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Write Your Title Here, Capitalize Each Word, Do Not Uppercase,

Make Sure It Resembles an Inverted Pyramid,

Avoid Using Quotation Marks

A Senior High School Thesis Presented to the Faculty at

Pamantasan ng Cabuyao – Senior High School

Department

In Partial Fulfillment of the Requirements for the

Accountancy Business and Management Strand

By:

ASURNAME, Given Name MI.

BSURNAME, Given Name MI
CSURNAME, Given Name MI.
DSURNAME, Given Name MI.
ESURNAME, Given Name MI.

JANUARY 2024
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CHAPTER 3

METHODOLOGY

This chapter explains different research methodologies that were used to

gathering and analyzing data which are relevant to this study. This chapter includes

research design, research, participants, sampling technique, research locale,

instrumentation, validation of the research instrument, data gathering procedure,

ethical considerations, and the statistical treatments used in this study.

Research Design

The researchers used a quasi-experimental research design to determine

whether there is a significant difference in the performances of the Grade 10 Acacia

and Grage 10 Kamagong regarding the use of offline videos in teaching and learning

mathematics.

The prefix quasi- is defined as resembling. Therefore, the quasi-experimental

design looks like experimental research but is not true experimental research. In the

true experiment, where all the variables are fully controlled, according to Cook and

Campbell (1979) in the quasi-experiment even though the independent variables are

controlled, the participants of the study are not randomly subjected to specified

conditions or order of conditions.

In this design, the quasi-experimental, was identified to be appropriate since

the participants in this study were already grouped into sections. Additionally, the

researchers had no control over the respondents' environment and physical,

emotional, and psychological states for both the controlled and experimental groups.
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Although such factors may affect the result of the study, the researchers disregarded

this.

Participants

The participants of this study were Grade 10 students from Eduardo Barretto

Sr. National High School. There were total of four sections of Grade 10 where the

researchers chose two as suggested by the teacher based on the students previous

first and second period grades in mathematics. These sections were handled by only

one teacher. The researchers computed for the mean of the two grades of each

student as a single data and used z-test to determine if there was a significant

difference between the mean grades of the two groups. The result of the test showed

the z-computed value of -0.2157 was within the z-critical value of 1.96, therefore the

decision was do not reject the null hypothesis, thus there was no significant

difference between the grades of the two groups. This implied that these two groups

were accepted and valid to be the participants of the study.

The researchers gathered 22 students from Grade 10 Acacia and 24 students

from Grade 10 Kamagong as their samples. The number of sample gathered was

based on their presence at the day of the administration of the pre-test and their

mean grades of at least 75. The students who had the mean grade of 75 were

excluded as sample. The total number of sample was 46 out of the total population

of 85 of the two groups.

Participants were among the Generation Z which according to the article by

Hussin (2018) about the Education 4.0, they were digital learners who can learn
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anytime and anywhere and have unlimited access to new information. They were

also into the use of digital tools- they believed that the tools and gadgets were at the

tip of their fingers anytime they needed them. This was needed since the study

required participants who are used to the utilization of digital technologies.

Table 1. Population and Sample of the Study

Section Population Sample

Grade 10 Acacia 44 22
Grade 10 Kamagong 41 24
Total 85 46

The table 1 shows the number of population and sample sizes of the

participants. The total number of samples was 46 out of the total population of 85

participants from two groups.

Sampling Technique

This study used purposive sampling technique in determining the research

participants. The respondents were selected and grouped into the control or

experimental group based on their previous mathematics performance. This was

done in order to obtain groups with same level of knowledge in mathematics.

According to Campbell et al. (2020), purposive sampling is the used to better

match the sample to the goals and objectives of a research, thus improving the

accuracy and validity of the study and reliability of the data and results.
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Research Locale

The researchers conducted this study at Eduardo Barretto Sr. National High

School during the school year 2019-2020. The research site was located at Barangay

Pansol, Calamba City, Laguna. This school was founded in 1972. Students of this

school were from Barangay Pansol and nearby areas.

This school was chosen by the researchers because of its performance in

mathematics. Despite the small size compared to others, this school has been

competing internationally and achieving recognition. For gathering best result of this

study, the researchers needed participants with good background in mathematics.

Additionally, this school was equipped with materials and equipment to be

used for the study. Since needed, it was convenient for the researchers to create

videos and other materials inside the school.

Furthermore, this school helped the researchers in their academic

requirements for their studies. An example is that, this school was used by the

researchers as their observation locale and training ground during their field studies.

As their depth of gratitude and obligation to give back, they wanted to contribute to

the future and further development of this school in terms of mathematics through

this study and the study’s results.

Instrumentation

To measure the effect of the intervention used, the researchers developed a

multiple-choice type of assessment. The assessment made by the researchers

consisted 30 items which fell under the remembering, understanding, application and
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analyzing in the Bloom’s taxonomy of learning. The assessment was exclusively on

the basic concepts in Probability, Classical Probability, Addition Rule, Multiplication

Rule and Conditional Probability. This assessment was used as the pre-test. The test

included 30 questions. According to the table of specification made, in line with the

lesson plans of the cooperating teacher throughout the experimentation, the

researchers prepared six questions for each areas mentioned above.

The same set of questions were used for the post-test. Another instrument

used by the researchers was a Likert scale questionnaire consisting of 10 questions

about the participant’ perception on the utilization of offline videos in the teaching

approach used during the study. This set of perception questions were administered

after the intervention of the teaching approach.

Validation of the Instrument

The set of questions were validated by two mathematics teachers from

Eduardo Barretto Sr. National High School and one mathematics professor from the

City College of Calamba to ensure the correctness, clarity and the alignment of the

questions and the questionnaire itself to the lesson plans of the cooperating teacher

and the K-12 curriculum guide.

The videos used in this study were created by the teacher with the help of the

researchers. The same teacher who appeared in the videos for the experimental

group taught the lessons in the control group. The teacher had the knowledge of the

content of each lesson to be included in the videos which had the same content as
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the materials used in the traditional way of teaching. Furthermore, the content was

from the lesson plans validated by the school mathematics head and the principal.

Data Gathering Procedure

Before the experimentation proper and gathering data about the use of the

teaching approach, the researchers prepared a letter of request for the current

principal of the school where the study was conducted. After the letter was

approved, the researchers were then introduced to their cooperating teacher.

The discussion between the researchers and the cooperating teacher about

the topics to be discussed, the materials to be used, and the participants for the

study took place.

The participants of the study were the Grade 10 Acacia and Grade 10

Kamagong as suggested by the cooperating teacher since they have the same level

of mathematical abilities based on the students’ first and second grading period. The

topics to be discussed were the basic concepts in Probability, Classical Probability,

Addition Rule, Multiplication Rule and Conditional Probability. Based on the lesson

plan made, these were covered in the two weeks plan of the researchers to gather

data. The videos used as the lecture had an average of 10 minutes duration.

The pre-test was then given to both the experimental and the control group.

After the pre-test was collected, the teacher shared the first video of the lesson to

the experimental group. The students could watch the video more than once and the

teacher would give activities inside the classroom.

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The first day of intervention took place on the same day of the first day of

teaching the same lesson in the control group. Every day after before the class

ended, the teacher shared one video to the experimental group to be watched at

home. For two weeks, the control group was taught with the traditional method of

the teacher while the experimental group was taught using the flipped classroom

approach.

After the intervention, the researchers with the help of the cooperating

teacher gave the participants the post-test after which the perception questionnaire.

The result of these sets of questions carefully underwent analysis through

appropriate statistical treatment.

Ethical Considerations

To prevent potential ethical issues throughout the conduct of the study,

measures were done by the researchers.

Every action related to the study done in the school was known by the school.

This was possible by giving letters addressed to the school management to make

sure that every process had their permission to happen. The researchers made sure

that the school management and Mathematics Department signed these letters

before making any action.

Before the administration of the pre-test, the researchers allowed both the

control and the experimental group know that the researchers were making a study

about a teaching strategy and that they were selected to be their respondents. The
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researchers, in addition, stated that the scores would be kept confidential and would

be used solely for the study.

One of the requirements of flipped classroom approach is that the students

must have a device where the lecture videos could be watched. This is one of the

limitations in this study, wherein not all the students were equipped with mobile

phones. To overcome this limitation, these students were allowed by the researchers

and the teacher to watch the lecture videos on the television available inside their

classroom before the class starts. That way, all the students of the experimental

group had watched the video before the class started. Furthermore, not only the 22

samples were allowed to watch the videos, but all the students of the experimental

group.

All of the students from both the control and experimental group were given

the post-test, even though the researchers were to gather results from the

respondents who took the pre-test. Everyone was given the opportunity to have their

understanding of the lesson tested.

Data Analysis

1. Mean

The mean formula was used to determine the performance of the samples

gathered from the pre-test and post-test of both experimental and controlled group.

The formulas are

x ̅=Σx/n and x ̅=Σfx/Σf

where x̅ is the weighted mean and sample mean

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f is the number of samples

x is the score of the samples

Σ the Greek letter for summation, and

n is the number of items in the sample.

2. Independent t-test

This statistical treatment was used in this study to test whether there is a

significant difference between the scores in the pre-test of the experimental and the

control groups and post-test of both groups.

With the significance level of 5% under the two-tailed, if t-computed value is

greater than the t-critical, do not accept the null hypothesis. Otherwise, accept the

null. The formulas are

t =(x̅-y̅)/(S_p √(1/n_x + 1/n_y )) and

S_p =√(((n_x-1) s_x^2+(n_y-1) s_y^2)/(n_x+n_y-2))

where S_p pooled standard deviation

x ̅ and y̅ are the means of two independent samples

n_x and n_y are the sample sizes, and

s_x^2 and s_y^2 are the standard deviations of two independent samples.

3. Two-Samples Z-Test

This statistical treatment was used in this study to test whether there is a

significant difference between the mean grades of the first and second quarter of the
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experimental and the control groups, and if they were valid to be the respondents for

the research.

With the significance level of 5% under the two-tailed, if z-computed value is

greater than the z-critical, do not accept the null hypothesis. Otherwise, accept the

null. The formula is

z =(x̅-y̅)/√((σ_x^2)/n_x + (σ_y^2)/n_y ),

where x ̅ and y̅ are the means of two independent samples,

n_x and n_y are the sample sizes,

and σ_x^2 and σ_y^2 are the standard deviations of two independent samples.

4. Paired t-test

This statistical treatment was used in this study to test whether there is a

significant difference between the scores in the pre-test and post-test of the

experimental and the control groups.

With the significance level of 5% under the two-tailed, if the t-computed

value is greater than the t-critical, do not accept the null hypothesis. Otherwise,

accept the null. The formula is

t =(d̅)/√(s^2/n) ,

where d̅ is the mean difference,

s^2 is the sample variance, and

n is the sample size.

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5. Pearson’s R test

This statistical treatment was used in this study to test whether there is a

correlation between the scores of the experimental group and their perception of the

teaching approach used. The formula is

r = (n(Σxy)-(Σx)(Σy))/√(〖[nΣx〗^2-(Σx)^2][〖nΣy〗^2-(Σy)^2]) ,

where x and y are the data,

x ̅ and y̅ are the means of the data, and

Σ the Greek letter for summation.

6. Likert Scale

It is a rating scale that has been developed to measure attitudes of the

respondents directly. It is a four-point scale which is used to let the respondents

express their feelings about a certain statement- whether they agree or not.

For the researchers to relate the scores and the perception of the participants

with the use of the flipped classroom approach in this study, the researchers used a

four-point scale to avoid the getting undecided answers form the respondents.

References