Chapter 3
Research Methodology
This chapter delves into the methodological framework employed to conduct this
research. It outlines the specific research design, data collection process, and data
analysis procedures utilized to address the research questions and objectives.
Research Design
A correlational research design investigates relationships between variables
without the researcher controlling or manipulating any of them (Bhandari, 2021). A
correlation reflects the strength and/or direction of the relationship between two (or
more) variables. The direction of a correlation can be either positive or negative.
It is also a type of research design that looks at the relationships between two or
more variables (Cherry, 2023). Correlations can be strong or weak and positive or
negative. Sometimes, there is no correlation.
A correlational research design is the most suitable approach for our research
topic, “The effects of classroom traditional row seating arrangement on academic
performance among grade 12 students in Gingoog Christian College: a quantitative
analysis” this design allows us to investigate the relationship between these two
variables, making it a practical and ethical choice. Unlike experimental research, which
requires a controlled environment and manipulation of variables, correlational research
enables us to study variables in their natural setting, providing a more realistic and
ecologically valid understanding of the relationship between seating arrangement and
academic performance.
Sampling Design
The sampling technique that the researchers used in this study is homogeneous
sampling. This method allows us to focus solely on Grade 12 students. By limiting the
study to this specific grade level, we aim to minimize variations amongst participants.
This reduction in variability comes from factors like age, maturity, and academic
background, which can all influence student responses and overall performance.
A more homogeneous sample simplifies data analysis and interpretation, allowing
us to identify trends and patterns more readily and draw more precise conclusions.
Furthermore, focusing on a specific group like Grade 12 affords us the opportunity to
delve deeper into the intricacies of their experiences and perceptions regarding the
seating arrangement, leading to a richer and more insightful analysis. While the
generalizability of our findings to other grade levels might be limited, homogeneous
sampling provides a valuable avenue for gaining a nuanced understanding of traditional
row seating's impact on this specific group of students.
Research Instrument
To gather quantitative data for our research on the impact of traditional row
seating on student academic performance, we employed a survey questionnaire. This
instrument was specifically designed to assess Grade 12 students' perceptions and
experiences. The survey included a series of Likert-scale questions, specifically ten (10)
questions, that measured students' agreement with statements about the learning
environment and academic performance. These questions delved into aspects such as
focus, comfort, engagement in class discussions, motivation, and overall academic
achievement. By analyzing the quantitative data collected through this survey, we aim to
uncover the relationship between traditional row seating and student learning outcomes.
Respondents/Subjects of the Study
The specific population for this research study comprises Grade 12 students
enrolled in Section Joshua of the General Academic Strand at Gingoog Christian College.
These students, typically aged between 17 to 21 years old, were selected as the target
participants due to their shared academic level and exposure to the traditional row
seating arrangement within their classroom setting. This focused approach allows for a
more in-depth examination of the impact of this specific seating arrangement (traditional
row seating) on this particular group of students.
Data Gathering Procedure
To collect the necessary data for the research, a survey questionnaire was
administered to the target population, which consisted of Grade 12 students from
Section Joshua of the General Academic Strand at Gingoog Christian College. The data
collection process was conducted on Thursday, November 21, 2024, from 10:45 AM to
11:45 AM, during the subject Practical Research supervised by Mr. Domingo Damayo Jr.,
the class adviser.
Prior to the data collection, the researchers obtained necessary permissions from
the school principal, Mr. Jaime B. Caduyac, and the class adviser, Mr. Domingo Damayo Jr.
Informed consent was obtained from the participants, ensuring they understood the
purpose of the study, the voluntary nature of their participation, and the confidentiality
of their responses.
During the designated time slot, the researchers distributed the survey
questionnaires to the students and provided clear instructions on how to complete them.
The students were given ample time to answer the questions honestly and thoughtfully.
Once completed, the questionnaires were collected by the researchers.
Statistical Treatment Applied
To statistically analyze the data, the researchers use a method called the
“percentage method” to see if there is an effect and correlation between traditional
row seating and Grade 12 students’ academic performance. The results could show a
positive connection between the two variables, negative connection, or no connection at
all.
The Percentage method is a versatile statistical tool that offers several advantages.
It allows for standardized comparisons between datasets, regardless of their sample
sizes, making it easier to identify trends and patterns. Percentages are inherently easy to
understand and interpret, providing a clear picture of proportions and magnitudes.
Formula:
Percentage = (Value/Total value) × 100
Value = The number of students that picked either the choices:
1. Strongly Agree (SA)
2. Agree (A)
3. Neutral (N)
4. Disagree (D)
5. Strongly Disagree (SD)
Total value = The overall number of respondents/participants.
By dividing the part by the whole and multiplying by 100, it essentially converts
the fraction into a percentage.
REFERENCES:
Pritha Bhandari (2021). Correlational Research | When & How to Use
[Link]
Kendra Cherry, MSEd (2023). Correlation Studies in Psychology Research:
Determining the relationship between two or more variables.
[Link]