Research Proficiency, Challenges, and Engagement of BSED Science Students

As research plays a significant role in shaping competent educators, particularly in the field of science education, strengthening students’ research skills, understanding the challenges they face, and encouraging active engagement are essential in preparing them for evidence-based teaching. This descriptive-correlational study explored the levels of research proficiency, challenges encountered, and engagement among Bachelor of Secondary Education (BSEd) Science students. A total of 51 students, randomly selected from various campuses of Capiz State University (CAPSU), participated in the study. Data were gathered using a researcher-developed questionnaire and analyzed through mean, standard deviation, and Spearman’s rho at a 0.05 level of significance. Findings revealed that the students demonstrated proficiency in several aspects of the research process, including problem formulation, data collection, analysis and interpretation, presentation of findings, drawing conclusions, and referencing. However, despite this proficiency, students also reported facing challenges in the same areas—highlighting the need for continued support in bridging theoretical understanding with practical application. The results also showed that students were actively engaged in research, both in their academic coursework and other scholarly activities. A significant relationship emerged between students’ engagement and both their proficiency and the challenges they experienced. This suggests that active engagement may help students develop stronger research competencies, even when faced with difficulties. Interestingly, no significant relationship was found between research challenges and overall research proficiency. The study emphasizes the importance of promoting meaningful research engagement to enhance the capabilities of future science educators.