Teaching Experiences in Filipino Research Instruction

Abstract

This study focused on the analysis and description of the role of Senior High School (SHS) teachers in Filipino research teaching. The researchers intend to assess and describe barriers to teaching research, and the strategies of faculty for dealing with such obstacles using the Transcendental Phenomenology design. Seven (7) teacher-participants with four (4) females and three (3) males of the study were selected using purposive sampling from schools that implement Senior High School program in Tacloban City division, Philippines. Using a semi-structured questionnaire, data collection was conducted through one-on-one interviews through face to face and online platform. The data collected were analyzed using Collaizi's Seven Steps of Data Analysis to precisely establish objective, honest, accurate, and credible study data. Findings revealed that there were obstacles faced by faculty in teaching Filipino research in SHS such as lack of knowledge and experience, lack of equipment and resources, lack of motivation and interests, and language factors. Teachers have strategies in place to deal with identified obstacles. Accessibility has been a key intervention in the use of tools to address the scarcity of available resources, and the development of one's own knowledge and research experience. Finally, authors suggested conducting and providing teachers with exercises and workshops to develop knowledge and skills in teaching Filipino research. Likewise, the researchers strongly intend to concentrate to the factors that affect the success and quality of teaching and learning by expanding and deepening the scope of using Filipino language in the academic and research fields.