Examining the Relationship between Attitude towards Research and Research Skills Development among Junior High School STE Students

This study examines the relationship between cognitive and affective attitudes toward research and the development of research skills among Junior High School students enrolled in the Science, Technology, and Engineering (STE) program at Kitaotao National High School, Kitaotao, Bukidnon during the 4th quarter of the 2024-2025 academic year. The study aims to 1. determine the cognitive attitude of students toward research in terms of 1.1 positive cognition; and 1.2 negative cognition; 2. determine the affective attitude of students toward research in terms of 2.1 affection; and 2.2 disaffection; 3. determine the research skills develop among students; and 4. ascertain if there is a significant relationship between cognitive and affective attitudes toward research and research skills development. Using a correlational research design, data were collected from 136 Grade 7 to 9 STE students through a questionnaire adapted from the Attitude Toward Research (ATR) Scale and a research skills assessment tool. Results indicated that students generally held positive cognitive and affective attitudes toward research, recognizing its academic and professional value, despite experiencing emotional anxiety and cognitive difficulty with research processes. Students demonstrated proficient abilities in key research skills such as reading, writing, and critical thinking, but showed limited ability in areas like statistical interpretation and time management. A statistically significant positive correlation was found between cognitive attitudes and research skills development (r = .341, p < .01), while affective attitudes were less predictive (r = .166, p = .054). The findings highlight the importance of fostering both intellectual engagement and emotional support to enhance students’ research competencies. Recommendations include curricular innovations, emotionally supportive teaching strategies, and peer collaboration to promote positive research experiences among junior high school learners.