LESSON 1

Qualitative and Quantitative Research

Research starts from a question.

"Change is unavoidable", it is the major reason why research is always being conducted.

Research had brought ideas and inventions.

Question - statement that is not declarative, but being formed to ask for a particular response

Inquiry– any quest for truth or answer

Research is defined as any systematic process that deals with findings answers/solutions
to any problem.

Research can also be referred as a method of collecting, presenting, organizing,

classifying, analyzing and interpreting data and transforming it into constructive results.

Research is also derived from observation of a particular phenomenon.

To SUM UP, RESEARCH is simply “scientific inquiry + scientific method”

Why do we need to research?

- Simply to possibly answer a question; to solve a problem and to learn new

knowledge

Research is important because it….

1. Brings new knowledge

2. Clears issues
3. Solves problems
4. Answers set of questions
5. Enhances an institution
6. Trains one’s mind
7. Develops society
8. Assists humans’ needs and wants
9. Leads to progress
10. Makes works easier
11. Improves quality of life
12. Adjusts on social change
13. Makes society moves
14. Makes achievements

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Research can either be QUALITATIVE or QUANTITATIVE.

Qualitative Research – deals with the formation of body of knowledge from consolidated
attitudes, attributes, perspectives, and principles from different resources and/or references. It
interprets the data into categories and subjective responses and does not use any statistical
treatment.

Quantitative Research – deals with the analysis of attitudes, behaviors, ideas, and/or attributes
using statistical tools. It uses large number of respondents and is considered objective over
qualitative research because of the use of numbers and statistics.

Comparison for Qualitative and Quantitative Research

Qualitative Research Quantitative Research

Subjective Objective
Does not need large number of Large respondents are necessary
respondents
Categorical in nature Mathematical in nature
Mostly used in social sciences Mostly used in natural sciences
Interview is the best method Survey Questionnaire is the best
method
Basic form of research A research that is integrated with
statistics
Can explain complex issues Cannot determine the underlying
reasons of a phenomenon
Can be plotted with a specific The instrument can be used in a
schedule different setting
Must be expounded by review of Must be expounded by frameworks,
related literature and studies hypothesis, review of related literature
and studies, statistical treatment

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Characteristics of a Good Research

1. Empirical - must follow a scientific method.

2. Systematic – must start from the basic step until the complex step.
3. Clear – the target research problem should be clearly addressed.
4. Relevant – the research should be coherent from the statement of the problem to the
sharing of results
5. Contextual – derived from a particular context, trend and gap
6. Logical – a research that offers a wide range of analysis and synthesis
7. Adherence to truth – it should be factual
8. Carefully done - it is not hurried but instead drawn from keen observation and pattern.
9. Accurate and Precise - must contain exact and associative set of information
10. Ethical – must not undermine moral values

Characteristics of a Good Researcher

1. Resourceful
2. Efficient
3. Scientific
4. Effective
5. Active
6. Research – oriented
7. Creative
8. Honest
9. Enthusiastic
10. Risk –taker

Steps in the Research Processes

1. Observing a phenomenon
2. Determining a problem
3. Describing the problem
4. Setting goals
5. Determining the trends and gaps of the research
6. Seek readings that will support the research rationale
7. Review the literature
8. Collect primary data
9. Present the data acquired
10. Interpret the data acquired

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 11. Summarize the findings
12. Draw conclusions
13. Recommend/share the research

Hence, to simplify, any researches are divided into:

Chapter 1 : Introduction
Chapter 2: Theoretical Framework
Chapter 3: Methodology
Chapter 4 : Results and Discussion
Chapter 5: Summary, Conclusion and Recommendation

Strength and Weakness of Qualitative Research

Strength Weakness
This is the basic foundation of all kind of It cannot cater large number of respondents.
researches.
Presents fundamental information Results will depend on small frequency,
which lessens its objectivity.
Interpret complex issues Does not offer thorough analysis on the data
Requires few number of respondents It somehow generalizes the problem and
have not seen some salient points of study.
Not tedious as compared with other Some field of study cannot be easily
researches explored

Phiosophical Foundations in Research

1. Interpretevist – most qualitative research depends on this approach , by gathering

personal ideas and/or experiences to the participants and interpret the categories and
formulate a theory.
● It depends on the following aspects:
● Trustworthiness –ideas come from true experiences
● Credibility – ideas are highly contextual and personally driven that constitute a
social unit
● Authenticity – ideas are based on real – life situations

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 ● Transferability – ideas could be interpreted and being related on other
experiences
● Dependability - ideas could be a source of relevant grounded theories
● Conformability – ideas are governing culture and traditions of a particular social
functions
2. Positivist- most quantitative research depends on this principle, that all things should be
exactly verified and scientifically investigated.
● It depends on the following aspects:
● Validity – data are appropriate and in an extent of what supposed to be measured
● Reliability – data are consistently derived
● Objectivity – data are more on statistical bases
● Neutrality – there is a central point between subjectivity and biases

3. Critical – appeals to the substantiality of the content to what is the most significant to
the readers.
It depends on the following aspects:
● Praxis- a research should be telling an action or improvement and must
educate readers
● Pedagogical thoughtfulness – researches must engage readers in learning and
realizations and motives
● Critical reflexivity – the research must be morally and ethically acceptable and
must be a tool for sense of awareness
● Re – envisioning – research must be a tool for creating changes

4. Post – modernism – a philosophical foundation that deals on selecting what are the
substantial elements to be included in a research study.
It depends on the following subjects:
● Representation –emphasizes how objects to be studied are put into importance
● Polyvocality – different genres of thoughts had been emphasized
● Verisimilitude – adherence to both reality and truth

Type of Research based on Function

1. Fundamental – a research that is focusing on describing a phenomenon and establish

relationships and measures of differences and similarities among variables
2. Applied - dwells on the capability of research to produce outputs and to measure the
effectiveness of a given strategy or theory
3. Action Research – large scale research that involves time duration and constitutes series
of programs and solutions for a major social problem

Review for Qualitative Research

Participants – people that participate for the qualitative research

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 ❑ Sampling Procedure

- this part desribes the sampling technique used for the qualitative research

1. Typical Sample - is the sample wherein the people that are highly relevant to the study

are interviewed.

2. Homogeneous Sample – is the sample wherein the people have the same experiences
toward the research.

3.. Critical Sample – is the sample that has unique experiences and had not been opening
themselves in major public but they are representatives of some social problems.

4. Extreme Case Sample – is the sample that has a very rare case and has experienced a

phenomenon.

5. Theoretical Sample – is the sample that is patterned with a theory, researchers will

formulate a theory first then afterwards they will choose specific people to interview

6. Opportunistic Sample – this sample is the weakest sample because it is a sample of

convenience, it opposes purposive sampling.

7. . Purposive Sample – this sample is the strongest sample because this sample will

select only who can contribute a substantial idea and/or experience for the research.

8. Confirming Sample – this sample are people who will justify that the observation for
their research is true.

❑ Qualitative Research has preferences on:

1. Definition in Context – the ideas are based on underlying experiences and/or

circumstances of the research participants

2. Narrative Description- the ideas are based on interpretation and formal and contextual
story- retelling
3. Reliability of Inferences – the idea of one participant is associated and relevant to the
other participants’ idea
4. Cross – checking on sources of information
5. ( Triangulation) – there are various bases of information and each information has a link.

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 6. . Qualitative Data – a qualitative research is qualitative if the research contain non-
numerical features.
7. Unique Case Orientation – the method understand a new phenomenon and a new angle
of a research problem
8. Context Sensitivity – the background of the answers of the research participants are
emphasized.
9. . Emphatic Neutrality – the method is focusing on subjectivity rather than objectivity.
10. Design Flexibility – the method can offer several areas of exploration.
11. Replication Logic – there should be pattern of the interpretation of truth rather than
formulation of logic and/or arguments

Any researchers should have a foreshadowed problems for a qualitative research.

Type of Qualitative Research

Narrative Research

- focuses on gathering personal reflections of events

- it could offer substantial and extensive amount of information

- in conducting a narrative research, the researchers must have a ‘sharp eye’ in

interpreting results

- stories that are based on biographical and personal interests, struggles and triumphs.

- based on anecdotal and discourse analysis

✔ Phenomenology

- it describes the participants’ insights into the world as well as the perceptions and
reactions.

- Phenomenologists perceive that every human has commonalities to how human

being understand things and interpret similar experiences.

✔ Phenomenologists perceive essence connotes experiences.

✔ Themes - aspects of participants’ experiences that are substantial for the research

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 In doing qualitative research, the essential structure should be extracted.

✔ Focuses on individual experiences and how do they perceive all human interactions,
challenges and opportunities.
✔ Highly based on focus groups and interviews
✔ Each participating respondent has an experience to share

✔ Grounded Theory

- a theory that is made by the researchers that are grounded in the acquired data
from previous qualitative research designs,and had been the guding principle in
formulating generatve researches

- it is based on theoretical sampling and coding

✔ Case Studies

- is an observational study that focuses on the distinct aspects of one case and its
significant intervention on a research context, supported by thorough documents and
records of incidents

- those are based on circumstancesand develop and synthesize a crirerial key

- Criterial key –essential evidences that could be drawn as solutions

Types of Case Study

1. Intrinsic Case Study – the common case study that is focuses on specific yet
fundamental aspect of human life.

2. Instrumental Case Study – the case study that is done for particular academic
and/or institutionalized purpose/program/proposal

3. Multiple Case Study – the case study that said to be comparative and needing
several samples.

✔ Ethnography

- A study that focuses on cultural background of a particular person, group, place and/or
institution

- It is based on language of people, mutual trust on local people, daily life immersion over
a long period and a specific ethnographic location

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 ✔ Historical Research – a research that focuses on archaeological facts and/or principles
and practices in the past. It is highly based on historical constructs of things

Research is the process of producing new sets of knowledge and practices by

means of a controlled and scientific methods aided by careful observation and constant
aspects of inquiry.

Qualitative Research is a specialized type of research that focuses on explaining

thoughts, perspectives, behaviors deeply. It is not emphasizing objective and numerical data but
it is more of identifying underlying reasons for a particular phenomenon. It is subjective and
requires few people and their substantial experiences about a particular subject matter.Usually,
qualitative research is made through interviews.

QUANTITATIVE RESEARCH

Quantitative Research is the study that focuses on converting perspectives, thoughts

and behaviors into statistical data. It is usually more of inferences and the emphasis of two main
variables of the study. It requires large number of respondents and different statistical
techniques are necessary to execute this research. Usually, survey and tests.

Kinds of Quantitative Research

1. Descriptive Research involves with identifying and describing the cause or reason of a
particular phenomenon. It is focusing on an independent and dependent variables. It starts from
a hypothesis as the research process continues.

- It can be causal or causal comparative.

- Causal – if it is focusing on the effect of the independent variable to the dependent variable

- Causal Comparative (Ex Post Facto) – if it is focusing on comparing the effect of an

independent variable to two different dependent variables

2. Correlational Design seeks on analyzing the relationship between variables that are
involved in a research context. It can either be binary relationship or multilinear relationship, and
even causal relationship

3. Quasi- Experimental Design determines the causality between one or more variables.
A lot of intervennig factors are integrated since there are some other major variables that
must be determined and are highly based on time duration.
- Time Series – a type of quasi – experimental research that is based on a uniform
period of time of study

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 - Multiple Time Series – a type of quasi – experimental research that is based on
multiple duration of time for a set of variables to be thoroughly studied.
4. Experimental Design- this is one of the highest form of quantitative research wherein
independent variables are manipulated and various statistical techniques and several variables
are involved. For this study to be done,a product or a particular object needs to be tested.
Furthermore, contol group and experimental group are vital elements for this type of design.

Types of Experimental Research

1.Completely Randomized – an experimental research that is based on groups with each

individually based- similar treatment and results will be observed

2. Randomized Block Design – an experimental research that has a blocking variable to be

determined before randomizing groups, treatments and results

3. Matched Pairs – instead of groupings, pairings will be done to observe a result, one is a
control set –up and the other one is a experimental set - up.

4. Single group, post test only design – a manipulation will be done and results will be
observed

5. Post test only, control group design- randomization and groupings will be present , and
there will be manipulation and observation of results.

6. Nonequivalent control group, posttest only design – there is no randomization and

controlling but there are observation of results

7. Single group pretest/posttest control group design – there is one group and there will be
pretest, manipulation and posttest

8. Pre-test/post-test control group design – there are two groups with pretest and posttest
but control group must be manipulated.

9. Non – equivalent control group - pretest/posttest design – there is no randomization

needed but there is a manipulation and no control and experimental group

10.Solomon Four Groups- four conditions will be done in an experiment and the results will be
observed

The conditions are:

a. There is a randomization, pretest and posttest, and there is a manipulation

b. There is a randomization, pretest and posttest but no manipulation
c. There is a randomization but manipulation and post test only
d. There is a randomization and a possttest only

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 11.Latin Squares – there are several categories, or materials that had been tested on various
processes and will be observed by uniform number of people proportional on the categories
and processes involved

12. Factorial Design – there are factors to be tested and each factor has several variables
associated to it

Characteristics of Quantitative Research

1. Variables are very necessary for accomplishing a result for a quantitative type of research.
2. Adhere to standardized and pre- determined research instruments
3. Needs a large number of respondents in order to acquire much precise data..
4. It involves tabular and graphical presentations of data including rankings and comparisons of
responses.
5. Questionnaire can be kept and be used again to acquire data from a different setting but
same number of respondents
6. Highly dependent on statistical treatment
7.Hypothesis will be tested.
8. It is more diverse, since it can focus on relationship, regression, comparison, cause and
effect and even factor analysis as well as experimental researches.
9. Conceptual Paradigm is necessary.
10. Validity and Reliability must be emphasized.
11. Confidence Intervals and Margin of Erroe are also much considered.

Strengths and Weaknesses of Quantitative Research

Strengths:
1. Since it requires large number of respondents, the findings can be generalized since it is
catered from a common centrality making it more objective.

2.It is simple to be analyzed since it is guided by various statistical treatments.

3. Data are more consistent and precise since it can be validated through statistical approaches.

4. Once the data is structuresd, more theories can be established.

5. The questionnaire can be used for several times, contexts and locations.

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Weaknesses/Limitations:
1. The related sources must not be that swift to be found, that is why the researcher/s need to
patiently understand the context of their research study

2. It must be inferred properly and comprehensively

3. Since it is objective rather than subjective, the personal experiences are not emphasized
rather the response to a particular question/statement.

The Use of Variables in Research

Variable- is the object, characteristic, category, attribute, case, event, that had been regarded
measurable once it is assisted by statistical treatments. Furthermore, it can subject to change,
alter, improve, or be modified.

Types of Variable

1. Independent Variable – The variable that causes an effect to the dependent variable/s. It is
the one that researcher/s manipulate/control in order to produce the necessary context in
processing and determining the results of the study.

2. Dependent Variable- the one that is assumed to be affected by an independent variable

and some other mediating variables.

Examples of Variables:

Impacts of Various Learning Environments on the Effectivity of Study Habits of selected

STEM students

Effects of a Good Teaching Strategy on the Academic Performance of students

Factors affecting the Mathematical Proficiency level of students

Gender as a factor affecting the attention span of selected students

Implications of Sleep Inconsistencies to the School work Productivity level of students

Note:

Without underline – Independent

With underline – dependent

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Particular Disciplines that are integrated with Quantitative Research

1.Engineering and/or Architecture

2.Business

3.Medicine,Health and Nutrition

4. General Science

5.Mathematics

6.Education

7.Accountancy and Finance

8.Information Technology

9.Computer Science

10.Development and Communication

11.Agriculture

12.Sports and Recreation

13.Humanities and Liberal Arts

14.Hospitality Management

15.Psychology

16.Chemistry

17.Physics

18. Biology

19.Economics and Marketing

20.Social Sciences

21.Linguistics

22.Environmental Conservation

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23.Biochemistry

24.Biotechnology

25.Multimedia Arts

Lesson 2

Research Problem

What is a Research Problem?

- Is any significant situation which concerns change and/or modification which has been
observed and identified and has been converted into set of inquiries that would guide the
methods of investigation to acquire a necessary and objective results
-
Research problem must be intellgible, logical, useful and believable

Elements of a Research Problem

- The subject matter or topic too be researched upon.

- Locus of the study/place of study
- Time Period of the research study
- Respondents
- Aim or purpose for the research study

Guidelines in Writing Good Research Titles

1. It must be as brief and concise as possible.

2. Avoid using lengthy terms that will make the title loose.
3. If the title contains more than one line, it must be written like an inverted pyramid, all
words are capital letters.
4. The title is formulated first before anything else.
5. The title must contain fundamental elements (subject matter, aim, respondents, locale
and period)

How to Choose a Good Research Topic

In choosing good research topics, there are some considerations to be depended upon:

1. Interest – any research topic must be based on individual perception and observation
2. Scheme – it must be adhering a particular path or circle of discipline
3. Brainstorming – it must be a product of collaboration and participation in order to select
the best research topic

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 4. Flexibility – researchers must be capable to produce or generate possible subtopics to
any given research topic
5. Availability of Literature – in selecting research topics, make sure that the researchers
have ensure that their chosen topic is feasible enough and supported by various
materials.
6. Specificity – the research topic must be narrowed into simpler breadth and depth.

Research Topic – is any broad subject of study whereas limitless ideas are conveyed

Selected Research Topic – is any sub -topic from the larger and broader subject matter. This is
already narrowed, specified and purposeful in its stance

ResearchTitle – any description of the target and the whole aspects of a research condensed
into a specified statement

How to Narrow a Research Topic

Narrowing the research topic is like filtering a broader topic into chunks and choosing the
appropriate topic for a given research study

1. Choose a broad discipline/subject area

2. Choose a main subject out of the given broad topic
3. After choosing a main topic, try to identify subtopics for it
4. If there are already subtopics, select the actual research target topic and include a
significant relationship/effect/difference/similarities
5. Include the elements (aim/respondents/locale/and research period)

Also in narrowing down the topic, kindly specify the aspect of the study, time,
components of the study relationships, methods and even the place

Example 1:

Subject: Science

Main Subject : Physical Science

Subtopics : Light Properties

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 Electromagnetic Induction

Industry Application

Chemical Properties

Target for Research : Chemical Properties and Safety Measures in Industries (relationship)

Research Title: The Perspectives of SHS − STEM students of Philippine Christian University
S.Y. 2017 -2018 towards the Impact of Well- Defined Chemical Properties to Industries’ Safety
Work Measures

Example 2:

Subject : Technology

Main Subject : Computer Literacy

Subtopics : Information Era

Technical Education

Practical Knowledge

Information Security

Target for Research: Information Security and Motivational Level of Youth

Research Title: Relationship of Information Security of Social Media Application with the
Motivational Level of Selected SHS students of Philippine Christian University , S.Y. 2017 -2018

Different Examples of Research Titles

1. Impacts of Online Gaming to the School Punctuality Rate of Selected STEM students in
Philippine Christian University- Dasmariñas ,A.Y. 2017 - 2018
2. Relationship between Teaching Strategies in Biology to the Academic Performance of
students
3. Comparative Analysis of Test Scores in English and Math of selected HUMSS and
STEM students
4. Factors affecting subject anxiety among students
5. Factors affecting the purchase of gadgets of consumers in different social classes
6. Effects of Garlic – based repellant in the mortality rate of mosquitoes
7. Impacts of Using Ginger as a Tea Supplement in Preventing Sore Throat Problems

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 8. Effects of Excessive Social Media Usage to the attention span of selected SHS students
in terms of class discussion
9. Effects of Monthly Orientation about Bullying in the bullying tendency rate
10. Relationship between English Proficiency and Assessment Scores in Physics
11. Factors affecting Customer’s Satisfaction
12. Relationship of stressful situations and academic performance of students
13. Impacts of Playing Basketball on the Emotional and Intellectual Level of student athlete
14. Factors affecting the increasing number of enrolees for Tourism course
15. Comparative analysis between different antivirus software that are commonly used of
students

Lesson 3

Research Introduction

- Is the preliminary part of the research that describes the overall and general aim as well
as contexts of the target research study

Characteristics:

- Without this, the research study will not pave way for its solution.

- The introductory statements must bond typologies and procedural approaches

- Naturalness must be adhered in stating its niches

- Must be significant enough to address humanistic concerns and goals

- It must be a well- profound description of the research problems

- The purpose must be clear and directed.

BACKGROUND OF THE STUDY

• Any research basic description of the possible outcomes and the reasons underlying
the study.

• Must cover the situation- problem –rationale- significance - solution scheme

Parts of the research introduction (According to the CARS model)

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 • Creating A Research Space (proposed by John Swales)

• Move 1 (Establishing territory)

- Define the main subject of study

- Describe the problem and provide evidence to support why this problem is important in the
study

-Provide current status of the knowledge about the problem

- State why it is necessary to resolve the problem of your study

• Move 2 (Establishing the niche)

- Introduce the gap ( the existing problems and/or problems that are not resolved)

- State possible major questions that the researchers is very curious about

- Extend possibilities

Move 3 (Occupying the Niche)

- State your purpose

- State the future outcomes of this research

- State what must be the remainder of your research

STATEMENT OF THE PURPOSE

- Is the established set of questions that will be investigated

- It comes from research questions

- There should be main research problems, major and minor research problems

It is being referred as the Statement of the Purpose, since the main purpose of the
research is to answer or provide knowledge for a particular set of problems

CHARACTERISTICS OF THE STATEMENT OF THE PURPOSE

(following the 7Cs of Communication in the formulation of research problem)

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 - Clarity- deals with the real scope and context of the problem in the entire research
study, the problem had been directly identified

Conciseness – problems are in a simple sentence structure and easy to be understood

Completeness – problems are reflecting the variables in the research title

Concreteness- problems must be feasibly answered

Correctness – the set of questions must be appropriate to what the research study is
trying to figure out, as well as the results are accurate as a validation on the structure of
the questions

Coherence- the problems must be hierarchical, the first question should be presenting
the major and substantial point of the study, and the other questions, should be
considered supporting points

Courtesy – the problems must be able to be answered in order to innovate, or help for
a given instance and not to criticize ideas or people

RESEARCH OBJECTIVES

Is the established aim or purpose of the entire research study that is depending upon
the set of research problems

The objective can be a long term and a short term goal

Objective is any STRUCTURED GOAL that must be OPERATIONAL

Must be closely parallel to the Statement of the Purpose

- Research Objectives are the signposts of the other research parts and the whole
research study

- To make it operational, it must be SMART

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 - Specific (Does the goal relevant to the topic and title of the study?)

- Measurable (Does the study guarantee a data acquisition, analysis and interpretation?)

- Attainable (Does the research study will be achieved in a specified period of time?)

- Relevant (Does the goal match the problem?)

- Time –Bound (Does the goal follow research protocol and organization?)

The objective is the problem itself dressed in a formalized statement using behavioral
terms.

- Some behavioral terms that can be used:

- Identify -Explain - Illustrate
- Analyze - Ascertain
- Determine - Distinguish
SCOPES AND LIMITATIONS

- These areas focus on setting boundaries for research.

- Scopes – any area that will be covered in the study, it must state the target topic as well
as all necessary ideas about it

Limitations – the areas which will not be covered by the researchers or they did not
intend to do during the research process

SIGNIFICANCE OF THE STUDY

This is stating the purpose of research that is being patterned into account of benefits for
particular group of people

Each importance must be clear enough the address the needs and wants of persons to
be covered/affected/reached/benefited by the research study.

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 Lesson 4

Theoretical Framework

Chapter 2: Theoretical Framework

Review of Related Literature and Studies

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 This chapter entails most of the factual information founding or establishing the whole
research study. Meanwhile, it must be done with much carefulness and critical thinking since it
will pave way in the methods, and analysis to be used. Hence, it is bounded by different
approaches. (Rallis, 2014)

It is called as a review since:

1. Published articles are revisited;

2. Angular approach and specificity is manifested;
3. Horizons of relevance is being shown as one established section.

Review is a word that indicates the act of going back and looking over on something

Literature Review
Review is not a bibliography. It is not just a summary but a careful analysis of every
passage that are useful in a particular research study.

Parts of the Literature Review:

1. Citation and Presentation – The section that deals with the cited materials. It is part
that presents the consolidated articles from different references.
2. Analysis – The section that deals with the assertion and explanation of the researchers
regarding the cited materials, it can affirm or negate the content of the materials but it
should be properly justified.

LITERATURE – any published works (usually the non – fiction genre is used)
It can be a book, a journal, a magazine, a periodical and the like.
STUDIES – any published and conducted investigation
It can be a form of thesis, research paper, project proposal, concept paper and/ or
dissertations

BIBLIOGRAPHY – it is simply the reference list which will be included in the last part of the
paper.

Guidelines in Writing a Literature Review

1. Search for materials
2. Read the materials
Note: When reading, read it for consecutive times in order to analyze and comprehend the
ideas conveyed in a given article.
3. State the idea into a paraphrased manner/ Quote the article indirectly.
4. Put proper citations
5. Account the reference used by doing an annotated bibliography.
Note: Guideline #3 - #5 are condensed in a notecard.

Notecard – is any short description and concise sypnosis of any paraphrased articles,
accounted with proper citation and reference list.
It is text that contains substantial ideas from the source that is properly credited and cited.

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 6. Arrange the note cards based on the level of importance.
7. Transfer the note cards to the RRL & S but put first introductory words that signifies the
restatement of the Introduction in the Chapter 1
8. State the idea from the note cards and explain
9. Continue the process until the last note card had been reviewed and lastly make sure
the concluding statement must be an analysis of the similarity and the difference of the
ideas from all the note cards.

Functions of Literature Review

1. Identify gaps that are still existing around the research context
2. Provide justification to the study to support and authenticate the nature of the problem
and provide theories and concepts that can magnified the occurrence of the issue.
Note: To achieve this, the sources must be credible enough as much as possible.

CITATION - is a systematic way of crediting a work and must consider a standardized format. It
is a way of referring to another’s work.

REFERENCES- any readings that had been referred to with a particular purpose. The ideas had
been used in a relevant manner.

RESOURCES– any materials that can provide information but not yet determined its
significance unless read or analyzed.

DOCUMENTATION – refers to the way of acknowledging the sources.

When acknowledging the sources, it must be properly cited and paraphrased.
APA- (American Psychological Association)
APA has set the standard for documenting a work since their style is much more
convenient, much more accessible, and understandable to students, members of academe and
even to common people. APA has undergone several accreditations since every association
needs upgrade, improvement and progress.

APA Style – the standard format that is followed in making the research process
(Owl Purdue,2017)

APA style is the standard style in documenting a work, since it adheres to the concept of
universality. Since, English is the most commonly used language across nations, as pertained
as the universal language.

As well as, it is easy to be remembered and done because of its simple structure and
accentuated format.
It is also called as Author – date method of parenthetical documentation.

The citation that has been used is in-text citation since indirect quotations have relatively
be more accurate and credible as compared with direct quotations.
Moreover, it is an in – text citation because it has been placed together with the idea
being cited.

Module in Practical Research 2/Research Project23

Examples: (Owl Purdue, 2017)
One author

According to Johannson (2017), ….

Johannson (2017) stated that, …..
Based on the idea of Johannson (2017), …..
………………………(Johannson, 2017)
Johannson (2017) supported that ….

Two authors

According to Chryss&Wandell (2009), ‘’….

Chryss& Wandell(2009) stated that...
………….. (Chryss and Handell)

Note: (&) – it is called as ampersand. The role of ampersand is to connect ideas, phrases,
sentences, clauses, and the like.

Three to five authors

Lopez, Trinidad, Mina, Agoncillo& De Vera, (2015) stated that...
Lopez, et al. (2015) stated that…..
Based on Lopez, et al. (2015),...
. ……. (Lopez, et al, 2015)

Six or more authors

(Use also the author’s last name and et al)
Alfonso, et al. (2015) asserted that………
.…. (Alfonso, 2015)

No authors
(Use the title or the first important key word and then the date)

Based on the article, “Citing a Reference”, (2014) …

Note: Even it is allowed, but try to not depend on this practice, and focus on documents that are
with complete information such as the author and the date.

No date
.…..(Policarpio, n.d.)
Note: Even it is allowed, but try to not depend on this practice, and focus on documents that are
with complete information such as the author and the date.

Organization as an author
According to American Psychological Association (2015),….
....(American Psychological Association, 2015)

Same works of one author in the same year

..... (Feliciano, 2005 a; 2005 b)

Module in Practical Research 2/Research Project24

Two or more works in the same parentheses (different authors but have almost the same
findings)
....... (Duncan, 2009 ; Harrison, 2015)

Authors with the same last name

.…. (A. Valdez, 2006 ; R. Valdez, 2008)

Indirect Sources

Potter, (2016) as he supported the idea of Cunning, (2006),….

Reference List or Bibliography (Owl Purdue, 2017)

This is a list that shows the reference used in the entire study. It is often annotated.
An annotated bibliography is a list that only includes the materials have been referred to, have
been depended upon by the researchers.
It has several parts.
1. The Author
2. The Date
3. The topic
4. The title of the book/journal
5. Place of Publication
6. Name of Publishing House
7. Page Number (Page Range)
8. Volume Number
9. (If an electronic source, have the word “Retrieved from…” and the URL link)

Example:

Books and Journals

Author/s’ Last name, First Name – Initial.(Year of Publication.)Title of the Article/Topic.Title of the
Book.
Place of Publication : Name of Publishing Company, page range, volume number

Arcilla, R. (2016). The Effects of Cybergames to Humankind.Explore Technology. Sampaloc,

Manila :Justmine Publishing, Inc. , pp.46- 57, Vol.3.
Arroyo, A. & Feliciano, J. (2009).The Customs of Ethnic Tribes.Glimpse of the Highlands and
Lowlands.Cubao ,Quezon City : Awesome Publishing, Inc. pp.45 -56.

Note: If there is a sudden break of the pages, the term “pp” will not be used.

Example:

Fong, J. & Mendoza, L. (2009).Ozone Layer.Earth Science in Focus.

Cubao ,Quezon City : Awesome Publishing, Inc., 33, 45 -56.

Module in Practical Research 2/Research Project25

Magazine
Author/s’ Last name, First Name – Initial.(Year of Publication.)Title of the Article/Topic.
Title of the Magazine. Volume Number ( Issue Number), page range.

Wright, et al.(2016). Media Literacy into its peak. Time.15(3), pp.134 -146.

Note: If there is a sudden break of the pages, the term “pp” will not be used.

Example:
Curry, S. (2009) The Rough Rocks of Success. BloomsbergBusineesweek. 17 (6), 2, 6-8.

Newspaper/Periodicals
Author/s’ Last Name, First Name – Initial.(Year of publication, month and date of publication.)
Title of the Newspaper, page number.

Justin, A. (2009, September 14). Marawi gov’t has been freed from month – long siege.
The Daily Inquirer, pp. B3 – B4

- Must observe proper punctuation and hanging indention

Online Sources

Bethlehem, J. ( 2005).The new teaching strategies in Biology. Retrieved from

http://www.study.com , Accessed last September 14, 2014.

Meter, et al. (2007).The Effects of Online Game Addiction to Students’ Cognitive Learning Index
in
Math Subjects. Retrieved from http://www.academia.edu.ph , Accessed last
September 22,
2009.

Plagiarism (Turnitin, LLC, May 2017)

It is an act of stealing intellectual property indirectly by not crediting properly the source.
Any intellectual property is covered by the copyright law
Here are some situations that can show plagiarism:
1. Claiming the work of others as own
2. Not putting quotations to give credit
3. Not putting proper citations to give credit
4. Not paraphrasing
5. Use many words that are literally similar to the existing source
6. Using the source without acknowledging the authors
7. Not putting bibliography for account

Module in Practical Research 2/Research Project26

Paraphrasing (OWL Purdue, 2017)
It is an associative citation by which, a particular writer will use his own words and own
idea to indirectly state the idea of the existing source. It is more of stating it with respect to the
writer’s understanding, comprehension, disposition and interpretation with respect to crediting
the source.
It is also called as indirect quotation. This is considered as an indirect quotation
because it still derive ideas from the source likewise it trains students and even professionals to
restate the idea, cite it and adhere to the thought of article and not to the word usage and
sentence structure.
Steps in Paraphrasing
1. Read the original piece for consecutive times.
2. Write your full understanding in a note card, make sure afterwards you pattern the
paraphrased idea in the original piece.
3. Write keyword on the note card which reminds you that it is a paraphrased idea of a
particular research topic.
4. Make sure you will quote an equal phrase you have used that occur also in the original
but make sure to lessen that.

Example:

Original Excerpt:
Researchers have estimated that neutron star mergers occurs around once every 10,000
years within the Milky Way, the efforts of gravitational wave observatories and telescopes
around the world can see much farther, peering into distant galaxies. The hope is that using
these techniques, astronomers might be able to track down 3-12 events like this per year, or
maybe even more.
Reference:
Griggs, M. (2017, October 19). Neutron star collisions may have created most of the gold
in the universe. Retrieved from https://www.popsci.com/neutron-star-gold
Accessed last October 22, 2017.

Paraphrased Article:
Due to several astronomical technologies, any significant phenomenon occurring with
the heavenly bodies can be recorded and dated and even seen, likewise though, it is possible to
see a neutron star mergers in a telescope once for every 10,000 years, researchers want to
discover more astronomical instances using those innovations in order to track magnificent
galactic landscapes. (Griggs, 2017)

Module in Practical Research 2/Research Project27

Example:
“Your routines might be screwing with your body. Here's how to fix it.”
Drink coffee
Drinking coffee  is best done early in the day. Imbibed later, it can reset your body’s clock and
prevent sleep. If you’re sure you can take a shot of espresso at 8 p.m. and be snoring by 10, try
skipping the caffeine for a few weeks to see what a night of truly good rest feels like.
Eat
It’s best to eat your biggest meal early, contrary to a typical American day. Insulin—the hormone
that regulates metabolism—peaks in the first half of the day, then steadily drops. So your blood
sugar is less likely to skyrocket after a big breakfast than after a comparable dinner.
Sleep
Around 8 or 9 p.m., our bodies start to cool down, and we sleep better when we have a low core
body temperature. But how much shut-eye is ideal? Studies show that those who get six and a
half to eight hours are less likely to die prematurely. Eight hours seems to be perfect.
Exercise
Some people swear by early-morning jogs. But muscle tone is highest around 5 p.m. 

Reference:
Maldarelli, C. (2017, September 11).Your routines might be screwing with your body. Here's
how to fix it. Retrieved from https://www.popsci.com/ideal-times-to-eat-drink-sleep-think
, Accessed last October 22, 2017.

Paraphrased Article:

According to Maldarelli, C. (2017), having a cup of coffee is much effective during morning;
however, it is not a good habit if taken at night because it can keep the senses awake and
reduce the time for sleep. As well as when eating, have the great amount of food in the morning,
so that the insulin production will also easily be regulated in an enough basis during the day,
with that practice, there is a less chance of high sugar levels. Moreover, in terms of sleeping, it
is advised to sleep by the range of 8:00pm to 9:00pm since with this time, our bodies cool down
into a right core body temperature which stimulates better sleep and body functioning that

Module in Practical Research 2/Research Project28

promotes good hours of sleep and longer life. If you want to take your exercise, have it before
sunset for much better muscle toning.

Example of a notecard:

Ethical Standards in Writing the Literature Review (Pautaso, 2013)

Ethics – deals with the proper, appropriate and contextually accepted manners
Standards – any uniform guidelines that are set for some specific purpose and many
people adhere on this since it is widely used.
Rule 1 - Know exactly the topics of the research and the appropriate audiences. Always
consider the typologies.
Rule 2 – Search for literature
Make sure it will be thorough, careful, critical, scientific, objective, analytical, not blatant,
and not provoking, must be well –cited.
Rule 3- Before making the review, always remember to note take.
Rule 4 – Be consistent and critical all the time.
Rulle 5 – Make the review focused and logical
Rule 6 – Always consider currency but consider indirect citation, since the problem is
already current.
As a rule of the thumb, at least the sources to be used must be 10 years older only.

Integrity – a virtue that deals with the state of a responsible decision – making that is patterned
with the aspect of intellectual honesty, truth and justice in a dignified disposition in any time and

Module in Practical Research 2/Research Project29

place, regardless if others are aware of it or not. It is an internal asset of one person to be a
morally upright individual in any means with clear ends.

Copyright – this refers to all rights that are given to the author of a published work
Philippine Copyright Law - law that governs the implementation of protection of intellectual
property and authorship. It is accompanied by the Intellectual Property Code of the Philippines
(Republic Act no.8293)

Books, pamphlets, periodicals, formal letters, speeches, scripts, entertainment media,

musical works, art products, geographical works, pictures in advertising , photographic works,
sound recordings, broadcasts and the like

The author is the one who makes the scholastic work whether literary or artistic so
he/she is entitled for ownership of the work and addressing this work to be an original piece.

However, the work can be derived like dramatization, adaptations, translations and the
like and it could also be copyrighted likewise the derivative work must not intensified the original
work and there are some provisions to be regulated.

The author has the rights and responsibilities and take controls/prevention of :

Reproduction of works, translation, wide distribution and/or rental of the scholastic work
and even public displays

Moral Rights – the author has his/her right to protect his/her integrity by restricting not
good practices over his/her scholastic work

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Conceptual Framework and Synthesis

Conceptual Framework of the Research – Is a paradigm that gives a strong emphasis

on the interdependency and connection of each research variables throughout the study

Synthesis of the Research – Is a paradigm showing the approaches and philosophical

foundations the research has considered.

Conceptual Framework

Any framework that can occur in either a process or content. It can be

presented as a mind map, concept map, tree diagram, flowcharts, triangular paradigm,
concentric circles, overlapping circles and the like.

The most common conceptual framework is the IPO model or the Input, Process,
Output Model. It is a three – rectangular figure that are interrelated with one another with
the arrow approaching right.

The first box is the input wherein the variables are listed, secondly is the
process box that provides the methods and the statistical treatments used and lastly
is the output box that deals with the product or output that is expected at the end
of the study. It is also aided by a research hypothesis.

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Synthesis

► This provides a support and justification of the entire concepts to be included in a

research study.

► Through this framework, theories can be summarized, approaches can be re-established

and revisited

► It clarifies the rationale of the entire research study supported by the Review of Related
Literature and Studies

► It can be done graphically or through narratives.

► Approach – these are ideas that are operational and have been established and
pondered into scholastic processes. These large –scale indicative ideas guide any
methods of researchers, since the treatment of research methods depend in it.

► Concept – is any pre- conceived notion or idea that is in the niche of a particular
instance.

► Theory – a rational and established principle that had been accepted and rendered to
regarding a particular concept

Research Hypothesis

A research hypothesis is any statement created by researchers when they try to attempt upon
the outcome of a research or experiment.

Usually it is regarded as an educated guess, it is probably an educated guess since it is stated

with a respective bases that is why it is converted to any assumption of the researchers
regarding their research study.

CHARACTERISTICS OF A RESEARCH HYPOTHESIS

1. Any research hypothesis must be tested but not proven.

2. It must be reliable, verifiable and falsifiable as well as measurable.

3. Hypothesis must be apparently null to make it more exploratory and scientifically

inclined and statistically bounded.

4. Any research hypothesis is often directional, realistic and explicit

Module in Practical Research 2/Research Project32

 Examples:

1. There is no significant difference between the level of students’ analytical skills in Math and
Chemistry Subject. (Null)

There is a significant difference between the level of students’ analytical skills in Math and
Chemistry subject (Alternative)
2. Negative effects can be shown by too much social media utilization to students’ behavioral
performance (Null)

Positive effects can be shown by too much social media utilization to students’ behavioral
performance (Alternative)
3. There are no significant effects of good teaching strategies in ensuring the self –efficacy of
students in handling their self- anxiety towards Science (Null)

There are significant effects of good teaching strategies in ensuring the self- efficacy of
students in handling their self – anxiety towards Science. (Alternative)

 Three- Step Process in Making a Hypothesis:

Step 1: State a well – defined general hypothesis

Step 2: Identify the direction on the target of the study.

Step 3: Determine its applicability for a research design

Importance of Research Hypothesis

1. Through the hypothesis, it links the problem into a method.

2. It assures that there can be a suggested principle that can be a guide in finding an
answers to any research questions

3. Give a drive to entire the research process because it converts the problem into a more
specified targets

4. It tests the state of significance which is fundamental in any research study

5. With this, research becomes cyclical, because it tests, rejects or approve an assumption
which determines gaps and accomplishments of a study

Techniques in doing the Hypothesis

• Tip 1: Use diagrams to make initial part of a hypothesis

Module in Practical Research 2/Research Project33

 • Tip 2 : Consider null hypothesis despite of the research design and goal

• Tip 3: Be guided by the Statement of the Problem, when making the hypotheses

Tip 4: Always be specific and realistic

Types of Hypothesis

Based on Structure

1. Null Hypothesis – a hypothesis that indicates the nothingness and the similarities and
the absence of change in the objects, principles and results of the research study. It
indicates a very low or no possibility of a result to be accomplished or the negativity of an
instance.
2. Alternative Hypothesis – a hypothesis that is positive in its structure, indicating an
increase or a change or even a point of difference and relationship, it is the true goal of
the researchers, to establishment or an identified response

Based on Research Design

1. Scientific Hypothesis – hypothesis that is used for qualitative research

2. Statistical Hypothesis – hypothesis that is used for quantitative research

Based on Type of Research

1. Hypothesis of No Difference
2. Hypothesis of No Relation
3. Hypothesis of No Effect
4. Hypothesis of Quantity
5. Hypothesis of No Point Prevalence
6. Hypothesis of No Succession
7. Hypothesis of No Significant Factors
8. Hypothesis of No Effectiveness

Types of Error in a Hypothesis

1. Type I Error – this will happen if the null hypothesis had been rejected, stating a true
effect of an independent variable to a dependent variable.
2. Type II Error – this will happen if the null hypothesis had been accepted , indicating no
point of significant effect and correlation on the independent and dependent variable.

Module in Practical Research 2/Research Project34

DEFINITION OF TERMS

- Is a specialized part of the research study that is operational and contextual in nature.
- Set of variables that are defined based on their research function.
- Set of ideas that denotes action and/or description for the conceptual paradigm

Steps in making any definition of terms:

1. List words that can be used in your research study;

2. Define them operationally by incorporating them into the research concepts
3. Find ways to support it by literal definitions and state why you have contextually define
the term.

Tips:

1. You can present etymologies;

2. Then your interpretation prior to the research and in the current time it will be used;
3. Use operational and behavioral terminologies

Examples:

To ensure that there is will be an effective outcomes of this study as well as a well-directed
methods, analysis, interpretation and data gathering, the researchers try to let the readers know
that they are aware of the structure, purpose and key concepts of the terminologies residing
along with their study some of these are as follows:

1. Academic Performance – as defined it is a performance that shows the extent of the

attainment of a particular academic goal regardless if it is short –term or a long
term goal. (Literal) Moreover, that is the reason why it becomes the dependent
variable of this research since the authors of this research wants to know the
factors affecting the academic performance because this is the subject of the
study. (Operational )

2. Teaching Strategies - this is the way teachers find way to impart lessons to
learners (Literal), as with that it will be the independent variable of this research
since the researchers want to know if a good teaching strategy affects an
academic performance. Thus, teaching strategy is a dominating and a
manipulating variable of this research study. (Operational)

Module in Practical Research 2/Research Project35

Note:

Some terms that can be defined are:

1. Adjectives that are presumably important in the study
2. Purpose of the study – like effect, comparison, difference, relationship, similarity
,relevance
3. Location
4. Time Frame
5. Respondents
6. Verbs that are presumably important in the Study
7. Variables

Importance of the Definition of Terms

1. Identify the researchers ‘understanding

2. Navigate clarifications as early as possible since it can be revisited
3. Contribute to the authenticity of the research
4. Contribute to the high specificity level of the research

Lesson 5

Methodology

Methodology

- Is the scientific and organized way of accumulating data from respondents and
even accounting the research instruments used, determining research designs,
and even stating the actual respondents, locus of the data, nature of the sources
and the way the respondents have been selected.
- The overall synthesis of suitable methods in order to acquire relevant data needed
in the entire study.
- Without the methodology, approaches will just be presented but never be determined.
- Without the methodology, answers and solutions will not be achieved.
- Without the methodology, there will be no new recorded ideas to be recommended.

Module in Practical Research 2/Research Project36

Method

- Refers to any consecutive steps to be followed in order to achieve something. But

research method should be specific and scientific.

Functions of the Research Methodology

1. Specifies the procedures that the researchers will follow;

2. Determines the research design to be used;
3. Structures the data collection;
4. Justifies the approaches adhered by the researchers;
5. Prepares the researchers for the data analysis, data presentation and data interpretation
6. Provides the research actual context and the feasibility of the problem to be
investigated;
7. Launches the basic information of the research such as the respondents, the locus, the
aim and the research period

Research Design – simply this is the type of research that the researchers will use. Usually it
is based on two approaches.

1. Qualitative Research - the type of research that deals with non – numerical data in
order to answer a particular research question. It focuses on interpreting opinions,
attitudes and behaviors in a subjective way.
2. Quantitative Research - the type of research that deals with numerical data in order to
answer a particular research question. It focuses on interpreting attitudes, perspectives,
and behaviors in an objective way specifically with the use of statistical treatment.
3. Mixed Methods – the type of research that caters both the characteristic of quantitative
and qualitative research designs.

Kinds of Quantitative Researches

1. Descriptive – deals with just stating or interpreting attitudes and perspectives of

respondents in a current situation. It did not use complicated statistical techniques but

Module in Practical Research 2/Research Project37

 rather more on figures and percentages. It can either be comparing effects of an
independent variable to the dependent variable or simply indicating an effect.
2. Correlational- a research is considered as this, if and only if it targets to know if there is
a significant relationship between or among variables.
3. Experimental - refers to a research that focuses on providing new knowledge and
invention by seeking future answer/solution to a progressive problem.
4. Quasi – Experimental – refers to a research that focuses on the effect of various
variables (factors) to one variable or the effect of one variable to many factors
(variables)

Historical Research – It can be qualitative or quantitative depending upon the instrument to be

used/ data gathering method to be used. It dwells on finding answers that are related to the past
which will affect the current status or attribute of a particular variable.

Data Gathering Procedure- an act of accumulating information that are vital in the research
context.

1. Interview Method - This is done by asking an interviewee some selected questions

randomly, usually it is done in most of qualitative research. But it can also be used in
some quantitative research, if the research is more on census and demography. The
difference of this to survey is that, this is more on face – face method of asking.
Sometimes it is called as Direct Method.
2. Survey/ Questionnaire Method – This is done by selecting purposive respondents and
provides them forms which include questions that the respondents will answer. It is
usually use in most of academic researches. It is also sometimes called as Indirect
Method.
3. Document Method - This is done by collecting written articles (printed/ online) source to
support the assumption of the researchers in their study.
4. Observation Method- This is done by collecting information using the senses. It
generates ideas by focusing on the current phenomenon by witnessing how it occurs
and how it will be resolved.
5. Experimental Method – It is usually the method t6o be used if the study is more on
investigation and/or research project.

Data – any important details or codes that are being acquired in order to produce necessary
information. These are actual ideas that are raw and become established in a particular
purpose.

Two types of Data

1. Primary Data - These are acquired directly by the researcher from the source.
2. Secondary Data – These are acquired from reading printed materials or having an
access in the internet. It is considered secondary since the data have been published
already and to acquire these, there are media to be used.

Data Measurement – a way of giving distinctions or value to a specific data

Module in Practical Research 2/Research Project38

 1. Nominal - This data measurement is not numerical in its stance since it is only be used
for labelling purposes and/ or for the matter of counting a specific quantity but no
significant value assigned, it is highly categorical and no order that is being followed, it
can be presented through charts and percentages
2. Ordinal – This measurement is more of putting values based on rank and in the value of
chronology that is patterned with status, it is distributory depending on the highest or the
first
3. Interval – This measurement is valuing the range of numbers which gives 1 as the
lowest possible value. It is usually use in rating and even surveys, it is based on
differences of a data on another set of data
4. Ratio- It also values a range; likewise, this is treating the absolute zero as the lowest
possible value, and indicating a form of improvement or a rate of change from the first
set to the next incoming set, as well as it involves the growth and greatness of one data
as compared to other smaller values

Population – the totality of the individuals

Target Population – the desired population to be used in a particular research study

Sample – the subset of a population; the finite number of individuals that will represent the
population

Sample Size – the number of respondents

Respondent – the group of people who will give a relevant response to a given research
problem in a specified time

In considering sample size, level of confidence and margin of error are considered.

1. Level of Confidence – deals with the degree of the precision of the data being
gathered from the respondents.
2. Margin of Error- the range by which the consolidated findings will remain strongly
related to the target level of confidence.

Precision – the state by which data should be strongly related with one another with
respect to a particular referent value.

Accuracy – the state by which the value of the output data should be exact and/or strongly
associated to the given existing value.

Sampling Techniques/Procedures

The way of selecting a target set of respondents

1. Convenience Sampling – The most accessible way of choosing a respondent, as long

as the respondent is from a target population, he/she can be surveyed. It focuses on the
immediacy of the necessity of the value to be acquired.
2. Purposive Sampling – Deals with selecting respondents based on the subject of the
study and the relevance of those respondents to the study the researchers are
conducting.

Module in Practical Research 2/Research Project39

 3. Stratified Sampling – This sampling focuses on selecting unequally/equally distributed
representation of a class.
Class – is any group with a distinction.
It can be of section, of gender, of age and the like.
4. Random Sampling – This is also convenient in a way but everyone has the chance to
be selected since there is no representation that is being adhered upon but a general
category.
5. Systematic Sampling - This refers to any sampling that is ordinal and structured in
nature by which all names of the target population will be gathered and an arithmetic
series will be given significance, also called nth sampling.
6. Cluster Sampling – This is also called as area sampling by which the geographical
location is very much important in selecting respondents.

Instrument – any measuring tool to be used in a research study.

Two common research instruments

1. Questionnaire – a form by which respondents set to answer pre-determined questions

arranged in a particular scheme. Usually it is used in quantitative researches.
It can either be in a form of checklist, rating scales, assessment tools
2. Interview - a formal/ organized way of asking random/set questions to few people,
specifically respondents are being asked to state their opinions and/or ideas about a
particular phenomenon. It can either be in a form of journals, field notes, interview guide
questions

Validity and Reliability

Validity – deals with the extent of what supposed to be measured is being measured

Validity refers to the appropriateness of any given means to what is expected to be done.

Validity can majorly be subdivided into three areas:

1. Content Validity – deals with the relevance of any instruments to the research problem
and its context.
2. Criterion Validity – deals with the appropriateness of the criteria/indicators/scales to be
used to the expected values to be measured.
3. Construct Validity – deals with the ethical adherence of the instrument; proper
language structure; clear direction and readability.

Reliability – deals with the consistency of data results

Since in quantitative researches, research instrument can be used in another setting, reliability
can be observed.

Reliability can be subdivided into two:

Module in Practical Research 2/Research Project40

 1. Internal Reliability - if the data are near to what is being expected to achieve.
2. External Reliability – if two data sets can be generalized as one constructive and
consolidated data set.

Characteristic of a Good Questionnaire

1. With clear direction

2. Simple and formal language
3. Ethical
4. Valid
5. Can be used for another setting
6. Good language structure
7. With correct scaling and/or categories

A questionnaire must consist of:

1. Consent Form – this is a letter for all the respondents that describe the purpose of the
research and the researchers’ intention in conducting their study. It also gives
assurance to the respondents that all the data that will come from them will be treated
with utmost confidentiality.
2. Demographic Profile –the biographical information of the respondents that are also
important variables in the study. Some of the demographic profiles are name (optional),
age, gender, address, civil status, grade and section and the like.
3. Questions – the set of interrogative statement that should be answered.
It can be a set of:
3.1 Open – ended Question - wherein the answers can be random. Usually interviews
are rendering this kind of inquiry structure.
3.2 Close – ended Question – answers are limited and pre –determined
It can be dichotomous (answerable by Yes or No) / multiple – choice (many options)
3.3 Rating Scale - statements should be rated depending upon the justification of the
respondents. It can appear as columnar/optional/horizontal(interval)
3.4 Checklist – statements are already given and it is presented in a tabular form and
specific areas are set for respondents to check the option that correspond to their
choice

Variables – any quality/quantity that can be measured/ that can be changed.

Types of Variables

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 1. Independent Variable - the input variable, it causes an effect to the dependent
variable
2. Dependent Variable – the outcome variable, it receives the effect that the
independent variable causes.
3. Intervening Variable/ Mediating Variable – variable that affect the relationship or
the two main variables
4. Moderating Variable – variable that can alter/enhance the effect that independent
variable can bring to the dependent variable
5. Extraneous Variable – variable that is unintentionally become part of the research
study.

Sample Size Computation

- Is a form of statistical analysis that deals with determining the number of target
respondents based on a specialized way or treatment
- The most prominent is the Slovin’s formula which is presented as,
- n= N
- 1 + Ne2
- where:
- n- sample size
- N- target population
- e – margin of error ( usually 0.1, 0.05, and 0.01)

Example:

Determine the sample size needed by a group of researchers with regards to their
research study if their target population is 500 and they will use 0.05 as a margin of
error.

Given:

N=500

e = 0.05

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Solution:

n= N

1 + Ne2

n= 500

1 + 500 ( 0.05)2

n= 500

1 + 500 ( 0. 0025)

n= 500

1 + 1.25

n= 500

2.25

n= 222

Testing the Reliability of Questionnaire

- It is important to find out if there is a consistency of data results from the use of a
questionnaire. Hence, there is a mathematical formula that is needed in order to
determine the internal consistency reliability of the questionnaire.
- This is necessary in order to assess the effectiveness of the questionnaire in
acquiring results.
- Cohesiveness of the results in each item is a good indication that the
questionnaire has been well – constructed, the precise the values are, the
reliable the questionnaire is.
Cronbach Alpha – is the specialized formula that are use to determine the internal
consistency reliability of a particular questionnaire.

Formula:

αstandardized = rk

1 + ( k-1) r

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where:

α -Cronbach alpha

k- number of items

r – mean of inter- item correlations

Interpretation for Cronbach Alpha

Cronbach alpha Internal Consistency

α≥ 0.9 Excellent
0.8≤ α 0.9 Good
0.7≤α 0.8 Acceptable
0.6 ≤α 0.7 Questionable
0.5 ≤α 0.6 Poor
α≤0.5 Unacceptable

Example:

Find the level of internal consistency in a 15 –item research questionnaire that has a
mean result of 4/5 rating.

Given:

r=4

k= 15

αstandardized = rk

1 + ( k-1) r

α= 4(15)

1 + (15 -1 ) 4

α= 60

1 +( 14 ) 4

α= 60

1+ 56

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α= 60

57

α = 1.05

.: The questionnaire is excellently made and has a high internal consistency reliability.

Instrument Development

Instument as defined

- It is a device that is used for measuring/rating the level of a particular agreement

and/or approval on a particular observation on a research problem/concept

Structuring an Instrument

1. Emphasis – this is the phase of identifying what type of questionnaire is

necessary for a particular study.
2. Value Distinction – the process of providing measurable characteristics that are
used for evaluation and assessment.
3. Categorization – the questions are divided into areas of componential ideas of
the research usually called aspects.

Steps in Constructing an Instrument

1. Determine the relevance of the study into the necessary method

2. Decide if what kind of instrument will be suitable for the study
3. Formulate set of questions that will reflect the Statement of the Purpose
4. Decide if the instrument will be rated from a particular intervals or through scores
5. Set up the questions based on specific categories that will highlight key
concept/variable of the study

In constructing question

A. For rating scales

1. The statement should be specific and must contain an aspect of measurable
characteristic.
2. The statement should reflect the categories and variables of the study.
3. Should be standardized and must be understood by each respondent.

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 4. Should be clear if it will be for personal evaluation, organizational evaluation
and/or product evaluation on effectiveness and practicability

B. For examination/assessment
1. The items must be constructed based on a target specific
variables/competencies of the study
2. The test items must be based on the context of the study
3. The test items should be in increasing complexity.
C. For demographic profile
1. Ask only the necessary variables such as age and/or gender.
2. Include only educational attainment if it is needed even socio – economic status
3. Decide if the names will be needed in the study, if so; state the substantial
reason.

Characteristics of an Instrument

1. Relevance in terms of context

2. Clarity of questions and themes
3. Appropriateness of measuring/measurable aspect
4. Clear directions
5. Comprehensive forms and means
6. High degree of validity

Project Development/Product Development

-is a process of synthesizing an output that would be used in identifying much
practical results that concerns a specific research problem.
Product Development Phases
1. Planning and Initial Structuring – deals with the synthesis of a work plan and
presenting model ( through drawing and or sketches) as well as gathering
materials
2. Directive Structuring – deals with the first attempts in conducting an
experiment or building a product
3. Product Operant Activation – the actual process of designing a product into
its form and/or finishing an actual experiment
4. Controlling- the process of determining errors, determining results, identifying
key features
5. Restructuring – the purpose of this is for enhancing the process or the
product and finding more results
6. Product Presentation – the actual process of letting respondents and/or
assessors observe and evaluate the significance of the product in finding a
solution to a research problem
Importance of Product Development

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 1. It clarifies the main significance of the study;
2. The authenticity of the product will yield to much observable perspectives that
come from the respondents.
3. The results will be more empirical, relevant and concrete.
4. It widens the inferences and optimizing the concepts and the theories.
5. The results are visible, observable and time – bound.

Characteristics of a Product/Project

1. Relevant
2. Economical
3. Useful
4. Authentic and Contextual
5. Result – oriented

Types of a Product in a Research

1. Nutritional/Supplemental – concerning health, nutrition, food products.

2. Industrial – concerning a project with regards to a model of architectural design,
disaster risk reduction, energy sources, engineering trends, even internet
security
3. Medical – concerns with regards to proposed treatment/remedy for a certain
disease.
4. Instructional – must be about education, mathematical enhancement, language
proficiency and/or teaching strategy improvement.

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 Lesson 6

Results and Discussions

CHAPTER 4: RESULTS AND DISCUSSION

● deals with the presentation, analysis and interpretation of data results.

● findings will be determined in this chapter

STATISTICAL TECHNIQUES to be followed

1. Data Collection – data will be collected using a particular research instrument. But
instrument should be validated first before it will be used for data gathering.
● Data Collection Technique
a. Survey
b. Experiment
c. Document Method
d. Observation
e. Interview
2. Data Processing – data will be processed using counting and tallying , specifically in
determining the frequency for each criteria/division/category
3. Data Presentation – data will be presented using the following:
a. Tables – any representation using rows and columns to show set of values.
b. Charts- any representation that shows the variation of one frequency to
another.
c. Graphs – any representation that shows trends, shows distribution and
shows frequency range.
It can be in a form of histogram, polygon method and/or circle (circular graph)
4. Data Analysis – the peak of the methodology in which findings will be determined. In
quantitative research, analysis is the most important aspect in a research in order to
obtain data results.
Some statistical treatments that can be used are:
1. Percentage
2. Measures of Central Tendency
3. Measures of Standard Deviation and Variance
4. Hypothesis Testing
5. Pearson –r ( correlation coefficient)

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 6. Spearman rho
7. Chi –square
8. T- test and z –scores
9. Analysis on Variance
10. Regression Analysis
5. Data Interpretation – concerns with the explanation and restatement of the non- prose
form of findings in to a prose form for the benefit of the readers.

Research – scientific inquiry + scientific method

But though, the equation summarizes all, there are some adjustments for quantitative research,
and that is the help of STATISTICS.

STATISTICS – a branch of science that deals with presentation, analysis and interpretation of
numerical facts.

Without statistics, findings cannot be determined and all methods will not lead to the possible
answers in research.

Two divisions of STATISTICS

1. Descriptive Statistics – concerns with presenting the data being collected.

Manifestation: Measures of Central Tendency, Standard Deviation, Use of Tables and
Graphs, Weighted Mean, Percentages and the like.
2. Inferential Statistics – concerns with predicting and drawing conclusions based on data
results.
Manifestation : Hypothesis Testing, Population and Sample, Higher Statistical techniques
such as ANOVA, Chi – square, Pearson –r , Spearman rho, t- test and z- scores,
distribution, central limit theorem, statistical parameter and the like.

Data Processing and Data Presentation

Data Processing - a way of knowing the frequency of data by counting and grouping them into
a given data set.

Counting – a way of quantifying categories by means of using numbers

Tallying – a way of recording, sorting out, classifying, and arranging data obtained into its
respective data set.

Data Presentation – a way of showing and describing the data into an organized and
presentable manner using tables, graphs and charts

This is one of the most significant aspects of statistical analysis

Three types of Data Presentation

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 1. Textual Presentation – a type of presentation that focuses mainly on using words in
explaining the acquired data. It must be accompanied by tables and graphs.
2. Tabular Presentation – a type of presentation that uses tables.
3. Graphical Presentation – a type of presentation that uses graphs and charts.

Tables – consists of rows and columns

Rows – the horizontal part
Columns – the vertical part
Cells – the intersection of rows and columns

Graphs and Charts

Chart – a visual representation that uses geometrical figures to show holistically the
frequencies and its variations and distributions.

Graph – a visual and statistical representation that shows the analytical aspects of frequencies
specifically trends and changes, which charts cannot do.

Types of Graphs

1. Bar Graph – shows magnitude of the frequency, the frequency itself and the variations
of frequencies.
2. Histogram – a bar graph that is showing variations of intervals and ranges and its
structure is marked by adjoining boxes.
3. Frequency Polygon Method – a graph that shows continuity, trends, changes over a
time period and/ or duration, it can progress or regress.
4. Circular Graph - a graph that shows components, partition, composition and/or
distribution.

Any presentation should have a title ( the content description), the visual representation ( the
non –prose description) and lastly the caption ( the summative description)

Examples:

A Frequency Distribution for Nominal Data

Number of Male and Female Respondents for a Given Study

Gender Tally Frequency

Male IIII IIII IIII IIII 20
Female IIII IIII 10
Total IIII IIII IIII IIII IIII IIII 30
Table 1.1 shows the number of male and female respondents for a
given study

A Frequency Distribution for Ordinal Data

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 Number of Responses for each given category in Statement 1

Responses Frequency
Strongly Agree 15
Agree 8
Neither 4
Disagree 3
Strongly Disagree -
Total 30
Table 1.2 shows the number of responses for each given category in Statement 1

Bar Graph

Number of Grade 12 Enrolees for the Second Semester

Figure 1.1 shows the number of Grade 12 enrolees for the second semester

Histogram Range of Scores of 60 students who have taken a 40 – item Math Test

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 Figure 1. 2 shows the range of scores of 60 students in a Math Test

Frequency Polygon Method

Mean Scores of STEM M in their 45 – item Quarterly Assessment in Research Project

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 Figure 1. 3 shows the mean scores of STEM – M in their 45 – item Quarterly Assessment in
Research Project

Circular Graph

Responses of Selected Grade 11 students regarding Statement 2

Figure 1.3 shows the responses of the selected Grade 11 students regarding Statement 2

Stem – Leaf Diagram

A form of diagram that is used to present small scale data sets and how they are distributed. It
is also considering the significant number distribution.

Stem – the first set of significant number ( first digit, first two digit , and the like)

Leaf - the last significant digit ( it is okay to be repeated)

Outlier – data that does not fit with the rest of data. It is often called as extreme data. It can be
too big, too small, or too rare.

Example:

Here are random scores of 20 students who have taken a 40 – item quiz in Research Project

34 43 29 32 36 28 37 44 36 33

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39 43 28 34 26 28 12 40 39 11

STEM LEAF

0
1 1, 2 - Outlier
2 6, 8, 8,8, 9
3 2, 3, 4, 4, 6, 6, 7 9, 9 – Most Number of Frequencies
4 0, 3, 3, 4

Interpretation:

The highest score is 44/45, and the lowest is 11/45. The range is 33 and that is randomly
distributed.

Moreover, the score 11 and 12 are considered outliers since they are not too far with the
expected range which is from 26 to 44.

In addition, the expected mean ranges from 30 to 39, supposed to be it is between 32 -39,
likewise there are outliers which can influence the distribution.

Frequency Distribution Table

- Is one of the easiest method in statistical analysis

- It is used to show how a particular set of data are distributed.
- It also shows how data cluster into a central value.

Class intervals can be mutually exclusive and all inclusive

Range = Highest score value – lowest score value

Frequency – number of values for each set/category.

Here are 50 random scores in an 80 –item Research Project Test

28 42 35 65 32
68 30 74 42 55
60 50 29 79 63
38 76 74 61 41
46 53 57 57 79
70 77 53 38 72
57 75 77 79 72
36 59 78 62 54
66 69 62 51 73
49 28 40 78 51

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Range = 79 - 28 = 51

k =√n = √50 = 7.07

i=R i = 51

k 7.07=7.21 ≈ 7

Hence, the class interval will consists of 5 digits for each set.

Class Lower Upper Class > Relative

Interval Frequency Class Class Mark < Cumulative Cumulative Frequency
Limit Limit (Midpoint) Frequency Frequency (%)
77-83 2 76.5 83.5 80 50 2 4
70 -76 7 69.5 76.5 73 48 9 14
63- 69 8 62.5 69.5 66 41 17 16
56-62 6 55.5 62.5 59 33 23 12
49-55 10 48.5 55.5 52 27 33 20
42-48 6 41.5 48.5 45 17 39 12
35 - 41 6 34.5 41.5 38 11 45 12
28 -34 5 27.5 34.5 31 5 50 10
Total 50 50 50 100

Lower Class Limit - is the value obtained from subtracting 0.5 from the Lowest Value of the
true limit.

Upper Class Limit – is the value obtained from adding 0.5 from the Highest Value of the true
limit.

Class Mark – the average of the lowest value and the highest value of the true limit

Cumulative Frequency – the frequency that states that as long as the total number is not yet
completed all frequencies should be counted. (Either ascending or descending)

Relative Frequency – the percentage allocated for each frequency in a given interval.

Measures of Central Tendency

● The value that cluster around centrality and association. It can be either a measure of
ungrouped and grouped data.
● Ungrouped Data– any set of data that are not presented into a frequency distribution.
● There are three measures namely:
1. Mean ( arithmetic average)
Here is a data set that contains:

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 12, 14, 16, 16 = 14.5

X= ∑X

X = 12 + 14+ 16+16

4
X = 58/4
X = 14.5

2. Median ( positional average ) – This is the midpoint of the distribution.

Half of the values in the distribution falls below it and falls above it.

Here is an odd set:

13, 15, 16, 17, 19
The median is 16, since it is in the 3rdorder , that is why it is the middle value.
Here is an even set:
13, 15, 17, 18, 19, 22
The median is 17.5
Mdn = MV1 + MV2
2
MV1 = firstmiddle value
MV 2= second middle value
Mdn = 17 +18
2
Mdn= 35/2
Mdn= 17.5

3. Mode – the value that appears with the highest or greatest frequency.

One mode (Unimodal) – a set that has one value with the highest frequency.

Example: 8, 9, 11,11, 12,13,14,14,14,15

The mode is 14 since it has the most number of frequencies.

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 Two modes (Bimodal) – a set that has two values with the highest frequency.

Example: 12, 15, 15, 16, 17,19,21,21,23

The modes are 15 and 21 since they have the most number of frequencies.

Three or more modes (Multimodal) – a set that has three or more values with the highest
frequency

Example: 12, 13, 14,15,15,16,16,17,19,19,22

The modes are 15, 16, and 19, since they have the most number of frequencies.

No mode – there are sets that are scattered and not clustered.

Example : 23, 25, 26, 27 ( no mode)

Grouped Data – presented in a frequency distribution

Here are the scores of 40 selected respondents who have taken a 90 – item test in
Chemistry

47 42 56 53 50
57 62 66 55 68
54 52 44 37 62
48 42 41 48 78
56 28 65 82 42
38 52 39 47 55
48 47 56 42 62
56 60 54 54 68

Range = Highest – Lowest Value

R = 82 – 28 = 54

k= √40 = 6.32

i= R

i=54/6.32= 8.54≈9

Module in Practical Research 2/Research Project57

Class Frequency Lower Upper Class Class < CF >CF RF fM
Intervals Class Limit Limit Mark (%)
(Midpoint)
82 -90 1 81.5 90.5 86 40 1 2.5 86

73 -81 1 72.5 81.5 77 39 2 2.5 77

64 -72 5 63.5 72.5 68 38 7 12.5 340

55 -63 11 54.5 63.5 59 33 18 27.5 649

46 -54 12 45.5 54.5 50 22 30 30 600

(Median
Class
and
Modal
Class)
37 -45 9 36.5 45.5 41 10 39 22.5 369

1 27.5 36.5 32 1 40 2.5 32

28 -36

n = 40 40 40 100 ∑=fM
2153

Mean: Median:

X =∑fM Mdn = Lmdn + N/2 – F (i)

n f

X =2153 Lmdn = Lower Class Limit of the median class

40 (To get the lower class limit of the median class,

subtract 0.5 to the

X =53.83 lower true limit of the median class)

N/2 = Halfway of the total frequency

F = Total frequency below the median class/preceding the

median class

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 f = frequency of the median class

i = Class Intervals

Median: Mode :

Mdn = Lmdn + N/2 – F (i) Mo= Lmo+ [d1/d1+d2] i

f Lmo= Lower Class Limit of the Modal Class

Mdn = 45.5 + 40/2 – 10 (9) ( To get the lower class limit of the modal

12 class, subtract 0.5 to the lower

Mdn = 45.5 + 20-10 (9) true limit of the modal class)

12 d1 = difference of the frequency of the

Mdn = 45.5 + 10 (9) modal class and the preceding class

12 d2 = difference of the frequency of the modal

Mdn = 45.5 + 90 class and the proceeding class

12 i = class intervals

Mdn = 45.5 + 7.5

Mdn =53.00 Mo = 45.5 + [3/3+1] 9

Mo= 45.5 + [3/4] 9

Mo = 45.5 + [0.75] 9

Mo = 45.5 + 6.75

Mo = 52.25

Mo= Lmo+ f1-f0

2f1-f0-f2 i

Lmo= Lower Class Limit of the modal class

( to get the lower class limit of the modal class, subtract 0.5 from the lower true limit of
the modal class)
f1= frequency of the modal class

Module in Practical Research 2/Research Project59

f0= frequency of the preceding class
f2 = frequency of the proceeding class

Mo= 45.5 +

12 – 9
9
2(12) – 9 – 11

Mo= 45.5 +

3
9
24 - 9 -11

Mo= 45.5 +
3
9
15 -11

Mo= 45.5 + [3/4/] 9

Mo= 45.5 + [0.75] 9
Mo = 45.5 + 6.25
Mo = 52.25

Hence, we can say that the three measures are in a central tendency.

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Mean = 53.83 ≈ 54
Median = 53.00 ≈ 53
Mode = 52.25 ≈ 52
(Varied but relative and associated)

Various Statistical Treatments

Statistical treatments are any mathematical procedures that are specified by a given formula to
measure a particular aspect of a statistical result. Without these treatments, the quantitative
result will not be determined.

Weighted Mean

● It is a form of specialized mean that is widely used in most of every quantitative

research. It values the weight of each given scale based on a particular research
statement.

Research 5 4 3 2 1
Statements Strongly Agree Neither Disagree Strongly
Agree Disagree
1. I can easily
learn
mathematical
concepts if the 14 11 8 7
teacher is
patient enough
to give several
examples.
2. I can excel in
any Math
subject if our
teacher can 15 10 1 13 1
instruct the
concepts in a
very simplified
way like in
online videos.
3. I think an
innovative
teacher is the
one who

Module in Practical Research 2/Research Project61

 always seek
for discovery 27 13
and
improvement
in assuring
that his/her
students learn.
4. My Math
teacher is of
high standard
and not 8 12 20
approachable
for
clarification.

5. Math is an 11 10 3 10 6
interesting
subject.

n=40

Formula for Weighted Mean:

Weighted Mean:
X = ∑fx
n
∑= summation symbol
f= frequency for each given scale
x= value of each scale
n= number of frequency

Solution:

1. X = ∑fx
n

X = ∑ 14 (5) + 11 (4) + 8 (2) + 7(1)

40

X = 70 + 44 + 16 +7

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 40

X = 137
40

X = 3. 43≈3

Interpretation:
The general answer for the given statement above falls under the rating of ‘Neither’ because of
3.43 as the weighted mean. Moreover, the researchers implied that though there are a huge
number of agreements, there are still number of disagreements which affect the answer.
Hence, not all students will still cope up to understand a Math concepts easily because there
are some that even the teacher has provided a lot of example, they still cannot comprehend like
what others can do.

(follow the process in finding the weighted mean of each item form number 2 to 5, and its
interpretations)

Measures of Standard Deviation and Variance

- It deals with how the data are closely concentrated or how the data are being spread or
distributed.

Sample Variance - sum of the squared deviation of each data from the sample mean divided
by n- 1. It is the inclusive form of the range that is why it is often associated with one another.

Sample Standard Deviation - the square root of the sample number that measures how far
data values are from their mean. It also provides a numerical measure of the overall amount of
variation in a data set. Moreover, the value of the standard deviation can be used to determine
whether a particular data value is close to or far from the mean. The standard deviation must
be zero and/or positive value only.

Formula in calculating the value of the variance:

s2=∑f (x-x) 2

n- 1

Formula in calculating the value of the standard deviation:

s= ∑f (x-x) 2

Module in Practical Research 2/Research Project63

 n–1

Here are 20 scores of selec ted students who have taken a 40 – item test in Research
Project.

25 37 28 23 32
27 31 34 26 30
29 30 37 27 29
36 23 31 31 35
Range = Highest – Lowest Value

R =37 – 23= 14

k= √20 = 4.47

i= R

i=14/4.47= 3.13≈3

Class Frequency Class fx/fM (x-x) (x-x)2 f(x-x)2

Interval (f) Mark
(x/M)
35-37 4 36 144 6 36 144
32-34 2 33 66 3 9 18
29-31 7 30 210 0 0 0
26-28 4 27 108 -3 9 36
23-25 3 24 72 -6 36 108
∑fM=600 ∑( x –x)2 ∑f(x –x)2
=90 =306

x = ∑fM

x = 600/20

x = 30

s2=∑f (x -x) 2

Module in Practical Research 2/Research Project64

 n-1

s2= 306

20-1

s2= 306

19

s2 =16.11

s2= 16.11

s= 4.01

Interpretation:

The values are close to one another and into its mean.

Pearson –r

● It is used to indicate how strong the linear relationship of variables that are indicated in a
research.
● Formula:
r= n(∑xy) – (∑x) (∑y)
√[n(∑x2)-(∑x)2] [n( ∑y2) – (∑y)2]

Where:
n= number of cases
∑x= sum of x-values
∑y=sum of y – values
∑xy= sum of x and y values
∑x2= sum of squared x – values
∑y2= sum of squared y – values

Given:
Here is a table that shows the scores of 10 selected students who have taken a 25 –
item test in Problem Solving and a 25 item test in English Proficiency.Find the value of
Pearson -r

x y xy x2 y2
20 19 380 400 361
21 22 462 441 484
22 23 506 484 529

Module in Practical Research 2/Research Project65

 19 21 399 361 441
17 19 323 289 361
16 17 272 256 289
16 20 320 256 400
23 24 552 529 576
20 18 360 400 324
18 20 360 324 400
2 2
∑x=192 ∑y=203 ∑xy= 3,934 ∑x =3,740 ∑y =4,165

Solution:
r= n(∑xy) – (∑x) (∑y)
√[n(∑x2)-(∑x)2] [n( ∑y2) – (∑y)2]
r= 10(3,934) – (192) (203)
√[10(3,740)-(192)2] [10(4165) – (203)2]
r= 39,340 – 38,976
√[37,400 – 36,864] [41,650–41,209 ]
r= 364
√[536] [441]

r= 364
√236,376

r= 364

486.19

r= 0.749 (strong positive correlation)

Table of Correlation

Pearson – r Strength of Correlation

Value
+1 Perfect Positive Correlation
+ 0.71 to + 0.99 Strong Positive Correlation
+ 0.51 to + 0.70 Moderately Positive Correlation
+ 0.31 to +0.50 Weak Positive Correlation

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+ 0.01 to + 0.30 Negligible Positve Correlation
0 No Correlation
-0.01 to -0.30 Negligible Negative Correlation
-0.31 to -0.50 Weak Negative Correlation
-0.51 to – 0.70 Moderately Negative Correlation
-0.71to -0.99 Strong Negative Correlation
-1 Perfect Negative Correlation

Hypothetical Rule for Pearson – r

If the computed value is greater than the critical value , reject Ho

H0 : r=0

H1: r > 0

To get the degrees of freedom for the Pearon –r ,

df= n – 2

Spearman – rho

▪ It is used to indicate the magnitude and direction of the relationship of some

variables. It values ranking of each data.

Formula:

Spearman Rho

Sr = 1 - 6∑d2

n3 - n

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where:

1= constant value (the poulation value that signfies 100%

6= constant value (the value of significance – 0.60/60%)
∑d2= sum of the squared difference of the scores of x and y based on the ranking
n= number of cases

x y Ranking of x Ranking of d d2
y
20 19 6.5 3.5 3 9
21 22 8 8 0 0
22 23 9 9 0 0
19 21 5 7 -2 4
17 19 3 3.5 -0.5 0.25
16 17 1.5 1 0.5 0.25
16 20 1.5 5.5 -4 16
23 24 10 10 0 0
20 18 6.5 2 4.5 20.25
18 20 4 5.5 -1.5 2.25
∑x=192 ∑y=203 ∑x2=3,740 ∑d=0 ∑d2=52

sr = 1 - 6∑d2

n3 - n

sr = 1 - 6(52)

103 - 10

sr = 1 - 312

1000-10

sr = 1 - 312

990

sr = 1 - 0.315

sr =0.685

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Table of Interpretation:
0.50 – 1.00 = High Positive Correlation
0.01 – 0.49 = Low Positive Correlation
-0.01 to -1.00 = Negative Correlation

Hypothetical Rule for Spearman rho

If the computed value is greater than the critical value , reject Ho

H0 : r=0

H1: r > 0

To get the degrees of freedom for the Spearman Rho ,

df= n - 2

Chi – Square Test

It is used to find out if a particular set of data fits a claimed distribution. It shows the
comparison of observed frequencies and expected frequencies. It is used for nominal and
ordinal data set. It shows the significant differences of the categories of vriables and their level
of association. It can be about the goodness of fit or the test of independence.

1. Goodness of Fit – a type of chi – square test that is used if there is only one sample
variable but the nominal categories had been analyzed.
2. Test of Independence – if there are more than two categories for nominal values and if
there are rating scales and orders for an ordinal and interval set of data. This will also be
used for testing significant differences
Formula:

x2= (O-E)2

where:

x2= chi – square values

O = observed values
E= expected values

Here is a table that shows the number of male and female respondent who have answered a
particular survey question.

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Survey Question:

Social Media Usage affect one’s behavior.

Respondents 5 4 3 2 1 Total
Male 12 2 1 3 0 18
Female 7 3 1 0 1 12
Total 19 5 2 3 1 30

5- Strongly Agree
Respondents O E O-E (O-E)2 (O-E)2/E
Male 12 11.4 0.6 0.36 0.03
Female 7 7.6 -0.6 0.36 0.03
4- Agree
Respondents O E O-E (O-E)2 (O-E)2/E
Male 2 3 -1 1 0.33
Female 3 2 1 1 0.50
3- Neutral
Respondents O E O-E (O-E)2 (O-E)2/E
Male 1 1.2 -0.2 0.04 0.03
Female 1 0.8 0.2 0.04 0.05
2- Disagree
Respondents O E O-E (O-E)2 (O-E)2/E
Male 3 1.8 1.2 1.44 0.8
Female 0 1.2 -1.2 1.44 1.2
1- Strongly Disagree
Respondents O E O-E (O-E)2 (O-E)2/E
Male 0 0.6 -0.6 0.36 0.6
Female 1 0.4 0.6 0.36 0.9

∑x2= 0.03+0.05+0.33+0.5+0.03+0.05+0.8+1.2+0.6+0.9 =4.49

4.49<9.488, Accept Ho

The value of 9.488 is found in the Chi – Square Distribution Table

Hypothetical Rule for Chi - Square

If the computed value is greater than the critical value , reject Ho

H0 : O=E

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H1: 𝑂≠𝐸

To get the degrees of freedom for Chi Square

df= (C-1) (R -1)

Hypothesis Testing

This is one of the most fundamental statistical procedure in a quantitative research.

A hypothesis is an assumption or a proposed statement regarding a possible answer to a

research problem or question. To test the hypothesis, a research must be converted into a
statistical hypothesis.

Things to ponder :

1. One – tailed test – a type of test that is either indicating a positive or negative value , a
value that indicates the aspect of greater than or less than zero.
2. Two – tailed test – a type of test that is indicating a value that is not equal to zero ,
regardless if it is positive or negative, it is measuring either no correlation or with
correlation, even about differences and key factors.
3. Rejection Region – a region that indicates a higher or lower value that exceeds or did
not meet the acceptability region, it denotes the acceptability of the alternative
hypothesis, and reject nullity
4. Acceptability Region – a region that indicates a value that is expected to be null, it is
a set of values that denotes the point of no relationship, no difference and such related
cases.
5. Alpha value / Level of Significance/Margin of Error – a value that shows the
significance of a given result in a particular proportionality that will determine if the data
will be accepted or rejected since the alpha value determines the critical value to be
compared for the p- value
6. p- value (probability value)/ computed value – value that is determined by the
statistical formula for each statistical treatment. This value is compared to the critical
value.
7. Critical value – value that is being determined by the margin of error and the degrees of
freedom . This value is being compared to the computed value
8. Degrees of Freedom – the values that indicate the number in which the computed result
falls in a given range with reference to the margin of error. Without the degrees of
freedom, critical value will not be determined.
9. Z –score – the specialized value that is being computed using the z –test formula
10. Z –value = the value that is determined using the normal distribution table

Z – test

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 This statistical treatment is often used in most quantitative research. This is used to
measure how close the sample mean and population mean values and how it affects the
deviation of the given set of data with respect to the sample size.Also it measures the
closeness of the set of deviation scores from the population and sample mean through one
sample or standard error test. It is used if the sample size is greater than 30

Six Steps in Hypothesis Testing for z – test

1. State the null and alternative hypothesis

There are two types of hypothesis:

(Null) H0: x = µ
µ : 3. 00: x < µ

(Alternative):H1: x < µ (Left –Tailed Test)

H1: x > µ (Right –Tailed Test)

H1: : x ≠ µ (Two –Tailed Test)

2. Set a level of significance: It can be 0.01, 0.05 and 0.1

3. Compute for the z – score using the formula for the standard error of the mean

z=x -µ

δ
√ n

Where:

z= value of test statistics

x = sample mean
µ= population mean
δ= standard deviation
𝑛 = number of frequencies

4. Compare the test statistics(z - score) , to the table of values, to get the z- value, afterwards
subtract it from the critical value to get the p- value.

5. If p- value is < level of significance, then reject H0.

If p- value is > level of significance, then accept H0.
6. Make a decision.

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Sample Problem:

The researchers assume that online games addiction has no significant impact to
students’behavioral performance that is why they set 3.00 as a population mean.

Class Frequency Class Mark fm x-x

Interval (f) (x-x)2 f(x-x)2
5 18 5 90 0.63 0.40 7.2
4 7 4 28 -0.37 0.14 0.98
3 3 3 9 -1.37 1.88 5.64
2 2 2 4 -2.37 5.62 11.24
1 0 1 0 -3.37 11.36 0
n= 30 ∑fm=131 ∑(x-x )2=19.4 2
∑f(x-x) =25.06

x = 131 s2= ∑f(x-x)2 s2= 25.06 s2= 25.06 s2=0.86 √s2=√0.86 s=0.93

30 n -1 30 -1 29

x = 4.37

Hypothesis Testing

1.H0: x = µ

H1: x > µ

2.Level of Significance: 0.05

3. Compute for the z- score

z=x -µ

δ
√n

z = 4.37 - 3.00

0. 93
√ 30

z = 1.37

0. 93
5.48

z = 1.37

0.17

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 z= 8.06

4.Look at the table of values for z- scores, and the z- value is 0.9999, subtract it from the
critical value.
0.5 – 0.9999 = -0.4999
5. -0.4999 <0.05, then reject H0
6. .: Reject H0
Online game Addiction has a significant effect on students’ behavioral performance.

Theoretical – test

-it is used to identify the difference of scores between two groups that are depending on a single
variable. There are two types of t – test, the independent t – test and non –
independent/dependent t –test. It is used if the sample size is less than 30.

1. Independent Theoretical – test – which is used in determining the difference of scores from
two sample groups.

2. Non – dependent Theoretical – test – which is used in determining the difference of scores
from two tests that are associated with one another and one sample group is used.

Formula for independent t- test :

t= X1 – X2

SS1 +SS2 1 + 1

n1+n2-2 n2 n2

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Where:

X1 = Mean for group 1

X2 = Mean for group 2

SS1 = The sum of squares for group 1,

SS2 = The sum of squares for group 2,

n1= Number of subjects in grou p1,

n2 = Number of subjects in group 2

To get the sum of squares, a formula is needed:

SS1= ∑ X1 2 – (∑ X1)2

n1

SS2= ∑ X2 2 – (∑ X2)2

n2

Degrees of freedom - the value that will indicate a specific critical value based on a table of
distribution,.

The critical value – is the value compared to the p – value to determine if the hypothesis will
be accepted or rejected.

df = n1 + n2 –2

Hypothetical Rule for Theoretical Test

If the computed value is greater than the critical value , reject Ho for positive t- value

If the computed value is less than the critical value, reject H0 for negative t - value

H0 : x1 = x2

H1: x1 ≠ x2

Find the t- test value and determine if there is a significant difference between the scores in
mathematical assessment of two sample groups from two sections

Scores in Mathematical Assessment for Two Sample groups from two sections

Section A (X 1) (X1)2 Section B (X2) (x2)2

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 45 2025 45 2025
51 2601 42 1764
53 2809 39 1521
54 2916 56 3136
50 2500 50 2500
48 2304 47 2209
47 2209 52 2704
47 2209 52 2704
51 2601 55 3025
42 1764 41 1681
2 2
∑X1 = 488 ∑(X1) = 23, 938 ∑ X2 = 479 ∑(X2) =23,269

SS1= ∑ X1 2 – (∑ X1)2

n1

SS1= 23, 938 – (488)2

10

SS1 = 23,938 - 238, 144

10

SS1 = 23, 938 – 23,814.4

SS1 = 123.6

SS2= ∑ X2 2 – (∑ X2)2 X1 = 488

n2 10

X1 = 4.88

SS2= 23, 269– (479)2 X2 = 479

10 10

SS2= 23, 269 – 229, 441 X2 = 4.79

10

SS2 =23,269 – 22,944.1

SS2 =324.9

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t= X1 – X2

SS1 +SS2 1 + 1

n1+n2-2 n2 n2

Where:

X1 = 4.88

X2 = 4.79

SS1 = 123.6

SS2 = 324.9

n1= 10

n2 =10

t= X1 – X2

SS1 +SS2 1 + 1

n1+n2-2 n2 n2

t= 4.88 – 4.79

123.6 +324.9 1 + 1

10+10 -2 10 10

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t= 0.09

448.5 0 .1 + 0.1

18

t= 0.09

√ (24.92) )( 0.2)

t= 0.09

√4.984

t= 0.09

2.23

t=0.04

df= 10+10 -2

df= 20 -2 = 18

0.04<2.101, Accept H 0

There is no significant difference between the two sample scores in a Mathematical Assessment

Theoretical test for Dependent Samples

Formula:

t= ∑D

n∑D2 - ( ∑D) 2

n–1

Where:

D = the difference between the scores within group in two different attempts

n = number of sample size

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df = n -1

Problem:

Pre – test and Post –test scores of 10 STEM students on Mathematical Ability test

Pre – test Post –test Difference of Post – D2

X1 X2 Test and Pre – test
X2 –X1
13 10 -3 9
7 8 1 1
4 3 -1 1
10 7 -3 9
12 15 3 9
3 2 -1 1
6 4 -2 4
8 6 -2 4
10 9 -1 1
5 7 2 4
∑d =- 7 ∑D2 = 43

t= ∑D

n∑D2 - ( ∑D) 2

n–1

Where:

∑D = -7

∑ D2 =43

n = 10

df = 9

t= -7

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 10(43) - ( -7) 2

10 – 1

t= -7

430 - 49

t= -7

√ 381/9

t= -7

√42.33

t= -7

6.51

t= -1.075 df = n-1 = 10 -1 = 9

There is a table that will determine the critical value based on the degrees of freedom.

Note: If the computed value is greater than the critical value , reject Ho for positive t- value

If the computed value is less than the critical value, reject H0 for negative t - value

-1.075 > -1.833, Accept H 0

There is no significant difference between the scores in the Pre – test and Post – test

Analysis on Variance or the F – test

- Is a specialized type of analysis wherein the differences will be determined based on the
association of the results from several groups
- To determine the overall difference, within – group difference and between – group
difference will be used.

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 One way ANOVA is the most frequently used statistical treatment for experimental
researches.

Formula :

F = MSb

MSw

Where:
MSb = Mean Square Between
MSw = Mean Square Within

To get the MSb and MSw:

MSb : SSb ( Sum of Square Between)
DfB (Degrees of Freedom Between)

MSw : SSw ( Sum of Square Within)

dfW (Degrees of Freedom Within)

dfB = K -1
K = Number of Groups

dfW= NTotal - K

To calculate SSB
SSb = ( ∑X1)2 + ( ∑X2)2 + (∑X3)2 - (∑XT)
n1 n2 n3 nT
To calculate SSw
SSw=
∑X12 - ( ∑X1)2 ∑X22 - ( ∑X2)2 ∑X32 – (∑X3) 2
n1 +
n2 + n3

To calculate SST

SST = SSb + SSw

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Research Problem:

Determine if there is a significant difference in the scores of the three sample groups with
regards to Mathematical Proficiency as compared with the number of hours they spent in
reviewing Mathematical concept.

Scores for Mathematical Proficiency Assessment of Three Sample Groups with different
number of hours spent in reviewing Mathematical concepts

Group 1 – 1 Group 2 – Group 3 –

hour (X1)2 2 hours (X2)2 3 hours ( X3)2
Score Score Score
X1 X2 X3
32 1024 29 841 38 1444
30 900 39 1521 40 1600
25 625 36 1296 40 1600
27 729 31 961 41 1681
23 529 34 1156 43 1849
∑X1 =137 ∑(X1)2 =3807 ∑X2 =169 ∑(X2)2 =5775 ∑X3 =202 ∑(X3)2 = 8174

∑X1 = 137 ∑X2 = 169 ∑X3 = 202

N 5 5 5

= 27.4 = 33.8 = 40.4

1. Calculate SSB

SSb = ( ∑X1)2 + ( ∑X2)2 + (∑X3)2 - (∑XT)2

n1 n2 n3 nT
SSb = (137)2 + ( 169) + (202) - (508)2
2 2

5 5 5 15

SSb = 18769 + 28561 + 40804 - 258064

5 5 5 15

SSb = 3753.8 + 5712.2 +8160.8 - 17,204.27

SSb = 17,626.8 – 17,204.27

SSb = 422.53

2. Calculate dfB
dfB =K -1
dfB = 3-1 =2

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 3. Calculate SSw

SSw=
∑X12 - ( ∑X1)2 ∑X22 - ( ∑X2)2 ∑X32 – (∑X3) 2
n1 +
n2 + n3

SSw=
3807 - 18769 5775 - 28561 8174 – 40804
5 +
5 + 5

SSw =( 3807 – 3753.8) +(5775- 5712.2) +(8174 – 8160.8)

SSW = 53.2 + 62.8 + 13.2

SSW = 129.2

4. Calculate dfW
dfW =nt- K
dfW = 15- 3 =12
5. Calculate SSt
SSt = SSb + SSw
SSt = 422.53 + 129.2
SSt = 551.73
6. Calculate MSb
MSb : SSb
Dfb

MSb : 422.53 = 211.27

2
7. Calculate MSw
MSw : SSw
dfw

MSw : 129.2 = 10.75

12

8.Find F

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 F = MSb

MSw
F = 211.27 = 19.653

10.75

Note:

Hypothesis Testing for ANOVA

Ho: x1 = x2 = x3

H1: x1 ≠ x2 ≠ x3

Reject HO if the F value is > critical value

The critical value will be found on the ANOVA distribution table aided by the degrees of
freedom, ( 2,12)

19.653> 3.88, Reject HO

There is a significant difference of scores in the assessment because of the hours spent in
reviewing Mathematical concepts

Linear Regression Analysis

This statistical treatment measures the relationship of variables in the x –intercept with the y –
intercept, and how values could be graphically represented and how values from the x- intercept
matches the values from the y –intercept

Steps in performing linear regression

1. Compute for the r- value of both x and y values

2. Calculate for the standard deviation of x – values
3. Calculate the standard deviation of y –values
4. Divide the standard deviation of x with the standard deviation of y values
5. Get the product of the r – values and the standard deviation of x and y – values
6. Find the slope by subtracting the product of b and x values from the mean of the values
7. Add the slope and the product of b and x – values to get the linear regression value

y= a +bx
b= r(Sy/SX)
a=
y - bx

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Factor Analysis

This type of statistical analysis deals with measuring the degree of the fators that are important
for the study , and among each factor, different variables are determined and measured on how
influential these variables are to a factor. From those variables, error variance, unique variance
and covariance are determined for a factor.

Factor – an etablished idea that presents the major cause of manipulation and/or effect of an
independent variable to an outcome variable. Each factor is loaded by several supporting
variables.

Error Variance – a variable that is not fundamentally significant to a common factor.

Unique Variance – a variable that arises from the investigation that contributes to the existence
of a particular factor

Covariance – variables that are highly significant and related to one or more factors in the study

Factor analysis are statistically aided by Pearson –r computation

Principal Component Analysis

A form of analysis that focuses on the interaction of the independent and dependent variables
and how it is affected by key factors . This form of analysis had been done to observe the
characteristic of the factors but not its sub- forms, but its generability and principality of
importance on a research study.

Providing Inferences

Inferences – the interpretation and integration of ideas, resullts and underlying reasons
encompassing the accumulated data.

Importance of Inferences

1. Clarify the gaps from the obtained results

2. The reason of objectivity is presented
3. The research results become more authentically and contextually factual
Indication of a Good Inference

1. The result has been thoroughly explained.

2. The inference is integrated with the RRL.
3. Grounded theory is presented along with a sharp analysis.
4. Different variables have been observed.
5. Categories and aspects of the problems are emphasized.

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Types of Research Inferences

1. Referential Inference – the inference that are based on the result.

2. Contextual Inference – the inference that are based on the variables of the study
3. Theoretical Inference – the inference that are based on theories.
4. Compositional Inference – the inference that are based on the RRL

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 Lesson 7

Summary, Conclusion and Recommendation

▣ This section deals with the evaluation of the attainment of the research scheme.

▣ This section assesses the strength and weakness of the research process and the
identifiable salient points of areas been studied and will be studied.

This section contains the overall learning and ideas that are encompassing the research
title

SUMMARY

▣ This refers to the gist of the processes and ideas from Chapter 1 to Chapter 4.

▣ It presents the salient points that had been acquired in which the conclusion depends.

▣ It is pondered into several parts such as:

1. Problem – states the main research problem of the study

2. Purpose – states the main objective of the entire study

3. Parameter – deals with the scopes and limitations for the study

4. People – describes the respondents and how they will be benefited by the study.

5. Principles – describes the synthesis and analysis of the facts that are reviewed in
Chapter

6. Procedures – describes the methods used in collecting the data

7. Probability – deals with the sampling methods used and how sample size had been
determined
8. Proof – the findings obtained in the study and how it is interpreted.

Summary must be concise yet comprehensive. It must also be a restatement of the FOUR
CHAPTERS

CONCLUSION

This refers to the overall learning and the specific research answers for the current study.

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 It must be concise but substantial. The problems posed in the Statement of the Problem
must be entirely answered.

It must be well – grounded with facts and figures from Chapter 2 and Chapter 4.

New gaps must be determined in the conclusion.

Strength of the result must be assessed.

“... Therefore conclude is not an expression to be used since it means redundancy.”

Tested hypothesis must also be explained thoroughly.

RECOMMENDATION

This deals with the area of suggestive improvement for future study.

With the recommendation, the research cycle will continue.

The researchers will give the remainder of the problems to the next research to explore on
and deepen it.

This is where the findings will be shared and other areas of interest will be keenly observed.

RESEARCH APPENDICES AND OTHER SUBSTANTIAL PARTS

▣ This section includes bibliography, curriculum vitae, abstract, table of contents, title
page, cover letter, acknowledgement, letter of approval, validation letter, certificate of
ethics regulation and sample of survey questionnaire and sometimes the documentation
and sometimes certification of English critic and a statistician.

▣ This is important because it strengthens the academic formality of a research paper and
scientific contextuality of the study.

▣ It frames the problems into a compilation of inquiries formed through an investigation

and general organization.

▣ Bibliography –the reference list in accordance with the APA format.

▣ Curriculum Vitae – the description of the researchers to qualify to conduct a study.

▣ Abstract - the brief discussion of what the readers could expect about the content of a
research study

▣ Acknowledgement – this section notes the people which the researchers are thankful for
in making sure that their study will be successful.

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 ▣ Table of Contents – the section that presents the corresponding chapters of the research
and its corresponding pages into a comprehensive manner.

▣ Title Page – the cover of the research paper that includes the document heading of an
institution and a set and standardized format by which the declaration of the partial
fulfillment of the course requirement of the researchers are emphasized.

▣ Cover letter – the letter that are attached for different research concerns and/or
permissions

▣ Validation Letter – the one that the researcher presents to assure that their instrument
had been properly checked.

▣ There are some letters that are addressed to assure that the research has been
approved for publication and some letters are presented to prove that there study is
ethical and objective enough.

▣ The letter for the critic and statistician are to ensure the syntactic and computational
rigidity of the study.

▣ Sample survey questionnaire must be presented in order to ensure that the findings had
been gathered through a relevant validatedmedium.

▣ Documentation is somehow necessary in order to show the processes that had been
followed in the study.

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 Lesson 8

Research Defense

⚫ Defense is a formal presentation of the researchers of the results and processes of their
study in a given time period and context, and to be presented into a set of panelists.

⚫ Defense measures how far the researchers know their research from the problem until
the result.

Who is the one to defend a paper?

⚫ The researchers must be the one to defend or present their paper in a logical manner.
⚫ The researchers must answer thoroughly the questions to be given by the panelists.
When to conduct a defense?

⚫ A defense is always an indication of an evaluation of the product of the research study.

Thereby, it is advised that after the research is through, it must be defended by the
researchers to the panel board.

There are some cases of title defense for gauging the feasibility of the study and
pre-defense in order to see the authenticity of the paper prior its formality

Where to conduct a defense?

⚫ It should be a place where the panel board are there and there will be no other audience
watching for fomality and contextuality purposes.

It must be an audio – visual room or a confenrence room

Why there is a defense?

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 ⚫ There is a defense because this is the time that the researchers will be able to state the
results of their study and how this result will yield another target study.

How defense can be done?

⚫ The defense is possible if the questions are naswered directly by the researchers.
⚫ It is also done in an organized manner by stating the problems, facts, methods, and
results until the recommending points.

Defense is a formal presentation

The fundamentals of defense

⚫ Research Paper – this the direct product of the researchers that is needed to be
presented, without it, there is no defense.

⚫ Researchers – the people who conduct the study/investigation.

⚫ Panelist – the people who will ask questions that are necessary to be answered by the
researchers.

⚫ Question – the mediating statement that challenge researchers’ schema with regards to
their study.

⚫ Answer – the statement of emphasis by the researcher

Good points to remember in doing a defense

⚫ Be on point.
⚫ Know your research well.
⚫ Avoid stating opinions that are not contextual.
⚫ Rely on facts.
⚫ State the key points of your paper.
⚫ Maintain good rapport.
⚫ Analyze each question first before answering.
⚫ Avoid inconsistent generalization.
⚫ Be careful in utterance.
⚫ Be objective in receiving questions.
Module in Practical Research 2/Research Project91
 ⚫ Listen to the panelist.
⚫ Answer with respect to the context and responses of the other research members.
⚫ Face the panelists well- prepared.
⚫ Voice must be well – modulated and well – projected.
⚫ Be accurate in stating answers.
⚫ Make sure even smallest details of the research is familiar to all members.
⚫ Avoid stating unnecessary information.
⚫ Be convincing yet truthful.

Values to consider in a defense

⚫ Integrity - Sound Decision- Making

⚫ Honesty - Objectivity

⚫ Truth - Transparency

⚫ Organization - Coordination

⚫ Humility - Assertiveness

⚫ Courage - Composure

⚫ Diligence - Excellence

⚫ Persistence - Focus

Research Forum

⚫ Is a special form of defense wherein it is regarded as a culimating activity that is open for
audiences in which selected good researchers will given a chance to present their
papers in a convention/congress.

⚫ A forum is patterned to a program by which, the researchers have their time to uplift the
quality of their concluded research paper.

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 APPENDICES

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 CHAPTER 1 ( sample only)

INTRODUCTION

A. Background of the Study

Mathematics is one avenue for learning because this discipline helps oneself to boost
logical thinking and analytical thinking skills. Hence, not all students uphold to that principle.
But according to Madrigal (2017), “Mathematics is a key aspect of life since it offers
solutions to existing problems.” As with that, Mathematics is holistically analytical and
innovative likewise there is such a problem evolving in such matter. Apparently, Mathematics
becomes the hard subject for secondary students nowadays because of mind-boggling
concepts and lengthy formulas so as to a strategy that had been not revisited by educational
personnel for a longer time. The redundancy of the basicity of the strategy becomes

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 ubiquitous and it had been supported by Feliciano (2015), “Teaching Mathematics is in its
critical state right now, if it had not been innovated to where it should be, no more students
could appreciate the vitality of the problem – solving scheme, as well their self –regulation.”
With that aspect, the researchers see that in a particular angle, Mathematics must be taught
in several aspects that could drive back the motivation of most students to increase their
attention span towards this subject area. Researchers have agreed that they will try to focus
on determining the ways to make Mathematics innovative and try to generate a pondered
understanding of its effects to students ‘behavioral performance.
Moreover, there are studies that shows that as with increasing technologies and
programs, that is the time Mathematics disinterested students (Foucault 2012). There are
insufficient materials or routines that can captivate students to be motivated to study
Mathematical concepts (Campo, 2014). As with that matter, the authors of this research
come to a point of constructing some questions that can be serving as their guide in
conducting these research study. Some of those questions are: “What is the effect of
Innovative Teaching in Mathematics to students ‘behavioral performance? “; “Why there is a
need to make the teaching of Math to be innovative for students? “ These are some
questions that concern the researchers since they have observed that in the pedagogical
aspects there should be a constant and a series of innovations for a well – rounded
academic instruction. In that state, they will be in their utmost determination to seek or
provide an answer for the benefit of their research study and either way offer new ideas to
different clusters of people.
Subsequently, with those problems, parallel purposes have been structuring this paper.
One major purpose of this research is to (1) Identify the possible effects of Innovative
Teaching in Mathematics to Students’ Behavioral Performance since the result of this study
will help the research the identify the significant value of innovative teaching nowadays. (2)
Determine the underlying reasons why there should be a necessity to make teaching in
Mathematics innovative because the researchers wants to offer several grounds and salient
points that can help teachers and students in terms of the teaching – learning process.
Furthermore, so as to help them in this study, they will use survey questionnaires as their
research instruments along with adherence to statistical treatments and acquisition of
comprehensive and relevant literatures in various means for them to ensure that their
research study is worth conducting. But though, they will treat this research objectively and
fairly, there will be some aspects that might not be tackled unintentionally by the researchers

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 since variables can change along the research process and there will be some problems
that cannot be determined prior to the analysis of the data so presumably, these areas can
be part of the future researchers’ niche.
B. STATEMENT OF THE PURPOSE
The researchers of this research study entitled “Effects of Innovative Teaching in
Mathematics to the Behavioral Performance of SHS- STEM students of PCU – Cavite
Campus “aim to answer these following questions along the research period, A.Y. 2017
-2018 :
1. What are the effects of the Innovative Teaching in Mathematics to students’
Behavioral Performance?
2. Why there is a need for the teaching of Mathematics to be innovative?
3. How did Innovative Teaching in Mathematics alter or retain students’ interest,
motivation, attention span, and/or classroom attitude?
4. To what extent, did Innovative Teaching in Mathematics could offer to students’
performance in the subject?
5. Why did Mathematics must be incorporated with non – conventional techniques
particularly in ensuring pedagogical efficacy of teachers toward students’ behavioral
competence?
6. What are the factors that can contribute to the effects of Innovative Teaching in
Mathematics to students’ Behavioral Performance?
7. Are there any significant differences between the Innovative Teaching styles of
novice Math teacher and veteran teacher?
8. Are there any significant differences between the Innovative Teaching styles of a
male and female Math teacher?

C. SCOPES AND LIMITATIONS

The researchers have conducted this study to determine the effects of Innovative
Teaching in Mathematics to students’ Behavioral Performance; with that, the areas that they
will cover all throughout the study revolve only in this aspect. Some of the areas that are part
of the researchers’ niche are the different techniques that make an Innovative Teaching
most specifically in Mathematics as well as the different areas of students’ Behavioral
Performance that might be affected by teachers’ innovative style of teaching.

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 However, some areas that are not included in this study is about the comparison of
teaching strategies as related to which is the best or which needs practice. Likewise, they
will just focus on demographic factors like age and gender. They will not also tackle different
strategies in other subject areas. In addition, even academic performance will not indirectly
covered to pave way to the other dimension of students’ learning which is the behavioral
performance. This will not be a qualitative research so there is a strong basis on the
numerical data as well as statistical tools will be used. As pertained, the study will just focus
on selected SHS – STEM students of PCU- Dasmariñas Campus because they are
contextually relevant to the main target of the study and it will be covering one (1) academic
year only. Hence, any other aspects that are not related to the niche will be disregarded in
order to focus on the rationale, context and significance which are appropriate in the study.

D. SIGNIFICANCE OF THE STUDY

This research study is completed and conducted to directly or indirectly generate
benefits for these following groups which frame the reason why researchers strive to make
their paper possible:
▪ SHS – STEM Students – They can be benefited by this research because this
can give possible suggestions for innovative teaching in Mathematics by which
they will be affected by that in terms of improving their motivations and interest
in the subject and enhancing their productivity as well in performing their tasks
and learning their lessons

▪ Math Teachers – Through this research, teachers could think of more

constructive methods, approaches and strategies that their students will
appreciate. In addition, they can improve their professional competence.

▪ Parents – Though, they are indirectly affected by this study, they can able to
help their children in assisting them in learning Mathematics and in enriching
the concepts at home, also for the parents to be oriented about the problems
their children are facing inside the school, from that , they can know how to
resolve it.

▪ PCU– Dasmariñas Campus – Since this research study will be conducted here,
it will benefit the academic institution, since the mission and vision of the school

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 will be achieved in terms of the means of instruction for teachers’ competence
and students’ academic proficiency.

▪ Future Researchers – There will be areas that the current researchers will not
solve, so the future researchers of this topic will be guided to explore more from
this, since it is a fresh topic especially right now because of the rise of
Outcomes – Based Education and Understanding by Design approach. With
this, it can be a benchmark for them to discover greater heights for this research
area.

CHAPTER 2 (sample only)

THEORETICAL FRAMEWORK

A. REVIEW OF RELATED LITERATURE AND STUDIES

Mathematics is an integral part of human learning. This subject is being
perceived as one of the crucial subject to be learned and even to be taught. However,
many teachers have attempted to teach it in a variety of ways; likewise they did not
become successful in attaining their goals. Due to such notions, many had tried to come
up with different new strategies that will enable students to heighten their index of

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mastery in learning the subject. Many articles had theorized that good preparation is
indeed one of the salient points to start the active engagement of students in math. In
accordance, Mathematics gives a puzzling effect to students because of its complicated
structure and competencies; hence teachers must equip their students with routines of
progressive drills that aid them to be prepared in answering complex mathematical
equations. (Ocampo A., 2016)
Moreover the idea presented in that article shows that preparedness has been
one vital component of learning numbers, and teachers must offer various activities that
start from the basic until the most difficult section of the lesson. Mentors nowadays
should be reminded that instruction sets direction, answers basic questions and sets
moods and not just determining who is the fast learner and who is the one who
comprehends faster, because these might lead to pressure and later on to anxiety.
According to Castillo A. (2014), Innovation must be a great pursuit of new breed
of teachers since they are dealing with much sensitive students with lesser attention
span and greater amount of expectations.
With that statement of Castillo, teachers are focusing now on the essential
component of every curriculum but they did not look over on the students’ changing
needs and wants which should be addressed. Every day must be a day for teachers to
grow and to expand their capabilities in order to serve students better by analyzing the
students nowadays and put themselves in the students’ situations in order to give them
a more authentic learning which they can fundamentally use.
90% of the competencies in school that students should learn revolve in analysis
and understanding but this skill have been the least being practiced.(Austyn, et al.,
2016).
As supported by Craig, J. (2016), teachers must innovate themselves and break
the monotony of teaching specialized subject because innovation starts from finding
something new and make it parallel to students’ learning needs.
Based on the findings from the two studies, it is observable nowadays that the
challenge in teaching content subjects is real for it requires careful selection of

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instructional materials, proper organization of learning courses and ensuring mastery
among students. With that, on the context of Philippine Education, teaching specialized
subjects should be revisited in order to give students a just quality of learning that they
should and must acquire. Teachers have a great role in the improvement of students’
learning skill.
The researchers have found out that the idea for each cited work enable
teachers to revisit teaching strategies since students depend upon good teaching styles
coming from their mentors. Moreover, those ideas have strengthened the notion that if
there is a good innovative teaching particularly in Mathematics, it may lead to a higher
degree of analytical skills among learners. But each cited work lack some key idea that
link more associations between innovation and teaching Mathematics but with the
efforts of the researchers, they have founded logical links as they become much closer
to the niche of every readings they had adhered upon.

B. SYNTHESIS

Since the research study has focused on the innovativeness of teaching

strategies in Mathematics and its effects on the behavioral performance of
students in the Math subject, there are some readings that supported the
possible impacts of innovation in the classroom settings that will lead to a much

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 retention of knowledge that had been given by the facilitators. It encompasses
the theory of Constructivism, which entails the activation of the ability of the
students to perform the learning by integrating actual problem solving case
activities and/or investigatory situations that will increase attention among
students.
Also it is much important to consider the theory of Zone of Proximal
Development in which if the students became familiar in attempting to solve a
problem, he/she will be more practical in learning concepts and able to perform it
much on a better extent.

C. CONCEPTUAL PARADIGM
FIGURE 1
IPO DIAGRAM

Fig.1. shows the IPO diagram for this research study

Based on the diagram, the researchers had conducted their study in order
to know if innovative teaching strategies could affect behavioural performance of
students in Mathematics. However, there are some variables that should be considered
such as learning styles, teaching styles, and even academic performance. Moreso, to

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acquire results, several statistical treatments are used in determining the causality
between innovative teaching strategies and mathematical performance. Some of these
are z- test, weighted mean and hypothesis testing. For instance, if the test will state that
there is an effect that innovative teaching strategies bring to the mathematical
performance, then an institution should consider conducting seminars, regular
evaluation and curricular activities that will increase innovation in the teaching – learning
process particularly in Math subjects.

D. HYPOTHESIS OF THE STUDY

The researchers of this study present these assumptions that had been
created from the scheme of the research questions and by the parts of the Chapter
4, it will be tested using statistical tools but will not be proved since hypotheses are
just expected answers produced by the researchers’ curious and exploratory mind.
1. Innovative Teaching in Mathematics will not significantly affect the level of
the students’ behavioral performance in Mathematics ;
2. There is no significant difference between Innovative Teaching of
Mathematics of a novice and veteran teacher ;

E. DEFINITION OF VARIABLES

These following terms have been chosen by the researchers themselves and define
them accordingly to the context of the research study since these words have a big
role in stating the research purpose, problems and even typologies.
1. Behavioral Performance – This word is often regarded as any measurable skill
that denotes good span of attention, high interests and motivation, good behavior
and etiquette in a given context. With that, this word becomes the dependent
variable or the main target of the study which will be studied in the entire
research process if it takes several effects from the Innovative Teaching in
Mathematics.

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 2. Innovative Teaching in Mathematics – A good and strategic way of teaching
Mathematics that involved skills enhancement and media utilization in order to
understand mathematical concepts but in the researchers’ point of view, this is
one of the fundamental term for their research since this is their independent
variable. The variable that concerns them regarding how it will be studied and its
causality to the behavioral performance.
3. PCU – Dasmariñas Campus – This academic Christian institution that is the front
runner of values of Faith, Character and Service will be the locale of this
research study, in which, here, all the research process will take place.
4. Selected SHS – STEM students – The Senior High School Students that belong
to the Science and Technology, Engineering and Mathematics strand of PCU –
Cavite Campus will be the respondents for the research study. They are the one
that will help the researchers to acquire primary and quantitative data.
5. Effect – This word is used to indicate that one variable takes something from a
particular variable and that is the goal of the researchers all throughout the
research study.

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 CHAPTER 3 (sample only)
RESEARCH METHODOLOGY

In order to acquire the data that can support the notion that the researchers have
regarding their study and lead to sufficient findings, they have considered these
methodological aspects in order for them to accumulate good data results.

A. RESEARCH DESIGN
The researchers of this study configured that the structure of their paper revolves on
the ideas of the respondents regarding the research study and being classified into
intervals. With that aspect, their study is a quantitative research. Moreover, since it
focused on the effects of innovative teaching strategies in Math to the behavioural
performance of students in the subject, their study is a causal type of quantitative
research. Though, they have asked ideas from the respondents, it will not be the final
process that they will consider, since they will analyze and treat those responses using
statistical processes in order to formulate comprehensive hypothesis and results.

B. RESEARCH LOCALE

The research study has taken place in Philippine Christian University – Dasmariñas,
which is located at Sampaloc I, Dasmariñas City, and Cavite. This institution is the first
Christian University in the Philippines, and has practiced and inculcated, three tenets:
Faith, Character and Service. Moreover, this is the locus of the study because the
researchers and the respondents are currently enrolled as SHS students for Academic
Year, 2017 – 2018.

C. SAMPLE AND SAMPLING TECHNIQUES USED

Based on the computation of the sample size aided by the Slovin’s formula, 40
students will participate on the data gathering, and since the study is quantitative,

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 they have used survey. The chosen respondents are students from Philippine
Christian University – Dasmariñas and they are currently enrolled as Grade 12
STEM students. After the sample size has been determined, the researchers
selected the respondents by the use of Stratified Purposive Sampling in which, they
have equally selected 4 respondents in each section and from the 4 respondents, 2
are males and two are females, respectively. Moreover, they assured that all are
STEM students so that they could able to answer the questionnaire
comprehensively.

D. INSTRUMENTATION
The researchers had prepared 40 – item questionnaire, that are focusing on the
thoughts of the students about various innovative strategies that their teacher could
use in executing Math lessons, as well as different behaviours in a classroom and
the reasons why. More so, the instrument contains letter of consent, that will protect
anonymity of the respondents’ credibility, then the demographic profiles and the
rating scale of 1 - 5, wherein 5 is the highest and 1, is the lowest. There are three
categories, (1) an evaluation of the innovative teaching strategies and how it would
be applicable in the classroom setting and (2) assessment of Mathematical
performance of students (3) situations that are bas on the teaching – strategies and
behavioural performance.
TABLE 1

RATING SCALE FOR EVALUATION ON DIFFERENT INNOVATIVE TEACHING

STRATEGIES IN MATH

Rating Remarks
5 Very Effective
4 Effective
3 Could be Considered Effective
2 Crucial to be Considered Effective
1 Not Effective

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 TABLE 2

RATING SCALE FOR ASSESSMENT ON MATHEMATICAL PERFORMANCE OF

STUDENTS

Rating Remarks
5 With Excellent Proficiency
4 With Advancing Proficiency
3 With Enough Proficiency
2 With Low Proficiency
1 With Poor Proficiency

TABLE 3

RATING SCALE FOR OBSERVATION ON SITUATIONAL ASPECT OF TEACHING

LEARNING ROUTINES

Rating Remarks
5 Very Evident
4 Evident
3 Sometimes Evident
2 Rarely Evident
1 Not Evident

E. DATA GATHERING PROCEDURE

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 To assure that the data will be parallel to the research design, the researchers will
conduct a survey to 40 Senior High School (STEM) 12 students of Philippine Christian
University – Dasmariñas Campus. They will use this method to ensure that they can
able to generate more authentic ideas from the research participants’ viewpoints.
Moreover, prior to the conduct of the survey among respondents, the researchers have
catered various and fundamental information from published materials such as books
and journals, and even with the use of online sources in order for them to acquire
substantial theories that can strengthen their assumption and establish their research
methods.

F. STATISTICAL ANALYSIS OF DATA

The researchers had used these following statistical treatments in order to

acquire the necessary results for their quantitative study.
Since, they had used rating scales as a measuring aspect of their questionnaire,
they will use weighted mean, in order to determine the average of each responses in
every items.
X = ∑fx
n
∑= summation symbol
f= frequency for each given scale
x= value of each scale
n= number of frequency
Moreover, they also want to determine the reliability of the questionnaire so they will use
Internal Consistency Reliability test

αstandardized = rk

1 + ( k-1) r

The researchers will also use Chi –Square test to determine the significant
difference of responses based on gender.

x2= (O-E)2

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 where:

x2= chi – square values

O = observed values
E= expected values

Lastly, to test the hypothesis, they will use z –test, since the study is causal.
z=x -µ

δ
√n

CHAPTER 4

RESULTS AND DISCUSSIONS ( sample only; partial)

This chapter will provide necessary information and data results that had
been processed using statistical treatments and present the ideas that had been
formulated and inferred after the results had been acquired.

TABLE 4

RESPONDENTS BASED ON GENDER

Gender Frequency
Male 20
Female 20
Total 40
Table 4 shows the number of male and female respondents

The respondents are equally distributed based on gender since the

researchers has selcted them based on Stratified Purposive Sampling.

TABLE 5

EVALUATION OF DIFFERENT INNOVATIVE TEACHING STRATEGIES IN

MATHEMATICS

Innovative Teaching Rating Remarks

Strategies
Brainstorming 3.85 Effective
Problem Solving 4.55 Very Effective
Workshop 4.25 Effective

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 Simulation 4.00 Effective
Drills 4.50 Very Effective
Video Integration 4.25 Effective
Group Activity 4.55 Very Effective
Lecture 3.65 Effective
Table 5 shows the rate for each teaching strategies

Based on the results, the most effective innovative teaching strategies

are the group activity and problem – solving which implicate that teaching Mathematics
should be integrated wherein the lessons could be executed on several group activities
that could enhance cooperation and comprehension and peer assistance in
understanding concepts. Furthermore, the problem solving is also significant in applying
the Mathematical ideas. Moreover, drills, workshops, video integration, and simulation
could also help.

Likewise, brainstorming and lecture needs to be assisted by several

activities in order to enhance the effectiveness of teaching strategies. As stated by
Castillo ( 2016), innovation must be a goal of teachers in order to increase learning
among students.

TABLE 6

DIFFERENT STATISTICAL RESULTS

Statistical Treatment Result

Chi – Square Value 4.49 < 9.488, Accept Ho, no difference on
perspectives based on gender
Level of Significance 0.05
Test Statistic 8.06
z-value 0.9999
p-value -0.4999
Hypothesis -0.4999 < 0.05, Reject Ho, there is a
significant effect of various innovative
teaching strategy in Math to the
behavioural performance of students
Cronbach Alpha 1.055, Excellent Questionnaire
Table 6 shows the statistical results

The chi –square value is 4.49, which is less than the critical value on 9.488,
thereby Ho is accepted,stating that regardless of the gender, they have experienced the
same situation about the teachnig strategies their teachers are using in their class.
Moreover, the researchers have found out that that an innovative teaching strategy in

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Math has an impact to the behavioral performance of students. The impact will depend
on how effective the teaching strategy is.

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This section deals with the substantial ideas that had been found all throughout
the study. Moreover, these ideas are pondered into new meaningful situtations for future
research purposes. Thereby, the results have been determnied during the previous
chapter and will be thoroughly explained with this stance.

SUMMARY

Researchers had tried to find if various innovative teaching strategies in

Mathematics has an impact to students’ academic performance in the subject, and so
they want to identify and determine the impact of the independent variable to the
independent variable and investigate if there are other factors that trigger for the effects.
Furthermore, they conducted the study for the benefit of SHS students and teachers
with regards to the Math subjects and have conducted it in one academic year at
Philippine Christian University- Dasmariñas ; focusing on one context and subject
matter. As the research is progressing, the scholars found out that students nowadays
are highly depending their learning on the teaching strategies their instructors had used
for them to achieve good test scores and grades specifically in applied subjects like
Math ( Agustin, 2016). As supported by Castillo, R. (2015), it is necessary for Math

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teachers in upgrading their teaching strategies in order to address the changing needs
of Math learners noawadays. That is why, the researchers have conducted a survey for
40 respondents in order to acquire the necessary and general information that enabled
them to support their assumptions. Afterwards, with regards to the consolidated
responses, they have found out that students want more concrete examples of
mathematical problems to be given by their teachers in order for them to understand the
lessons. Moreover, as long as their teacher is presentnig different approaches in
teachnig Math, it is considered innovative. Furthermore, based on the result, problem
solving and group activity are essential strategies to provide more desirable behavioral
performace of students. The researchers also found that derivation of the formulas
should properly explained and several examples should be given to students in order
for them to comprehend the lessons properly. As well as, the better the teacher explain
the lessons,the higher proficiency the students have.

CONCLUSION

The researchers had found out that:

1. Innovation comes with proper integration of the subject context to the learner’s
context of learning;
2. There are positive implications that innovative teaching strategies can bring to
students’ academic performance ;
3. Innovative teaching strategies can increase students’ attention span;
4. Innovative teaching strategies improve students’ comprehension level once
properly exhibited and facilitated;
5. Teaching Mathematics should be exploratory, dynamic and differentiated;
6. Using educational videos could increase retention of Mathematical concepts;
7. Using educational videos could offer simplification of the Mathematical lessons;
8. Regardless of the gender, there is no difference between male and female
perspectives regarding ensuring innovativeness of Math teaching;

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 9. Innovative teaching strategies bring positive attitude of students on the subject;
10. Innovative teaching strategies increase students’ motivation in learning

RECOMMENDATION

Since new gaps had been determined, the researchers come up with new
possible trends that the future researchers can employ in the next areas of study some
it are as follows:

1. Level of Innovative Teaching Strategies in Math – with this matter, new

researchers can explore at what extent does the students appreciate
innovativeness of a teaching strategy and how it affects thier overall school
performance.
2. Different Innovative Strategies in Math – researchers can also explore
authentic and specific examples of new techniques followed based on the
curriculum and based on real – life experiences.
3. Relationship of Parental Support and Teaching Strategy as giving effects
to students’ Overall Math Performance – this is a new areas of exploration
wherein many students are having difficulty in Math and how the integration of
their parents’ guidance and teachers’ facilitation could help them in achieving
good Math performance.
4. The impacts of the students’ academic performance on Math to the their
Behavioral Performance – students are aware and eager to have good test
scores likewise,since there are difficult lessons in Math, not all students can get
good scores, hence it might lead to disappointing situation in their studies, that is
why, it can be another areas of study.
5. Identifying the appropriate teaching strategy for each Math subjects in SHS
- the researchers see that it is necessary to identify each Math subjects and how
it should be taught to millenial learners, like for instance, General Mathematics,
Business Mathematics, Statistics and Probability, and Pre – Calculus 1 and Pre

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 –Calculus 2 have various level of difficulty and integration so as to the
researchers can explore.
6. Seminars for Math Teachers’ Empowerment on Innovating Mathematics
Teaching –every school should provide seminars and/ or encourage the
teachers to attend a seminar in order to better understand innovation towards
Mathematics.

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Module in Practical Research 2/Research Project115