Design and Methodology 73
Chapter 2
DESIGN AND METHODOLOGY
This chapter describes and discusses how the
researchers gathered the necessary data and
information that was used in the entire study. This
also shows the procedure of data collection and
instruments used; it also discusses the type of research
design, population and locale of the study, data
gathering tools, data gathering procedure and treatment
of the data.
Research Design
In this study, two groups were involved; the control
and experimental group. The control group received the
traditional method of teaching Institutional Correction
(CA1) without the use of the module while the
experimental group experienced learning through the
assistance of the module. The primary objective of the
study was to find the effectiveness of module as
supplementary materials.
In a Quasi Experimental Design, the researcher lacks
control over the assignment to conditions and/or does not
manipulate the causal variable of interest. No control
over assignment of participants to the independent
variable, so internal validity of quasi-experiments is
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always questionable. However, some quasi-experimental
design are more internally valid than others. With quasi-
experimental designs, you can’t rule out all alternative
explanations, but you can try to minimize them.
Quasi-experimental designs typically allow the
researcher to control the assignment to the treatment
condition, but using some criterion other than random
assignment. In some cases, the researcher may have
control over assignment to treatment. Quasi-experiments
are subject to concerns regarding internal validity,
because the treatment and control groups may not be
comparable at baseline. With random assignment, study
participants have the same chance of being assigned to
the intervention group or the comparison group.
Quasi-experimental design lacks random assignment
because its purpose is to select participants with a
certain characteristic and study that. They would first
do a pre-test by measuring the participants’ baseline
level of depression and do another one after the test for
a posttest comparison. Then the group with a significant
change between the pretest-posttest relative to the
others would be examined.
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Population and Locale of the Study
The population of the study consisted of the fourth
year BS Criminology students of the Laguna State
Polytechnic University Santa Cruz Main Campus, Santa
Cruz, Laguna who were enrolled in Institutional
Correction (CA1). There were twenty (20) respondents in
Quasi-Experimental Group. They were selected through
simple random sampling by draw lots.
Table 1
Distribution of Respondents by Group
Group 4TH Year BS Criminology
Students
Experimental 20
Control 20
Total 40
The Table 1 shows the distribution of respondents by
group as two groups of students which are the
experimental and control. The experimental group has 20
respondents as well as the control group with the total
of 40 respondents.
Data Gathering Tools
For this study, the researcher used test
questionnaire as a means of data gathering tool. It is a
series of questions prompt to gather response from the
respondents for the development of this study. It was
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validated and checked by the research professor in order
to ensure validity.
Data Gathering Procedure
To initiate the study, the researcher asked approval
from the Dean of College of Criminal Justice Education
and the subject teacher/instructor of the students of the
Laguna State Polytechnic University, Santa Cruz Main
Campus, Santa Cruz, Laguna through letters to gathered
the data needed.
After the approval of this study entitled “The
Effectiveness of Module as Supplementary Materials in
Teaching Institutional Correction (CA1)” to the fourth
year of BS Criminology of Laguna State Polytechnic
University, Santa Cruz Main Campus, Santa Cruz, Laguna
S.Y 2016-2017, the researcher sought the approval of the
Dean and subject teacher of her respondents to conduct
Pretest and Posttest. The researcher made the modules
distributed and answered by the selected third year BS
Criminology students. This constructed module was
presented to the experts and professors for validation
before it was administered to the respondents. The
researcher personally distributed the test questionnaire.
To ensure cooperation and understanding of the items
given in the research tool, the respondents were provided
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with sufficient time to answer the test questionnaire.
The retrieval of the accomplished tool was made after the
respondents had answered all the items in test
questionnaire. The data were collected and tallied in
preparation for the statistical treatment.
Treatment of Data
The data were subjected for analysis and the
following tools were applied: Mean and Standard
Deviation. These used to determine the mean level of
performance of Institutional Correction (CA1).
Statistical Treatment
Mean and Standard Deviation were used to measure the
levels of the performance of the students in the tests.
Formula for sample Mean:
Where:
x́ = Mean
∑ = Summation
X = Score
N = Number of Scores
Formula for Standard Deviation is:
Where:
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SD = Standard Deviation
x = Observed Values
x́ = Mean
N = Number of Respondents
Mann Whitney U-test
The Mann-Whitney Test is used as an alternative to
the independent measures t test in situations where the
data can be ranked-ordered but do not satisfy the more
stringent requirements of the t test.
The Mann-Whitney U can be computed either by a
counting process or by a formula. The small value of U
(near zero) is evidence of a difference between the two
treatments. With the counting procedure, U is determined
by the following:
a. The scores from the two samples are combined and
ranked from smallest to largest.
b. Each individual in a sample A is awarded one point
for every member of sample B with a larger rank.
c. UA Equal to the total points for sample A: UB is the
total for sample B.
The Mann-Whitney U is the smaller of these two
values.
In formula form,
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Wilcoxon’s T Test:
This test is used as an alternative to the related-
samples t test in situations where the sample data
(difference scores) can be ranked-ordered but do not
satisfy the more stringent requirements of the t test.
The test statistic for the Wilcoxon test is called a
T Score. A small value of T (near zero) provides evidence
of a difference between the two treatments. T is computed
as follows:
a. Compute a difference score (treatment 1 versus
treatment 2) for each individual in the sample.
b. Rank these difference scores from smallest to
largest without regards to the signs.
c. Add the ranks for the positive differences, and add
the ranks for the negative differences. T is the
smaller of these two sums.