Research Culture and Productivity of STEM Teachers and Students: Basis for Research Intervention Program

Abstract

The problem of research culture and productivity extends beyond the Philippine education system, representing a global challenge affecting many countries and institutions. This descriptive-correlational study examined the research culture and productivity among Science, Technology, Engineering, and Mathematics (STEM) teachers and students at Esperanza National High School. The research employed complete enumeration, involving 25 teachers and 105 students as respondents. Comprehensive data collection and analysis, like frequency, percentage, mean, standard deviation, and Pearson r correlation coefficient techniques, provided robust insights into research dynamics. The teachers' research culture demonstrated a high overall mean of 4.16, indicating substantial research knowledge, skills, and positive attitudes toward research integration in their professional practice. This high score suggests that teachers have effectively acquired research competencies and view research as an integral component of their teaching methodology, demonstrating a proactive approach to academic scholarship. Students' research culture showed a high overall mean of 3.94, highlighting the school's effectiveness in creating research learning opportunities. The findings particularly emphasized the institution's ability to establish venues for student researchers to learn, relearn, share, and continuously improve their research capabilities. Correlation analysis revealed significant relationships between research culture and productivity. For teachers, a high correlation coefficient of r = 0.70 (p = 0.004) indicated that a robust research culture directly enhances research performance. Students exhibited a significant correlation of r = 0.47 (p = 0.000), demonstrating that research exposure positively impacts their academic research capabilities and potential for scholarly engagement. The study recommends implementing research intervention programs based on the ADDIE model, providing targeted methodological workshops, encouraging research collaborations, creating supportive research forums, and developing comprehensive research development strategies to enhance research culture and productivity in educational settings.