Abstract
Conducting research during the COVID-19 pandemic brought tremendous challenges in supporting the research capabilities of Filipino learners due to the remote learning set-up prescribed by the Department of Education. This study examined the self-efficacy, mentoring experience, and performance of Grade 12 STEM students employing distance learning modalities. A mixed method design was utilized with correlational emphasis to explore the self-efficacy, and research performance among systematically selected 231 student-respondents from eight (8) public senior high schools in the Division of Isabela. Based on the results, the respondents have moderate self-efficacy and mastery in research performance. Data revealed that the respondents are more familiar with qualitative research but need help synthesizing literature, formulating hypotheses, crafting conclusions and recommendations, sampling, proper citation styles, and identifying statistical methods. However, their mentoring experience level is very satisfactory. Moreover, there is a positive significant correlation between research performance and self-efficacy, and between self-efficacy and mentoring level. Nevertheless, no significant correlation exists between research performance and mentoring experience level. Thematic analyses of the challenges experienced by students in carrying out research in a blended learning environment predominantly include communication and technological barriers, protocol restrictions in carrying-out data collection/experiments, delayed feedback on research outputs, and irregular one-on-one online supervision of teachers in tracking students’ research progress. Hence, it is recommended that training and seminars be conducted on recalibrating pedagogies, assessments, and strategies in teaching research using the blended set-up, which is pivotal for more productive research conveyance in senior high schools during crises.
