Challenges in Learning Practical Research and Academic Performance Among Students

This study examined the demographic profile, challenges encountered, and academic performance of 184 Grade 12 students at Yumbing National High School during the school year 2025–2026. Situated within the Philippine K–12 Senior High School curriculum, Practical Research is a core applied subject, and the study employed a descriptive-correlational design using a validated survey questionnaire supplemented by casual interviews. Descriptive statistics summarized the respondents’ characteristics, showing that 52.72 percent were male, 47.28 percent were female, 40.76 percent belonged to low‑income families, and 27.72 percent were classified as poor, while parental education showed varied levels of attainment. Students rated the challenges in learning Practical Research at a moderate level (M = 2.98, SD = 0.59), identifying topic selection, nervousness during oral defense, and difficulty formulating research questions as their most pressing issues. Despite these challenges, academic performance remained high, with 72.83 percent classified as outstanding. Correlation analysis revealed a significant negative relationship between challenges and academic performance (r = –0.66, p < .001), indicating that increased challenges were associated with lower achievement. ANOVA further showed significant differences in challenges based on sex (F = 13.88, p < .001), monthly family income (F = 5.89, p = .001), and parental educational attainment (F = 7.93, p < .001), with post‑hoc analyses indicating greater difficulties among students from lower socioeconomic and educational backgrounds. Overall, the findings highlight the need for targeted instructional support to address research‑related challenges and sustain strong academic outcomes among diverse learners.