Statement of the Problem

This study aimed to know the impact of research papers to the senior high

school students of Cronasia Foundation College Inc.

Specifically, the researchers seek answers to the following questions:

1. What were the impacts of research paper in the academic performance

of the senior high school students?

2. What was the level of preparedness of the senior high school students on

research paper?

3. Was there a significance relationship with the implementing guidelines

and the readiness of the senior high school students?

CHAPTER 2

REVIEW OF RELATED LITERATURE, STUDIES, THEORETICAL, FRAMEWORK AND

CONCEPTUAL FRAMEWORK

Here in the Philippines, research has become one of those important professional development
programs for educators that previous research studies have recognized its positive impact. That
gives help to the teacher's teaching strategies and professional growth. However, only a few
studies concerning the challenges and benefits of doing research have been conducted in the
Philippines and the ASEAN region. This study explores the experiences of Philippine public
school teachers in conducting a school or a classroom research project.

Based on the Department of Education) and the Commission on Higher Education by Ulla in
2017. Teachers both from private and public educational institutions are encouraged to conduct
action research to identify and address the teaching and learning issues and concerns in their
classrooms and the school. " To this extent, conducting research became part of all teacher's
teaching evaluation and performance appraisal at the end of the school year (Ulla, 2016). DepEd
commanded the school's heads and administrators all over the country to adopt the "enclosed
Basic Education Research Agenda," which promotes the conduct of research in schools by
teachers (DepEd, 2016). And their purpose is to find schools' issues and solutions and form a part
of teachers' professional development and skills enhancement. Through conducting research,
teachers are expected to integrate teaching practices for the good of students' learning and the
school. According to Ulla, 2017,'' researching the country, especially in the public secondary
schools, maybe limited since only a few teachers have tried to do it due to their tight teaching
timetables and heavy teaching workloads. And Morales' statement, "Although educational
institutions in the Philippines have encouraged their teachers to be involved in research, as it is
seen to be useful for their professional development and in their teaching career, teachers are
confronted with many issues that affect their motivation to undertake research. (Morales, 2016)

There are current studies of research undertaken and conducted by teachers in the classroom and
the school, such as classroom research, school-based research, teacher research, and action
research. To examine and identify a problem or an issue within the classroom and in the school
for which teacher-researchers want to find a solution, this kind of research is done primarily by
understanding it thoroughly by the theory of Burns & Kurtoglu-Hooton, 2014. Although the
origin of action research is not clear, whether it began in England in the 1960s from a movement
of secondary modern school teachers who aimed to reform the education curriculum. (Fagunde
and Masters, 1995). or was it Kurt Lewin (2016), a social psychologist, who started action
research (Adelman, 1993; McNiff, 2010), today it influences research in education.

McNiff (2010) outlined the benefits of action research for the professional development of
teachers. First, it reviews whether one's teaching practice meets the desired and expected
outcome of ones' work. Second, it evaluates teaching pedagogies that have to be changed or
updated. Lastly, it puts a value on one's work and profession. Generally, teachers, as agents of
knowledge and change, have to evaluate and assess the things they do inside the classroom to
advance and enhance their teaching. Teachers identify the problem, reflect on it, and try to
address it. This is one of the most important goals of reflective teaching through research. When
teachers consider their teaching practices and can identify and acknowledge the issues and
concerns of their classrooms and their students, they become empowered and independent to
solve school issues on their own.

As a form of professional development activity, undertaking school or classroom-based research

are both rewarding and challenging for teachers and other education practitioners. Research can
add to teachers' professional qualifications, skills, and experience, however, many teachers are
reluctant to do it. They negatively treat as additional workloads above their teaching load. To
prove there were several studies that had investigated factors linked to this issue (Cain, 2011).
Much of teacher education research is centered upon identifying and solving classroom and
school problems, where its focus is often on "reflective teaching practice" and "classroom
teachers as researchers" (Burns, 2010). Doing research tries to put theories into application and
practice, where teachers examine themselves and analyze the kind of teaching context they are in
(McNiff, 2010). Furthermore, classroom research does not only bridge the gap between theories
and practice (Johnson, 2012), it also gives teachers professional skills in research, which is
crucial for transformative education (Hine & Lavery, 2014).

Although the teacher-participants held a positive attitude towards research, their participation
and contribution were reported below. Factors like lack of research knowledge, insufficient
research training programs for teachers to enhance and develop their research skills, and lack of
reference materials limited them from doing research. Likewise, more recent studies in the
ASEAN context were also reporting the same challenges faced by teachers as researchers were
conducted by Norasmah and Chia (2016) in Malaysia; and Ellis and Loughland (2016) in
Singapore and NSW. Bughio (2015) held that teachers who were active in researching their
school would be able to study, evaluate, and assess their teaching pedagogies and practices. By
doing so, teachers would be able to change and improve their methods of teaching, which would
have an impact on students' learning and success.
Research assignment. These two simple words pertain to great emotions: dread, anxiety, fear,
uncertainty, anticipation, and hope. Even the most active student will never feel thrilled often
when the task to do assignment research. And why? What is it about the research process that
seems to place undue stress on those involved? Why is the initial feeling more often one of panic
than of expectation and the "thrill of the hunt" seen as more trouble than it is worth? Perhaps it is
because the research has been imposed rather than chosen, and so the students are more
concerned with creating a viable final product than with understanding new ideas and adding to
their knowledge base. Kuhlthau (1998) states that "an emphasis on understanding will make both
the research process and the information gleaned through this process more meaningful to the
student."

On a practice by a librarian, he observed that plenty of young people do not consider information
as a valuable thing in their selves. It is because the topics that they have to research are assigned
and not chosen on their own. Their use of information is as simple as important to the task at
hand" rather than as a fundamental way to enhance and increase their knowledge base. Burdick
(1998) states, "Although information literacy is abilities, skills, knowledge, and use, those
essential components by themselves don't ensure information literacy. To use information well,
there must be motivation: a reason to do so, some interest or desire that is lacking in the
alliterate. The idea of motivation affecting illiteracy prompts an important question: How do we
motivate our students not only to consume and transmit information but also to construct
meaning and to create new understandings? Further research in this area could "determine which
motivational strategies are most effective with different types of students and content areas"
(Small, 1998, p. 228).

The analysis is considered to be one of the learning activities resulting in a highly active effect
that the essential skills and behaviors of lifelong Analysis are considered to be one of the
learning activities resulting in a highly active effect that the essential skills and behaviors of
lifelong learners can be developed by the investigation. Undergraduate analysis has been
described as any teaching and learning activity in which students are actively involved with their
discipline's research material, processes, or problems. Learners can be developed by the
investigation. Undergraduate analysis has been described as any teaching and learning activity in
which students are actively involved with their discipline's research material, processes, or
problems. That is, work is not simply an academic career activity and skill development
(i.e.content).

The benefits of RBL to undergraduate students are growing (1) student interest in information,
(2) trust, (3) learning spirit, (4) learning achievement, (5) management, interaction and
organizational skills, (6) motivation and enthusiasm, (7) interest in pursuing higher-level studies,
(8) leadership skills development, and (9) English skills development. Students who engage
effectively in the learning process by encouraging research ideas that will result in the
publication if they take action[3]. Some students, the contrary, are less motivated to take part in
RBL. Moreover, it is difficult for undergraduate students to find the new research topic of their
dissertation. Students, therefore, come to the study of faculty advisors without suggestions for
research planning. Some students submit thesis titles on topics that senior students have done.
This is because students are less familiar with scientific articles because they have less
experience of science in a particular field.
A series of research studies started at Oxford Brookes in 1995 on the effects of lecturer work on
student learning. The results appear to be quite systematic, suggesting that lecturer research is
generally positively appreciated by students and perceived to have beneficial effects on their
learning by both undergraduate and postgraduate students.

All undergraduates and graduates agree that research work makes their lecturers more excited,
increases their reputation, and ensures up-to-date information. I often agree that participation in
research means less available to lecturers, and can sometimes lead to curriculum bias if too much
attention is given to narrowly focused study.

While both undergraduates and graduates agree on the universal advantages

of involving lecturers in research, postgraduates also seem to expect research participation from
lecturers who help their learning; and they demand that this study should apply to the content of
their courses. For example, in one sample, out of

eight different university departments, there was only one case in which the number of negative
research comments outweighed the favorable ones.

Because the samples of the undergraduate and postgraduate students are taken from the same
eight classes, the disparities in attitudes to science between them suggest that motivation is
involved immediately. To put it bluntly, undergraduates seek to extend their education and expect
the people who teach them to capture their interest, present current knowledge, and speak
authoritatively in their discipline. The

more specific expectations reported by postgraduates about lecturer research are associated with
the more specific goals that motivate them.

Research studies investigating student motivation have confirmed that their department's
attitudes towards research activity are strongly influenced by the objectives that students pursue
(Breen and Lindsay, 1999; Lindsay, Breen and Jenkins, 2002). Positive attitudes to departmental
research activity are associated with 'intrinsic motivation 'and a specific form of &; course
competence, '; while 'extrinsic, social '; and; attainment '; motivations are not. Positive attitudes
towards research are associated with an orientation towards acquiring theoretical knowledge for
'developing one's potential, '; achieving '; freedom at work, '; engaging in '; interesting '; and ';
creative work, "; influencing society '; and & '; accomplishing important things '; in professional
practice, among research students and Masters Students. Motivations that are not associated with
positive research attitudes tend to emphasize qualifying or establish a successful or secure career
without any reference to knowledge acquisition. In addition to varying with motivation, the
academic discipline also affects student attitudes to their lecturers; research. For example, data
from Breen and Lindsay (1999) suggest that positive attitudes and motivation of students can be
enhanced through interactions between undergraduates and faculty that employ or concern
shared disciplined beliefs and values.

All student quality study groups are carried out by workers as they improve excitement, prestige,
currency, etc. A high level of departmental research activity will increase student awareness of
ongoing research, and its impact on teaching and students will be more likely to have positive
feedback. As the amount of research activity in a department increase, negative features of
lecturer research activity are also likely to become more apparent for undergraduates, leading to
more negative comments. Postgraduates are more likely to participate in the research of lecturers
and see direct benefits for their learning. Due to different communication habits, they are less
likely to experience decreased access. More research, therefore, leads to fewer negative
comments.

Students, as a whole, seem to prefer learning from research staff. Students who are motivated to
see knowledge are more valuable than those seeking qualifications for research activities.
Students in disciplines organized around accumulative knowledge base are more likely to value
research based on softer and more transient knowledge than those from disciplines.
Postgraduates are less likely to perceive negative effects than undergraduates to see themselves
as participants in lecturer studies. Students support research activity, but as their influence on
them increases, undergraduates are becoming more mindful of negative consequences, whereas
postgraduates are not.

In this part of the chapter, we're going to suggest ways in which research activity can be used to
enhance student motivation and ways in which student motivation can be used to help them take
advantage of lecturer research activities and reduce negative impacts. The reader will keep in
mind the significant differences that have been outlined here within the student population.
While most of the following discussion focuses on the influence of teacher research on student
motivation to learn, other effects of such research are also significant on student motivation.
Reading

or hearing about research activity also affects the performance perceptions of universities among
academics and others who advise students. Therefore, student motivation to apply to an
institution is likely to be affected directly or indirectly by the quantity and quality of their
research achievements. Once embarked on a study programmer, students are sure to report that
their opinion of the course and its staff and their pride in being a member of a particular
department is influenced by their reputation for research.

Abstracts from the research paper are an important site for scientific endeavor visibility. On how
abstracts can be characterized in terms of their textual organization and other key features;
however, little research has been done. Furthermore, the advice available in the literature on
technical writing seems to be of little use in producing quality abstracts. This study examines the
actual discourse organization of 94 abstracts in three leading journals in the field of applied
linguistics to help remedy this deficiency. A movement analysis shows that abstracts follow a
five-move pattern, namely: moving l motivates the reader to explore the research by setting the
general field or subject and stating the shortcomings of the previous study; moving 2 introduces
the research either by making a concise statement of the main focus of the article or by
introducing its purpose: moving 3 explains the structure of the study; Move 4 shows the main
findings; and Move 5 advances the research's significance by either drawing conclusions or
offering recommendations. A concise review suggests that the actual practice is not compatible
with instructional guidance. The proposed pattern could support as a pedagogical tool to help
researchers write concise abstracts and, beyond that, enter the research debate's mainstream.

No attention has been given to teaching research English, especially paper reading, to non-native
speakers (NNS). This article outlines and explains a research English teaching method (on a team
rather than an individual basis) derived from four literature bodies: (a) science sociology,(b)
citation analysis, (c) practical reading, and (d) academic English. This approach is argued to give
the ESL instructor insight into research writing processes and products, increase the confidence
of the instructor, provide accessible content, and produce literature texts that can be used directly
in the classroom. The discussion reviews the research paper's knowledge; considers

the issues of genre, schema, and rhetorical structure; and relates the orientation taken

in this article to the current discussion of ESL writing approaches to "process" and "product."

Every day researchers from around the world need to filter the enormous mass of existing
research papers with the crucial objective of finding useful publications related to their current
work. In this paper, we propose an algorithm-based research paper based on the citation graph
and random-walker properties. The Paper Rank

the algorithm can assign a preferential score to a set of documents in a digital library that are
linked by bibliographic references to each other.

This paper introduces Scienstein, the first recommendation system for a hybrid research paper,
and a compelling alternative to academic search engines currently used. Scienstein strengthens
the standard keyword-based search methodology by

combining it with citation analysis, author analysis, origin analysis, implicit ratings, explicit
ratings, and creative and unused methods such as the ' Distance Similarity Index ' (DSI) and the '
In-text Impact Factor ' (IETF). Instead of just entering keywords,

a user can provide complete documents, including reference lists as inputs, and ratings are
implicit and explicit to improve recommendations.

Despite its high wages, what gives the United States its ability to compete in world markets is its
ability to provide a steady flow of new products. Research and development can attribute new
products to some extent. This article tests the hypothesis that R&D activity is associated with
American competitiveness in manufacturing industries and also tests this hypothesis against
other advanced hypotheses to explain American patterns of trade. At most, one would assume a
close association in each industry between American productivity and R&D activity. Exports are
not permitted free of charge for new products consisting of military and space hardware.
Probably not all R&D has an impact on exports in the R&D industry; some have an impact on
other industries. The relationship between R&D activity and new products is far from it, and in
competition with the United States, other countries engage in R&D.

However, the available R&D and U.S. productivity metrics are far from optimal. Throughout this
analysis, US competitiveness is calculated by 1962 US exports in each sector as a percentage of
the 1962 total exports from the leading industrial countries known as the Group of Ten (the
United States, the United Kingdom, the Federal Republic of Germany, France, Italy, Belgium,
the Netherlands, Sweden, Canada and Japan). R&D indicators are taken from data published by
the National Science Foundation in each industry.
This study focused on recent graduates' perceived preparedness. Fifty-five MLS students from
St. John's University interviewed 348 professionals in public libraries (181) and school libraries
(167) about the perceived readiness of recent MLS graduates to work in libraries. The
overarching

research question sought to address if the students / recent graduates were willing to fulfill the
professional standards. This research suggests that for some specializations, the perceived gap
between LIS education and workplace realities may be larger than others.

National Center for Post-Secondary Research 2010, one of the biggest challenges faced by
community colleges in their efforts to increase graduation rates is to maximize student success in
their developmental and remedial education programs.

This literature review aims to analyze studies on policies and improvements in developmental
education and identify the most promising approaches to improving the performance of students
in developmental education. The key focus is to examine these approaches with empirical
evidence that shows progress in the performance of students and identify areas for potential
developments in the practice and study of developmental education. This analysis focuses on
four different types of interventions to improve the progress of students through remedial
education and college-level courses, including (1) strategies to help students avoid
developmental education and move directly into college-level work; (2) interventions to
accelerate the progress of student through developmental education; (3) contextualized
educational models connecting students with workforce training and college-level training; and
(4) additional support aimed at improving the success of students. ( Elizabeth M Zachry, Emily
Schneider)

The findings of this study suggest that while there is an abundance of research on best practices
in developmental education, there is little rigorous research that documents the effects of these
reforms on the achievement of students. The most

promising strategies for moving students faster through remedial courses and into college-level
work tend to be:(1) assisting students in building their skill before entering college;(2)
integrating students into college-level courses; and (3) providing clear opportunities for job and
workforce skills development. It is also recommended to explore more radical approaches to
transforming education in m development. Finally, suggestions are also provided to address the
institutional challenges of implementing reforms in developmental education, such as placement
tests, adjunct faculty, and professional development.

How a student takes his or her studies is a major determinant of his or her academic achievement
rate. According to Husain (2000), Attitude is a mental and natural state of readiness, organized
by experience, exerting a direct influence on the reaction of the person to all events and
circumstances related to it.

In the study of Bryan Gallos (2017), gender and grade level showed no significant difference
among SHS students of HCCS (Holy Child Catholic School). Strands of academic track tend to
have an impact on the difference of attitude of SHS students towards research, and that there is a
need to investigate the interest and attitude of students towards research. From all the literature
he gathered, it implies that attitude toward research greatly affects how people deal with
research. Whatever experiences a person undergone with research, it indicates when he or she
will still engage in research and his or her attitude towards it will neither be optimistic or
pessimistic.

Although SHS students believed that research has a strong connection and utilization on the
strand or course they chose, there are still doubts and pessimism as they go through the course as
they believe that they could hardly understand the principles of basic research. Also, as a result
of his study, SHS student would likely to have a positive attitude towards research, if he or she
minimally experience hardship in doing research. Bryan Gallos implies that research teachers
should be aware of that factor since it will greatly help them similar to what Onwuegbuzie
(2000) found in his study, students who found their research subjects easy were more likely to
have lower anxiety level. Their positive self-perception on research likely to influence their level
of anxiety. Teachers who are into the pedagogical aspect of research must devise easier and life
and course-related research program for developing positive attitudes towards research. Senior
high school teachers must think of ways on hoe research will be appreciated by students. It must
not be a burden, but a problem-solving strategy for SHS students, which could help them to
prepare for a more challenging research work awaits them when they go to college. Establishing
the positivity and life-relation of research to SHS students aids them in appreciating the learning
of research.

University of Chicago School Research Consortium, 2018, increasing the educational

achievement of students, has become a top priority for high schools throughout the country. The
results that schools want to focus on — graduation from high school and college — are the
culmination of years of education. At its core, an indicator provides a prediction of educational
achievement (e.g., graduation from high school, graduation from college) well ahead of the
outcome. Through arranging data pieces on student performance into metrics, school educators
may create and test school approaches with readily available data to improve the educational
achievement of students.

In Chait's view, R. And Venice, A. (2009), with their newspaper "Improving Academic
Preparation for School. '' Our society is moving towards a model of preparing all students for
some form of post-secondary education and training. That's what parents want for their children,
what students say they want for themselves, and what economists and policymakers at all levels
feel is important for a global economy to thrive. College graduates earn more money, have better
career opportunities, engage in greater civic involvement, and have a higher overall quality of
life. High remediation rates, declining college graduation rates, and more time to graduate
indicate that many students are not fully prepared for academic success at ten schools.

Jay Greene (2009) of the Manhattan Institute defines college readiness as graduating with a
regular diploma, having completed a minimum set, of course, requirements-four years of
English, three years of math, and two years each of natural science, social science, and a foreign
language. They must be able to read at the basic level or above on the National Assessment of
Education Progress reading the assessment. Although federal policy can play a significant role in
communicating the need for all students to prepare for college and provide information to the
public about what that means, the federal government must invest in research and development
to support programs that integrate high school and post-secondary education and enhance the
readiness of students for college; provide resources to strengthen educational performance in the
competition for high schools; and improve data collection and analysis, and require public
reporting.

States should develop better student support policies and align them with policies to increase
academic rigor. Support the development and evaluation of high school models that prepare all
students for college, improve data systems to assess better where students are and where they
need to be, and monitor and evaluate the implementation of all of these state policies to identify
inconsistencies, implementation concerns, and needs for technical assistance. There are factors to
consider when planning for college, first is curriculum rigor and grades-U.S. observational data
collected by Clifford Adelman (2009) of the Institute of Higher Education Policy evaluated
transcripts of high school students. Department of Education recorded that completed high
school program strength and reliability is the primary predictor of post-secondary performance.
Several studies have investigated the relationship between curriculum and student outcomes and
have found those college preparatory curriculums are associated with higher achievement and
greater equity in course access. The second factor is the student's skills, knowledge, and habits of
mind- David Conley, director of the Centre for Educational Policy Research at the University of
Oregon College of Education. Has developed a set of standards gauged toward university-level
expectations regarding the knowledge and skills students need to be successful in first-year
coursework. Conley and his staff conducted focus groups with faculty and administrators from
universities around the country, gathered syllabi, graded student work and other course materials,
and analyzed those data to develop standards for college success. He identifies four central
elements to college success: The cognitive strategies emphasized in entry-level college courses,
such as analytical reasoning and argumentation, and interpretation. The third factor is High
school instruction, the link between teacher quality and college preparedness has not been well
explored in other research, but it is logical to assume that teachers have a great effect on students'
college preparedness. Not only do teachers provide students with the skills they need to be
successful in college-level courses, but they also guide them in choosing their courses, and they
will act as guidance counselors. They advise on postsecondary options. Researchers are
beginning to gain an understanding of what postsecondary education requires, but there are
major differences to overcome regarding what high schools are teaching and what post-
secondary institutions want first-year students to know.

Teacher preparation needs to address better the skills and knowledge and to prepare students for
postsecondary education. Schools also need to ensure that they build a college-going culture in
which all teachers view all students as college-bound and provide them with the opportunity to
prepare for some form of postsecondary education. The fourth factor is the K12 and
postsecondary education. One of the challenges in improving students' preparation for college is
having activities and reforms to bridge the gap between high school and college. Are fighting
against decades of difference and separation on many levels, including issues surrounding
prestige at the postsecondary level, postsecondary incentives to connect with K-12, content and
performance standards, local governance, curriculum and instruction, support services, finance
and budgeting, professional development and training, networks and unions, data collection, and
incentive structures, to name a few. Furthermore, there are different steps of preparation being
done, one of these is the adaptation of college readiness standards and assessments- until
recently, K-12 standards and assessments were developed, by and large, without consulting with
higher education institutions. Several states have increased the rigor of high school exit exams,
or aligned high school assessments with postsecondary entrance requirements to assess whether
students have mastered a more challenging curriculum and are ready for college and work.

The study conducted in the California State University system is taking a different tactic to
promote readiness. It worked with K-12 schools to augment the 11th-grade assessments to
include items that test for students' readiness for college. CSU established 12 the Early
Assessment Program to provide high school students with information to measure their readiness
for college-level mathematics and English in their junior year and to help them improve their
skills during their senior year. The second preparation is adopting rigorous graduation
requirements. Along with adopting more rigorous standards and assessments, many states are
adopting more rigorous graduation requirements to ensure that all students are taking the courses
they need to be prepared for college. These policies are based on research. Research has found
that students who take more rigorous curriculum are more successful in college.

Graduation requirements are either default curriculum that students may only opt-out of with
parental permission or mandatory college preparatory curricula that students must complete to
graduate with no opt-out provision. Third preparation is providing academic supports to meet
rigorous standards- more rigorous standards, curricula, and assessments can result in students
mastering a more rigorous curriculum and acquiring the skills and knowledge they need to be
successful in college. This success will probably depend on a range of strategies that need to
accompany the policies. Fourth is ensuring course quality- some states and national organizations
are beginning to realize that the proxies most commonly used to measure course quality—course
titles and seat time—are not enough. High schools need more specific information about the
content of the coursework as well as the specific skills and habits of mind that students need to
succeed in postsecondary education. Currently, the K– 12 standards movement and efforts to
improve higher education are operating on different tracks. High schools are focusing on how
many courses students take, and whether or not those courses are labeled as college preparatory.
The fifth preparation is dual enrolment programs can play an important role in providing a wide
range of curricular options for students and exposing students to postsecondary campuses and
standards. These partnerships may also offer accelerated learning options for traditionally
underserved students, alternatives for students who do not find their high school curricula
engaging, and a faster transition to college for students who cannot afford to pay tuition for all
the years it takes to complete a four-year degree. Until recently, dual enrolment was viewed as a
vehicle for traditionally college-bound students to earn college credit.

Many researchers and educators now believe that dual enrolment has the potential to provide
traditionally underserved students to proceed to college courses. It also allows them to become
part of college culture, gain confidence in their academic abilities, and save time and money
toward their college degrees or certificates. The sixth preparation is early college high schools-
early college high schools utilize dual enrolment as a critical component of their course
offerings.

ECHSs are small schools that blend secondary and postsecondary education so that students can
earn, tuition-free, both high school and associate's degrees 13 or up to two years of credit toward
a bachelor's degree after five years of study. These schools focus on serving students who are
traditionally underserved in postsecondary education. ECHSs is one model of a high school that
includes some promising evidence of success in preparing students for college. ECHSs are likely
to boost students' college readiness since they include college course work. They are a grand
experiment in scale, though the completed network will be small compared to the number of high
schools that need assistance. There is early evidence from a whole school's perspective that early
college high schools provide the kind of academic rigor, academic and non-academic supports,
engaged adults, and other necessary factors to help traditionally underserved students prepare for
college. Seventh is aligning career and technical education with postsecondary preparation- there
is a growing body of work on developing career and technical education programming that has a
strong academic core, similar to the discussions focused on the integration of vocational and
academic curricula that took place in the 1990s, but this new incarnation focuses on
postsecondary preparation. Lastly is the effect of state policy- states have, all in all, been
engaged in a great deal of activity to better prepare students for college. Yet this increased
attention has not resulted in dividends for students. One hypothesis as to why it is just that all of
this activity will take time—it will take time for the increasing rigor of standards, assessment,
and curricula to translate into improved instruction on the ground. It will take time for districts,
schools, and teachers to understand new expectations and use them to inform higher quality
instruction that better prepares students for college. According to Sarmiento, D., and Orale, R.
(2016), with their academic research journal entitled: ''Senior High School Curriculum in the
Philippines, USA, and Japan.''

The K to 12 education program in the Philippines addresses the defects of the country's basic
education curriculum. As claimed by the proponent of the K12 program, the curriculum is
seamless, ensuring the smooth transition between grade levels and continuum of competencies. It
is also a relevant and responsive, enriched, and learner-centered curriculum (SEAMEO
INNOTECH, 2012). Senior High School curriculum in various parts of the world is offered to
prepare students for work or university life. The World Education News and Reviews (2016)
presented various basic education curriculums in the world. The senior SHS curriculum is an
entry point to college/university life or business and industry, the latter seen as the lesser of the
two regarding prestige (Bidwell, 2014, Peano et al., 2008). In the Philippines, for example, more
students would prefer going into the academic track than any other track. In a study conducted,
about half chooses academic tracks, while tech-voc courses are selected only by about 3% of
their prospective students (Lagajino et al., 2015). Based on enrolment data from DepEd, 60.6%
of Philippine senior high school enrollees went to the academic track while around 39% went to
the tech-voc track. In Japan, about 73% choose 14 academic tracks compared to 24% going to
tech-VOC. track. The desire for many to go into college/university has resulted in huge
unemployment and underemployment. According to Mark Edwards, an executive director of
Opportunity Nation, "We've done a disservice in this country (USA) by suggesting that there's
only one path to success, which is to get a bachelor's degree." He further adds that "there are
many good-paying jobs available today that, quite candidly, a four-year Bachelor of Arts degree
does not prepare them for." In the Philippines, the K-12 program was implemented partly
because of this reality. There is a huge unemployment rate due to jobs-mismatch. The K12
program is even designed to let the student feel techvoc. Is an exploratory track in the junior high
school level through the Technology and Livelihood Education (TLE) courses? The most
preferred track in all of the three countries in the academic track. Unlike US and Japan academic
courses, the Philippines are more organized. These strands lead to specific courses in college
except for the General Academic Strand (GAS), which is for the undecided student. Courses in
the Philippine model are divided into four strands where the student can choose from. The said
programs, however, may not necessarily be available in the municipality or barangay (village)
they are in and therefore needs to take it in other towns or village. Furthermore, according to
Sarmiento, D., and Orale, R. (2016), The K-12 program is a more potent educational model
compared to the old curriculum of basic education in the Philippines. Students can prepare
themselves for more rigorous training in higher education or go immediately to employment or
be an entrepreneur. Being new in the Philippines, it is marred with issues such as lacking
qualified teachers and the much-needed facilities for use in the highly specialized courses,
specifically at the SHS level. There were, however, interventions made and are expected to be in
place very soon.

Theoretical Framework
Research papers are there to help you identify problems and innovate. More especially, research
papers are meant to help researchers, both in industry and academics, to first know what is going
on in a particular field of research and second to innovate and solve problems that exist.
(Zubayer 2017)

When you are interested in a particular topic, say, for example, you want to improve green roofs
as a means to improve sustainability; you read papers published on green roofs, get an idea of
what current solutions are. And you will see a trend; all papers are solving some problems. This
is the idea.

A research paper is a comprehensive essay that students are required to submit at the end of their
academic semester. This assignment attempts to test a student's understanding of an academic
course from its angles. (Rodriguez 2017)

Conceptual Framework

Figure 1.1 shows the conceptual framework in which consist of two variables the dependent and
independent variable. The dependent variables are academic performance and preparedness,
which varies to the independent variable, research paper.

Independent Variable Dependent Variable

Academic Performance

Preparedness
Research Paper

Figure 1.Conceptual Framework

Definition of Terms

For clarity and specificity, the following terms were defined both conceptually and operationally.

Academic Performance. Conceptually defined as an accomplishment. In this study, it refers to

the Grade- 11 students in Practical Research class during the Second semester.

Cronasia Foundation College Inc. Conceptually, it refers to one of the successful institutions here
in General Santos City. In this study, it refers to a college school located at Andrez Dizon Bldg.,
Pioneer Avenue, General Santos City, where the study was conducted.

Preparedness. Conceptually, it refers to the state of readiness, most especially for war. In this
study, it refers to the readiness of senior high school students for research paper.

Readiness. Conceptually, it refers to the enthusiasm of facing or doing something. In this study, it
refers to the senior high school students' eagerness of doing re4search paper.
Research Paper. Conceptually, it refers to a substantial piece of academic writing. In this study, it
refers to independent research as a requirement of senior high school students.

Senior High School Students. Conceptually, it refers to the students who attend the two-year
additional grade levels in tertiary education. In this study, it refers to the respondents and the
subject of this research.

Appendix B

Survey Questionnaire

Profile

Name: __________________________________________________

Grade and Section: __________________ ABM HUMSS GAS

Age: ___________ Gender: Male Female

___________________________________________________

Directions: Put a check mark on the box of your choice and honestly answer the questions.

I was adopted from the National Academic Press of 2003. The researchers modified the
questions.

What are the impacts of the research paper on the academic performance of senior high school
students?

Statement

Strongly agree

Agree

Neutral

Disagree

Strongly disagree

1. It enhances the knowledge and skills of a student.

2. It gives the student's satisfaction and eagerness to conduct more research.

3. Researchers possess skills and competencies related to research.

4. Students will be prepared for tertiary education.

5. Causes Financial problems

6. Encouraged students to learn through group interaction.

7. It helps the students to explore the global quality of education.

8. It gives the capacity to understand the wide capacity of life.

9. Having the ability to adopt a wide variety of lessons.

10. Provides guidance and direction to pursue college.

What is the level of preparedness of the senior high school students on a research paper?

STATEMENT

Strongly agree

Agree

Neutral

Disagree

Strongly disagree

I am aware that senior high school complies research paper.

I am ready to conduct the study.

I became more interested in conducting more studies.

I understand the concepts of research.

I can defend my research.

What are the essence of implementing guidelines and the readiness of the senior high school
students?

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