World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.603-628
Author
Melita P. Alolor
Brooke’s Point National High School
Brooke's Point,Palawan
ABSTRACT
This study assessed the perceived Research writing competence of Grade 12 students and Grade 11 research teachers. It also examined differences in perceived competence based on selected demographic variables and the relationship between teachers' profiles and their perceived competence.
This study supports Sustainable Development Goal in Quality Education by promoting inclusive and equitable learning and lifelong learning opportunities. It assesses students' and teachers' research writing competence, supporting the development of higher-order thinking skills such as critical analysis, problem identification, and information synthesis It also highlights the need to improve teaching skills and address learning gaps to raise the overall quality of education.
The findings show that teachers and students generally perceived themselves as competent in research writing. However, lower competent-level scores were observed in literature synthesis, identification of research gaps, and formulation of research rationale.
Results revealed that Sex did not significantly influence the perceived research competence of Grade 12 students in both domains. School type did not influence students' competence in writing the research problem and background, but private school students performed better in writing and reviewing related literature and studies. Similarly, strand did not affect problem development, but it showed differences in literature review writing.
Teachers’ demographics were not significantly related to competence; however, teachers reported higher competence than students.
The study recommends strengthening research instruction through structured skill-building activities, improved access to academic resources, continuous professional development for research teachers, and the implementation of a research development plan for senior high schools.
Keywords: academic writing skills, literature review writing, research problem development, senior high school, strand differences, teacher competence
https://doi.org/10.65494/pinagpalapublishing.261
