CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the data gathering methods and procedures. It includes the

research design, the respondents and how they were selected, the instruments used in

gathering the data and how they were constructed, validated, administered and retrieved and

the statistical tools and methods utilized in treating the gathered data.

Research Method

This study employed the Descriptive Research Method. According to Rahi 1 Descriptive

method of research refers to the type of research that aimed at obtaining information on

current state of phenomena. This type of research sets out to provide an accurate profile of

situations, people or events. Thus, with descriptive method of research, the researcher

interprets and describes phenomena in terms of the meanings that people assigns to them.

Research Locale

This study is conducted in Public Secondary Schools of District IV of Quezon City

Philippines. Secondary Mathematics teachers from ten school serves as the respondents of

the study.

1. Carlos L. Albert High School (Principal IV and a highly urbanized school), in Brixton Hills,

Barangay Santol, Quezon City, the school is found along Araneta Avenue, in rear part of

Josephina Manufacturing Incorporated and So EN Luxury garment inc. On its right is Baloy

1 Rahi, S. (2017). Research Design and Methods: A Systematic Review of Research Paradigms, Sampling
Issues and Instruments Development. Int J Econ Manag Sci 6: 403. doi: 10.4172/2162-6359.1000403
Street Leading to Barangay Santol Hall, it’s left is the Holy Redeemer Parish Church where

the school and the people in the community attend the Holy Mass.

2. Dr. Josefa Jara Martines High School (Principal III and a highly urbanized school), A

public secondary school located at 53 Victory Avenue, corner Cadis street

Barangay Tatalon, Quezon City. Formerly Doña Josefa Jara Martinez

Vocational High School.

3. Quezon City High School (Principal IV and a highly urbanized school) Located in cout

Ebardolaza Street, Kamuning, Quezon City, its left is scout De Guia street, at its back is

scout Trillo Street, and the right wing of the school is where we find the office of the Boy

Scout of the Philippines. A part of its compound is Kamuning Elemetary School.

4. Ramon Magsaysay High School (Principal IV and a highly urbanized school) in E. Garcia

corner EDSA. Cubao, Quezon City. Ramon Magsaysay High School is a high school in

Quezon City, Philippines. It was founded as an annex of Quezon City High School in 1953

then became an independent school in 1958. It is one of the two schools in Metro Manila

named after President Ramon Magsaysay.

5. Ponciano Bernardo High School (Principal II and a highly urbanized school) ii located at : P.

Bernardo Street, Barangay, Kaunlaran, Cubao, Quezon City,

6. Don Alejabdro Roces High School (Principal IV and highly urbanized school) in Don A.

Roces Avenue. Barangay Obrero, Quezon City.

7. Camp Crame High School, General Castaneda Quezon City (Principal III and a highly

urbanized school) is a public secondary school located inside the Camp Crame Compound,

Bagong Lipunan ng Crame, Quezon City

 8. Krus Na Ligas High School, (Principal III and a highly urbanized school) is a public high

school located at 45 P. Francisco, Diliman, Quezon City, Metro Manila 1101.

9. Flora A. Ylagan High School, (Principal III and a highly urbanized school) is located at 52

Malakas Street, Barangay Pinyahan, Quezon City.

10. Manuel A. Roxas High School (Principal III and a highly urbanized school) is located in

Sct. Reyes Barangay Pinaglabanan, Quezon City.

Respondents of the Study

The respondents are the Secondary Mathematics Teachers who are teaching Grade 7

and 8 in Public Schools of District IV of Quezon City for the school year 2017 - 2018.

The researcher included all the teachers who are teaching Grade 7 and 8 as follows:

Table 1

Number of Respondents Per School

Number of Respondents
Name of School Total
Male Female

1 Camp Crame High School 1 5 6

2 Carlos L. Albert High School 2 4 6

3 Don Alejandro Roces HighSchool 3 5 8

4 Dr. Josefa Jarra Martines High School 2 3 5

5 Flora YLagan High School 0 5 5

6 Krus Na Ligas High School 1 4 5

7 Manuel Roxas High School 1 4 5

8 Ponciano Bernardo High School 1 3 4

9 Quezon City High School 2 4 6

10 Ramon Magsaysay High School 3 3 6

Total 16 40 56
Sampling and Sampling Techniques

The researcher did not employ any sampling techniques in getting the respondents

since all the teachers who are teaching grade 7 and 8 students in ten (10) public schools In

Cluster District IV Quezon City, are included in the study.

Data Gathering Instrument

The study used the survey questionnaire in the conduct of the research. The study

utilized the adopted and modified questionnaire from Jang et al (2009). The reliability of this

instrument has a Cronbach alpha value 0f 0.965 indicating that the questionnaire had a good

internal consistency. Moreover, based on the factor loadings, the items in each category were

deleted that had low item-scale correlations from the reliability section and had factor loadings

less than 0.40, indicating its good validity.

The survey questionnaire had three (3) parts. Part I, dealt with the respondent’s

information that includes name, age, gender, civil status, highest educational attainment, field

of specialization, seminars and trainings attended, position and the number of years in

teaching while Part II, contained two (2) parts: the first part of the questionnaire identified the

teaching strategies employed by the secondary Mathematics teachers during class hours;

the second part identified the teachers’ teaching practices in Mathematics in terms of

instructions. Part III consists of the over- all performance of the students taught by the

Mathematics teachers.
Data Gathering Procedure

The researcher, first wrote a letter to the Division of Quezon City informing the office

about the plan to conduct the study in ten (10) schools in District IV, Quezon City . Once the

letter was approved by the division, the researcher wrote another letter to the principal of

each chosen school in District VI informing them of the study which to be conducted to their

respective schools. Upon approval by the principal, the researcher provided letter to the

respondents informing them of the survey which they needed to answer.

Once all the questionnaires were filled out by the respondents it was collated, tallied,

and analyzed using (SPSS) statistical formula.

Statistical Treatment of Data

After administering and retrieving the accomplished questionnaire, data were

categorized, organized and statistically treated. To interpret the data from the responses

objectively, the researcher employed the following statistical treatment to remove the

possibility of developing a biased interpretation.

1. Percentage (%): This is the ratio of the frequency of responses (f) and the total number

of respondents (n) multiplied by 100% using the following

formula:

f
P (100%)
n

Where: f = frequency
n = number of respondents
100 = constant
P = percentage (%)
 Hence, percentage is used to get the proportion of the responses of the respondents

as illustrated in Chapter 1, i.e. the selected profile of the respondents. The profile includes the

age, gender, civil status, highest educational attainment, major or specialization, seminars

and trainings attended and years of teaching.

2. Weighted Mean: This measured the central tendency to provide the average rating of

the respondents for a certain criterion or item in the research instrument. Weighted mean

was obtained by getting the sum of the product of the ratings and the frequency divided

by the number of respondents. The formula is as follows:

Where: = mean
x
∑ ƒ(x) = summation of the product of the rating and the frequency
n = number of respondents

Hence, weighted mean was used to answer problem 2 regarding the

respondents’ responses on the teaching strategies and practices of the secondary

Mathematics teachers.

For problem 2: Strategies and Practices provided by the teachers

Table 1
Use to interpret the result of the computed Mean score of the Distribution of
frequency of Respondents according to their profile

WEIGHTED MEAN SCALE DESCRIPTIVE INTERPRETATION

4.50 – 5.00 5 Always (A)
3.50 – 4.49 4 Often (O)
2.50 – 3.49 3 Sometimes (S)
1.50 – 2.49 2 Rarely (R)
1.00 – 1.49 1 Never (N)
For problem 3: Academic Performance of Grade 7 and 8 Students.

Students Academic performance included in the study was the mean of the final

grades of the students in Mathematics per class taught by the teachers who served as the

respondents of the study. The teacher in charge of the said section or class got the total of the

final grade of the students in Mathematics and divided by the number of the students to get

the class mean.

The equivalent point assigned to each item indicated the extent of existence of the

conditions as perceived by the respondents was determined by estimating each weighted

average, which becomes the verbal descriptions.

WEIGHTED MEAN SCALE DESCRIPTIVE INTERPRETATION

4.50 – 5.00 5 Outstanding (O)
3.50 – 4.49 4 Very Satisfactory (vs)
2.50 – 3.49 3 Satisfactory (S)
1.50 – 2.49 2 Fair (F)
1.00 – 1.49 1 Needs Improvement (NI)

3. Ranking: This illustrated the top most items in the questionnaire evaluated by the

respondents favorably which may serve as the strengths among other indicators. It also

showed the items that are least favorably evaluated which may serve as the weak indicators.

Hence, ranking was used to rank the weighted means obtained as a result of data

analysis in problems 2.

4. Pearson Product Moment Correlation or Pearson r. This was used to determine the

significant relationship between two variables. The formula for Pearson r is as follows:
 Where: X = one variable
Y = another variable
N = number of respondents

Hence, Pearson r was used to determine the significant relationship between the

respondents teaching strategies and practices and the academic performance of grade 7 and

8 students.