Manelyn L. Mananap Thesis (Chapter 3)
Transcript of Manelyn L. Mananap Thesis (Chapter 3)
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Chapter 3
RESEARCH METHODOLOGY
This chapter presents and discusses the research
design, subject and respondents of the study, population,
sample size, sampling techniques, data gathering instrument,
validity and reliability of instruments, data gathering
procedures and data analyses.
Research Design
This study used a descriptive research design.
According to the Office of Human Research Protections (OHRP,
1998), a descriptive study provide information about the
naturally occurring health status, behavior, attitudes or
other characteristics of a particular group. Likewise,
Shields, Patricia and Rangarjan (2013) stated that
descriptive research design is used to describe the
characteristics of a population or phenomenon being studied.
Subject and Respondents of the Study
The subject of the study composed of two hundred fifty
three (253) Grade 6 pupils and the respondents were the
Grade 6 pupils and teachers in Mathematics from the eight
(8) schools in the District of Valladolid, Division of
Negros Occidental.
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Population and Sample Size
There were six hundred eighty six (686) Grade 6 pupils
population covered in the study. The overall sample size
were two hundred fifty three (253) Grade 6 pupils from the
eight (8) schools in the District of Valladolid, Division of
Negros Occidental. For the teacher respondents, all
Mathematics teachers were taken in the study.
Sampling Techniques
Of the total population, the sample size was determined
using the Slovin formula:
n = N / (1 + Ne2)Where:
n = sample sizeN = population sizee = margin of error
n = (1 + 686 X 0.05)2 / 686= (1 + 1.715) / 686= 2.715 / 686
= 253
In determining the number of respondents from eight (8)
schools of District of Valladolid, Division of Negros
Occidental, the stratified random sampling technique was
used with the formula below:
ni = N1 ( n 1 ) Nt Where;
ni = sample size per sectionN1 = population per sectionnT = total sample size
Nt = total population
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Table 1 below presents the distribution of respondents
per school.
Table 1. Population and Sample Size of Grade 6 Pupils by Schools in the District of Valladolid, Division of Negros Occidental
Schools in Valladolid District
Population (N) Sample Size (n)
School A 75 28School B 30 13School C 20 10School D 82 30School E 38 17School F 49 19School G 223 77School H 169 59TOTAL 686 253
Table 2 below presents the distribution of teacher-
respondents from eight (8) schools in the District of
Valladolid, Division of Negros Occidental.
Table 2. Population and Sample Size of Grade 6 Teachers by Schools in the District of Valladolid, Division of Negros Occidental
Schools in Valladolid District Population (N) Sample Size
(n) School A School B School C School D School E School F School G School H
11111141
11111141
TOTAL 11 11
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Data Gathering Instruments
The researcher utilized survey instrument for data
gathering. For the quantitative probe, a self-administered
survey questionnaire was employed.
Part 1: Questionnaire to determine pupil’s profile
To determine the pupils’ profile, a survey question was
used which include: gender, economic status, study habit,
attitude towards Mathematics and technological gadgets;
Part 2: Questionnaire to determine teacher’s profile
To determine the teachers’ profile, a survey question
was used which include: gender, educational qualifications,
length of service, seminars and trainings attended, and
styles and strategies in teaching Mathematics.
Part 3: National Achievement Test (NAT) Results of Grade 6
Pupils in Mathematics
To determine the National Achievement Test (NAT)
results of Grade 6 pupils’ in Mathematics, the researcher
collected the results from eight (8) schools in the District
of Valladolid, Division of Negros Occidental from school
year 2011-2012 to 2013-2014.
Validity and Reliability of the
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Data Gathering Instrument
As emphasized by Maricon (1975), an instrument is
considered valid if it measures what it intends to measure
and has the ability to gather data suited to the specific
purpose of the study. On the other hand, it is reliable
when test is dependable, self-consistent and stable
Hence, the instruments used for the pupils and teachers
profile were valid and reliable for they were evaluated,
criticized and developed by the Division Program Supervisor
in Mathematics, School Heads and Mathematics teachers.
Data Gathering Procedures
For the accomplishment of the study the following
procedures were used:
A Letter of permission to the Schools Division
Superintendent, to administer the questionnaires was secured
from the Division Office of Negros Occidental (Appendix C).
A letter of permission to National Educational Testing
and Research Center (NETRC) was accomplished for the
utilization of National Achievement Test result of school
years 2011-2012 to 2013-2014.
The researcher extracted the questionnaires for pupils
and teachers respondents and provides enough copies for the
distribution.
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To ensure the appropriate and proper accomplishment of
the questionnaire, the researcher explained the purpose of
the study to the respondents.
The National Achievement Test (NAT) results in
Mathematics were collected from eight (8) schools in the
District of Valladolid, Division of Negros Occidental from
school year 2011-2012 to 2013-2014.
The data gathered were tabulated, classified and
analyzed to answer the specific statement of the problems.
Data Analysis
To analyze the collected data, the appropriate
statistical tests were used as follows:
To answer the statement of the problem no. 1 which
says, what is the profile of grade 6 pupils when grouped
according to gender, economic status, study habit, attitude
towards Mathematics and technological gadgets, the frequency
and percent distribution were used.
To answer the statement problem no. 2 which says, what
is the profile of grade 6 teachers when grouped according to
gender and styles and strategies in teaching Mathematics,
the frequency and percent distribution were used.
Frequency, according to Pagoso and Montana (1997), it
is a tool facilitates the tallying and counting of
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frequencies falling under each category. In this study,
frequency was used to measure the respondents answer to
specific set of questions.
Percentage, stated by Triola (1997), it is the ratio of
the responses to the total, to find the trends in opinion.
This was used to determine the trends of the subject of the
study's profile as well as the significant difference on the
respondents' assessment.
Specifically, this is used to compare the frequency of
responses according to the number of sections.
% = F/N x 100
Where: F = Number of RespondentsN = Total no. of Respondents% = Percentage
To answer the statement of the problem no. 3 which
says, what is the National Achievement Test performance of
Grade 6 pupils in the District of Valladolid, Division of
Negros Occidental for School Years 2011-2012, 2012-2013, and
2013-2014, the weighted mean was used.
According to Triola (1997), mean is used when the
different scores weighted are assigned different test. This
formula was used for the scale type of questions, to measure
the extent on how the respondents affected by personal and
environmental conditions.
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It was computed using the following formula:
x = Σfx N
Where:Σ = Summationf = Frequencyx = Class markN = Total frequency
In interpreting the Grade 6 pupils’ economic status,
study habit, attitude towards Mathematics, the Likert scale
was used, and it is considered as unidimensional scaling
method. It is categorized as; strongly agree which means
one is strongly favorable to the concept, agree refers
to somewhat favorable to the concept, undecided means cannot
decide for the concept, disagree refers to somewhat
unfavorable to the concept, and strongly disagree means
strongly unfavorable to the concept (William, 2008).
The Likert Scale used were as follows:
SCALE RANGE VERBALINTERPRETATION
5 4.3 to 5.0 Strongly agree 4 3.5 to 4.2 Agree 3 2.7 to 3.4 Undecided 2 1.9 to 2.6 Disagree
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1 1.0 to 1.8 Strongly disagree
To answer the statement of the problem no. 4 which
says, is there a significant relationship between the
profile of grade 6 pupils when grouped according to gender,
economic status, study habit, attitude towards Mathematics
and technological gadgets and the level National Achievement
Test performance in the District of Valladolid, Division of
Negros Occidental for School Year 2011-2012, 2012-2013, and
2013-2014 and to answer the statement of the problem no. 5
which says, is there a significant relationship between the
profile of grade 6 teachers when grouped according to
gender, and styles and strategies in teaching Mathematics
and the level of National Achievement Test performance in
the District of Valladolid, Division of Negros Occidental
for School Year 2011-2012, 2012-2013, and 2013-2014, Chi-
squared test was used.
The formula for chi-square is:
Formula: x² = (fo – fe)² fe
Where: x² = chi-square valuefo = (frequency according to the variables)
observed frequencyfe = (total frequency x number of
respondents) expected frequency
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To answer the statement of the problem no. 6 which
says, Is there a significant difference between the National
Achievement Test performance among the eight schools (8) in
the District of Valladolid, Division of Negros Occidental
for School Year 2011-2012, 2012-2013, and 2013-2014, the F
test was used. The F test formula is:
formula:
where: F = ration of variance of two observationsS² = sum of square between groupsS = degrees of freedom (groups – 1)S² = sum of scores within groupsS² = degrees of freedom
(observation – group)
Likewise, Scheffe’s test was used to determine the
significant difference of NAT results between schools from 8
schools in the District of Valladolid.
It was computed using the following formula:
F’ = (X1 – X2)2
SW 2 (n1 + n2) n1 n2
Where: F’ = Scheffes test
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X1 = mean of group 1X1 = mean of group 2n1 = number of sample in group 1n2 = number of sample in group 2
SW 2 = within mean scores