As a thrust to ASEAN integration, research has been incorporated to higher education curriculum and faculty are encouraged to facilitate students in doing such scholarly endeavors. Research-based learning is considered a 21st century teaching pedagogy where students in a particular course are required to conduct a mini-research which must be defended and completed within a semester. However, such pedagogy is not administered in full-blast particularly in the essence of enhancing students’ oral exposition skills when disseminating research results. Even after the conduct of their study, students’ are ‘afraid’ or are not confident to deliver the results of their work. To address this concern, a descriptive-exploratory type of research was conducted. This was done by organizing a local research conference where students are required to present their research output in a large crowd as part of completing their course requirement. Six groups of students were selected as presenters. Judges from other colleges and institutes were invited to determine the best research presenter and also to ask questions for the improvement of students’ work. The attitude of the presenters and the participants of the local conference were measured and interpreted through the use of questionnaires and unstructured qualitative interviews. Both presenters and participants have agreed that such event boosts students’ morale and confidence. It also enhances their oral exposition skills and eliminates stage-fright. The 1st Scientific Research Paper Presentation Conference did not only allow research results dissemination but also led to the holistic purpose of conducting research which is to discover new things scientifically and develop students’ public speaking skills. HOW TO CITE: Aban, J. L. (2015). Higher Order of Research-Based Learning: An assessment to the 1st Scientific Research Paper Conference held at DMMMSU-NLUC. 4th National Scientific Conference of the RESPhil-SCENe Inc. - Facing the Challenges of Globalization Through Interdisciplinary Research, Strengthened Environmental Concern and Innovative Education. University of the Philippines Baguio, Baguio City. May 6-9, 2015.

1. Theme: Facing the Challenges of Globalization
Through Interdisciplinary Research, Strengthened
Environmental Concern and Innovative Education
sponsored by:
Restoration Ecology Society of the Philippines –
Saving the Cordillera Ecosystem Network, Inc.
CSS – AVR, University of the Philippines Baguio, Baguio City,
May 6-9, 2015
JOMAR L. ABAN
Research Presenter
HOW TO CITE: Aban, J. L. (2015). Higher Order of Research-Based Learning: An assessment
to the 1st Scientific Research Paper Conference held at DMMMSU-NLUC. 4th National
Scientific Conference of the RESPhil-SCENe Inc. - Facing the Challenges of Globalization
Through Interdisciplinary Research, Strengthened Environmental Concern and Innovative
Education. University of the Philippines Baguio, Baguio City. May 6-9, 2015.

2. HIGHER ORDER OF RESEARCH-BASED
LEARNING:
An Assessment to the 1st Scientific Research
Paper Conference Held at DMMMSU-NLUC
JOMAR L. ABAN
Seminar-Lecture Presenter
Instructor, DMMMSU-NLUC, CE
jomar_d2@yahoo.com
(+63) 999 598 4194

3.  As a thrust to ASEAN Integration, research
has been incorporated to Higher Education
Curriculum
 Faculty are encouraged to facilitate students
in doing such scholarly endeavors.
 Research-Based learning is considered a 21st
century pedagogy where students in a
particular course are required to conduct a
„mini‟ research which must be defended and
completed within a semester.
BACKGROUND

4.  However, such pedagogy is not
administered in full-blast particularly in the
essence of enhancing students‟ oral
exposition skills while disseminating research
results.
 Even after the conduct of their own study,
students are „afraid‟ or they‟re not confident
to deliver the results of their work.
BACKGROUND

5.  To address this concern, a descriptive – exploratory
type of research was conducted.
 This was done by organizing a local research
conference where students are required to present
their research output in a large crowd as part of
completing their course requirement.
 The completion of this course requirement is called:
Higher Order of Research-Based Learning
BACKGROUND

7. CONCEPTUAL FRAMEWORK
INPUT
Communication &
Approval Letters to
Dean, Chancellor,
President re: Intent to
Conduct Conference
Design: Descriptive –
Exploratory
• Flow of Activities:
Preliminaries,
• Plenary Talks from
Local Experts,
• Oral Presentation of
Competing Student
Researches
Interpretation:
1. Evaluation of the Conf.
2. Attitudes of Participants vs
Non-Participants
Statistical Analysis:
1.) Frequency and
Percentages
2.) T-test
OUTPUT
1. Measured Attitudes
of Participants and
Non-Participants
towards Higher-
Order of Research
Based Learning
2. Successful
Implementation of
the 1st Scientific
Research Paper
Presentation
Conference.
3. Continuous annual
implementation of
such activity.
4. Upgrade from Local
to Regional to
National
Conference
Conceptualization of the
Conference‟s
1.) Training Design
2.) Programme of
Activities
3.) Evaluation Criteria
Invitation of Students and
Instructors as Participants
Invitation of the Board of
Judges

8. METHODOLOGY
PRELIMINARIES
• Communication & Approval Letters
• Intent to Conduct Conference
CONCEPTUALIZATION OF THE CONFERENCE
• Training Design (Title, Objectives, Participants, Budget, ect)
• Programme of Activities
INVITATION OF PARTICIPANTS
• Students and Instructors from different colleges.
• Invitation of the Board of Judges
PROPOSAL FOR CONTINUOUS IMPLEMENTATION
• Continuous annual implementation of such conference
• Upgrade from Local to Regional to National
EVALUATION OF ACTIVITY
• Evaluation of Conference, Attitudes of Participants vs Non-Participants
• Statistical Analysis (Frequency, Percentages, t-test)

9. RATING OF THE…. MEAN QUALITATIVE
EQUIVALENT
PLENARY SPEAKER 2.43 SATISFACTORY
PROGRAMME 3.78 EXCELLENT
VENUE AND FACILITIES 3.11 VERY SATISFACTORY
OVERALL 3.08 VERY SATISFACTORY
EVALUATION OF THE
CONFERENCE

10.  “I like the presentation of each group about their
research”
 “I wish our college could adapt this activity”
 “Ako ang kinakabahan at nahihiya para sa mga
student presenters”
 “I would lessen my street-food intake from now on,
because of the research results”
 “The main speaker told us that she‟s also
„baguhan‟ in presenting research. She‟s good but I
think there are other better speakers in the
school.”
COMMENTS REGARDING THE
CONFERENCE

11.  “I also want to present! But I‟m
afraid!”
 “Nakakatakot na mag-judge si sir
______. Parang ayoko nang
magpresent in the future.”
 “Wow! This conference is very
informative and FREE! More
conference like this please!”
 “I hope we could have a program
the same as this next year (every
year) but all courses should be
invited.”
COMMENTS REGARDING THE
CONFERENCE

12. A.) Attitude on the importance and
challenges of doing research.
MEAN QUALITATIVE
EQUIVALENT
1. Research is an essential and
integral part of any higher education
course.
3.78 STRONGLY AGREE
2. I can easily conceptualize a
research which is doable for one (1)
semester.
2.81 AGREE
3. The conduct of research is rigorous.
It requires a lot of effort and time.
3.91 STRONGLY AGREE
TOTAL 3.50 STRONGLY AGREE
ATTITUDES OF NON-PARTICIPANTS
REGARDING HIGHER ORDER OF
RESEARCH-BASED LEARNING

13. B.) Attitude when presenting research
results inside the classroom.
MEAN QUALITATIVE
EQUIVALENT
1. I am confident that I will be able to
present the results of my paper in front
of the class.
2.62 AGREE
2. I feel excited to present the results of
my paper in front of the class
2.68 AGREE
3. I don‟t feel nervous when presenting
the results of my paper in front of the
class.
2.33 DISAGREE
TOTAL 2.54 AGREE
ATTITUDES OF NON-PARTICIPANTS
REGARDING HIGHER ORDER OF
RESEARCH-BASED LEARNING

14. C.) Attitude when presenting research
results in front of a huge crowd (such as
conference / seminar / fora
MEAN QUALITATIVE
EQUIVALENT
1. I am confident that I will be able to
present the results of my paper in front
of a huge crowd (such as conference
or seminar).
2.42 DISAGREE
2. I feel excited to present the results of
my paper in front of a huge crowd
(such as conference or seminar).
2.65 AGREE
3. I don‟t feel nervous when presenting
the results of my paper in front of a
huge crowd (such as conference or
seminar).
1.78 DISAGREE
TOTAL 2.28 DISAGREE
ATTITUDES OF NON-PARTICIPANTS
REGARDING HIGHER ORDER OF
RESEARCH-BASED LEARNING

15. D.) Attitude on the extent of research
result dissemination.
MEAN QUALITATIVE
EQUIVALENT
1. It is enough to defend the results of our
research inside the classroom for course
completion.
2.30 AGREE
2. The results of my research should be
presented in conferences for information
dissemination.
2.55 AGREE
3. The results of my research should be
published in journals for information
dissemination
2.69 AGREE
TOTAL 2.51 AGREE
ATTITUDES OF NON-PARTICIPANTS
REGARDING HIGHER ORDER OF
RESEARCH-BASED LEARNING

16. A.) Attitude on the importance and
challenges of doing research.
MEAN QUALITATIVE
EQUIVALENT
1. Research is an essential and
integral part of any higher education
course.
3.83 STRONGLY AGREE
2. I can easily conceptualize a
research which is doable for one (1)
semester.
3.41 STRONGLY AGREE
3. The conduct of research is rigorous.
It requires a lot of effort and time.
3.92 STRONGLY AGREE
TOTAL 3.72 STRONGLY AGREE
ATTITUDES OF PARTICIPANTS
REGARDING HIGHER ORDER OF
RESEARCH-BASED LEARNING

17. B.) Attitude when presenting research
results inside the classroom.
MEAN QUALITATIVE
EQUIVALENT
1. I am confident that I will be able to
present the results of my paper in front
of the class.
3.33 STRONGLY AGREE
2. I feel excited to present the results of
my paper in front of the class
3.39 STRONGLY AGREE
3. I don‟t feel nervous when presenting
the results of my paper in front of the
class.
2.52 AGREE
TOTAL 3.08 AGREE
ATTITUDES OF PARTICIPANTS
REGARDING HIGHER ORDER OF
RESEARCH-BASED LEARNING

18. C.) Attitude when presenting research
results in front of a huge crowd (such as
conference / seminar / fora)
MEAN QUALITATIVE
EQUIVALENT
1. I am confident that I will be able to
present the results of my paper in front
of a huge crowd (such as conference
or seminar).
3.01 AGREE
2. I feel excited to present the results of
my paper in front of a huge crowd
(such as conference or seminar).
3.12 AGREE
3. I don‟t feel nervous when presenting
the results of my paper in front of a
huge crowd (such as conference or
seminar).
2.45 DISAGREE
TOTAL 2.86 AGREE
ATTITUDES OF PARTICIPANTS
REGARDING HIGHER ORDER OF
RESEARCH-BASED LEARNING

19. D.) Attitude on the extent of research
result dissemination.
MEAN QUALITATIVE
EQUIVALENT
1. It is enough to defend the results of our
research inside the classroom for course
completion.
3.23 DISAGREE
2. The results of my research should be
presented in conferences for information
dissemination.
3.71 STRONGLY AGREE
3. The results of my research should be
published in journals for information
dissemination
3.51 STRONGLY AGREE
TOTAL 3.48 STRONGLY AGREE
ATTITUDES OF PARTICIPANTS
REGARDING HIGHER ORDER OF
RESEARCH-BASED LEARNING

20. STATISTICAL ANALYSIS ON THE ATTITUDE OF
PARTICIPANTS AND NON-PARTICIPANTS REGARDING
HIGHER ORDER OF RESEARCH-BASED LEARNING
Attitudes of Respondents Mean P-value Decision Remarks
A.) Attitude on the
importance and
challenges of doing
research
participant 3.72
.06 Accept Ho
No significant
differencenon-
participant
3.50
B.) Attitude when
presenting research
results inside the
classroom.
participant 3.08
.001 Reject Ho
There is significant
differencenon-
participant
2.54
C.) Attitude when
presenting research
results in front of a
huge crowd (such
as conference /
seminar / fora)
participant 2.86
.000 Reject Ho
There is significant
differencenon-
participant
2.28
D.) Attitude on the
extent of research
result dissemination.
participant 3.48
.000 Reject Ho
There is significant
differencenon-
participant
2.51

21.  The 1st scientific research conference
received a „very satisfactory rating‟ which
means it was able to deliver its theme and
relevance to the audience and it was also
successful and recognizing the need to
present for research dissemination as it
acknowledges the importance of enhancing
students’ oral exposition skills.
CONCLUSION

23.  Participating and non-participating respondents
have a positive attitude towards the need to
conduct research. The respondents also took a
positive response on the challenges of research.
CONCLUSION

24.  Students who have attended and participated
to the conference have a significantly more
positive attitude towards research result
presentation inside the classroom.
 Students who have attended and participated
to the conference have a significantly more
positive attitude towards research result
presentation in a huge crowd such as
when they are to present their output in
conferences and seminars.
CONCLUSION

25.  Students who have attended and participated
to the conference have a significantly more
positive attitude towards proper extent of
research results dissemination. They‟ve
understood the need for wider dissemination
which means they shouldn‟t only be satisfied
in presenting their output inside the
classroom but rather aspire for broader
research presentation such as fora,
conferences or seminars.
CONCLUSION

26.  The researcher highly recommends the
continuous implementation of such
conference not only to enhance students‟
speaking fluency (particularly because they‟re
in the College of Education), but also to
include them to the never-ending societal
evolution and transformation through the
conduct and dissemination of research.
RECOMMENDATION

27.  This research is able to introduce a teaching
pedagogy called: “Higher Order of Research-
Based Learning” wherein students (particularly
those who are taking up major subjects) should be
required to conduct a mini-research, defend it
inside the classroom, and present the salient
research results in at least a local conference.
Such pedagogy can be adapted by other colleges
and schools to improve their research endeavors
and oral exposition skills of their students.
IMPACTS AND OUTCOMES

29. BIBLIOGRAPHY
 Kearney, A.R. and Kaplan, S. (2006). Toward a methodology for the
measurement of knowledge
 structures of ordinary people: The conceptual content cognitive map (3CM).
Environment and
 Behavior, 29(5), 579-617.
 Lieberman, G.A. and Hoody, L.L. (2008). Closing the achievement gap:
Using the environment as an
 integrating context for learning. Science Wizards: Poway, CA.
 Yap, K.O. (2008). A summative evaluation of Model Links. Northwest
Regional Educational Laboratory:
 Portland, OR.
 Zemelan, S., Daniels, H., Hyde, A. (2008). Best practice: new standards for
teaching and learning in
 American’s schools, 2nd Edition. Heinemann Press: Portsmouth, NH.

30. SOMETHING TO THINK ABOUT
“Students have capacities beyond what we
know as their mentors. If we spoon-feed them,
if we don’t acknowledge their abilities, if we
don’t believe in what they can put to the table,
then we are considered disgrace to the so-
called true learning. Let them explore outside
their comfort zone and allow them to accept
their responsibility toward societal
transformation.”
~Jomar Aban~
THANK YOU FOR LISTENING!