Improving Practice Teachers' Classroom-Based Action Research Capability: The Differential Impact of Project RISE as a Structured Research Capability Pedagogical Intervention

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.