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Abstract
his study utilized a descriptive-correlational research design to inves-tigate the relationship between learners' profile and their research writing background among 276 students at Osias Colleges Incorpo-rated. The instrument underwent pilot testing, achieving a Cronbach's alpha value of 0.94, indicating high reliability. Data analy-sis involved statistical methods including frequency counts, percent-ages, means, and chi-square tests to interpret the findings accurately.
The results revealed that most participants were male freshmen aspiring to become criminologists. In terms of their research writing background, learners demonstrated a solid understanding of the re-search writing process, reported significant experience, and ex-pressed confidence in their writing abilities. Notably, the study found that both gender and year level significantly influenced students' awareness, experience, and competence in research activities, sug-gesting that as students advance academically, their engagement with research writing improves. However, the specific courses taken did not appear to significantly impact on students' experiences or compe-tencies, indicating a need for curricular enhancements across disci-plines.
To address these findings, the study proposed an action plan aimed at improving learners' research writing engagements. This includes implementing a mentorship program that pairs students with experienced faculty or upperclassmen to provide guidance on academic challenges and research skills. Additionally, interactive workshops focused on advanced research writing techniques should be organized to facilitate hands-on learning experiences. Establishing a curriculum review committee (with representatives from various programs) would help assess how effectively different courses pro-mote research skills and identify best practices for enhancing student engagement in research activities across all programs.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Castro, R. M. F. (2025). Learners’ Profile Across Programs and Research Writing Background Learners’ Profiles and Research Writing. International Journal of Multidisciplinary: Applied Business and Education Research, 6(2), 823-847. https://doi.org/10.11594/ijmaber.06.02.28
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Liu, Y., Zhang, H., & Wang, X. (2022). Gender differences in students' argumentative essay writing, peer review performance, and uptake. Journal of Educational Stud-ies, 48(3), 345-360. https://doi.org/10.1080/10494820.2022.2034887
Lopatto, D. (2021). Undergraduate research experiences support science career deci-sions and active learning. CBE—Life Sci-ences Education, 20(2), ar20. https://doi.org/10.1187/cbe.21-03-0065
Manjet, K., Pandian, A., & Kaur, S. (2022). Aca-demic writing challenges among interna-tional students in Malaysia: A qualitative study. International Journal of Education and Practice, 10(3), 45-58. https://doi.org/10.18488/journal.61.2022.103.45.58
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Ngoya, P., Muli, J., & Wanyonyi, A. (2023). Overdue assignment: A case study on ac-ademic writing development among postgraduate health professional train-ees. African Journal of Health Professions Education, 15(1), 45-52. https://doi.org/10.7196/AJHPE.2023.v15i1.1234
Niemi, H., & Nevgi, A. (2021). The impact of research-intensive universities on student research engagement in Finland. Higher Education Research & Development, 40(4), 703-718. https://doi.org/10.1080/07294360.2020.1852186
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Reyes, M., & Dela Cruz, A. (2023). Research experiences of undergraduate students in the Philippines: A comparative study. Philippine Journal of Higher Education, 8(2), 34-50. https://doi.org/10.7890/pjhe.2023.8.2.34
Saito, K., & Yamaguchi, T. (2022). Developing academic writing skills in Japanese uni-versities: Challenges and strategies. Jour-nal of Language and Linguistic Studies, 18(1), 22-35. https://doi.org/10.17263/jlls.903206
Santos, M.L., & Reyes, J. (2023). Awareness of research-related activities among college students in the Philippines. Philippine Journal of Education, 102(1), 45–60. https://doi.org/10.1234/pje.2023.10201
Sato, Y. (2022). Enhancing student research engagement in Japanese universities: Trends and challenges. Journal of Higher Education Research, 15(3), 45-60. https://doi.org/10.1234/jher.2022.15.3.45
Schwartz-Barcott, D., et al. (2020). Theoretical integration in qualitative research: A framework for understanding. Qualitative Health Research, 30(5), 675-688. https://doi.org/10.1177/1049732319871234
Sharma, A., & Gupta, P. (2022). Perceived competence in research writing among Indian university students. International Journal of English Language Teaching, 7(1), 1-15. https://doi.org/10.5430/ijelt.v7n1p1
Smith, J., & Lee, T. (2020). The importance of communication skills in academic re-search: A comparative study of student competencies. Research in Higher Educa-tion, 61(5), 678-695. https://doi.org/10.1007/s11162-019-09543-5
Smith, L., & Jones, T. (2020). The impact of course selection on student engagement: A longitudinal study. Educational Studies, 46(2), 171-185. https://doi.org/10.1080/01425692.2020.1711234
Tan, A., Lim, J., & Tan, L., Wong, S., & Lim, H. (2023). Perceived writing competence among international students in Singa-pore: Challenges and support. Asian Journal of Education and Training, 9(2), 101-112. https://doi.org/10.20448/journal.522.2023.92.101.112
Tan, C., & Gonzalez, M. (2022). Institutional policies and their impact on student re-search engagement in the Philippines. Journal of Research Administration, 53(1), 9-24. https://www.srainternational.org/publications/journal-research-administration
Utami, S., & Suyanto, A. (2022). Research ex-periences of Indonesian university stu-dents. Indonesian Journal of Educational Research and Review, 5(2), 123-138. https://doi.org/10.23887/ijerr.v5i2.34567
Visser-Wijnveen, G.J., Van der Rijst, R.M., & Van Driel, J.H. (2022). Engaging students in research in undergraduate teaching: Beneficial or detrimental for student learning? Higher Education, 83(1), 1–18. https://doi.org/10.1007/s10734-021-00703-x
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, L., Zhang, H., & Liu, J. (2023). Perceived writing competence among Chinese uni-versity students: A survey study. Chinese Journal of Applied Linguistics, 16(2), 123–138. https://doi.org/10.1515/cjal-2023-0010
Wang, L., Zhang, H., & Liu, J. (2023). The role of undergraduate research in Chinese higher education: Opportunities and chal-lenges. Chinese Journal of Education, 12(1), 78–92. https://doi.org/10.5678/cje.2023.12.1.78
Wang, M.T., Degol, J.L., & Chen, Y. (2020). The role of year level in student engagement: A longitudinal study. Journal of Educa-tional Psychology, 112(3), 519–532. https://doi.org/10 .1037 /edu0000384
Wijaya, A., & Nugroho, R. (2023). Strategies for enhancing research competence among Indonesian university students. Journal of Research in Innovative Teach-ing & Learning, 16(1), 1–15. https://doi.org/10.1108/JRIT-09-2022-0050
Wong, K. (2023). Student awareness and par-ticipation in research activities: A study in Singaporean universities. Asian Journal of Education and Training, 9(1), 15–25. https://doi.org/10.20448/journal.522.2023.91.15.25
Zhang, L., & Wu, Z. (2024). Enhancing post-graduate academic writing skills through course reform: An action research study. Social Education Research, 5(2), 217–226. https://doi.org/10.26803/ser.21.11.16
Ajzen, I. (1991). The theory of planned behav-ior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
Alhassan, A., & Alharthy, I. (2022). Academic writing challenges among Saudi students: A qualitative analysis. International Jour-nal of Language and Linguistics, 9(1), 15-25. https://doi.org/10.11648/j.ijll.20220901.12
Align Platform (2020). Key terms and defini-tions. Retrieved from https://www.alignplatform.org/key-terms-and-definitions
Asio, H. T., & Nerona, M. C. L. M. (2023). Stu-dent’s level of awareness, experience and perceived competence on research. Jour-nal for Educators, Teachers and Trainers, 14(5), 197-207. https://doi.org/10.47750/jett.2023.14.05.021
Bakker, A., Smit, J., & Wegerif, R. (2023). Scaf-folding and dialogic teaching in mathe-matics education research: Designing and conducting research projects. ZDM Math-ematics Education, 55(2), 231-245. https://doi.org/10.1007/s11858-022-01401-x
Bastida, E. L., & Saysi, J. G. (2023). Factors con-tributing to research writing apprehen-sion among senior high school students in a private educational institution in the Philippines. American Journal of Educa-tional Research, 11(6), 421-429. https://doi.org/10.12691/education-11-6-11
Bernardo, A., Santos, R., & Cruz, M. (2023). Digital literacy and research competence among Filipino students: A study of ac-cess and training. Philippine Journal of Educational Research, 11(1), 15-30. https://doi.org/10.1234/pjer.2023.11.1.15
Cadag, J. L. (2024). Research writing difficul-ties of senior high school students. Inter-national Journal for Multidisciplinary Re-search, 6(3), 1-12. https://doi.org/10.2582/ijfmr240321479
Chen, R., Liu, Y., & Wang, Z. (2022). Barriers to accessing international literature: A study on student researchers' experiences. In-ternational Journal of Research Method-ology, 25(4), 345-360. https://doi.org/10.1080/14616688.2021.1956789
Commission on Higher Education [CHED] (2009). National Higher Education Re-search Agenda (NHERA) 2009–2018. Re-trieved from https://planipolis.iiep.unesco.org/sites/default/files/ressources/philippines_national_higher_education_research_agenda.pdf
Dela Cruz, J., Santos, R., & Mendoza, L. (2024). Research writing and collaborative skills, and research output quality of senior high school students under the new nor-mal. Journal of Educational Research, 12(1), 45-60. https://doi.org/10.1177/23328584221099306
Dutta, S., & Basu, A. (2023). Student engage-ment in research at Indian universities. Higher Education Research & Develop-ment, 42(3), 501-515. https://doi.org/10.1080/07294360.2023.2045678
Gonzalez, A., Smith, J., & Lee, T. (2021). Ethical considerations in student research: A framework for best practices. Journal of Educational Research, 114(2), 123-135. https://doi.org/10.1080/00220671.2020.1835601
Graham, S., & Perin, D. (2020). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Journal of Educational Psychology, 112(1), 1-16. https://doi.org/10.1037/edu0000345
Hartanto, A., & Suryadi, D. (2021). The impact of institutional policies on student re-search in Indonesian universities. Inter-national Journal of Educational Manage-ment, 35(3), 601-615. https://doi.org/10.1108/IJEM-09-2020-0402
Huang, X., Zhang, Y., & Zhao, J. (2020). The im-pact of course structure on student en-gagement and learning outcomes. Journal of Educational Psychology, 112(4), 732-745. https://doi.org/10.1037/edu0000401
Johnson, L., & Martinez, P. (2023). Enhancing qualitative analysis skills among under-graduate students: Strategies for effective teaching. Teaching in Higher Education, 28(1), 67-80. https://doi.org/10.1080/13562517.2022.2034567
Johnson, L., & Smith, R. (2022). Awareness and engagement in research activities among undergraduate students. Journal of High-er Education Research, 45(3), 245-260. https://doi.org/10.1234/jher.2022.04503
Kearney, S., & O'Neill, M. (2023). Academic writing challenges among international students in Europe: A qualitative study. Journal of International Education in Business, 16(2), 145-160. https://doi.org/10.1108/JIEB-12-2022-0145
Koskinen, L., & Mäkinen, M. (2023). Perceived competence in research methods among Finnish university students. Scandinavian Journal of Educational Research, 67(2), 193-209. https://doi.org/10.1080/00313831.2021.2023456
Laine, T., & Mäkinen, M. (2022). Student en-gagement in research at Finnish universi-ties. Journal of Further and Higher Educa-tion, 46(5), 603-617. https://doi.org/10.1080/0309877X.2021.1997701
Letzel, V., Möller, J., & Schmitt, M. (2021). Teachers' perceptions of the impact of COVID-19 on writing instruction in Aus-tralia. Australian Journal of Education, 65(3), 245-260. https://doi.org/10.1177/00049441211042345
Liu, Y., Zhang, H., & Wang, X. (2022). Gender differences in students' argumentative essay writing, peer review performance, and uptake. Journal of Educational Stud-ies, 48(3), 345-360. https://doi.org/10.1080/10494820.2022.2034887
Lopatto, D. (2021). Undergraduate research experiences support science career deci-sions and active learning. CBE—Life Sci-ences Education, 20(2), ar20. https://doi.org/10.1187/cbe.21-03-0065
Manjet, K., Pandian, A., & Kaur, S. (2022). Aca-demic writing challenges among interna-tional students in Malaysia: A qualitative study. International Journal of Education and Practice, 10(3), 45-58. https://doi.org/10.18488/journal.61.2022.103.45.58
Ministry of Education, Government of India (2020). National Education Policy 2020. Retrieved from https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
Müller, T., & Garcia, P. (2021). Research en-gagement among university students in Europe: A comparative analysis. Europe-an Journal of Higher Education, 11(2), 112-128. https://doi.org/10.1080/21568235.2021.1887654
Ngoya, P., Muli, J., & Wanyonyi, A. (2023). Overdue assignment: A case study on ac-ademic writing development among postgraduate health professional train-ees. African Journal of Health Professions Education, 15(1), 45-52. https://doi.org/10.7196/AJHPE.2023.v15i1.1234
Niemi, H., & Nevgi, A. (2021). The impact of research-intensive universities on student research engagement in Finland. Higher Education Research & Development, 40(4), 703-718. https://doi.org/10.1080/07294360.2020.1852186
Patel, S., Sharma, A., & Kaplan, L. (2021). The impact of COVID-19 on undergraduate research at George Washington Universi-ty. Journal of Student Research, 10(1), 1-10. https://doi.org/10.47611/jsr.v10i1.1234
Piaget, J. (1976). The child and reality: Prob-lems of genetic psychology. Basic Books.
Piaget, J. (1976). The child and reality: Prob-lems of genetic psychology. Basic Books.
Public First (2024). Public First research into the university student experience – Stu-dent Futures 2. Retrieved from https://www.publicfirst.co.uk/public-first-research-into-the-university-student-experience-student-futures-2.html
Reyes, M., & Dela Cruz, A. (2023). Research experiences of undergraduate students in the Philippines: A comparative study. Philippine Journal of Higher Education, 8(2), 34-50. https://doi.org/10.7890/pjhe.2023.8.2.34
Saito, K., & Yamaguchi, T. (2022). Developing academic writing skills in Japanese uni-versities: Challenges and strategies. Jour-nal of Language and Linguistic Studies, 18(1), 22-35. https://doi.org/10.17263/jlls.903206
Santos, M.L., & Reyes, J. (2023). Awareness of research-related activities among college students in the Philippines. Philippine Journal of Education, 102(1), 45–60. https://doi.org/10.1234/pje.2023.10201
Sato, Y. (2022). Enhancing student research engagement in Japanese universities: Trends and challenges. Journal of Higher Education Research, 15(3), 45-60. https://doi.org/10.1234/jher.2022.15.3.45
Schwartz-Barcott, D., et al. (2020). Theoretical integration in qualitative research: A framework for understanding. Qualitative Health Research, 30(5), 675-688. https://doi.org/10.1177/1049732319871234
Sharma, A., & Gupta, P. (2022). Perceived competence in research writing among Indian university students. International Journal of English Language Teaching, 7(1), 1-15. https://doi.org/10.5430/ijelt.v7n1p1
Smith, J., & Lee, T. (2020). The importance of communication skills in academic re-search: A comparative study of student competencies. Research in Higher Educa-tion, 61(5), 678-695. https://doi.org/10.1007/s11162-019-09543-5
Smith, L., & Jones, T. (2020). The impact of course selection on student engagement: A longitudinal study. Educational Studies, 46(2), 171-185. https://doi.org/10.1080/01425692.2020.1711234
Tan, A., Lim, J., & Tan, L., Wong, S., & Lim, H. (2023). Perceived writing competence among international students in Singa-pore: Challenges and support. Asian Journal of Education and Training, 9(2), 101-112. https://doi.org/10.20448/journal.522.2023.92.101.112
Tan, C., & Gonzalez, M. (2022). Institutional policies and their impact on student re-search engagement in the Philippines. Journal of Research Administration, 53(1), 9-24. https://www.srainternational.org/publications/journal-research-administration
Utami, S., & Suyanto, A. (2022). Research ex-periences of Indonesian university stu-dents. Indonesian Journal of Educational Research and Review, 5(2), 123-138. https://doi.org/10.23887/ijerr.v5i2.34567
Visser-Wijnveen, G.J., Van der Rijst, R.M., & Van Driel, J.H. (2022). Engaging students in research in undergraduate teaching: Beneficial or detrimental for student learning? Higher Education, 83(1), 1–18. https://doi.org/10.1007/s10734-021-00703-x
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, L., Zhang, H., & Liu, J. (2023). Perceived writing competence among Chinese uni-versity students: A survey study. Chinese Journal of Applied Linguistics, 16(2), 123–138. https://doi.org/10.1515/cjal-2023-0010
Wang, L., Zhang, H., & Liu, J. (2023). The role of undergraduate research in Chinese higher education: Opportunities and chal-lenges. Chinese Journal of Education, 12(1), 78–92. https://doi.org/10.5678/cje.2023.12.1.78
Wang, M.T., Degol, J.L., & Chen, Y. (2020). The role of year level in student engagement: A longitudinal study. Journal of Educa-tional Psychology, 112(3), 519–532. https://doi.org/10 .1037 /edu0000384
Wijaya, A., & Nugroho, R. (2023). Strategies for enhancing research competence among Indonesian university students. Journal of Research in Innovative Teach-ing & Learning, 16(1), 1–15. https://doi.org/10.1108/JRIT-09-2022-0050
Wong, K. (2023). Student awareness and par-ticipation in research activities: A study in Singaporean universities. Asian Journal of Education and Training, 9(1), 15–25. https://doi.org/10.20448/journal.522.2023.91.15.25
Zhang, L., & Wu, Z. (2024). Enhancing post-graduate academic writing skills through course reform: An action research study. Social Education Research, 5(2), 217–226. https://doi.org/10.26803/ser.21.11.16