Practice teachers under teacher education programs often face challenges in conducting classroom-based action research, mainly due to limited research training and exposure. This study aimed to examine the effectiveness of Project RISE (Research-Inspired Student Educators), a structured research capability intervention, in improving the self-perceived classroom-based action research skills of practice teachers at St. Mary’s College Baganga, Inc. The study used a quantitative quasi-experimental design with a one-group pre-test and post-test strategy. A total of 75 practice teachers were purposefully selected as participants. Their self-reported research capability was measured before and after the two-day seminar-workshop using mean, standard deviation, and a paired t-test. Results showed a significant improvement in the practice teachers’ self-perceived ability to conduct classroom-based action research after the intervention. Based on these findings, the study recommends that research capacity-building activities be conducted prior to the deployment of practice teachers. Classroom-based action research training should also be included as a regular part of the teacher education curriculum. Continuous scholarly investigation into education-related challenges, as the Philippine education system continues to face pressing issues that require research-based solutions, must be done. Further studies may expand the design, include other teacher education institutions, and use more objective assessments of research capability.
Abendaño et al. (Sun,) studied this question.
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