Science Research Readiness and Academic Performance in Practical Research 2 among Senior High School Students

Abstract

Science research readiness is important in developing students’ critical thinking, inquiry, and problem-solving skills. However, many students experience difficulties in conducting quantitative research due to limited skills, confidence, and research anxiety. Understanding the relationship between science research readiness and academic performance may help improve students’ achievement in Practical Research 2. This study examined the predictive relationship between Science Research Readiness (SRR) and academic performance in Practical Research 2 among 246 Grade 12 Senior High School students in the Tarragona District, Davao Oriental. Using a quantitative, descriptive-correlational design, SRR was conceptualized as a multidimensional construct comprising research skills, research self-efficacy, and research disposition. Data were collected through a validated 5-point Likert-scale instrument and official academic grades, and analyzed using descriptive statistics and Spearman Rank-Order Correlation due to non-normal data distribution. Findings indicated a generally high level of SRR (M = 3.41), driven primarily by research disposition (M = 3.61), while research skills (M = 3.29) and self-efficacy (M = 3.34) remained moderate. Academic performance reflected an Approaching Proficiency level (M = 84.12). A statistically significant positive relationship was established between SRR and academic performance (P = .295, P < .01). Among the dimensions, research disposition demonstrated the strongest association (P = .364), exceeding research skills (P = .207) and self-efficacy (P = .197). Significant differences in performance were also observed across age, sex, academic strand, and school. The results underscore the dominant role of affective readiness in shaping academic outcomes. However, the gap between strong research disposition and moderate technical competencies highlights the need for targeted instructional interventions. Strengthening research skills and self-efficacy through structured mentoring and capability-building initiatives is essential to sustain and enhance student performance in quantitative research contexts.