Difficulties Encountered in Teaching Qualitative Research Method Among Senior High School Teachers: Basis for Enhancement Activity for Extension

Abstract

This descriptive study explored the challenges faced by Senior High School (SHS) teachers in teaching qualitative research in the province of Antique during Academic Year 2023–2024. The respondents were 70 identified public SHS teachers assigned to teach Practical Research 1 (Qualitative Research). A researcher-made and validated instrument was utilized for data collection. Descriptive statistics included frequency, percentage, rank, and mean, while inferential statistics employed was One-way ANOVA set at a 0.05 alpha level. Findings revealed that the majority of SHS teachers teaching qualitative research were Teacher II as to rank, resided in the northern part of Antique, had limited teaching experience, and held a bachelor's degree. The top five difficulties encountered in teaching qualitative research method rated as "High were: (1) lack of knowledge in using NVivo for data analysis, (2) lack of knowledge in using Atlas.ti, (3) limited access to accredited evaluators or reviewers, (4) limited access to accredited publications, and (5) limited access to accredited refereed journals. No significant differences were found in the extent of difficulties encountered when teachers were grouped according to their demographic profile.