Chapter 3

RESEARCH METHODOLOGY

The following elucidation outlines the research design, research environment,

sampling design, research respondents, research instrument, data collection procedure,

and data analysis relevant in determining the relationship between the availability of

learning resources and learning efficiency among senior high school STEM students at

Nueva Vizcaya General Comprehensive High School for the school year 2023-2024.

Research Design

The objective of this quantitative research study entails the utilization of a

descriptive-correlational research design. Specifically, the study aims to ascertain the

statistical relationship between the availability of learning resources and learning

efficiency among senior high school STEM students, concurrently identifying potential

significant differences that may exist between demographic profiles and the availability

of learning resources. According to Kutu et al. (2020), educational resources exert a

moderate influence on student performance compared to factors such as school

management, accountability, and student motivation. This underscores the necessity for a

comprehensive approach to enhance educational achievements. Learning materials,

including textbooks, online resources, and other educational tools, play a crucial role in

furnishing students with the requisite information for academic success. Furthermore,

access to quality learning materials can foster student motivation and engagement,

thereby contributing to improved academic performance.

Research Environment

The study will be conducted at NVGCHS (Nueva Vizcaya General

Comprehensive High School), which is located along Mabini Street, Don Domingo

Maddela, Bayombong, Nueva Vizcaya. This institution offers both Junior and senior high

school programs and has a population of more than 5,000, which designates in an

appropriate setting for the study.

This research is pertinent to investigating the statistical outcomes concerning how

students navigate their socio-economic circumstances. The capacity to access learning

resources is intricately linked to the financial situations of their families. Within Nueva

Vizcaya General Comprehensive High School, a diverse range of economic situations is

commonly observed among students. Some students benefit from substantial financial

support, while others encounter limitations in accessing essential learning resources. This

economic diversity provides a distinctive opportunity to derive statistical results

regarding how family income influences the availability of learning resources,

particularly among STEM students.

Sampling Design

The study employed a stratified random sampling technique to ensure a

representative and balanced selection of participants. The formula used to determine the

sample size within each stratum is as follows.

N
n= 2
1+ N e
 Where:

n= total desired sample size

N= No. of population

e= The margin of error commonly used is 0.2

Additionally, the following formula was utilized to determine the sample of males

and female.

no . of male∨female
nmale or female= x total sample
N

size

Where:

n= sample size of male or female

N= no. of population

Research Respondents

The respondents for this research are the senior high school STEM students of

Nueva Vizcaya General Comprehensive High School. STEM, an acronym combining

science, technology, engineering, and mathematics, has evolved to integrate these

disciplines, emphasizing the use of modern tools for innovation and complex problem-

solving (Kennedy and Odell, 2014). Moreover, the STEM strand encompasses a diverse

range of subject matters compared to other senior high school strands. Consequently,
students are exposed to numerous concepts and ideas applicable to both their daily lives

and future studies.

According to the Overview of the STEM Strand and Curriculum (2022), many

lessons within the STEM strand involve hands-on activities, including practical lessons

and learning experiences that necessitate direct interaction with materials, objects, or the

physical environment. This pedagogical approach encourages students to utilize essential

learning resources for academic success.

The total number of STEM students is 284, comprising 166 Grade 11 STEM

students and 118 Grade 12 STEM students. The selection of respondents for this study

employed a stratified random sampling method across six (6) sections, determined based

on the population of each section, as illustrated in the table below.

Table 1: Distribution of Population and Sample

Grade Section [Link] No. Of Population Sample
Level Boys Girls
(N) (n)
Grade 11 Hydra 20 34 54 17
Arion 23 31 54 17
Phoenix 19 38 57 17
Grade 12 Apolinario Mabini 15 25 39 15
Andres Bonifacio 15 24 39 15
Emilio Aguinaldo 13 26 39 15
Total 285 96
 However, with a margin of error of 0.2, the table below shows the number of

respondents according to their sex:

Table 2: Sample Male and Female

Grade Level Section Sample in Male Sample in Female
(n) (n)

Grade 11 Hydra 6 11
Arion 7 10
Phoenix 6 11
Grade 12 Apolinario Mabini 6 9
Andres Bonifacio 6 9
Emilio Aguinaldo 5 10
Total 36 60

Research Instrument

A researcher-designed questionnaire will serve as the primary instrument for data

collection from the study participants. The questionnaire is structured into multiple

sections aimed at addressing the research inquiries and accomplishing the study's

objectives. Part 1 encompasses the demographic profile of the participants, including

variables such as sex, age, section, grade level, and economic status. Meanwhile, Part 2

comprises 10 checklist items designed to elicit responses pertaining to the availability of

learning resources, and Part 3 consists of 10 checklist items intended to gauge the

efficiency of these learning resources.

To assess the participants' perspectives, the researcher will employ a Likert scale,

allowing respondents to express their views by selecting from options such as "Strongly
Disagree," "Disagree," "Agree," and "Strongly Agree." This structured approach aims to

provide a comprehensive understanding of both the perceived availability of learning

resources and the efficacy of these resources in facilitating learning.

Using the Likert scale, the table below illustrates both the mean scores and

qualitative descriptions for the respective factors:

Table 3: Four (4) Point Likert Scale

Rating Mean Score Qualitative Description

4 3.25 - 4.00 Strongly Agree

3 2.50 - 3.24 Agree
2 1.75 - 2.49 Disagree
1 1.00 -1.74 Strongly Disagree

Data Collection Procedure

The survey questionnaire will undergo a validation process, and subsequently, the

researcher will draft an approval letter addressed to the research teacher, seeking

permission to conduct the research. Following approval, the researcher will proceed to

prepare printed copies of the survey questionnaire and a letter emphasizing the

confidentiality of the collected data. Additionally, one of the researchers will apprise the

respondents of the study's objectives before distributing the questionnaire to those who

voluntarily consent to participate.

Respondents will be allocated a five-minute timeframe to complete the

questionnaire, with researchers available to provide assistance in addressing any inquiries

that may arise during the process. Moreover, in adherence to ethical principles, the

researcher will capture photographs to document and substantiate the data collected in

this phase. As a concluding step, researchers will express gratitude to the participants

upon the collection of completed questionnaires.

Data Analysis

The researcher will employ frequency distribution to summarize the data related

to the demographic profile of the respondents, in anticipation of subsequent comparisons

with the availability of learning resources. To assess both the availability of learning

resources and learning efficiency, participants will utilize a Likert scale to provide

responses. The determination of the average level will be facilitated by calculating the

mean based on the participants' responses.

The table below illustrates the interpretation of the economic status of the

respondents.

Table 4: Interpretation of Socioeconomic Status

Qualitative Description Interpretation

Below 20,000 Low Income

20,000 - 30,000 Middle Income

31,000 - Above High Income

 The following table illustrates the interpretation of qualitative descriptions that

measure the availability of learning resources:

Table 5: Availability of Learning Resources Interpretation

Rating Qualitative Description Interpretation

4 Strongly Agree Always available and accessible

3 Agree Available, but limited

2 Disagree Available but not accessible- Restricted

1 Strongly Disagree Not available

The following table illustrates the interpretation of qualitative descriptions that will

measure the learning efficiency:

Table 6: Learning Efficiency Interpretation