SLIDE 1
Title Slide - MARIANA
SCRIPT
"Good day, respected panelists, teachers, and fellow
students.
We are the researchers of this study entitled Lived
Experiences of Senior High School Students in Collaborative
Research Activities at Saint Augustine High School of Oteiza,
Inc.
Today, we will present the background, methodology,
findings, conclusions, and recommendations of our research."
SLIDE 2
Background of the Study - MARIANA
SCRIPT
"Research is an important academic requirement because it
develops critical thinking, problem-solving, and
communication skills.
Many research activities are conducted through collaboration,
where students work together, share ideas, and complete
tasks as a group.
Although collaborative research provides many benefits,
students may also experience challenges such as
communication difficulties, unequal participation, and conflict
among group members.
Because there are limited studies focusing on students'
actual experiences in collaborative research, we conducted
this study."
Slide 3-4
Gap of the study - Mariana
SCRIPT
"Previous studies mainly focused on the benefits of
collaborative learning, such as improved teamwork,
communication, and academic performance. However, few
studies explored the lived experiences of Senior High School
students during collaborative research, especially in the local
context. This study fills that gap by examining students'
experiences, challenges, roles, and coping strategies at Saint
Augustine High School of Oteiza, Inc."
SLIDE 5
Statement of the Problem - MIZRAIM
SCRIPT
"Our study aimed to explore the experiences of Senior High
School students while participating in collaborative research
activities.
Specifically, we wanted to identify their experiences,
challenges, contributions, benefits gained, and the ways they
manage conflicts within their research groups."
SLIDE 6
Significance of the Study - MIZRAIM
SCRIPT
"This study is significant because it provides valuable insights
regarding collaborative research experiences.
Students may improve teamwork and communication skills.
Teachers may develop better strategies for managing
research groups.
School administrators may improve research-related
programs and policies.
Future researchers may use this study as a reference for
similar research topics."
SLIDE 7-9
SCOPE AND DELIMITATIONS - MIZRAIM
SCRIPT
"This study focuses on the lived experiences of 18 Grade 11
and Grade 12 students from the ABM, HUMSS, and STEM
strands at Saint Augustine High School of Oteiza, Inc. during
the School Year 2025–2026. It explores their experiences,
challenges, roles, responsibilities, participation, and learning
in collaborative research. The study is limited to this school
and does not measure academic performance or other
quantitative variables because it uses a qualitative
phenomenological approach."
SLIDE 10
Theoretical Framework - HANCY
SCRIPT
"Our study is anchored on two theories.
First is Social Interdependence Theory, which explains that
students work more effectively when they depend on one
another to achieve common goals.
Second is Vygotsky's Social Constructivism, which states that
learning occurs through interaction and collaboration with
others.
These theories support the idea that collaborative research
influences students' learning experiences and skill
development."
SLIDE 11-12
Conceptual Framework - CHARLES
SCRIPT
"Our independent variable is Collaborative Research
Activities, which includes group discussions, sharing ideas,
dividing tasks, and cooperation. It is the main factor in our
study.
Our dependent variable is the Lived Experiences of Senior
High School Students, which includes their communication,
challenges, skills developed, and learning experiences. We
chose this because these experiences are affected by
collaborative research activities."
SLIDE 13
Research Methodology - NINA MYCA
SCRIPT
"We used a qualitative phenomenological design to explore
students' lived experiences. The study involved 18 Senior
High School students from ABM, HUMSS, and STEM. We used
stratified random sampling by collecting responses from each
group and randomly selecting three respondents from each
strand and grade level without considering their answers to
avoid bias."
SLIDE 14-15
Data Gathering Procedure - RAIN
SCRIPT
"To gather data, we first secured permission to conduct the
study.
After selecting qualified respondents, we distributed a
researcher-made online questionnaire consisting of open-
ended questions.
The responses were then organized and analyzed using
coding, categorization, and thematic analysis."
SLIDE 16-17
Major Findings - GREAZEL
SCRIPT
"The findings revealed that students generally had positive
experiences in collaborative research.
Most respondents highlighted teamwork, communication,
idea sharing, and improved understanding of research topics.
Students also developed important skills such as critical
thinking, leadership, organization, problem-solving, and
presentation skills."
SLIDE 18-19
Challenges Encountered - GLYZA
SCRIPT
"Despite the positive experiences, students also faced
challenges.
The most common challenges were unequal participation
among members, scheduling conflicts, time management
difficulties, and coordination issues.
Students managed these challenges through communication,
compromise, cooperation, and fair delegation of
responsibilities."
SLIDE 20
Conclusions - HANCY
SCRIPT
"Based on our findings, we concluded that collaborative
research activities positively influence students' learning
experiences.
These activities help improve teamwork, communication,
critical thinking, and leadership skills.
Although challenges exist, students are able to manage them
through cooperation and effective communication."
SLIDE 21
Recommendations - MIZRAIM
SCRIPT
"We recommend that students actively participate and
communicate effectively within their research groups.
Schools should provide clearer guidelines and stronger
monitoring of collaborative research activities.
Future researchers may conduct similar studies involving
more respondents and different schools."