Publication record
- Original publication period
- January–June 2025
- Digitized / uploaded online
- August 10, 2026
The digitization/upload date records when this file was added to the website; it is not the article's original publication date.
Abstract
This article analyzes barriers reported by 39 research coordinators and research enthusiasts in Infanta District, Quezon, during School Year 2022-2023 and translates the results into a tiered capacity-building model. Ten challenge statements were rated on a four-point scale. Applying the scale declared in the source instrument, the overall mean of 2.53 is classified as Serious. The highest barriers were insufficient action research training (M = 3.42) and reluctance associated with lack of training (M = 3.31). Lack of process background (M = 3.17), need for coaching (M = 3.14), difficulty distinguishing action from basic research (M = 2.85), and limited ability to assist colleagues (M = 2.79) were also Serious. The reported association between competence and challenges was moderate and positive, r = .56; using n = 39, the derived two-tailed test gives p < .001 and r² = .314. The direction should not be interpreted causally: more engaged or more competent participants may recognize more barriers. A three-tier model is proposed, combining foundational research literacy, coached manuscript production, and peer research leadership.