CHAPTER 3

METHODOLOGY

In this chapter, the plans for data gathering and the variables are shown to present the

study’s credibility, validity, and reliability, so as to ensure that data are properly collected with

the use of the right instruments. Parts include: research design, locale of the study, population

of the study, sampling technique, sample of the study, instrument for data collection, method

of data collection, and lastly, statistical technique.

RESEARCH DESIGN

The research design adhered to in this study is a descriptive, non-experimental research

design, specifically a survey research. This type of research design does not need intervention

for the measurement of data, and it can be done by doing a survey for the measurement of the

relationship in which the predictor and criterion variables relate with each other that determines

if there is in fact a connection between them, and if there is, it would lead to the measurement

of the direction in which the variables correlate, whether it would be a positive or negative

correlation. It would also lead to the measurement of the relationship’s magnitude, or the

severity of connectivity between the variables, to determine whether there would be a strong

or weak correlation.

This research design was used to know if collective recognition had an impact on the

teamwork performance of every individual in a group and to know if the degree of relationship

is enough to conclude that the collective approach highly affects their socialization skills,

laziness, submission/dominance, and their relationship with other members in a group.

LOCALE OF THE STUDY

This study was conducted at Luzong National High School, a DepED-managed

partially urban secondary public school, and one of the five secondary schools located in

Pagudpud. The school was founded in 1966 and had progressed a lot in a duration of 57 years.

This school follows the K-12 curriculum standard implemented by the Philippines, and it offers

four strands, which are: Science, Technology, Engineering, and Mathematics (STEM),

Accountancy, Business, and Management (ABM), Humanities and Social Sciences (HUMSS),

and Technical-Vocational-Livelihood (TVL). The school is located specifically in Baduang,

Pagudpud, Ilocos Norte, Philippines.

The school was chosen as the place to conduct the study because the respondents who

were the senior high school students are present in this school, and additionally it offers

multiple strands that introduce a lot of different subjects that incorporate a collective approach.

It also has a lot of student organizations that introduce students to a variety of activities that

promote collectivism.

POPULATION OF THE STUDY

The population of this study consisted of all senior high school students of Luzong

National High School from every strand. According to the recent statistical analysis of

enrollees in grades 11 and 12, limited only to students taking the four given strands (ABM,

STEM, HUMSS, and TVL), and not including the grade 11 and 12 students of LNHS studying

in the Alternative Learning System (ALS), there are approximately 322 senior high school

students. These numbers are the combination of students from every strand of grades 11 and

12.
The following table shows the population per strand in grade 11 and 12:

GRADE 11 STRANDS POPULATION

ABM 20
STEM 29
HUMSS 56
TVL A 34
TVL B 35
TOTAL 174

GRADE 12 STRANDS POPULATION

ABM 14
STEM 31
HUMSS 42
TVL A 30
TVL B 31
TOTAL 148

SAMPLING TECHNIQUE

The sampling technique that was used in this study is stratified random sampling.

Stratified random sampling is under the category of probability sampling technique, where the

population is divided into subgroups that will ensure the equality of representation per

subgroup. This type of sampling technique is essential for the collection of respondents per

grade level and strand in order to equally understand the impact of collective recognition to the

teamwork performance of every member.

In the sample gathering, the population was divided into subgroups/strata in accordance

to their grade level and their strands. Since there are 5 strands for both grade 11 and 12, then

the population was divided into 10 subgroups. A sample of 178 will be taken from the

population, and the formulas that were considered in taking the sample per subgroup in order

to maximize the validity of data were: Slovin’s formula in determining the sample size, and

afterwards the number of samples were selected per subgroup by using sample over population
or n/N which determines the percentage which will be multiplied to the size per subgroup for

equal representation.

After the calculation of sample per stratum is done, the respondents were randomly

selected from each subgroup.

Slovin’s Formula

Given: Population (N) =322 & Margin of error=0.05 (confidence level is 95%)

n= N/(1+Ne2)

n=322/(1+322(0.052))

n=178, where n is the sample size.

SAMPLE OF THE STUDY

The sample of this study were taken from the grade 11 and grade 12 senior high school

students of Luzong National High School, who are currently taking the strands of ABM,

STEM, HUMSS and TVL. Grade 11 and 12 ALS students of Luzong National High School

were not included in this research. There were a total of 178 respondents taken from the 322

senior high school students of the 4 strands, in this way, measurement of data were more

credible because of a 95% confidence level. The samples will be chosen through stratified

random sampling where the population is divided into 10 subgroups following the 5 strands of

grade 11 and grade 12. The respondents are then randomly chosen after equally calculating the

total number of respondents per subgroup.

n/N

178/322

=0.553 or 55%
 LEVEL & STRAND POPULATION % SAMPLE

11-ABM 20 55% 11

11-STEM 29 55% 16

11-HUMSS 56 55% 31

11-TVL A 34 55% 19

11-TVL B 35 55% 19

12-ABM 14 55% 8

12-STEM 31 55% 17

12-HUMSS 42 55% 23

12-TVL A 30 55% 17

12-TVL B 31 55% 17

TOTAL 322 55% 178

INSTRUMENT FOR DATA COLLECTION

In the collection of data, the instrument that was used was a researcher-made, close-

ended survey questionnaires. Due to the lack of studies of collective recognition and its impact

to the teamwork performance of each member, the availability of standardized instruments are

low, that is why a researcher-made questionnaire was used to collect data. Close-ended survey

was used to collect data in order to prevent in depth analysis and to specifically get the answers

needed for the measurement of data that will determine the relationship of collective

recognition and teamwork performance of senior high school students.

METHOD OF DATA COLLECTION

In this study, the method of data collection was closed-ended questionnaires,

specifically survey research, in order to make the collection of data faster and easier to measure.

Survey questions were given to each respondent of every grade level and strand in senior high

school at Luzong National High School. Survey questionnaires were fully distributed as a

printed material and was not administered via online form..

STATISTICAL TECHNIQUE

In this study, the statistical technique that was used was Descriptive Statistical

Technique, specifically, measurement of central tendency and percentage. This is to know if

there is a relationship between collective recognition and the teamwork performance of senior

high school students, and to know the severity of their relationship.

(TITLE, DETAILS OF THE RESPONDENT, AND QUICK INTRODUCTION ABOUT

COLLECTIVE RECOGNITION)

“ASSESSING THE IMPACT OF COLLECTIVE RECOGNITION TO THE

TEAMWORK PERFORMANCE OF SHS STUDENTS”

NAME: AGE: E

SECTION: SEX: M

“COLLECTIVE RECOGNITION OR COLLECTIVISM IS A FORM OF GRADING IN THE

BASIS OF THE PERFORMANCE OF EVERY INDIVIDUAL IN A GROUP IN THE

SUCCESS OF THE ACTIVITY THEY MADE, AND NOT BY THEIR INDIVIDUAL

CONTRIBUTIONS TO THE GROUP”

“TEAMWORK IS YOUR ABILITY TO EFFECTIVELY DO YOUR ROLES IN A GROUP

AND CONTRIBUTE IN A VOLUNTARY OR ASSIGNED WAY”.

DIRECTIONS: For each statement in the survey, please indicate how much you agree or

disagree with the statement by putting a check on the checkbox located on the right side of

each statement. There are no right or wrong answers, and your answers will be strictly

confidential and only for research.

SCALE:

STRONGLY AGREE-ALWAYS

AGREE-OFTEN

NEUTRAL-SOMETIMES

DISAGREE-SELDOM

STRONGLY DISAGREE-NEVER

[Link] VS. COLLECTIVISM

 This part of the survey determines the preference of the students in terms of the grading

approach of the teachers in group activities, and it will also predetermine if collectivism got a

strong impact to the students. This will be in likert’s scale, and every agreement results to

positive attitude on collectivism while disagreement suggests negative attitude.

STRONGLY

STRONGLY
DISAGREE

DISAGREE
NEUTRAL
AGREE

AGREE
INDIVIDUAL VS COLLECTIVE APPROACH

1 I love sharing grades with my groupmates.

I accept the grades I get as long as everyone in my
2
team gets the same.
I'm happier to be in group activities when all of us have
3
equal marks.
4 I'm not happy when my groupmates fail.
I don't care if my groupmates do extra work, as long as
5
they do their roles properly, I'm okay sharing grades w/ them.
I do extra work when I know everyone in my team benefits from
6
it equally.
7 I do not like having lower mark than my groupmates.
Having the same grade as my groupmates make me more
8
cooperative.
Having the same grade as my groupmates does not ruin my
9
friendship with all of them.
Knowing that I have the same grade as them, I do not worry that
10
much in doing my roles in the team.
Part [Link] TO TEAMWORK PERFORMANCE

This part gives the researcher an idea if comfortability to different things have an effect

to respondents’ teamwork performance, Agreement means that certain comfortability affects

their teamwork performance, while disagreement means that comfortability does not have

effect to their teamwork performance. There are 2 claims per comfortability.

COMFORTABILITIES:

FRIENDS’ PRESENCE
INTELLIGENT STUDENTS
DOMINANT LEADER
SUBMISSIVE LEADER
SOCIALIZING
 STRONGLY DISAGREE
STRONGLY AGREE

DISAGREE
NEUTRAL
AGREE
COMFORTABILITIES

Having my close friends in the group make me participate in the

1
group better.
Because my friends are my groupmates, I can complete the
2
assigned works faster.
3 I cooperate better if I have smart students in my group.
I am comfortable following orders in the group when I
4
know the one instructing me is intelligent.
5 I comply better if our group leader plans everything on his own
I participate better when I know our group leader is strict and
6
domineering
I comply better if our group leader takes our suggestions when
7
planning for our group activity.
I participate better knowing that our group leader isn't strict and
8
submissively listens.
9 I can cooperate with my groupmates better if they are sociable.
I can do my work faster when I can gossip with my groupmates
10
while working
[Link] RECOGNITION TO THEIR INDIVIDUAL CONTRIBUTIONS

This part aims to know if collective recognition clearly affects the value of what they

give or what they contribute to the group, whether it is fair amount of contribution or

higher/lower.

STRONGLY DISAGREE
STRONGLY AGREE

DISAGREE
NEUTRAL
AGREE

COLLECTIVE RECOGNITION ON THE INDIVIDUAL PERFORMANCE

1 I always do my best in completing my role in the group

I became more cooperative because grades depend on the
2
success of the activity itself.
I did extra work to help my groupmates with their roles so the
3
activity becomes more successful.
4 I participate lesser if I have smart groupmates.
5 I participate more if there are no smart students in my group.
If they're only asking for financial contribution, I give it to them
6
and do not do extra work.
Even if I have contributed financially, I still do extra work so the
7
activity succeeds.
I always listen to my leader when it's collectivism approach, so
8
I can contribute to the activity's success.
9 I do not listen to my leader when I find out that it's collectivism
 because I'll still have the same grade as them without working.
Collectivism made me lazier because I don't need to work so
10
much, but I'll still get the same grade as them
LAST PART: WHAT HAS COLLECTIVE RECOGNITION DONE?

This part aims to know what collective recognition has done to their socialization skills,

relationship among member, and their teamwork performance.

Check everything that applies: How did collectivism approach affect your socialization?

It made me bossy
It made me submissive
I felt closer connection with my members now
I was able to communicate with them better
I learn to be more choosy in picking members
It brings people together because they can work as a team
better

STRONGLY DISAGREE
STRONGLY AGREE

DISAGREE
NEUTRAL
AGREE
WHAT’S YOUR FINAL SAY?

1 COLLECTIVISM BOOSTED MY TEAMWORK PERFORMANCE