Chapter 3

METHODOLOGY

This chapter presents and discusses the various methods

and procedures that were utilized by the researchers to

provide quantitative analysis to this study. This chapter

specifically includes the research design, locale of the

study, instrumentation, validation of the instrument,

sampling procedure, data gathering procedure, and

statistical treatment of data.

Research Design

The descriptive-correlation research design will be

used to determine the perception of the relationship between

study habits and academic performance among Bachelor of

Secondary Education Mathematics students of Samar Colleges,

Inc.

The descriptive research method is used to describe the

profile of the student-respondents in terms of their age and

sex, gross monthly family income, parents’ highest

educational attainment, parents’ occupation, and attitude

toward schooling. The same descriptive method was likewise

utilized to assess the student-respondents’ perception

toward the relationship between study habits and academic

performance among Bachelor of Secondary Education

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Mathematics students of Samar Colleges, Inc., along with

reading, sleep patterns, note-taking, time management, and

the use of technology.

Correlation analysis will be conducted to determine the

relationship between the student-respondents' study habits

and academic performance among Bachelor of Secondary

Education Mathematics students of Samar Colleges, Inc.,

along the aforementioned aspects and each of their profiles

varies.

Descriptive correlation and inferential statistical

tools were used to provide a quantitative analysis of the

data of this study. These tools included frequency count,

percentage, mean, weighted mean, standard deviation,

Pearson’s Product-Moment Coefficient of Correlation

(Pearson’s r), and probability value (p-value).

Locale of the Study

Figure 2 depicts the locale of the study, Samar

College, City of Catbalogan.

Samar College, located on Mabini Avenue, is a private,

non-sectarian education institution that opened its door on

July 01, 1949, under the name of Samar Junior College. At

the outset, the initial tertiary program offerings then were

the Elementary Teacher Certificate (ETC) and the Associate

in Arts (A.A.).
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Figure 2. The Map Showing the Locale of the Study

The pioneering Board of Directors (BoD) was chaired by

Mrs. Felicidad G. Fernandez, with Mrs. Presentacion D.

Raynaldo, Mr. Esteban S. Piczon, Mr. Marciano Lim, Dr.

Antonio Merida, Atty. Francisco Astilla, and Atty. Emilio

Astorga, as a member of the Board. The instructional support

staff included Mr. Sixto Q. Salazar as Director, Mr.

Marciano Lim as the Training Department Supervisor, Mr.

Fidel Lim as Registrar and Treasurer, Atty. Jose C. Santos

as Librarian, Mr. Esteban S. Piczon as Auditor, Mr. Alfredo

C. Perez as Accountant, and Mr. Carlos Valera as Cashier.

The 1950s saw Samar College’s emergence as a hub of

academic excellence and as a sports and cultural center as

well. It was also during this period when the school

expanded the College of Education as it offered the Bachelor

of Science in Elementary Education (BSEED) and the Bachelor

of Science in Education-inverted courses, where graduates of

the degree could teach in either elementary or secondary

level. In the 1960s, the school Administration Building

transferred location to its present site marking May 4,

1966, as a red-letter day for its inauguration.

The Board of Directors continued to be under the reins

of Mrs. Felicidad G. Fernandez, while the then Governor

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Esteban S. Piczon was installed as the Vice-Chairman of the

said policy-making body. At that time, the entry of

educators such as Mr. Castor Pacoli, Mr. Sixto Q. Salazar,

Mrs. Pia A. Astilla, Mr. Jesus Japzon, and Mr. Delfin

Raynaldo provided more promise to the school.

The 21st Century paved the way for further development

in the institution’s curricular offerings when it opened

additional courses like the Bachelor of Science in

Information Management (BSIM) and Bachelor of Science in

Criminology. In February 2011, Mr. Fidelindo G. Fernandez,

the Chairman of the BoD and College President, entrusted his

sensitive positions to a new and younger brand of manager

who could continue the progress he painstakingly tried to

attain and sustain for 27 years.

In the same year, Mr. Rhett Caesar L. Piczon was

elected as the Chairman of BoD (https://samarcollege.edu.ph,

August 2018).

Instrumentation

The questionnaire will be the sole instrument used by

the researchers in gathering the needed data.

Questionnaire. This will serve as the only data-

gathering instrument which consists of three important

parts. Part I was a combination of a supply type and

checklist containing the student-respondents’ profile

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variates such as their age and sex, gross monthly family

income, parents’ highest educational attainment, parents’

occupation, and attitude toward schooling. In this part, the

student-respondents were tasked to fill in the needed

information on the line spaces provided and/or to check the

appropriate line spaces of their responses.

Part II appraises the study habits of student-

respondents in terms of time management, Sleep Pattern,

study environment, note-taking skills, reading skills, Use

of technology. There will be a total of 30 indicators in

this part whereby the respondents assessed each indicator

using the five-point Thurstone scale as follows: 5 for

always (A); 4 for frequently (F); 3 for sometimes (S); 2 for

rarely (R); and 1 for never (N).

Part III is the student-respondents' academic

performance in terms of their General Weight Average during

the 1st semester school year 2024-2025.

Validation of Instrument

The research instruments which will be utilized in this

study will be validated using two types of validation

procedures: 1) expert validation, and 2) try-out.

First, the drafted survey questionnaire by the

researchers will be submitted to their adviser for expert

validation focusing on the very content of the instruments.

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After this, the survey questionnaires will be re-drafted by

integrating all the suggestions provided by the researchers’

adviser in preparation for the second validation procedure,

the try-out.

Second, the survey questionnaires will be administered

twice to at least ten (10) randomly identified secondary

school teachers and randomly selected BSEd-Mathematics

students of Samar College, Inc. The administration of the

survey questionnaires for this validation procedure will be

done on two separate occasions using the test-retest method.

One week will be allocated for the second administration of

the survey questionnaires to give the student respondents in

the try-out to formally settle their mindset. The purpose of

this procedure is to check the clarity of the instructions

and neatness, as well as to identify ambiguous questions or

statements in the research instrument constructed by the

researchers. The results of the validation conducted will

become the basis of the final rephrasing, omitting, and even

constructing additional information necessary for a more

reliable research output.

Reliability
Coefficient Degree of Reliability
0.95-0.99 Very High

0.90-0.94 High

0.80-0.89 Fairly High, adequate for individual

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measurements

0.70-0.79 Rather low, adequate for group

measurements

Below 0.70 Low, entirely inadequate for

individual measurements although

useful for group average and school

surveys

In determining the reliability of the instrument, the

Table of Reliability suggested by Ebel (1965:262) as

presented above will be employed.

Sampling Procedure

The respondents of this study will be conducted among

50 students of Bachelor of Secondary Education major in

Mathematics of Samar College Inc. in the City of Catbalogan,

during the School Year 2024-2025.

Data Gathering Procedure

The researchers will initially seek the permission of

the Dean of the College of Education of Samar College to

conduct the present research among the randomly selected

first-year BSEd-Mathematics student-respondents. Upon

approval by the said authorities, the researchers will

proceed to the administration of the questionnaire to the

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individual student-respondents during the latter’s available

time. The administration of the questionnaire will be made

personally by the researchers to ensure 100 percent

retrieval. After the process of retrieval of the

questionnaires from the student-respondents, the researchers

will proceed with the tallying of the data for computation,

analysis, and interpretation.

Statistical Treatment of Data

Descriptive as well as inferential statistical tools

will be used by the researchers to provide quantitative

analysis of the data collected. The statistical tools will

include the frequency count, percentage, mean, weighted

mean, standard deviation, Pearson’s Product-Moment

Coefficient of Correlation (Pearson’s r), and probability

value (p-value).

Frequency Count. This statistical tool will be used to

compute the student-respondents’ profile in terms of their

age and sex, gross monthly family income, parents’ highest

educational attainment, parents’ occupation, grade level,

attitude toward schooling, and among other data, as the

number of their occurrences.

Percentage. This statistical tool will be used to

compute the student-respondents’ profile in terms of their

age and sex, gross monthly family income, parents’ highest

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educational attainment, parents’ occupation, grade level,

attitude toward schooling, and among other data, as the

magnitude of their occurrences.

Weighted Mean. This statistical tool will be used to

quantify the student-respondents’ collective perception of

study habits in terms of time management, study environment,

test-taking and preparation skills, note-taking skills,

reading skills, writing skills, and mathematics skills.

The student-respondents’ attitude toward schooling will

be interpreted using the following five-point scale:

4.51-5.00 – Strongly Agree (SA)

3.51-4.50 – Agree (A)

2.51-3.50 – Uncertain (U)

1.51-2.50 – Disagree (D)

1.00-1.50 – Strongly Disagree (SD)

The student-respondents’ study habits will be

interpreted using the following five-point scale:

4.51-5.00 – Always (A)

3.51-4.50 – Frequently (F)

2.51-3.50 – Sometimes (S)

1.51-2.50 – Rarely(R)

1.00-1.50 – Never (N)

Mean. This statistical tool will be employed to

calculate the averages where the measure will be applicable

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such as in the computation of the respondents’ age and gross

monthly family income and other data.

Standard Deviation. This tool was used to determine the

variability of each set of data concerning the mean.

Pearson’s Product-Moment Coefficient of Correlation

(Pearson’s r). To determine the relationship between the

stipulated variables, Pearson’s r shown below will be used

(Walpole, 1982:381).

NSxy-(Sx)(Sy)
rxy =

[NSx²-(Sx)²][NSy²-(Sy)²]

Where:

r = the computed statistical value

x = the independent variable (factors)

y = the predicted variable

N = number of cases

The ranges shown below will guide the researchers in

interpreting the computed r-value.

Ranges Degree of Relationship

+1.00 Perfect Correlation

+0.71 to +0.99 High Relationship

+0.41 to +0.70 Marked or Moderate

Correlation

+0.21 to +0.40 Low or Slight Correlation

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+0.00 to +0.20 Negligible Correlation

Probability Value (p value). To test for the

significance of the coefficient of correlation between a set

of paired variables, the p-value will be used (Simon and

Freund, 1992: 481).

The null hypothesis of this study will be tested at

0.05 level of significance, two-tailed hypothesis testing.