Ideal research adviser: senior high school students’ post-research perspectives

Abstract

Research advisers play a vital role in guiding senior high school students through their research projects, which are essential for developing critical thinking, problem-solving, and communication skills. This study explores the attributes that students who have completed their research projects consider essential for an ideal research adviser. Employing a qualitative phenomenological approach, semi-structured interviews were conducted with nine students from a private school in Northern Philippines. Braun and Clarke’s thematic analysis was used to analyze the data. The findings reveal four key themes: expertise and guidance, support and encouragement, open communication and collaboration, and fostering independence and critical thinking. These results highlight the significance of research advisers in providing both technical expertise and emotional support, which are crucial for creating a collaborative environment that promotes student autonomy. This study addresses a notable gap in the literature, offering valuable insights into high school students’ specific needs in research mentorship. Educational institutions can utilize these findings to enhance the training and effectiveness of research advisers, ultimately improving the research experience and outcomes for students.