Research Readiness of Saste Students and the Challenges Encountered in Academic Research Writing

This study investigated the research readiness of students from the School of Arts, Sciences, and Teacher Education (SASTE) at St. Paul University Philippines, as well as the challenges they encountered in academic research writing. It focused on three key dimensions of research readiness—knowledge, skills, and affective readiness. A descriptive-correlational research design was employed, utilizing a validated survey questionnaire complemented by semi-structured interviews. Quantitative data were analyzed using frequency, percentage, mean, t-test, and ANOVA, while qualitative responses underwent thematic analysis. Findings revealed that students generally exhibited a high level of research readiness; however, challenges remained in areas such as research conceptualization, methodological application, and motivation. Significant differences were also found in research readiness across selected profile variables. These findings underscore the importance of strengthening institutional support mechanisms through mentoring programs, research capability workshops, and curriculum enhancement. Ultimately, fostering students’ research readiness contributes to cultivating a culture of inquiry, academic excellence, and innovation within higher education.