DOI: https://doi.org/10.36347/sjahss.2026.v14i03.005

Pages: 119-129

Research writing is a critical component of graduate education, serving as both a measure of academic competence and a foundation for professional growth. This study explored the research writing experiences of Master of Arts in Education (MAED) students at Apayao State College – Conner Campus using a descriptive–correlational design. It examined respondents’ profiles, challenges encountered, strategies employed, determinants influencing research writing, and the relationship between demographic variables and these dimensions. Results revealed that most respondents were female (85.4%), young to middle-aged adults, with half being single (50%). Respondents generally agreed (overall mean = 3.67) that they faced significant challenges, particularly in methodological and analytical aspects such as selecting research methods, analyzing data, and identifying research gaps. To address these, students employed diverse strategies (overall mean = 4.16), with the most effective being the use of online resources, revising drafts, seeking adviser guidance, and practicing self-care. Determinants such as technological tools, adviser feedback, financial resources, and peer collaboration strongly influenced research writing experiences (overall mean = 4.24). Correlation analysis showed that sex had minimal influence, with only challenges reaching statistical significance; age was a more meaningful predictor, negatively correlated with challenges and positively correlated with strategies; while marital status had the weakest associations, with only strategies showing a significant relationship. These findings suggest that demographic factors play a modest role, while institutional support, access to resources, and individual motivation are more substantial in shaping research writing success. Based on these results, the study recommends a comprehensive, multi-dimensional support framework integrating structured workshops, mentoring, resource accessibility, peer collaboration, and ins