2nd Quarter

Objectives:
Chooses appropriate research design
Identify the different quantitative research
Differentiate descriptive from the experimental research design

Research design is defined as the logical and coherent overall strategy that the researcher uses to
integrate all the components of the research study (Barrot, 2017, p 102).
In order to find meaning in the overall process of doing your research study, a step-by-step process will
be helpful to you. Ideas

Types of research designs

Descriptive Research Designs
• Describing something with data (as opposed to showing a cause-effect relationship).
• Example: Creating a segment profile (age, income, education bevels, typical purchases of
segment)
• Description goals must be clear at the outset unlike exploratory research
• Much of marketing research is descriptive
• No "manipulations”
• Cannot prove causality

Correlational Research Design

Collect data on two or more variables for each participant in the research study.
Minimally accepted sample size is 30.
If the measures hove low reliability, larger sample sizes are needed.
If participants are to be subdivided (say. into moles and females) larges sample sizes are needed,

Ex Post Facto Design

Quasi-experimental study examining how an independent variable, present prior to the study, affects a
dependent variable

Quasi-experimental
 Quasi-experimental research is where participants are Pre-assigned to groups based on some
characteristic or quality such as differences in sex. race. neighborhood. etc.
 These group assignments have already taken place before the before Experiment begins, and
the researcher has no control as to What the people will belong to each group.

Experimental research design

o Experimental is most scientifically sophisticated research method,
o It is defined as ‘observation under controlled conditions'.
o Experimental research design are concerned with examination of the effect of independent
variable on the dependent variable, where the independent variable is manipulated through
treatment or intervention(s), & the effect of those interventions is observed on the dependent
variable,
Objectives:
 Describes sampling procedure
 Identify the characteristics and circumstances of selecting your respondents
 Determine the population and the sample size of your study

QUARTER 2 LESSON 2
DESCRIPTION OF SAMPLE

 a complete set of elements (persons or objects) that possess some common characteristic
defined by the sampling criteria established by the researcher.
 a sample is a group of people, objects, or items that are taken from a larger population for
measurement.
 The entire group of people or objects to which the researcher wishes to generalize the study
findings

Accessible population
 the portion of the population to which the researcher has reasonable access; may be a subset of
the target population

When the whole population is too costly or time- consuming or impractical to consider, then, a sample
representative is identified. Sampling pertains to the systematic process of selecting the group to be
analyzed in the research study.

Factors to considered in choosing your respondents

 Know your research goal
 Develop well-defined screening and targeting criteria
 Choose your sample size

Sample vs Population
Population contains all the observations
Sample a selection of observations from the population
is used to make a general conclusion about the
The sample is used to make general conclusion about the population
The statistic is often different to the parameter
 Sampling error
 Selection bias

SAMPLING TECHNIQUES
Probabilistic Sampling

 Simple Sampling
 Stratified Sampling
  Random Sampling
 Systematic Sampling
 Cluster Sampling

Non-Probabilistic Sampling

 Snowball Sampling
 Voluntary Sampling
 Convenience Sampling
 Judgmental Sampling
 Quota Sampling

What is probability sampling?

Definition: Probability sampling is defined as a sampling technique in which the researcher chooses
samples from a larger population using a method based on the theory of probability. For a participant to
be considered as a probability sample, he/she must be selected using a random selection

Types of Random Sampling

Simple random sampling, as the name suggests, is an entirely
random
method of selecting the sample.
Simple Random Sampling

Stratified random sampling involves a method where the

researcher divides a more extensive population into
smaller groups that usually don't overlap but represent
the entire population. While sampling, organize these
groups and then draw a sample from each group
separately.

Random cluster sampling is a way to select participants

randomly that are spread out geographically.
Cluster sampling usually analyzes a particular population in
which the sample consists of more than a few elements, for
example, city, family, university, etc. Researchers then select the
clusters by dividing the population into various smaller sections
Systematic sampling is an extended implementation of the same old probability technique in which
each member of the group is selected at regular periods to form a sample.

What are the steps involved in probability sampling?

1. Choose your population of interest carefully
2. Determine a suitable sample frame
3. Select your sample and start your survey

Advantages of probability sampling

 It's cost-effective
 It's simple and straightforward
 It is non-technical

Sampling:

 Simple
 Convenience
 Systematic
 Cluster

In non-probability sampling the sample is selected based on non-random criteria, and not every
member of the population has a chance of being included.
Slovin’s Formula

N = 240
e = 0.04
240
n= 2 > Margin of Error
1+240 (0.04)

COMPUTING SAMPLE SIZE

SLOVIN'S FORMULA:
N
n=
1+ Ne2
n = Sample size
N = Population size
e = Margin of Error
(If there is no given margin of error, then use 5%.

Solve for the sample size:

RESPONDENTS POPULATION SIZE SAMPLE SIZE
STEM 220 38
HUMMS 330 57
ABM 430 75
GAS 170 30
N= 1,900 N = 330

RPS 220
STEM= (n)= (300)=38.2 ≈ 38
N 1900
Activity:
Search on internet for a sample research study. Identify the research design use and its sampling
procedure
Example 1 Example 2 Example 3
Research Interview, focused Survey method Case study
design group discussion and
documentary
were employed in data
collection.
Characterist This study used the 120 students filled up Most of the participants
ics of experience of 4 ward the questionnaire, out of (99%) began college in the
population education officers 4 which 3 were not fit for past 4 years. The sample
Heads of secondary use due to inadequate was 54 percent women,
schools, 6 teachers, 9 information. with a mean age of 19.32
parents, and 10 years (standard deviation
students that made a (SD) = 2.80). Less than 1
total of 33 respondents. percent of participants
were married, 29 percent
were in a serious
 relationship, 12 percent
were dating, and 60 percent
were single. Over 99
percent had no children
Sampling simple random Survey method Participants provided
procedure sampling written informed consent
and completed all of the
measures online for course
credit.
Sample size The researcher used 117 respondents. Participants were 148
100 students (%) of the Approximately 52% young adults
students participated in (61) of respondents were
the study male while 48% (56)
were female students.
Source http:// https://files.eric.ed.gov/ https://
repository.out.ac.tz/ fulltext/EJ1268938.pdf www.uclastresslab.org/
1732/1/ pubs/
JAMILLAH__MAGA Toussaint_JHP_2016.pdf
NGA-Dissertation_14-
10-2016-Final.pdf

Example of questionnaire
1. Customer satisfaction questionnaire
2. Product use satisfaction questionnaire
3. Company communication evaluation questionnaire
o Internal questionnaire
o external questionnaire
Objectives
Constructs an instrument and establishes its validity and reliability
Construct a questionnaire using the suggested guidelines and! accepted standard
QUESTIONNAIRE
Questionnaires
What is Questionnaires?
A questionnaire is a research instrument consisting of a series of questions and other prompts for the
purpose or gathering information from respondents. AIthough they are often designed for statistical
analysis of the responses, this is not always the case. 'me questionnaire was invented by

Types of Questionnaire
Structured
wording and order of questions are uniform for all respondents
Unstructured
wording and order of questions can vary for different subjects: usually used for qualitative studies like
FGDs, case studies, etc.

Types of Questions in a Questionnaire

OPEN ENDED QUESTIONS
10 Examples of Open Ended Survey Questions
1. What can we do to improve the experience?
2. How would you rate the overall experience?
3. What did you love about the experience the most?
4. What almost stopped you from completing the purchase?
5. What are your main concerns or questions about [product / service]?
6. How can we make this page better?
7. In your own words, what are the things you like most about this new product
8. What are the things that you most like to improve in this new product?
9. What do you like most about competing products currently available from competitors?
10. How can we make this page better?

Dichotomous Questions
A question has two possible responses.
Surveys often use dichotomous questions that ask for Yes/No. True/False or Agree/Disagree response.
1. What is your gender? Female Male
2. Have you played video games on your smartphone? Yes No
3. Do you like playing video games smartphone? Yes No
4. Which platform do you prefer for playing video games? Online Computer

Multiple Choice Questions

What is your favorite pizza topping?
 Pepperoni
 Mushrooms
 Anchovies
 Sausage
 Artichoke hearts
 Other (please specify)
THE SCALING QUESTION
2, How likely is it that you would recommend this company to a friend or colleague?

Pictorial Questions

SURVEY RESEARCH
• An efficient method of data collection for systematically collecting data from a broad spectrum of
individuals and educational settings
• Collection of information from a sample of individuals through their responses to questions

TYPES OF QUESTIONNAIRE
• CLOSE ENDED QUESTIONS
• OPEN ENDED QUESTIONS

CLOSE ENDED QUESTIONS

• Most responses can be entered easily into computer for ease analysis
• Ex. Scale question, Multiple choice
• Close ended questions should be mutually exhaustive and exclusive so that every respondent
can find one and only one choice that applies to him/her
MAINTAIN CONSISTENT FOCUS
• The research objective should be the primary basis for making decisions about what to include
and exclude
• Every question serves a clear purpose related to the study's objective and each section
compliments other sections

WRITE CLEAR QUESTIONS

• Survey questions must be understood in the same way by people who differ in many ways
• Survey questions must be used with each person, not tailored to specific of a given conversation

AVOID VAGUENESS
• Questions should not be abbreviated in a way that it results to confusion

ASK PRECISE QUESTIONS

• Questions may be ambiguous because a word or term may have a different meaning
• Avoid words like "regularly, often", and "locally"

ASK FOR ONLY ONE PIECE OF INFORMATION AT A TIME

• Avoid double barreled: two questions in one
Ex. Please rate the lecture in terms of its (a) content,(b) presentation

LENGTH OF QUESTIONNAIRE
• There are no universal agreement in the optimal length of questionnaire
• But short simple questionnaire usually attracts higher responses rates than long complex ones

ARRANGING THE QUESTION

• Put the most important items in the first half of the questionnaire
• Start with easy and questions

ORDER OF QUESTION
• Go from closed to open questions
• Use a variety of question format
• Leave demographic and personal questions until last

LAYOUT
• Allow enough room for respondents to answer questions
• Use clear headings and numbering if appropriate
 Research Instrument
Objectives:
Constructs an instrument and establishes its validity and reliability
Explain the different types of research instruments

Research Instrument
A research instrument is a tool used to collect measure. and analyze data related to your research
interests,
Qualities of a Good research instrument
1. Validity
Types of Validity
Content validity
Concurrent validity
Predictive validity
Construct validity

2. Reliability
Methods in testing the Reliability of a Good Research Instrument
Test-retest Reliability
Parallel form Reliability
Internal Consistency Reliability
Spit Half Method

3. Usability
Factors to Determine Usability
1. Base of administration
2. Base of scoring
3. Ease of interpretation and application
4. Low cost
5. Proper mechanical make-up

Types of Research Instrument

Observations
1. Observation
2. Naturalistic Observation
3. Structured Observation
4. Participants Observation

Survey
1. Survey research
2. Free- answer
3. Guided response type

Instruments
Preparing Research Instruments
 A research instrument is a tool used to gather data on a specific topic of interest.
 When preparing an instrument, you must ensure that it is valid and reliable.
  It is valid when it directly answers or addresses your research questions.
 It is reliable when it provides you consistent and stable data over a period of time.
Guidelines in Preparing Research Instruments
1. Do a preliminary research by visiting your library or checking online sources.
2. Talk to a person who is knowledgeable in preparing research instruments.
3. Master the guidelines in preparing and administering each type of instrument.
4. Clarify your research questions. Be sure that your instruments will directly address your specific
research questions.
5. Based on the data you need, decide on the number of people whom you want as respondents or
participants.
6. Prepare the instrument using the appropriate format. Get model instruments, if necessary. You
may visit Google scholar to get samples of your intended instrument.
7. Edit your instrument.
8. Pilot your instrument to further improve its quality. After receiving the feedback from your pilot,
make the necessary revisions.

Types of Research Instrument

1. Survey
a. Interview
b. Questionnaire
2. Observation
3. Experiment

1. SURVEY
A survey contains planned questions which are used to measure attitudes, perceptions, and opinions. It
contains responses directly related to each specific research question. It can either be in the form of an
interview or a questionnaire.

Types of questions-that you can use when conducting a survey

Recall type of question- asks for specific information such as years of service, age, and address
Recognition type of question- asks for a response to a specific question where options are given such as
in the case of multiple choice, dichotomous (yes/no), and rating scale format
Open-ended type question elicits brief explanations or impressions from the respondent

Interview
Instrument that allows the researcher to qualitatively gather data.
Responses during an interview are usually open-ended.

Stages of Interview
Pre-interview stage- Preparation of an interview guide -respondents are being identified and contacted
Warm-up stage- the initial part of the interview when questions that will make respondents more at
ease are asked
Main interview stage- the main questions directly related to the research questions are asked
Closing stage- questions are asked to wind down the interview and respondents are acknowledged and
Thanked

Guidelines when Conducting an Interview

 1. Before the interview, arrange your questions logically to make the flow of the interview
smoother.
2. Begin by introducing yourself and the purpose for the interview.
3. Tell the respondents that you will handle the information with utmost confidentiality and care.
4. Have a warm-up stage to make the respondents more comfortable. Questions such as "How was
your day" can be asked for this purpose.
5. Adjust your language to that of the respondents.
6. Make the length of the interview reasonable. Otherwise, your respondents might get bored or
annoyed.
7. Record the interview because you may need to transcribe the gathered data. However, make
sure you inform or get the approval of the interviewee.
8. Always thank the respondents for their time.

b. Questionnaire
 Compared with the interview, a questionnaire is more quantifiable.
 It lists written questions to get specific information
 In some cases, open-ended questions are incorporated in the questionnaire

Parts of a Questionnaire
1. Personal information section
- includes the name (optional), age date of birth, address, educational background and other personal
information about the respondents
-Note that personal information relevant to the research study should be asked.

2. Basic questions section

Serves two purposes:
First is to establish that the person you are asking is the right person for the study
Second is (applicable to interview) is to establish rapport with the interviewees

3. Main questions section

 questions that are directly related to your research.
 it is ideal to have multiple questions for each specific research question.
 the greater the number of questions, the greater the possibility of more conclusive results.

4. Open-ended questions section

 asks for a brief explanation or response to an open-ended question

Guidelines in Preparing a Questionnaire

1. Introduce the questionnaire through a cover letter. It should explain the purpose/relevance of
the study, length of time in completing the questionnaire, how data will be processed, your
contact details and expected date and time in completing the questionnaire.
2. Keep the questionnaire as short as possible.
3. Ensure confidentiality of information.
4. Pilot the questionnaire to check if you have missed any important questions.
5. Use a follow-up reminder.
 6. Give respondents sufficient time to answer the questionnaire.
7. Make all directions and questions clear.
8. Ensure that your grammar is correct.
9. Use questions that will elicit objective response as much as possible
10. Make it brief without sacrificing the content.
11. Arrange and categorize the questions logically.
12. Relate all questions to your research topic and make sure that responses drawn out are
sufficient for your analysis. Try to make as many questions as possible without being redundant.
13. Avoid embarrassing and unnecessary questions.
14. Explain and illustrate difficult questions.
15. State all questions affirmatively
16. Make the respondents anonymous, if necessary.
17. Avoid biased and leading questions.

2. OBSERVATION
Allows the description of behaviour in a naturalistic or laboratory setting.
This instrument is usually used to cross-validate the results of other instruments.

Types of Observation
1. Participant and Non-participant Observation
Non-participant- allows the researcher to observe the subjects without interacting with them. Hence,
the subjects do not know that they are being observed.
Participant observation- allows the researcher to interact actively with the subjects. In some cases,
researchers immerse themselves in a
group/community for a long period of time.

2. Structured and Unstructured Observation

 Structured Observation- occurs when the researcher has a list of behaviors that he/she wants to
observe.
 Unstructured Observation- occurs when the researcher allows behaviors to emerge. These
behaviors are then documented through an in- depth narrative account

3. Covert and Overt Observation

 Covert Observation- occurs when the subjects are not aware that they are being observed.
 Overt Observation- occurs when the subjects are aware that they are being observed.
Guidelines in Conducting an
1. Develop an observation guide or checklist.
2. Decide on the type of observation that you will use.
3. Know your limitations as an observer.
4. Use a recording device when appropriate.
5. Always bring paper and pen to record details which cannot be recorded a video/audio recorder.
6. Never attempt to influence the behavior of your subjects.
7. Always observe ethics when implementing an observation instrument.
3. EXPERIMENT
An experiment is a procedure undertaken scientifically and systematically to make a discovery and test
hypothesis.
1.

Steps to Follow in an Experiment

1. Make observations
2. Develop the hypothesis
3. Design the experiment
4. Conduct the experiment
5. Analyze the results
6. Decide on whether to accept or reject the hypothesis based on the results

Guidelines in Conducting an Experiment

1. Always coordinate with a laboratory technician/supervisor when doing an experiment.
2. Make yourself present and accessible during an experiment.
3. Maintain a relaxed and professional atmosphere.
4. Clean the experiment venue as you leave.
5. Never coerce any participants in your experiment.
6. If you need participants in your experiment, let them fill out an informed consent form
beforehand.
7. Ensure the safety of everyone involved at all times.
8. Ensure anonymity of participants.
9. Ensure confidentiality of all gathered data.

Data Collection
These are instrument that are used to collect data from participant of the study. They are important for
collecting data in all types of research method

Types of Data Collection

Is the commonly used instrument for collecting research data from the participants of a study. It
basically seeks the opinions of individuals in a sample or a population on issues directly related to the
objectives of the research study (Aina.2004:348)

Interview
Is a measurement instrument otherwise known as oral questionnaire It involves a process where a
researcher solicits information from respondents through verbal interaction.

This is an instrument that is employed by a researcher in which an individual behavior or situations is

observed and recorded.
 In participant observation
 Non-participant observation

FGD Focus Group Discussion

data collection instrument refers to a process whereby researchers obtain data from large group of
people at the same time.
Experiments
This type of data collection instrument takes place in pure 8 Applied science research.
ACTIVITY
Directions: As you have learned from this lesson, answer each question comprehensively.
1. Why it is important to have a good research instrument?
 Because if you use the improper research instrument, your findings will be invalid and
unreliable. It might even be unethical. A bad decision might show bias that the researcher isn't
aware of.
2. Differentiate validity and reliability. Explain how they complement each other to make a good
research instrument.
 What is the difference between reliability and validity? ... The terms reliability and validity are
used to assess the quality of research. They describe the accuracy with which a method,
methodology, or test that measures something. Validity is concerned with a measure's
precision, whereas reliability is concerned with its consistency.
Objectives
• Describes intervention
• Explain the steps in describing research intervention process

RESEARCH INTERVENTION
It pertains to what is going to happen to the subjects of the study. This decision covers who will receive
the intervention and to what extent it will be applied to them.

Steps in Describing the Research Intervention Process

Write the Background Information
Describe the Differences and Similarities between the Experimental and Control Group.
An experimental group is the group that receives the variable being tested in an experiment.
The control group is the group in an experiment that does not receive the variable you are testing.

Describe the Procedures of the Intervention.

Explain the Basis of Procedures.
Objectives
 Plans data collection procedure
 Explain quantitative data and the techniques in collecting quantitative data
 Identify the type of quantitative data

Define the difference between mean, median, and mode

Planning Data Collection and Procedure
QUANTITATIVE
Data Collection Methods
Quantitative data is data expressing a certain quantity, amount or range.

Techniques in Collecting Quantitative Data

Observation
It is gathering information about a certain condition by using senses. The researcher records the
observation as seen and heard.

Survey
Data gathering is done through interview or questionnaire. By means of questionnaire you use series of
questions or statements that respondents will have to answer.
Experiment
When your study is an experimental design, it was already discussed in the previous lesson that it would
use treatment or intervention.

Types of Quantitative Data

 Counter
 Measurement of physical objects
 Sensory calculation
 Projection of data
 Quantification of qualitative entities

Quantitative Data:
Collection Methods
 SURVEY
 Closed ended questions
 Cross-sectional study VS Longitudinal study

QUANTITATIVE
Data Collection Methods

Survey
 A researcher uses a questionnaire that is distributed to the target respondents using different
approaches.
 Survey is a practical way to gather a large amount of data from a large number of people in a
short period of time
Three (3) Approaches in doing a Survey
A. Face to Face
Data can be collected by speaking the respondents in person.

B. Over the Phone

The researcher collects the data by contacting the target respondents via telephone/cellular phone.

C. Online
A survey questionnaire is sent to the target respondents in online-based channel. This can via email,
social media embedded over website.

Experiments
Without Intervention With Intervention
A researcher manipulated and controlled certain variables to establish cause-and-effect relationships.

CONTROL GROUP
EXPERIMENTAL GROUP

Without Intervention
CONTROL GROUP
With Intervention
EXPERIMENTAL GROUP

Control Group
Experimental Group

Quantitative Data :
Analysis Methods
 Cross tabulation data
 trend Analysis
 Bar graph
 Conjoint Analysis
 Gap analysis
 Test analysis
 SWOT Analysis

Steps to conduct Quantitative Data Analysis

1. Relate measurement scales with variables
2. Connect descriptive statistics with data
 Mean
 Median
 mode
 Mode (Most Popular)
  Frequency Distribution Table
 Range
 Pie graph

3. Decide a measurement scale

HISTOGRAMS STEMPLOTS PIECHARTS

MEASURES OF CENTRE
 MODE
 MEDIAN
 MEAN
MEASURES OF SPREAD
 RANGE
 STANDARD DEVIATION

DESCRIBING DISTRIBUTIONS USING NUMBERS

 MODE
 MEDIAN
 MEAN
 RANGE
 STANDARD DEVIATION

MODE
REFERS TO THE DATA VALUE THAT IS MOST FREQUENTLY OBSERVED

MEDIAN
REFERS TO THE DATA VALUE THAT IS POSITIONED IN THE
MIDDLE OF AN ORDERED DATA SET

MEAN
ARITHMETIC AVERAGE

RANGE = MAX - MIN

MEASURES OF SPREAD
RANGE
STANDARD DEVIATION

STANDARD DEVIATION
HOW CLOSE THE VALUES IN A DATA SET ARE TO THE MEAN
ACTIVITY
Explain the techniques in collecting quantitative data
 Observation
o Allows behavior to be described in a realistic or laboratory environment. The results of
other instruments are generally cross-validated using this instrument.
 Survey
o A survey is a set of questions designed to gauge people's attitudes, views, and opinions.
It includes replies that are directly relevant to each study topic. It might take the shape
of a questionnaire or an interview.
 Experiment
o An experiment is a method that is carried out in a systematic and scientific manner in
order to produce a discovery and test a hypothesis. It was previously mentioned in the
last lesson that if your study has an experimental design, it will involve treatment or
intervention.

Cv/ resume
35 points
Hard copy
Additional points

Description of sample
Quantitative research design
Research questionnaire
Types of Validity
Method testing reliability
Data collection
Objectives:
Explain Data Analysis
Differentiate Descriptive Statistics and Inferential Statistics
Planning Data Analysis
Data analysis in research is a process in which gathered information are summarized in such a manner
that it will yield answers to the research questions. During quantitative data analysis gathered
information were break down and ordered into categories in order to draw trends or patterns in a
certain condition.

STATISTICAL TREATMENT
 Descriptive Statistics
 Inferential Statistics

Planning your Data Analysis

Before choosing what statistical test is appropriate for your research study it is important to determine
what statistical formation is applicable to your current study. In immersing yourself into planning your
data analysis, you must decide what basic descriptive statistical technique you are going to use.
Although this technique does not give you the degree of association or effect between variables, this will
help you to code and simply tabulate your data.

Descriptive Statistical Technique

provides a summary of the ordered or sequenced data from your research sample. Frequency
distribution, measure of central tendencies (mean, median, mode), and standard deviation are the sets
of data from descriptive statistics.

Frequency Distribution
Frequency Distribution
• A table that shows classes or intervals of data with a count of the number of entries in each class.
• The frequency, f, of a class is the number of data entries in the class.

3 Measures of Central Tendency

 Mean - the arithmetic average. This is used for continuous data.
 Median - a value that splits the data into 2 halves, that is, one half of the data is smaller than
that number, the other half larger. May be used for continuous or ordinal data.
 Mode - this is the category that has the most data. As the description implies it is used for
categorical data.

Mean =
∑ of all values
total number of values
Median = middle value (when the data are arranged in order)
Mode = most common value

Inferential Statistics is used when the research study focuses on finding predictions; testing hypothesis;
and finding interpretations, generalizations, and conclusions.
Types of Statistical Analysis
 univariate analysis
 bivariate analysis
 multivariate analysis
Activity 1. Personal Work Evaluation
Directions: Rate your own paper using the rubric below. For the purpose of improvement, rate your
output as honestly as you can. Use the following scale in evaluating your own paper.

5 - Very Good, 4- Good, 3 - Fair, 2 - Poor, 1 - Needs Improvement

INDICATOR SELF-RATING
1. RESEARCH DESIGN 3
TYPE AND DEFINITION WERE PRESENTED,
AND RATIONAL IS DISCUSSED
2. SAMPLING PROCEDURE AND SAMPLE 5
POPULATION AND SAMPLES ARE
DESCRIBED, AND SAMPLING PROCEDURE
IS CLEAR AND RELEVANT.
3. RESEARCH INSTRUMENT, AND ITS 4
VALIDITY AND RELIABILITY
BASIS OF DECISION IS EXPLAINED,
INSTRUMENT IS WELL DESCRIBED, AND
ITS VALIDITY AND RELIABILITY WERE
CLEARLY PRESENTED.
4. DATA GATHERING PROCEDURE 5
PROTOCOLS WERE CLEAR, AND STEPS IN
THE GATHERING ARE WELL STATED.
5. DATA ANALYSIS 5
BASIS AND EXPLANATIONS ARE CLEARLY
DISCUSSED.
TOTAL 22

Activity 2. Reflection
1. What is your highest and lowest rating? What are your reasons for giving yourself such ratings?
I gave the highest ratings to the Sampling Procedure and Sample, Data Gathering Procedure, and Data
Analysis since they are the parts where I spent the most of my time and am convinced that it is preferable
to other research papers I have read online. The lowest grade I gave is Research Design since I'm not sure
what it contains because the template was modified after I finished chapter 3 and now, I'm rewriting it and
I'm not sure if it's correct.

2. Overall, do you think you ready for presentation of your research paper?
Explain your answer.

I'm all set!

I've been watching videos on YouTube to learn how to defend a thesis or dissertation, but I'm not sure
whether my group members are prepared for the presentation because this is our first time defending a
research paper.
November 22-24
Same time pr 2
Final defense
1:00-1:40
Mortel and panaguiton
Inquires = tana
+ pr2 teacher = macapugay

Sequence
1. Group 2 first Monday magdangal hidalgo etc
2. group 3 second
3. group 5
4. group 4
5. group 1

Present chapter 1-5

Powerpoint presentation(readable)

Token na pwede maibigay sa panaelist

Meryenda???
Wtf magpapaligbre HAHAHAHAHAHA

Wednesday si sir dan espenar

Compute standard devei, median mode etc
Frequency distribution using excel
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 Define Research Methodology
Presents written research methodology
RESEARCH METHODOLOGY
Research methodology simply refers to the practical "how" of any given piece of research. More
specifically, it's about how a researcher systematically designs a study to ensure valid and reliable results
that address the research aims and objectives.

HOW TO WRITE RESEARCH METHODOLOGY

1. Nature of Research (Qualitative/Quantitative) — Not Necessary in Research Paper
2. Population
3. Sample (Sample Size & Sampling Technique)
4. Questionnaire sources (Primary Data)/Data Sources (Secondary Data)
5. Example Items if the whole questionnaire is not presented.
6. How the questionnaire was distributed? / Data Collection Techniques
7. Structure of the Questionnaire/Likert Scale used
8. Summary of Respondents
9. Analysis Techniques
10. Regression Model in case Of Research in the Area of Finance/Economics

How do I choose a research methodology?

• To choose the right research methodology for your dissertation or thesis, you need to consider
three important factors. Based on these three factors, you can decide on your overarching
approach - qualitative, quantitative or mixed methods. Once you've made that decision, you can
flesh out the finer details of your methodology, such as the sampling, data collection methods
and analysis techniques
The three factors you need to consider are:
The nature of your research aims, objectives and research questions

research can fall into one of three categories:

• Exploratory
• The methodological approaches taken in the existing literature
• Practicalities and constraints

Importance of Research Methodology

A methodology will give you frat path. And choosing a wholly suitable and sound method frat is right for
your research project will give you the path help you succeed. A methodology will give you the
guidelines make your project manageable, smooth and effective.

Components of chapter 3 Research Methodology

• Research Design
• Sampling Procedure
• Research Instruments
• Statistical Treatment Data
Chapter 3
Research Methodology
This chapter discusses the research design, locale of the study, the respondents of the study, the data-
gathering instrument which includes the test of its validity and reliability, the data - gathering
procedure, and the data analysis.
• Research Design
• Locale of the Study
• Respondents of the Study
• Data Gathering Instrument
Validity
Reliability
• Data Gathering Procedure
• Data Analysis

Chapter 3 (center and bold, sentence case)

RESEARCH METHODOLOGY (center and bold, uppercase)
Introductory statement for chapter 3
 Give an overview idea of the parts of chapter 3 by enumerating the parts in order.
 The format and parts of chapter 3 depends to the research policy and guidelines of the school.
Example:
This chapter discusses the research design, locale of the study, the respondents of the study, the data-
gathering instrument which includes the test of its validity and reliability, the data-gathering procedure,
and the data analysis.

Research Design
 Identify the research design used
 Define the research design (cite sources properly)
 Justify the use of the research design (refer to the definition of the design)
Example:
A descriptive research design will be used in this study. According to Almeida, Gaerlan, and Manly
(2016), descriptive research presents a picture of the specific details of a situation, social setting or
relationship. Moreover, descriptive research is all about describing people who take part in the study
and it can be done using observational, case study, or survey. (Kowaltzyk, 2015).
This design is appropriate for this study because its purpose is to describe the students' level of
engagement in online classes.

Locale of the Study

 State the setting/locality/place of the study (where?)
 Shortly describe the setting of the study
Example:
This study will be conducted in XYZ High School in Cebu City. XYZ High School is formerly known as ABC
High School and is considered as one of the big schools in the center of Cebu City. Currently, the school
has 12,000 student population and 168 teachers. The school caters both junior high school and senior
high school students. Moreover, the senior high school offers academic, technical - vocational and
livelihood, sports, and arts design tracks.
Collects data using appropriate instruments
Differentiate primary and secondary data

Collecting Data Using Appropriate Instruments

INTRODUCTION
There are various ways of instruments you may use to collect data for evaluation. The choice of
appropriate instruments depends on the type of data to be collected, the question to be answered, the
time frame and the resources.

Data Collection Techniques

 Primary Data
 Secondary Data

Primary Data
A primary data source is an original data source, that is, one in which the data are collected firsthand by
the researcher for a specific research purpose or project.
 Survey
 FGD FOCUS GROUP DISSCUSION
 Interview
 Questionnaire
 Observation

Secondary Data
Secondary data is information that has been previously gathered for some purpose other than the
current research project

COLLECTING DATA THROUGH SURVEY

Survey is defined as the act of examining a process or questioning a selected sample of individuals to
obtain data about a service, product, or process. Data collection surveys collect information from a
targeted group of people about their opinions, behavior, or knowledge.
Objectives
 Identify the different parts of research methodology

Chapter 3
Research Design and Methodology
Research Design
The research design of this study is Quantitative because the study needs the statistical analysis or the
quantitative approach for the following problem. The effectivity of the individual and group assignment
should be measured.

Sampling Procedure
The researcher used snowball sampling. Snowball sampling is the data collection from a person
whom the researcher is familiar with, once the researchers are at the end of collecting data, they will be
asking their respondents to present someone they think that might help and give relevant.
Information for the study. The researchers use it because in snowball sampling researchers can choose
their sample based on their availability. This sampling technique is convenient to use because we're in
pandemic and it's hard to gather data randomly. If fits to our study because we, the researchers can
easily access our sample participants through the use our friends and school mates in Young Achiever's
School of Caloocan. Also, it is convenient because there is ongoing pandemic and the researchers are
restricted to go outside, we can just simply send link with the use of this sampling, we can connect to
our participant by means of internet.

Participants of the study

The researcher's respondents are the Grade 12 students in Young Achievers' School of Caloocan,
Inc. Their ages range from 17-20 years old. They can be male and female only in the STEM strand.

Data Gathering Procedure

The researcher conducted a survey to be answered by selected respondents. Before the
researchers give the survey, they first as their teacher for permission to complete the survey for their
research.
The researcher looks for 50 respondents for the research as they got an exact total of
respondents, they started to send the link the researcher told the selected respondents that they would
participate in answering the survey. The researchers reminded the respondents that they could arrange
to answer the survey for their research, the researchers told the respondents that every question
posted in the survey.

Research Instrument
This study aims to show the downsides of online class through Physics. The researchers will use
a scalar questionnaire as an instrument to gather the needed data. The researchers will use a scalar
questionnaire as an instrument to gather the needed data. The researchers will conduct a survey with
the use of questionnaires. The researchers will produce four tables with a total of 32 questions that is
understandable for the Grade 12 STEM students. The data and analysis coming from the Grade 12 STEM
students will be presented according to its average and percentage. The result will serve as data and
information to show what are the downside of online class through Physics.
Statistical Treatment of Data
The researchers chose descriptive statistics. It is describing or showing the data of the study.
We, researchers chose this because it is easily understood and summarize our data. And our data will be
computed by the following:
 Percentage
 Measure of Central Tendency
 Table (Class Limit, Range, Class boundaries, Frequency, Class mark)
Objectives
 Presents R Interprets Data in Tabular or Graphical Forms
 Identify the different graphical method in presenting the data
 Follow the rules in using tables, graphs and figures in presenting data
PRESENTING AND INTERPRETING DATA IN TABULAR AND GRAPHICAL FORM
Presentation of Data
Data are individual pieces of information recorded and used for the purpose of analysis. It is the raw
information from which statistics are created.

Textual Presentation of Data

Example. You are asked to present the performance of your section in the Statistics test. The following
are the test scores of your class:
TEXTUAL
This method comprises presenting data with the help of a paragraph or several paragraphs. The official
report of an inquiry commission is usually made by textual presentation.

Using Tables
It is a table that helps to represent even a large amount of data in an engaging, easy to read, and
coordinated manner. The data arranged in rows and columns. This is one of the most popularly used
forms of presentation of data as data table are simple to read prepare and read.

Using Graphs
Graphical representation refers to the use of charts and graphs to visually display, analyze, clarify, and
interpret numerical data, functions, and other qualitative structures.

A line graph is a graphical display of information that changes continuously over time.

A pie chart is a circular statistical graphic, which is divided into slices to illustrate numerical proportion

A bar chart or bar graph is a chart or graph that presents categorical data with rectangular bars with
heights or lengths proportional to the values that they represent.

VISUALIZING QUANTITATIVE DATA

Using Graphs and Charts for Data Presentation and Interpretation

WHY USE GRAPHIC ORGANIZERS?

In quantitative research it is important to help the readers easily understand tac data that will be
presented.
One way to help readers clearly understand data presentation is though the of graphic organizers
 Pie charts
 Line graphs
 Bar graphs
 Tables
PIE CHARTS
 A pie chart is a circular graph consisting of slices of wedges that represent a percentage of the
whole. This type of chart is used to represent a particular portion from a total of 100%.
 Usually used to present demographic (nominal categorical) variables or ordinal variables
 Takes into consideration the frequencies and percentages of responses.

Bar Graph
 Bar graphs are used to represent frequencies of responses to a particular variable
 Also used to represent ordinal (ranked) data between variables

Line Graph
 Line graphs are somehow similar to a bar graph; however, a line graph is used to show
progression changes in the trend in a specific variable.

REFLECTION
 In quantitative research, it is necessary to ensure that the audience/readers are able to
understand the data that we will be presenting
 Since quantitative data may tend to be confusing since it contains numbers; one way to present
the analyzed and interpreted data is through tables and figures
 Tables help in organizing quantitative data in accordance with their corresponding categories
 Graphs and Charts help show to readers the analyzed data for a clearer interpretation and
explanation of the results.

Guidelines in Using Tables and Graphs

1. The title of a Table is placed on top of the Table or is the first row of the Table.
2. All tables, graphs and figures must be numbered
3. Don't overwhelm readers with monsters 11 - column, 30 - row tables.
4. If needed, especially in measurement, units must be placed. Don't put the word or abbreviation
for the unit of measurement in every cell of a column.
5. In bar charts and line graphs, don't forget to indicate what The x and y axes represent.
6. Bar charts, line graphs, and pie charts often use special color, shading or line style (solid or
dashed).

ACTIVITY
Explain the following graphical method:
1. Line graph
2. Bar graph
3. Vertical bar graph
4. Pie charts or Circle graphs
 GUIDELINES IN MAKING CONCLUSIONS AND RECOMMENDATIONS
Objectives
 Draws conclusions from research findings
 Formulate recommendations
 Follow the guidelines in making correct conclusions
 See the relationship between conclusions and recommendations
Summary of Findings
Summarizes the interpretation of data given in Chapter 4. These should directly answer your statement
of the problem.

The following should be the characteristics of the summary of findings:

1. There should be a brief statement about the main purpose of the study, the population or
respondents, the period of the study, method of research used, the research instrument, and the
sampling design.
2. The findings may be taken up all together, but clarity demands that each specific question under
the statement of the problem must be written first to be followed by the findings that would
answer it.
Example
Can mucus of Pomacea canaliculate inhibit the growth of Bacillus subtilis cereus?
3. The findings should be textual generalizations, that is a summary of the important data consisting
of text and numbers.
Example
The great majority of bloggers identify themselves on their sites: 55% of respondents provide
their real names on their blogs; another: 20% provide some variant of the real name (first name only,
first name and initial of surname, a pseudonym friends would Know, etc.)
76% of bloggers do not limit access (i.e readership to their entries in any way. 36% of respondents have
gotten in trouble because of things they have written on their blogs. 34% of respondents know other
bloggers who have gotten in trouble with family and] friends. 12% of respondents know other bloggers
who have gotten in legal or professional problems because of things they wrote on their blogs.
Conclusions
Interprets the findings of the research. It answers the statement of the problem and accepts or rejects
the hypothesis.

Guidelines in Writing Conclusions

4. Conclusions are inferences, deductions, abstractions, implications, interpretations, general
statements, and/or generalizations based upon the findings.
5. Conclusions should appropriately answer the specific questions raised at the beginning of the
investigation in the order they are given under the statement of the problem.
"If there a significant difference in utilizing water hyacinth as material for cardboard in var in
treatments in terms of opacity, smoothness and water absorbency?" and the findings shows that
based' on analysis and the findings shows that based on analysis of findings using ANOVA the null
hypothesis wag rejected„ your conclusion should be• varying treatments in the preparation d
cardboard using water hyacinth significant/ differ in opacity, smoothness and water absorbency.
6. Conclusions should point out what were actually observed.
7. Conclusions should be formulated concisely, that is, brief and short, yet they convey all the
necessary information resulting from the study as required by the specific questions.
8. Conclusions should not be repetitions of any statements anywhere in the thesis.
Some Dangers to be avoided in Drawing up Conclusions Based on Quantitative Data
1. BIAS
2. Incorrect generalizations
A survey on the kind of service given by a private company in City X was analyzed.
Questionnaire to the satisfaction of the service rendered was given to the selected respondents,
Unfortunately, not the whole sector of the population was represented. Then, the company who
conducted the study made a generalizations that the whole populace was satisfied on the
service
3. Incorrect deduction
4. Incorrect comparison
School C = 1,500 students
School D = 500 students

How to Write Chapter 5

Summary of Findings, Conclusion and Recommendation
Introductory Statement
This part of the research contains a short introductory statement that presents the content of the
chapter.
Refrain from using citations that would derail the focus of the chapter.
As much as possible, use a maximum of 2 paragraphs in writing your introduction.
Example
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary and conclusion derived in the conduct of the study which is
to probe on the effect of Math Talk as an Inquiry Based Strategy in Teaching Mathematics in the Grade 7
Students of Camarin High School. It also provides recommendations that can be pursued by the
mathematics teachers.
The study was conducted at Camarin High School. The respondents were the grade 7 students
from section love and benevolence. They were selected using purposive sampling. It employed
quantitative research and utilized quasi- experimental method. Pertinent data were obtained thru
pretest and posttest. The statistical tools used were mean, percentage, dependent and independent t-
test.

Summary of Findings
This part should be anchored on the SOP or statement of the problem of your research.
In writing this part, present the actual SOP and then immediately present the findings of your study
using the data and evidences from the previous chapter of your study.
Technically, this is usually written by presenting the SOP in BOLD letters and then present the findings
separated by a single space.
Example
SUMMARY OF FINDINGS
The findings of the study were summarized according to the statement of the problems stated in
Chapter I.
1. How comparable are the two groups in terms of their performance in the diagnostic tests in
Mathematics?
The Non- Math Talk group has a mean of 11.64 while the Math Talk group has a mean of 11.54 and were
both on the level of below average.
The data also reveals that the p- value of 0.892 is greater than the significance level of 0.05; hence, with
84 degrees of freedom, there is no significant difference between the scores of Non- Math talk and
Math Talk group in diagnostic test. Therefore, the null hypothesis is accepted. This reveals that the two
groups exhibited almost the same proficiency in Mathematics before the researcher conducted the
experiment.
 
Conclusion
Conclusions are realizations anchored on your research findings.
These should be presented as the synthesis of your key points.
The hypothesis can be answered in this part of your research.
Example
CONCLUSIONS
Based on the indicated findings, the following conclusions were drawn:
1. The respondents on the Non- Math Talk and Math talk group has almost the same level of base
knowledge on the topics about Number and Number Sense before the treatment was applied.
2. The findings revealed that the students who undergone the treatment has higher achievement
compared to those students who are taught in conventional way.

Recommendations
Recommendations should be based on the conclusion of the study.
Recommendatory and not a demanding tone should be utilized in the presentation.
There are 2 elements required in presenting the recommendation; 1. The action being recommended, 2.
the entity, institution, organization or individual tasked to implement the recommendation.
Example
RECOMMENDATIONS
This study revealed the effectiveness of Math Talk as an Inquiry Based Strategy in Teaching
Mathematics. Thus, the following recommendations are hereby presented:
1. Since, the effectiveness of Math talk has been proven, teachers should incorporate Math Talk
into their classrooms to maintain quality education for the students and help them build a
relational understanding of the mathematics.
2. Implementation of Math Talk as an inquiry based strategy in teaching mathematics should be
encouraged by administrators and embraced by educators in an effort to continually improve
public education.

RECOMMENDATIONS
 They should be based on the findings and conclusion of the study.
 Recommendations may be specific or general or both. They may include suggestions for further
studies.
 They should be in non-technical language.
 They should be feasible. workable, flexible, doable, adaptable.

The Techniques in Listing References

a. Only include works cited or used in your paper
b. The entire list is alphabetized by authors' last name
c. Initials are used for first and middle name of the author
d. If there is no author„ use the first two words of the, title and treat it like an author.
e. Date in parenthesis immediately follows that authors 'name.
f. The year goes before the month and the date. Do not abbreviate the month.
g. For books and article titles, capitalize only the first word and the proper nouns„
h. For magazines, journals and newspapers, capitalize all important words.
i. Quotation marks are not used around the titles
j. Indent all lines after the first line.
k. Double space everything
l. use period after the name of the author; year; title and at the end.
m. Use column between the publications and the place of publications,
1. What research design aims to determine a cause from already existing effects?
Ex-post facto
2. What research design is often conducted in a controlled setting with corresponding research
treatment?
Experimental
3. What is suited research design for this research title, "The Effects of Twitter on the Communication
Etiquette of students?
Descriptive
4. Mr. Cruz would like to know further the type of social media used between the male and female SHS
students of Young Achievers' School of Caloocan. What is the appropriate research design to be used in
his study? *
Correlational
5. It is totality of all the objects, elements, persons, and characteristics under consideration.
Population
6. It is a way of choosing individuals in which all members of the accessible population are given an
equal chance to be selected. *
Simple Random Sampling
7. It pertains to the systematic process of selecting the group to be analyzed in the research study.
Sampling
8. A sampling technique in which the researcher chooses samples from a larger population using a
method based on the theory of probability.
Probability Sampling
9. The sample is selected based on non-random criteria and not every member of the population has a
chance of being included.
Non- Probability Sampling
10. A research instrument consisting of a series of questions for the purpose of gathering information
from respondents.
Questionnaire
11. A research design used when the main objective of the study is to observe and report a certain
phenomenon.
Descriptive
12. A research design that aims to measure the casual relationship between variables. *
Comparative
13. A researcher makes a phone call to a respondent to collect responses directly. -k
Telephone Questionnaire
14. An example of questionnaire that can be used in any situation where there's an interaction between
a customer and an organization. *
Customer Satisfaction
15. It is a gathering of information about a certain condition by using senses.
Observation
16. A type of validity that is determined by showing how well predictions made from the text. -k
Predictive
17. A method wherein the instrument is administered twice to the same group of subjects and the
correlation coefficient is determined. *
Parallel forms
18. The test in this method is administered twice but the test items are divided into two values. *
Test-retest
19. It collect quantitative data and the questionnaire is planned and designed to gather precise
information. *
Structured Questionnaire
20. A type of questions that help to collect qualitative data in a questionnaire where the respondents
can answer. *
Structured Questions
21. It refers to the selection of a sample from a population and based on the principle of randomization,
a random selection or chance.
Probability Sampling
22. A type of questionnaire that helps to collect quantitative data. *
Structured Questionnaire
23. A qualitative research method which the researcher not only observes the research participants, but
also actively engages in the activities of the research participants. *
Participant
24. A questions that allows the respondent to express himself or herself freely on a given subject. *
Open-ended Questions
25. Researchers collect data by observing behavior without actively interacting with the research
participants. *
ln- Participant Observation
26. It collects qualitative data, and the questions are more open- ended questions.
Unstructured Questionnaire
27. Respondents are asked a question and the answer choices are in the form of images. *
Pictorial Questions
28. A questions for which a researcher provides research participants with options from which to choose
a response. -k
Close- ended Questions
29. A close- ended questions that has only two options like Yes or No, True or False. *
Dichotomous Questions
30. A questions that based on the principles of the four- measurement scale. -k
Scaling Questions
31. TYPES OF RANDOM SAMPLING
Simple random sampling, Stratified random sampling, Random cluster sampling, Systematic sampling,
Cluster sampling
32. TYPES OF NON- PROBABILITY SAMPLING *
Snowball Sampling, Voluntary Sampling, Convenience Sampling, Judgmental Sampling, Quota
Sampling
33. TYPES OF QUESTIONNAIRE BASED ON DISTRIBUTION
Online Questionnaire, Mail Questionnaire, Telephone Questionnaire, In-house Questionnaire
34. TYPES OF DATA COLLECTION
Online Survey, Mail Survey, Interview, FGD Focus Group Discussion, Experiments
35. COMPLETE NAME OF YOUR PRACTICAL RESEARCH 2 TEACHER