GUIDE IN WRITING THE CHAPTER 2 (RESEARCH DESIGN AND METHODOLOGY)

STEPS IN CREATING A RESEARCH DESIGN

STEP 1: Indicate that you will use a quantitative research method.
STEP 2: Define quantitative research on your own words.
STEP 3: Use a supporting detail by using a citation to support the definition of
quantitative research.
STEP 4: Introduce your “research design” you will utilize
STEP 5: Define the research design you will utilize on your study by your own
words.
STEP 6: Use a supporting detail by using a citation to support the definition of the
research design you utilize.

Example:

Research Design

The researchers utilized quantitative research in this matter.

Quantitative research was a systematic investigation that focused on

quantifying data and used statistical, mathematical, or computational

techniques to analyze it. According to Lahrech (2019), a key characteristic of

quantitative research was its focus on numerical data, distinguishing it from

qualitative research. It involved collecting data using measurable metrics

and analyzing it objectively with statistical tools. Based on Ansari (2021),

quantitative research involved the process of collecting and analyzing

numerical data. It was used to identify patterns and averages, make

predictions, test causal relationships, and generalize results to wider

populations. Carlo (2018) stated that quantitative methods dealt with

numbers and anything that was measurable in a systematic way of

investigating phenomena.

Correlational research design was adopted for this quantitative study to

identify the relationship between academic performance on college career

program selection. Correlational research design aimed to identify

relationships between two or more variables and focused on discovering the

degree to which these variables were related. According to Supriyono (2022),

correlational research involves calculating a correlation coefficient, which

measures the extent to which variables vary together. A correlation reflects

both the strength and direction of the relationship between two or more

variables. Pala (2023) state that correlational study is a type of research

design that aims to examine the relationships between two or more

variables. In this approach, researchers seek to determine whether changes

in one variable are associated with changes in another variable. Unlike

experimental studies, correlational studies do not involve manipulation of the

variables; instead, they observe and measure them as they naturally occur.

STEPS IN CREATING A RESEARCH LOCALE

STEP 1: Where does your study will be conducted.

STEP 2: What is the aim of your study

STEP 3: What is the foreseen problem that cause you to conduct your study
Example:

Research Locale

The research locale for his study was Philippine Technological

Institute of Science, Arts, and Trades Central Inc. A non-stock non-profit non-

secretarian private Educational Institution to innovate the field of technical

education, located in General Mariano Alvarez, Cavite.

STEPS IN CREATING A POPULATION AND SAMPLE OF THE STUDY

STEP 1: Indicate the population of your study and sample size.

STEP 2: Introduce what sampling technique you will utilize.

STEP 3: Define the sampling technique you will utilize on your own words.

STEP 4: Use a supporting detail by using a citation to support the

definition of the sampling technique you utilize.

Example:

Population and Sample of the study

The population of this study consists of Grade 12 students who

are currently in their final year of senior high school at the Philippine

Technological Institute of Science Arts and Trade. The total accessible

population for this study is 621 students from all senior high school strands.

To ensure that the sample size is both manageable and representative of the
grade 12 students population, Slovin’s formula was used to determine the

minimum required sample size with a margin of error of 5%. Therefore, a

sample size of approximately 243 Grade 12 students is sufficient for this

study, ensuring a reliable representation of the overall grade 12 population.

The researchers have opted to use the cluster sampling technique

along with simple random sampling. In cluster sampling, researchers divide

a population into smaller groups known as clusters. They then randomly

select among these clusters to form a sample. On the other hand, simple

random sampling is a sampling technique where every member of population

has an equal and independent chance of being selected. Based on the study

by Hassan and Mitra (2019), cluster sampling offers a unique approach by

removing a majority of samples through the analysis of cluster outliers. This

method helps improve sampling accuracy by focusing on representative data

within the clusters. In accordance with Ekborg-Tanner (2024), a complete set

of all units in a population may either be unavailable or too costly to

construct as a sampling frame. In such situations, clusters offer a practical

and cost-effective alternative. By using pre-existing groups or subsets of the

population, researchers can efficiently create a sampling frame without the

need for an exhaustive list of every unit. Tajik and Golzar (2022) note that

simple random sampling is a widely utilized method in scientific research,

particularly suitable for highly homogeneous populations. In this approach,

members of the population are randomly chosen to participate, ensuring that

each individual has an equal chance of being selected. Lone and Tailor
(2017) describe simple random sampling as an unbiased approach that

ensures fairness in the selection process. In this method, every individual in

the overall population is given an equal chance of being chosen to

participate in the study. This equal opportunity for selection minimizes

potential sampling bias, thereby enhancing the representativeness and

reliability of the sample in reflecting the broader population's characteristics.

STEPS IN CREATING A INSTRUMENTS OF THE STUDY

STEP 1: Indicate the name of the standardized research questionnaire you

will use

STEP 2: Introduce the standardized research questionnaire by stating who is

the author, when does the questionnaire is formulated, and how the

questionnaire will be used

STEP 3: Validation: Step by step procedure how the standardize

questionnaire is validated.

Example:

Instrument of the study

This study used two standardized questionnaires for two variables

to survey respondents, aiming to gather data and identify the relationship

between final year academic performance and college major selections. The
first questionnaire assessed the participants' academic performance,

focusing on their grades and achievements in their final year. The second

questionnaire explored the factors influencing their choice of college

program, including personal interests, career aspirations, and external

influences such as family and peer opinions. By analyzing the responses from

these questionnaires, the researchers hope to gain insights into how

academic performance may affect students' decisions regarding their college

career choice, contributing to a better understanding of the educational

pathways taken by students after graduation.

The first questionnaire used by the researcher is the Academic Self-

Efficacy Scale, which is based on the idea that students' efficacy in various

dimensions of academic work contributes to their overall academic self-

efficacy. The standardized questionnaire was developed by Kunnatodi Abdul

Gafoor, who was born on May 16, 1989. Kunnatodi has an excellent academic

background, including a Doctor of Philosophy in Arabic Linguistics from

Jawaharlal Nehru University, New Delhi, India (2015), and a Bachelor of Arts

in Sociology from the University of Calicut, India, where he graduated with

First Rank (2012). Kunnatodi focuses on key reforms in higher education that

prepare the next generation to thrive and succeed. The Academic Self-

Efficacy Scale was created in 2006 and is designed to evaluate students'

beliefs about their academic sufficiency and their confidence in succeeding

at academic tasks. Additionally, it assesses students' self-efficacy levels. This

questionnaire consists of 40 items rated on a 4-point scale. Respondents

answer questions with multiple-choice options, each assigned a

corresponding numerical score. The first scale is labeled “Inadequate" and

has a value of 1. The second scale is labeled "Weak" with a value of 2. The

third scale is labeled "Competent" with a value of 3. Lastly, the fourth scale

is labeled "Exceptional" with a value of 4. The Academic Self-Efficacy Scale

measures students' confidence in their academic abilities. By evaluating this,

educators can identify areas where students need support. According to

Richter et al. (2018), it examines students' ability to manage and engage in

academic activities, which can lead to higher grades than those of average

students. This scale helps inform strategies to promote academic success. It

explores enjoyment of learning, grade recognition, and confidence in

academic abilities, fostering a supportive learning environment that

encourages student engagement (Guay et al., 2019). As stated by Dorman et

al. (2020), it assesses students' perceived capability to apply knowledge,

understand concepts, and think critically.

Table 2. Student’s Career Development Needs Table of Scoring

Average Score Verbal Interpretation

1 - 1.75 Not confident at all

1.76 - 2.50 Somewhat confident

2.51 - 3.25 Confident

3.26 - 4 Very confident

Validation

Before using these questionnaires, the researchers tested their validity and

reliability. For validity testing, the questionnaires were validated by three

experts: a college teacher, a senior high school teacher, and an English

teacher or grammarian. Their evaluations determined the reliability of the

two standardized questionnaires. The following tables show the results.

Table 3. Validity for Academic Self-Efficacy Scale

The table 3 show that the Academic Self-Efficacy questionnaires

received consistent ratings. The criteria for validation were all categorized as

suitable, with scores and means as follows: 2.73 for format and design, 2.92

for content, 2.93 for clarity, and 2.87 for usefulness. Overall, the

questionnaire falls into the suitable category with an average mean of 2.86.

For reliability testing, a pilot test was conducted on 30 Grade 12

students who were not enrolled in the study's research locale. This pilot test

Criteria of Validation Mean Verbal Interpretation

Format and Design

Content 2.73 Suitable
Clarity 2.92 Suitable
Usefulness 2,93 Suitable
Average 2.87 Suitable
2.86 Suitable
assessed the consistency, accuracy, and reliability of the questionnaires. The

reliability was determined using McDonald's reliability coefficient, ensuring

that the instruments met the required standards for research use.

Table 5. Reliability result for Academic Self-Efficacy Scale and Student’s

Career Development Needs Questionnaire

Variable Omega Interpretation

Academic Self-Efficacy Scale 0.740 Reliable
Student's Career Development 0.740 Reliable
Needs Questionnaire

The table above presents the reliability results for the two

questionnaires: the Academic Self-Efficacy Scale and the Student's Career

Developmental Needs Questionnaire. The Academic Self-Efficacy Scale

achieved a McDonald's omega coefficient of 0.892, placing it in the reliable

category. Similarly, the Student's Career Developmental Needs

Questionnaire obtained a McDonald's omega coefficient of 0.890, also

classified as reliable.

These reliability tests confirm the consistency and accuracy of the

questionnaires, ensuring that they effectively measure the intended

variables. This strengthens the validity of the study's findings and enhances

the credibility of the data collected, providing a solid foundation for

meaningful analysis.
 In this study, we followed a clear step-by-step validation process to

ensure the survey was accurate and relevant. First, we reached out the

subject experts in education to review the survey questions. This initial step

was important because their knowledge helped us understand if each

question was suitable for the study’s goals. After gathering their feedback,

we held discussions to clarify any confusing parts and made adjustments to

improve the wording and overall clarity of the questions. Once the experts

provided their insights, we carefully revised the survey based on their

suggestions. We make sure that every question was easy to understand and

directly related to what we wanted to investigate. This careful review process

ensured that we would collect meaningful and reliable data. By validating the

survey through expert consultation, we aimed to minimize

misunderstandings and enhance the quality of responses from the

participants. With the final version of survey ready, the researchers felt

confident moving forward with data collection, knowing we had a good

strategy to support our research objectives.

STEPS IN CREATING A DATA GATHERING PROCEDURE

STEP 1: List down the step-by-step procedure how will you conduct your

study from validation of the questionnaire to statistical treatment.

STEP 2: These steps should be separated through phases.

Example:

Data gathering
 To achieve the objective of this study, several phases need to be

completed. The study includes six main phases: Phase 1 for validation, Phase

2 for grammar review, Phase 3 for pilot testing, Phase 4 for obtaining

permissions, Phase 5 for conducting the survey, and finally, Phase 6 for

statistical treatment.

In this phase, the validation of the standardized questionnaires for

the two variables was conducted. The researchers sought a professional

college teacher from the Philippine Technological Institute of Science, Arts,

and Trades Central Inc. as a validator. Initially, they requested permission

through a message, followed by a personal meeting with a waiver for both

the validator and the grammarian. The validator reviewed the standardized

questionnaires and asked several questions to ensure alignment with the

study’s objectives. After a thorough evaluation, the validator approved the

questionnaires and signed the waiver for both the validation and grammar

review.

After the standardized questionnaires were validated, the second

phase took place. In this phase, the researchers sought a professional

English teacher to check the grammar accuracy of the questionnaires. The

grammarian noticed certain errors and typos in the questionnaires and

corrected those. Questions about the researchers’ study were also asked to

ensure that the standardized questionnaire aligned with the objectives of the

research. After completing the grammar check, the grammarian approved

the questionnaires and signed the waiver.

 Following the validation phase is the pilot testing phase, where the

researchers will assess the reliability of the standardized questionnaire. The

researchers will create a Google Form containing the questionnaire and send

it to Grade 12 students who are not enrolled at the Philippine Technological

Institute of Science, Arts, and Trades Central Inc. Once the target population

has completed the survey, the researchers will tally the responses for each

item, interpret the data, and evaluate its reliability.

After the second and third phase the standardized questionnaires were

used to survey respondents and gather data. However, the researchers are

not allowed to survey respondents and gather data without permission, as

there may be an assigned subject teacher during the time of data collection.

Since the questionnaires include personal data, such as academic

performance and confidence in choosing college programs, the researchers

will first knock on the classroom door and speak to the assigned teacher. If

no teacher is present, they will approach the class president to request

consent or permission to conduct the survey. Once permission is granted, the

researchers will explain the purpose of the survey, the aims of the study, the

importance of the respondents' participation, and the title of the study.

Following the permission phase is the survey, as the respondents

have already agreed to participate in the study. In this phase, the

researchers will distribute the survey form or standardized questionnaires to

gather data from all students in the classroom. If the students have any

questions regarding the survey form, the researchers will answer them
confidently and politely. Once the students complete the survey forms, the

researchers will collect them and express their gratitude to the students, and

the assigned subject teacher, or the class president.

Lastly, after the five phases is the statistical treatment. In this phase,

the researchers will summarize the data gathered through measures of

mean, p-value, pearson and visualizations to present the results and provide

a clearer overview. The researchers will also utilize models to explore the

relationship between final year academic performance and college program

selections. Finally, this phase analyzes the results of the study and draws

conclusions.

STEPS IN CREATING A STATISTICAL TREATMENT

STEP 1: Who are your target respondents to be conducted.

STEP 2: What statistical tools you will utilize in the research STEP 3: Define

the statistical tools you will utilize on your own words

STEP 4: Use a supporting detail by using a citation to support the

definition of the statical tools you will utilize

STEP 5: Explain how the statistical tools will be use on the research (use

tables, formulas, and interpretations you will use in the statistical tools).

Example:

STATISTICAL TREATMENT
 For this research, Pearson’s correlation coefficient was applied to

analyze the gathered data, enabling the researchers to derive meaningful

insights. This statistical measure was utilized to identify the correlation

between the two variables. According to Conteh (2019), the Pearson

correlation coefficient (r) quantifies the strength and direction of the linear

relationship between two quantitative variables.

r=
∑ ( x−x ) ( y− y )
√∑ ¿ ¿ ¿ ¿
Where in:

r: Pearson Correlation Coefficient

x: Values of the first variable

y: Values of the second variable

x : Mean of the first variable

y : Mean of the second variable

∑ (x−x )
√∑ ¿ ¿¿ ¿