Institutional Research Culture and Student Engagement in Philippine Senior High Schools

Abstract

The development of a research culture in senior high school (SHS) is complicated by limited institutional resources, inconsistent faculty expertise, and students’ general unfamiliarity with research methodologies. This study quantitatively examines research culture perceptions among SHS students using a descriptive survey design. Using the Institutional Research Culture Scale (IRCS), data were collected from 290 students across Academic, Technical-Vocational-Livelihood (TVL), and Sports tracks. Findings reveal significant inter-track variation in perceived research culture, with Academic Track students reporting the highest levels of research engagement and institutional support across all three IRCS subscales—faculty, individual, and institutional. A statistically significant relationship between academic track and research culture perception was confirmed (χ² = 46.8, df = 8, p < .001). Key challenges identified through survey data include limited access to research resources, insufficient practical training, and inequitable distribution of institutional support across tracks. The study underscores the importance of robust institutional investment, hands-on training, and track-specific resourcing in cultivating a research culture at the secondary level. Recommendations include expanding access to research tools, intensifying practical training, and establishing structured mentorship programs aligned with each track’s distinct curricular orientation.