher’s Made Guide…. 4 3 2 1
1. gives me confident in discussing information in our
research.
2. enables me to express my ideas clearly and
coherently in writing.
3. enables me to be careful in proper grammar and
the use of language in our research.
4. helps me to organize our research logically and
effectively.
5. allows me to make informed decision based on
evidence
6. allows me to revise my written works.
7. integrates writing conventions in our research.
8. challenges me to finish the writing activities which
will be used in our research.
9. guides me with the research writing format.
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10. allows me to effectively discuss interpretation

from the gathered data.
C. Critical Skills
I can definitely state that Teacher’s Made Guide…. 4 3 2 1
1. allows me to regularly analyse and evaluate
information from our research.
2. enables me to identify biases information.
3. helps me approach problems from multiple
perspectives.
4. allows me to conclude based on the credible
information.
5. allows me to make informed decision based on
evidence.
6. allows me to engage in self-reflection.
7. allows me to compare and contrast different ideas,
theories, and perspective.
8. allows me to evaluate potential outcomes or
consequences.
9. allows me to demonstrate deep understanding and
complex issues.
10. encourages me to apply critical thinking in
evaluating our own research paper.

Thank you for the thought, time and effort you have put into completing
this questionnaire.

Prepared by:

KATHLEEN P. BOCOBO
Researcher
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APPENDIX D
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Certification of Validation

APPENDIX E
 94

Certification of External Statistician

Appendix G

APPENDIX F
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Certification of Language Critic

Appendix H

CURRICULUM VITAE
 96

KATHLEEN PORTE BOCOBO

Barangay Bukal
Pagbilao, Quezon
09167779629

A. Personal Data
Date of Birth : March 7, 1997
Place of Birth : Pagbilao, Quezon
Age : 28
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Height : 5.0 ft
Weight : 56 kgs.
B. Educational
Background
Tertiary 2018 : Bachelor of Secondary Education
Major in English
Southern Luzon State University
Lucban, Quezon
Secondary 2014 : Pagbilao Grande Island National High School
Pagbilao, Quezon
Elementary 2010 : Polo South Elementary School
Pagbilao, Quezon
C. Eligibility
Board for Professional Teacher (LET) August 2018
Secondary School Teacher II Callejon National High School
Callejon, San Antonio, Quezon
August 22, 2022- present
Secondary English Teacher Pagbilao Academy Inc.
Pagbilao, Quezon
June 2018- June 2022