UNDERSTANDING THE CHALLENGES AND ADAPTIVE STRATEGIES IN TEACHING PRACTICAL RESEARCH SUBJECTS

Background: The introduction of the K to 12 Curriculum has introduced research subjects in Senior High School, emphasizing qualitative and quantitative research to nurture critical thinking and problem-solving abilities. However, teaching research methods poses persistent challenges, with students often feeling disconnected from the research process. This study addresses the need to understand the problems encountered in teaching Practical Research subjects, their impact on student work, and teachers' coping mechanisms, especially given the recent introduction of these subjects in the Senior High School curriculum. Methods: This research employs a Descriptive Phenomenological Method and purposeful sampling to select four experienced Practical Research Teachers. Data is gathered through one-on-one interviews using open-ended questions and audio recordings. Data analysis follows Colaizzi's Descriptive Phenomenological Method, involving immersion in data, identification of significant statements, exploration of meanings, theme categorization, constructing a comprehensive depiction of the phenomenon, and data verification. Data saturation guides sample size determination, ensuring a thorough exploration of the teaching challenges in Practical Research subjects. Results: This study delves into the challenges encountered by educators in teaching Practical Research subjects, particularly within the context of the K to 12 curriculum. It identifies a multitude of issues that impact both teachers and students, including teacher-related challenges such as low confidence, students' weak foundation in research, and the confusion arising from late teaching load releases. Additionally, student-related problems encompass a lack of understanding of basic research concepts and the sequential parts of research, leading to delays in manuscript submissions and confusion over research requirements. School administration-related challenges arise from the late release of teaching assignments and disorganized school activities, which disrupt students' research progress. Furthermore, instructional materials-related issues revolve around the lack of access to research journals, articles, and websites, hindering students' learning and teachers' ability to provide concrete examples and explanations. These problems collectively compromise the quality of research outputs and contribute to the time-consuming nature of teaching, especially for foundational concepts. Students may fail to submit research outputs on time, undermining the significance of research in basic education. Despite these challenges, teachers employ coping mechanisms, such as capacity building through readings, seminars, and discussions with fellow educators. They also tolerate the problems by revisiting topics repeatedly and accepting teaching loads willingly. Regular assessment and feedback to students emerge as effective strategies for addressing these challenges. Conclusion: In conclusion, this study highlights the multifaceted challenges faced by teachers in teaching Practical Research subjects and their impact on the quality of education and research outputs. It underscores the critical need for comprehensive teacher training and enhanced pedagogical approaches to address these issues. Additionally, it calls for timely administrative processes, the provision of essential learning resources, and clear communication to minimize conflicts and enhance students' research experiences. The study recommends that teachers engage in ongoing professional development and that institutions invest in modern facilities and technologies to improve the accessibility of research materials. Furthermore, the standardization of research guidelines and formats can streamline the research process, reducing confusion and enhancing the quality of research outputs. The findings also suggest the importance of replicating this study on a broader scale to ensure comprehensive coverage and the enhancement of research quality in educational institutions. Ultimately, addressing these challenges is crucial for fostering a research-oriented culture and preparing students for higher education and future success.