Department of Education
Region 02
Schools Division of Isabela
San Mateo Vocational and Industrial High School
San Andres, San Mateo, Isabela
3318 Philippines
PRACTICAL RESEARCH 2
Prepared by: Ms. Rio Maripearl B. Blas
CHAPTER 3. RESEARCH METHODOLOGY
RESEARCH DESIGN
-It describes the research mode (whether it is qualitative or quantitative, or if a researcher will use a
specific research type)
Example: This study is quantitative in nature since the questions posed will be answered by
numerical data. Specifically, this investigation utilized a true experimental design or a pre-post test
design. In the pre-post design, a pretest was given to students of algebra. Then, after the pre test,
an intervention method was conducted. Polynomials were taught using a computer program. after
10 hours of teaching, a post test was given to students.
RESEARCH LOCALE
-It describes the research setting and explains why it was chosen to be the setting of the study.
Example: THE IMPACT OF MENTAL HEALTH ISSUES ON ACADEMIC THE IMPACT OF
MENTAL HEALTH ISSUES ON ACADEMIC ACHIEVEMENT IN HIGH SCHOOL STUDENTS
ACHIEVEMENT IN HIGH SCHOOL STUDENTS
Patricia Lea Sutherland
CSUSB
The study site was a single high school located in California. It is a public high school with
2,200 students, serving children in grades 9-12. The age range for these students is between 14-
18 years. The school population is diverse, with students who are of white, Hispanic, Asian, Indian,
African American, Indian, and Pacific Island descent.
The area consists of neighborhoods that are upper middle class, and affluent. The area also
has several low-income housing areas within the middle-class suburban tracked housing
developments. It has apartment homes, condominiums, town homes, single family homes, and
large estates. The school offers a public-school curriculum and is approved by an elected school
board.
It also offers special education services for resource students who spend most of their time
in general education classes. Special education services are also offered for students with mild to
moderate and critically severe disabilities. The staff consists of administrators such as the principal,
assistant principals, an athletic director, and support staff.
There are also four full time counselors, one part-time intervention counselor, a school
psychologist, a speech pathologist, and support staff. The teaching staff consists of general
education instruction, and teachers who teach and case manage special education students.
The administrators, counselors, psychologist, and speech therapist all have graduate
degrees. Most of the teaching staff have graduate degrees. The staff ages vary greatly, with some
teachers just out of college in their twenties and others close to retirement age in their sixties. The
staff is as ethnically diverse as the student population
RESPONDENTS OF THE STUDY
-This describes the target population and the sample frame.
Important Terminologies:
POPULATION-refers to a total number of people who serve as subjects or respondents of the study.
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PARAMETER -A numeric characteristic of a population
SAMPLE -A subset of a population or a group of individuals that represents the population and
serves as the respondents of the study.
STATISTIC -A numeric characteristic of a sample
ELEMENT-A single member of a sample
FACTORS TO CONSIDER IN DETERMINING THE SAMPLE SIZE
[Link] of the Population
-The higher the degree of variation within the population, the smaller the sample size that can be
utilized.
[Link] of Precision desired by the researcher
-A larger sample size will result in greater precision or accuracy results.
3. Sampling procedures
-method in identifying part of the respondents of the study.
SAMPLING METHODS
1. Probability Sampling - All members of the population are given a chance of being selected. This
is also called scientific sampling
1.1. Simple Random Sampling - It is an unbiased way of selection as samples are drawn
by chance. Roulette Wheel, fishbowl technique, table of random numbers
1.2. Stratified Random Sampling - Population is divided into different strata then the
sampling follows
1.3. Cluster Sampling - It is used in large scale studies in which the population is
geographically spread out.
1.4. Systematic Sampling - It is a method of selecting every nth element of the population
2. Non-Probability Sampling - There are cases in which a sample is given priority instead of other
members. This is also called non-scientific sampling.
2.1. Convenience Sampling - It is called accidental or incidental sampling.
2.2. Quota Sampling - It is somewhat the same with stratified sampling wherein the
population is divided into homogenous strata then the sample elements are selected.
2.3. Purposive Sampling - It is also called judgmental sampling; It involves handpicking
of subjects
2.4. Snowball Sampling - The researcher identifies a key informant about a research of
interest and then ask that respondent to refer or identify another respondent who can
participate in the study.
4. Use of Formulas
SLOVIN’S FORMULA is used when you have limited information about the characteristics
of the population and are using a non-probability sampling procedure (Ellen, 2016).
n=Sample Size
N=Population Size
e=Desired Margin of error
Example: The researcher chose 4th year college students of Saint Paul School of Professional
studies taking up Bachelor of Science in Accountancy as the respondents of this study. This was
practical for the researcher since he belonged to this class, would have no difficulty in talking with
his classmates, and would save time, energy, money and efforts.
This 4th year batch Siklab had a total population of 400. it was large;thus, the sampling method was
applied to come up with an acceptable number of samples. The researcher used the Slovin’s formula
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with a desired margin of error of 0.05. he arrived at a sample size of 200. to choose the final 200
samples, simple random sampling was applied to give all elements a chance to be included in the
sample. All the students in each block of Batch Siklab during the sampling was equally given a
chance since their names was put in a fish bowl. Then, the 200 students picked up comprised the
respondents.
INSTRUMENTS OF THE STUDY
-It describes the specific type of research instrument such as questionnaires, checklist, structured
interview, teacher-made tests, and the like.
MOST FREQUENTLY USED DATA COLLECTION TECHNIQUES
[Link] Analysis
➢ This technique is used to analyze primary and secondary sources that are available mostly
in churches, schools, public or private hospitals, or in community, municipal, and city halls.
At times, data are not available or are difficult to locate in these places and the information
gathered tend to be incomplete or not definite and conclusive.
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➢ The instrument used in this method is the interview schedule. The skill of the interviewer
determines if the interviewee is able to express his/her thoughts clearly.
➢ Usually, an interview is conducted with a single person, but there are also times when it is
conducted with a group of people (around 5 to 10) whose opinions and experiences are
elicited simultaneously. This is called FOCUS GROUP DISCUSSION.
➢ Data obtained from an interview may be recorded on audiotapes or videotapes. Today, cell
phones or smart phones can be used as recording devices. Some researchers believe that
writing down responses during the interview affects rapport, reduces spontaneity and hinders
eye contact.
TYPES OF INTERVIEWS
➢ 2.1. Unstructured Interview - This interview can be in the form of normal conversations or
a free-wheeling exchange of ideas. The researcher must be skilled in conducting the
interview so that he/she can steer the course of conversation. The interviewer must be
knowledgeable on the subject or topic concern.
➢ 2.2. Structured Interview - The conduct of questioning follows a particular sequence and
has a well-defined content. The interviewer does not ask questions that are not part of the
questionnaire, but he/she can ask the interviewee to clarify his/her answers.
➢ 2.3. Semi-Structured Interview - There is a specific set of questions, but there are also
additional probes that may be done in an open-ended or close-ended manner. The
researcher can gather additional data from a respondent to add depth and significance to the
findings.
3. Observation
➢ This process or technique enables the researcher to participate actively in the conduct of the
research.
➢ The instrument used in an observation is called OBSERVATION GUIDE or OBSERVATION
CHECKLIST. The observation must be done in a quiet and inconspicuous manner so as to
get realistic data.
TYPES OF OBSERVATION
➢ 3.1. Structured Observation - The researcher uses a checklist as a data collection tool. This
checklist specifies expected behaviors of interest and the researcher records the frequency
of the occurrences of these behaviors.
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➢ 3.2. Unstructured Observation - The researcher observes things as they happen. The
researcher conducts the observation without any preconceived ideas about what will be
observed.
[Link] Measure
➢ The technique involves the collection of physical data from the subjects.
➢ It is considered more accurate and objective than other data-collection methods. However,
skills and expertise are needed to enable the researcher to use and manipulate the
measurement devices.
5. Psychological tests
➢ These include PERSONALITY INVENTORIES and PROJECTIVE TECHNIQUES.
❑ Personality Inventories are self-reported measures that assess the differences in personality
traits, needs, or values of people. They involve gathering information from a person through
questions or statements that require responses or reactions.
❑ Projective Techniques, the subject is presented with a stimulus designed to be ambiguous or
vague in meaning. The person is then asked to describe the stimulus or tell what the stimulus
appears to represent.
6. Survey – this includes Survey Forms for Administrative Surveys, Census, Tracers, etc.
7. Questionnaire
➢ It is the most used instrument in research; It is a list of questions about a particular topic, with
spaces provided for the response to each question, and intended to be answered by a
number of persons.
➢ STRUCTURED QUESTIONNAIRES provide possible answers and respondents just have to
select from them.
➢ UNSTRUCTURED QUESTIONNAIRES do not provide options and the respondents are free
to give whatever answer they want.
TYPES OF QUESTIONS USED IN A QUESTIONNAIRE
7.1. YES/NO TYPE - Items are answerable by “yes” or “no”
Example: Do senior high school students come to their specialization class on time? YES ( )NO ( )
7.2. RECOGNITION TYPE- Alternative responses are already provided, and the respondents simply
choose among the given choices. It also contains close-ended questions.
Example:
Specialization in Technical Vocational Track
___ Automotive Servicing NC II ___ Fashion and Design NC II
___ Cookery NC II ___ Electrical Installation and Maintenance NC II
___ Electronic Products Assembly and Servicing NC II ___ Organic Agriculture NC II
7.3. COMPLETION TYPE - The respondents are asked to fill in the blanks with the necessary
information. Questions are open – ended.
Example: In order to pass all my subjects, I _________________.
7.4. CODING TYPE - Numbers are assigned to names, choices, and other pertinent data. This
entails knowledge of statistics on the part of the researcher, as the application of statistical formulas
is necessary to arrive at the findings.
Example: On the scale of one (1) to ten (10), how will you rate your skills in dressmaking?
7.5. SUBJECTIVE TYPE - The respondents are free to give their opinions about an issue of concern.
Example: Will senior high school student be allowed to change their specialization? Why or why
not?
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7.6. COMBINATION TYPE - It is a combination of two or more types of questions.
7.7. CLOSED TYPE - it is also called Multiple Choice questions; These questions may contain three
or more mutually exclusive questions with different categories.
Example:
How often do you watch TV?
Never………………………………………..1
1 or 2 times a week…………………..2
3 or 4 times a week…………………...3
Nearly everyday…………………………4
7.8. RANK ORDER TYPE - Respondents are asked to rank their choices on each statement or item.
Ranking requires that a set of items be ranked in order to compare each item to all others.
Example: Please rank the following activities in order of importance in your work as a senior high
school student. (Please use “5” as the most important activity, “1” is the least important activity.
SCALES COMMONLY USED IN AN INSTRUMENT
1. LIKERT SCALE - It is a common scaling technique which consists of several declarative
statements that express a viewpoint on a topic. The respondents are asked to indicate how
much they agree or disagree with the statements.
2. SEMANTIC DIFFERENTIAL SCALE - The respondents are asked to rate concepts in a
series of bipolar adjectives. It has an advantage of being flexible and easy to construct.
WORDINGS OF QUESTIONS:
1. State questions in an affirmative rather than a negative manner
2. Avoid ambiguous questions. Example: those which contain words like many, always, usually,
few
3. Avoid double negative questions. example: Don’t you disagree with the idea that minors be
not allowed to drink liquors?
4. Avoid double-barreled questions. Example: Do you want to run for the Student Council and
aim to be valedictorian?
CHARACTERISTICS OF A GOOD DATA COLLECTION INSTRUMENT
1. It must be concise yet able to elicit the needed data.
2. The length of a questionnaire must be two to four page and the maximum time of answering
is ten minutes.
3. A desirable length of each question is less than 20 words.
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4. It seeks information which cannot be obtained from sources like documents that are
available at hand
5. Questions must be arranged in sequence, from the simplest to the complex.
6. It must also be arranged according to the questions posed in the statement of the problem
7. It should pass validity and reliability
8. It must be easily tabulated and interpreted
Example: Competency-based Modular Learning Material in Chemistry for Third Year Students
The instruments employed in the study were the achievement test for the students and
survey questionnaire for the teacher. These two instruments were described as follows.
Achievement Test for Students. The achievement test was a 100 item test that was
developed by the researcher and designed to determine the achievement level of third year high
school students in chemistry. The content of the test was based on the Philippine Secondary School
Competencies.
The Survey Questionnaire for Teachers. The survey questionnaire for the teacher is
composed of three parts. It elicited to what extent the skills in chemistry were developed among
third year high school students, the techniques used by the teacher in teaching the subject, and the
problems encountered in teaching concepts relative to the subject.
ESTABLISHING VALIDITY AND REALIBILITY
-The instrument must pass the validity and reliability tests before it is utilized.
VALIDITY - It is the ability of an instrument to measure what it intends to measure.
TYPES OF VALIDITY
1. FACE Validity - It is also known as logical validity; It involves an analysis of whether the
instrument is using a valid scale; It is determined by looking at the features of the instrument.
It includes the size of the font or typeface, spacing, size of the paper used and other
necessary details that will not distract the respondents while answering the questionnaire.
2. CONTENT Validity - This is determined by studying the questions to see whether they are
able to elicit the necessary information. It is measured by subjecting the instrument to an
analysis by a group of experts who are knowledgeable about the subject both in theory and
in practice.
3. CONSTRUCT Validity - It is concerned with the extent to which a particular measure
relates to the other measures and its consistency with the theoretically – derived
hypothesis.
RELIABILITY - It refers to the consistency of results; A reliable instrument yields the same results
for individuals who take the test more than once.
TYPES OF RELIABILITY
1. Test – Retest or Stability test - The same test is given to a group of respondents twice. The
scores in the first test is correlated with the scores in the second test. When there is a high correlation
index, it means that there is also a high reliability of the test.
2. Internal Consistency - If the test in question is designed to measure a single basic concept,
it is reasonable to assume that a respondent who gets one item right is likely to correctly
answer another item that is similar. In other words, items sought must be correlated with each
other and the test should be internally consistent.
2.1. Split Half - It is a method of establishing internal consistency wherein a test is given
only once to the respondents.
Example: 100 item test is divided into either first half or second half, or half
containing all odd-numbered items and the other half containing all even-numbered
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items. The scores of the two halves are then correlated using the spearman-brown
prophecy formula.
2.2. Kuder Richardson Test - It is also called item-total correlation; It requires one
administration of the test, a determination of whether an individual test-taker correctly
answers each item or not, and the computation of the standard deviation of the
distribution.
Example: Data gathering employed two sets of survey questionnaires for the students and the
teachers. These sets developed by the researcher with the approval of the advisory committee. Pre-
testing was done to improve the survey – questionnaire for the students at Doña Juana Chico
National High School and for the Teachers at the Rizal National High School. These students and
teachers did not serve as respondents of the study.
The results of the pre-test were analyzed to ensure clarity and to determine whether they
could yield data needed for the study. The pre-test results showed a Cronbach’s alpha reliability
coefficient of 0.923 indicating a good reliability of the instrument. As a rule, Cronbach’s alpha must
be at least 0.80 to be considered reliable.
DATA COLLECTION PROCEDURE
➢ The researcher should clarify whether the type of data to be collected is textual or numerical.
➢ The researcher must also have a timeline in collecting the data from the subjects or
respondents for practical purposes.
Example: This study conducted during the school year 2019 – 2020 at Maximo L. Gatlabayan
Memorial High School considered the following technical procedures.
During the month of January, planning on the context and procedure of the study was done.
Included in the planning were the preparation of source of data in surveying respondents.
Formulation of question statement was also done in the month of January.
During the late part of January and early part of February, pre-surveying of related literature
and studies was conducted in Maximo L. Gatlabayan National High School library and Department
of Education Antipolo City library. Internet sources were browsed for additional literature and
studies.
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