Practical Research 2 Version - Eduard - M - Albay PDF

Senior High School Teachers’ Training for the K to 12 Basic Education Program,
DMMMSU-SLUC,
May 28 to June 19, 2016
PRACTICAL RESEARCH 2
EDUARD MANZANO ALBAY

Research Coordinator
Don Mariano Marcos Memorial State University
College of Arts and Sciences
SESSION OBJECTIVES
• Explain the terms related to writing a
research paper;
• Develop a research proposal
Senior High School Teachers’ Training for the K to 12 Basic Education Program, DMMMSU-SLUC, May 29-June 3, June 12-24, 2017
REFLECTION
How do you describe
your attitude
towards conducting
a research study?
What id the role of
in achieving professional
What is the
ROLE of
RESEARCH in
SOME THOUGHTS
TOPONDER
Research can be
undertaken in any
kind of environment,
as long as you have
the interest. I believe
that true education
means fostering the
ability to be interested
in something.
sUMIO Iijima
Curriculum Guide
Walkthrough
Nature of Inquiry and Research
a. Definition and Nature of Quantitative
Research
b. Advantages and Disadvantages of
Quantitative Research
c. When to Use and When not to Use
Quantitative Research?
d. Kinds of Quantitative Research
e. Relationship of Quantitative
Research with Qualitative Research
a. Use of Quantitative Research to

Various Fields/Disciplines
b. Common Approaches to
a. Variables
b. Types of Variables
c. Determining the Variables to be
Used in a Quantitative Research
Study
Senior High School Teachers’ Training for the K to 12 Basic Education Program, DMMMSU-SLUC, May 28 to June 19, 2016
Identifying the Inquiry and Stating the Problem
a. Determining the Research

Topic
b. Formulating a Research Title
c. Writing the Background of
the Study
d. Determining the Scope and
Delimitation of the Study
e. Identifying the Significance of
the Study
f. Writing the Statement of the
Problems of the Study
Learning from Others and Reviewing the Literature
a. Selecting Relevant Literature

b. Styles in Citing Related
Literature
c. Guidelines in Writing Related
Literature
d. Developing/Writing
Conceptual Framework
e. Defining Terms Used in
Research Study
f. Formulating Research
Hypotheses
Understanding Data and Ways to Systematically Collect Data
a. Choosing Appropriate
Design
b. Population and Sample
c. Sampling Techniques
d. Constructing Data-
Gathering Instruments
e. Establishing the Validity
and Reliability of Data-
f. Methods of Data Collection
g. Statistical Tools in Data
Analysis and Hypothesis
Testing
h. Writing the Research
Methodology
Finding Answers Through Data Collection
a. Instruments in Collecting
Data
b. Methods of Presenting Data
c. Interpretation of Data
d. Analyzing Data using
Appropriate Statistical Tools
e. Testing Research
Hypotheses
Reporting and Sharing Findings
a. Guidelines in Drawing
Conclusions from
Research Findings
b. Formulating
Recommendations
c. Writing the List of
References
d. Writing the Research
Report
Research

a. Variables
Study
I am thinking about…
ACTIVITY 1
ACTIVITY 2.
Complete the table.
What I need
Term or Phrase What I know?
to know?
What term
or phrase
does not
sound
familiar
to you?
…development
of prescribed
learning
competencies.
What is RESEARCH?
Research is a careful, systematic and
objective investigation conducted to obtain
valid facts, draw conclusions, and
establish principles regarding an
identifiable problem in some field of
knowledge.
-Clarke and Clarke
What is RESEARCH?
"Research is a diligent and systematic
inquiry or investigation into a subject in
order to discover facts or principles."
- American College Dictionary, 1964
What is RESEARCH?
Research comprises “creative work
undertaken on a systematic basis in order
to increase the stock of knowledge,
including knowledge of man, culture and
society, and the use of this stock of
knowledge to devise new applications.”
-OECD, 2002
Importance of RESEARCH
in Education
• To enhance teaching and learning process
• To assess and evaluate learning, methods,
and approaches
• To improve policies in education
• To gain relevant information
• To discover new knowledge
Why write a RESEARCH paper?
• To communicate and convey your
ideas
• To describe experiments, process,
approaches, and results
• To allow others reproduce your work
• To be used for promotion
Conveying your IDEA!
I wish I knew Here is my

how to solve idea. I wish
this problem. it will work.
Conveying your IDEA!
• Here is a problem.
• It is an interesting problem.
• It is an unsolved problem.
• Here is my idea.
• Here is my idea compared to other
people’s approaches.
When conducting RESEARCH
IT SHOULD BE:
• Systematic
• Non-discriminatory
• Open to criticisms
• Independent and free from indirect
and direct censorship
Research

a. Variables
Study
QUANTITATIVE RESEARCH?
• It is used to quantify the problem by way
of generating numerical data that can be
transformed into useable statistics.
• Quantitative Research uses measurable
data to formulate facts and uncover
patterns in research.
• It is used to quantify attitudes, opinions,
behaviors, and other defined variables –
and generalize results from a larger
sample population. Quantitative
Research uses measurable data to
formulate facts and uncover patterns in
research.
• Quantitative research designs are either
descriptive (subjects usually measured
once) or experimental (subjects
measured before and after a treatment).
A descriptive study establishes only
associations between variables; an
experimental study establishes causality.
CHARACTERISTICS
OF QUANTITATIVE RESEARCH
• The data is usually gathered using
structured research instruments.
• The results are based on larger sample
sizes that are representative of the
population.
• The research study can usually be
replicated or repeated, given its high
reliability.
CHARACTERISTICS
• Researcher has a clearly defined
research question to which objective
answers are sought.
• All aspects of the study are carefully
designed before data is collected.
• Data are in the form of numbers and
statistics, often arranged in tables, charts,
figures, or other non-textual forms.
CHARACTERISTICS
• Project can be used to generalize
concepts more widely, predict future
results, or investigate causal
relationships.
• Researcher uses tools, such as
questionnaires or computer software, to
collect numerical data.
STRENGTHS OF QUANTITATIVE
RESEARCH
• Allows for a broader study, involving a
greater number of subjects, and
enhancing the generalization of the
results;
• Allows for greater objectivity and
accuracy of results.
RESEARCH
• Applying well established standards
means that the research can be
replicated, and then analyzed and
compared with similar studies;
• You can summarize vast sources of
information and make comparisons
across categories and over time; and,
RESEARCH
• Personal bias can be avoided by
keeping a 'distance' from participating
subjects and using accepted
computational techniques.
LIMITATIONS OF QUANTITATIVE
RESEARCH
• Quantitative data is more efficient and
able to test hypotheses, but may miss
contextual detail;
• Uses a static and rigid approach and so
employs an inflexible process of
discovery;
RESEARCH
• The development of standard questions
by researchers can lead to "structural
bias" and false representation, where the
data actually reflects the view of the
researcher instead of the participating
subject;
• Results provide less detail on behavior,
attitudes, and motivation;
RESEARCH
• Researcher may collect a much
narrower and sometimes superficial
dataset;
• Results are limited as they provide
numerical descriptions rather than
detailed narrative and generally provide
less elaborate accounts of human
perception;
RESEARCH
• The research is often carried out in an
unnatural, artificial environment so that a
level of control can be applied to the
exercise.
• Preset answers will not necessarily reflect
how people really feel about a subject
and, in some cases, might just be the
closest match to the preconceived
hypothesis.
TYPES OF QUANTITATIVE
RESEARCH
A Descriptive Design seeks to describe
the current status of a variable or
phenomenon. The researcher does not
begin with a hypothesis, but typically
develops one after the data is collected.
Data collection is mostly observational in
nature.
RESEARCH
A Correlational Design explores the
relationship between variables using
statistical analyses. However, it does not
look for cause and effect and therefore, is
also mostly observational in terms of data
collection.
RESEARCH
A Quasi-Experimental Design (often
referred to as Causal-Comparative) seeks
to establish a cause-effect relationship
between two or more variables. The
researcher does not assign groups and
does not manipulate the independent
variable. Control groups are identified and
exposed to the variable. Results are
compared with results from groups not
exposed to the variable.
RESEARCH
Experimental Designs, often called true
experimentation, use the scientific method
to establish cause-effect relationship
among a group of variables in a research
study. Researchers make an effort to
control for all variables except the one
being manipulated (the independent
variable). The effects of the independent
variable on the dependent variable are
collected and analyzed for a relationship.
TYPES OF VARIABLES
• Qualitative/Categorical
• Quantitative (discrete/continuous)
• Nominal
• Ordinal
• Ratio (have meaningful zero point)
• Interval (no true zero point)
TYPES OF VARIABLES
An independent variable is one that is
manipulated by the researcher.
A dependent variable is one which

changes as a result of the independent
variable being changed. It shows the effect
of manipulating or introducing the
independent variables.
Example
“How stress affects mental state of
human beings”
Independent: Stress levels

Dependent: Mental state of human
beings
Example
“Promotion affects employees’
motivation”
Independent: Promotion
Dependent: Employees’ Motivation
OTHER VARIABLES
An intervening or mediating variable is a
variable whose existence can be inferred
but it cannot be measured. It is caused by
the independent variable and is itself a
cause of the dependent variable.
Example:
“Determining the affects of multimedia
presentation to the learning ability of
students in Mathematics”
INTERVENING VARIABLES
Higher education leads to higher income
Independent: Higher education

Dependent: Higher Income
Intervening: Better occupation
OTHER VARIABLES
Control variables are variables that remain
constant and should not be changed
during an experiment.
Extraneous variables are variables that

influence the relationship between the
variables in an experiment. Extraneous
variables are dangerous.
Identifying the Inquiry and Stating the Problem
a. Determining the Research

Topic
b. Formulating a Research Title
c. Writing the Background of
the Study
d. Determining the Scope and
Delimitation of the Study
e. Identifying the Significance of
the Study
f. Writing the Statement of the
Problems of the Study
CHOOSING A RESEARCH TOPIC
1. You are provided with a general topic

from which you study a particular
aspect;
2. You are provided with a list of possible
topics to study; or,
3. You choose your own topic
NARROWING A TOPIC
• Aspect
• Components
• Methodology
• Place
• Relationship
• Time
• Type
• Combination
DETERMINING RESEARCH TOPIC
IN OTHER WORDS…
• Consider the interest of your audience.

• Consider your interest.
• Consider the availability of references.
• Consider timely issues.
DETERMINING RESEARCH TOPIC
Research topics can be:
• Teaching and Learning Process

• Measurement and Evaluation
• Effectiveness of an Intervention
• Child protection
• Human Resource Development
• Governance
FORMULATING
A RESEARCH TITLE
The title is without a doubt the

part of a paper that is read the
most, and it is usually read first.
FORMULATING
A RESEARCH TITLE
The title summarizes the main idea or
ideas of your study. A good title
contains the fewest possible words
needed to adequately describe the
content and/or purpose of your
research paper.
FORMULATING
A RESEARCH TITLE
The following parameters can be used
to help you formulate a suitable
research paper title:
• The purpose of the research
• The narrative tone of the paper (typically
defined by the type of the research)
• The methods used
FORMULATING
A RESEARCH TITLE
• State the title, as short as possible.
• 2 to 12 words.
• The title should encourage the readers to
read the paper.
FORMULATING
A RESEARCH TITLE
• State the title, as short as possible.
• 2 to 12 words.
• The title should encourage the readers to
read the paper.
Examples of a RESEARCH TITLE
• Assessment of the Mathematics Training
Series
• Effectiveness of Collaborative Learning
Strategies in Teaching PreCalculus
• Problems Encountered by Grade 11
Students in Statistics and Probability
• Effects of Social Networking Sites to the
Attitude and Academic Performance of
SHS Students
WRITING THE RESEARCH
BACKGROUND
Providing background information in the

Introduction of a research paper serves as
a bridge that links the reader to the topic of
your study.
BACKGROUND
• Provide a general background of the
study.
• Discuss an analysis of the situation from
general to specific (macro to micro)
• State the motivation of the study or why
the study is being undertaken
• Point out issues that are addressed in the
present study.
BACKGROUND
• The introduction reflects why the paper is
worth reading.
• The introduction should be written
logically.
The C.A.R.S. (Creating a Research
Space) Model
The C.A.R.S. (Creating a Research
Space) Model
Move 1: Establishing a Territory (the

situation)
Move 2: Establishing a Niche (the problem)
Move 3: Occupying the Niche (the solution)
Move 1: Establishing a Territory
(The Situation)
This is done by demonstrating that the
research area is important, critical,
interesting, relevant, or otherwise worthy of
investigation and by introducing and
reviewing key sources of prior research in
that area to show where gaps exist or
where prior research has been inadequate
in addressing the research problem.
Move 2: Establishing a Niche (The
Problem)
This refers to making a clear and cogent
argument that your particular piece of
research is important and possesses value.
This can be done by indicating a specific
gap in previous research, by challenging a
broadly accepted assumption, by raising a
question, a hypothesis, or need, or by
extending previous knowledge in some way.
Move 3: Occupying the Niche
(The Solution)
The final "move" is to announce the means
by which your study will contribute new
knowledge or new understanding in
contrast to prior research on the topic. This
is also where you describe the remaining
organizational structure of the paper.
BACKGROUND
Provide evidences or sources of the
information or concepts for the present
study.
Acknowledge the source or author of an

idea.
BACKGROUND
SCOPE AND DELIMITATION
OF THE STUDY
• Location
• Time (duration)
• Respondents
• Parameters/variables
• Design
• Statistical analysis
(not included in the research)
SCOPE AND DELIMITATION
OF THE STUDY
• Identifies parameters that restrict the
scope of the research findings
• Points out possibilities that are outside
the concern or control of the researcher
SIGNIFICANCE OF THE STUDY
• State clearly the general contribution/s of

the present study to various groups
(students, teachers, administrators,
parents, community, etc.)
WRITING THE STATEMENT OF
THE PROBLEMS OF THE STUDY
• State the specific questions that the
present research intends to answer.
• The research questions should be
specific, measurable, attainable, and
relevant.
• Avoid questions answerable by a Yes or
No.
WRITING THE STATEMENT OF
THE PROBLEMS OF THE STUDY
• Investigate an idea
• Determine solutions
• Explore/ analyze issues
• Create new procedure
• Develop IM’s
• Explain a phenomenon
EXAMPLE
Title: Collaborative Learning Strategy in
Enhancing the Performance in
Geometry of High School Students.
Generally, this research study

determined the performance enhancement
of high school students in Geometry
through the use of collaborative learning
strategy and anticipation-reaction (A-R)
guide.
EXAMPLE
The study answered the following research
questions:
1. What is the profile of the students in
Geometry as to:
a. Learning Style;
b. Attitude Towards Geometry;
c. Final Grade in Mathematics II;
d. Second Grading Grade in Geometry?
EXAMPLE
2. What is the performance in Geometry of the
experimental group with the use of
collaborative learning strategies and the
control group with the use of the conventional
teaching method?
3. Is there a significant difference between the
pretest and posttest scores of experimental
group and the control group?
4. Is there a significant difference between the
posttest scores and mean gain scores of the
two groups?
IMPACT OF THE MATHEMATICS
TRAINING SERIES
This research study focused on the
impact assessment of the mathematics
training series.
Specifically, this study sought answers
to the following questions:
1. What is the profile of the respondents in
terms of
a. Sex;
b. Age;
TRAINING SERIES
c. Level of education being taught
(Elementary, Secondary, or Tertiary); and
d. Academic Rank?
2. What are the pretest and posttest
scores of the respondents?
3. What is the performance evaluation of
the respondents by their immediate
supervisor before and after the training?
TRAINING SERIES
4. What is the extent of utilization of the
knowledge/skills/technology gained from
the training?
5. What are the immediate and long term
benefits gained from the training?
TRAINING SERIES
6. Is there a significant difference between
the means of the pretest and posttest
scores of the respondents?
7. Is there a significant difference between
the performance evaluation of the
respondents by their immediate supervisor
before and after the training?
Learning from Others and Reviewing the Literature
a. Selecting Relevant Literature

b. Styles in Citing Related
Literature
c. Guidelines in Writing Related
Literature
d. Developing/Writing
Conceptual Framework
e. Defining Terms Used in
Research Study
f. Formulating Research
Hypotheses
SELECTING RELEVANT
LITERATURE
• Select literature related to the study
• Discuss previous works related to the
present study.
• Major findings, problems identified,
recommendations,
• Points out questions raised, major issues,
and critical evaluation of views mentioned
in the previous research
SELECTING RELEVANT
LITERATURE
• Highlights what research still needs to be
done
• Points out knowledge gap that the current
research wants to address
• Presents strengths and weaknesses of
the previous research.
SELECTING RELEVANT
LITERATURE
• Discuss why the present study is different
from the previous works. (Literature
Synthesis)
• Acknowledge the source or author of an
idea.
STYLES IN CITING RELATED
LITERATURE
• APA
• MLA
• Chicago Manual of Style
DEVELOPING THEORETICAL OR
CONCEPTUAL FRAMEWORK
• The theoretical or conceptual framework
is the structure that can hold or support a
theory or a concept of a research study.
The theoretical or conceptual framework
introduces and describes the theory or
concept that explains why the research
problem under study exists.
• A theoretical or conceptual framework
consists of theories/concepts and,
together with their definitions and
reference to relevant scholarly literature,
existing theory that is used for your
particular study. The
• The theoretical framework is most often
not something readily found within the
literature.
• The theoretical framework strengthens
the study
DEFINITION OF TERMS
• Terms used in the study should be
defined operationally.
• Operationally means “describing how
these terms were used in the study”.
RESEARCH HYPOTHESES
Null hypothesis
Alternative hypothesis
Usually, it is based on the statement of the

problems.
Understanding Data and Ways to Systematically Collect Data
a. Choosing Appropriate
Design
b. Population and Sample
c. Sampling Techniques
d. Constructing Data-
e. Establishing the Validity
and Reliability of Data-
f. Methods of Data Collection
g. Statistical Tools in Data
Analysis and Hypothesis
Testing
h. Writing the Research
Methodology
QUANTITATIVE RESEARCH
DESIGN
Before designing a quantitative research
study, you must decide whether it will be
descriptive or experimental because this
will dictate how you gather, analyze, and
interpret the results.
DESIGN
A descriptive study is governed by the
following rules: subjects are generally
measured once; the intention is to only
establish associations between variables;
and, the study may include a sample
population of hundreds or thousands of
subjects to ensure that a valid estimate of
a generalized relationship between
variables has been obtained.
DESIGN
An experimental design includes subjects
measured before and after a particular
treatment, the sample population may be
very small and purposefully chosen, and it
is intended to establish causality between
variables.
Reflection
Is it always necessary to conduct a pretest

in an experimental study?
POPULATION AND SAMPLE
Population – totality
Sample – a portion of the population
SAMPLING TECHNIQUES
Probability Sampling Techniques
Non-Probability Sampling Techniques
SAMPLING FORMULAS
Slovin’s
N
n
1  Ne 2
where:
n = sample size
N = population
e = margin of error
SAMPLING FORMULAS
Lynch’s
NZ  p (1  p ) 2
n
Nd  Z p (1  p )
2 2
where:
n = sample size
N = population
Z = the value of the normal variable (1.96)
for reliability level of 0.95
d = sampling error
p = largest possible proportion (0.50)
DATA-GATHERING INSTRUMENTS
Questionnaires
Records/Documents
Test Instruments
Interview Guide/Checklist
VALIDITY AND RELIABILITY OF
If adopted, NO NEED.
If original/revised form, HIGHLY NEEDED.
VALIDITY AND RELIABILITY OF
Validity is the degree to which an
instrument assesses what the researcher
is attempting to measure.
A research instrument that gives the same

results even if conducted twice is reliable.
METHODS OF DATA COLLECTION
Direct or Interview Method
Indirect or Questionnaire Method
Registration
Observation
Experiment
STATISTICAL TOOLS
Indicates what statistical tool/s will be used
to analyze the data gathered.
Frequency counts and percentages,

means, weighted means, test of
relationship, test of differences, etc.
METHODOLOGY
Research Design
Population and Sample
Data Collection Instruments
Analysis of Data
a. Methods of Presenting Data

b. Interpretation of Data
c. Analyzing Data using
d. Testing Research
Hypotheses
Methods of Presenting Data
Textual Method
Tabular Method
Graphical Method
Conclusions from
Research Findings
b. Formulating
Recommendations
References
Report
a. Methods of Presenting Data

b. Interpretation of Data
c. Analyzing Data using
d. Testing Research
Hypotheses
Conclusions from
Research Findings
b. Formulating
Recommendations
References
Report
Presentation of Results
• Analyzed and summarized data can
be presented as text, or using
tables, graphs, and other pictorial
forms.
Presented data
must be interpreted!
Methods of Presenting Data
Textual Method
Tabular Method
Graphical Method
Discussion of Findings
• Discussion of results/findings shall
be guided by the statement of
problems or objectives.
Discussion of Findings
• There are parts and guidelines that
should be observed when
answering every problem statement
or objective of the study.
1. Prefatory Information
• Make a one paragraph introduction
of the problem. Preface the
presentation of results with a
reminder of the research questions
(or hypothesis).
2. Introduce table/chart/figure
• Make a one sentence introduction
describing the content of the table,
chart, or figure.
The final grade in Mathematics IV was included in

this study as part of the respondents’ profile. The data
provide information on how the respondents performed
in the said subject during their fourth year high school.
Table 2 summarizes the data in terms of the
performance of the respondents in Mathematics IV.
Prior to the conduct of the Mathematics
Training Series, the respondents performances
in terms of various parameters were evaluated
by their immediate supervisors using a
questionnaire. After the training, the same
questionnaire was administered to their
immediate supervisors to measure the change
in the performance of the respondents.
Table 2 shows the performance evaluation
of the respondents by their immediate
supervisors before and after the training.
3. Discussion of critical data/
results
• Do not state what is obvious in the
table. Only highlights or important
parts of the data are textually
presented.
results
• Extract only the significant findings.
It can be deduced from the table that most of the
respondents, both in the experimental and control groups,
had obtained a grade of 81 and above. A total of 85% of
the respondents from each group received a grade that
ranges from 81 to 95.
Moreover, only 3 or 15% of the respondents from
each group achieved a grade that ranges from 76-80.
The table shows that, before the training,
leadership, responsiveness, and quality of work
are the top three best qualities of the
respondents as determined by their immediate
supervisors’ evaluation based on the computed
average weighted means equivalent to 3.9, 3.8,
and 3.7 respectively, verbally described as
“exceeds expectations”.
After the training, leadership indicator is
still evident as the top strength of the
respondents which posits an average weighted
mean of 4.1. Likewise, the respondents’
creativity, and knowledge of work were
enhanced after the conduct of the Mathematics
Training Series.
The respondents exceeded the
expectations of their immediate supervisors in
all the indicated parameters after the training.
results
• Descriptive equivalents/ interpretation
should be seamlessly embedded in
the discussion and not presented as
it appears in the table.
Indicator Weighted Verbal
Mean Description
1. The leader is democratic. 4.50 Very much evident
2. The leader is autocratic. 3.09 Evident
Wrong: The table shows that indicator 1 which

states that “The leader is democratic” has an
average weighted mean of 4.50 which means
“very much evident” as rated by the
respondents.
Correct: The table shows that democratic
process is very much evident in the institution
and practiced by the administrator based on the
computed average weighted mean of 4.50.
results
• Textual presentation must be
followed by interpretation, inference,
or implication.
• Condition contributing to the result
• Cause that bring about the result
• Effect or impact of the result
• Suggestions related to the result
The problem solving activities helped
the respondents in the experimental
group recognize what appropriate
knowledge and skills are necessary in
solving the given problem. These
engaged students in thinking about the
important mathematical concepts and skill
they need to learn or solve the problem
[4]. Thus, they see the connections
between the previously learned
mathematical concepts and the skills
needed to solve the current problem.
Because the respondents are given
enough time to work on the problem
individually, by pair, or by group, they
gradually develop understanding of the
process involved in problem solving and
they also develop confidence in doing
mathematics. Thus, problem solving
approach aids in the development of the
respondents’ critical thinking and
problem-solving skill as reflected in their
performance in the post-test.
The problem-solving approach in
teaching mathematics has helped the
experimental group improved their
performance. The approach has provided
them interactive ways to learn the
necessary concepts and skills integrated
in the problem solving activities through
focused-group discussion.
On the other hand, the numerical
observations in Table 5 with the performance of
the control group in the posttest showed no
remarkable improvement as compared to their
scores in the pre-test. The performance of the
control group in the pre-test and post-test are
almost the same.
This finding might have been due to the
fact that the control group was taught using the
conventional or traditional mode of instructional
delivery which is characterized by chalk and
board, more teacher talk, and less students’
participation or classroom engagement.
4. Statement of Hypotheses
• Take note that the findings and claim
come after the statement of
hypotheses.
(and acceptance/rejection of such).
TEST OF DIFFERENCE IN THE ATTITUDE (BEFORE
AND AFTER) OF THE RESPONDENTS TOWARDS
COLLEGE ALGEBRA
Group t-value p-value Decision
Control Group 1.343 0.195 Accept Ho
Experimental 7.410 0.000 Reject Ho

Group
• There is no significant difference in the

attitude of the control group and the
experimental group before and after the
experiment.
Wrong: When subjected to t-test analysis,
results revealed no significant difference
in the attitude towards College Algebra of
the control group as indicated by the p-
value of 0.195 which is greater than the
0.05 level of significance. Therefore, the
null hypothesis which states that there is
no significant difference in the attitude of
the control group before and after the
experiment is accepted.
Correct: When subjected to t-test
analysis, the p-value of 0.000 is lower
than the 0.05 level of significance.
Therefore, the null hypothesis which
states that there is no significant
difference in the attitude towards College
Algebra of the experimental group before
and after the experiment is rejected. This
result reveals that the attitude of the
experimental group before the experiment
is significantly different to their attitude
towards College Algebra after the
experiment.
5. Comparison/ Corroboration
• Compare results with previous
findings/theories to make
generalizations.
On the other hand, the numerical
observations in Table 5 with the performance of
the control group in the posttest showed no
remarkable improvement as compared to their
scores in the pre-test. The performance of the
control group in the pre-test and post-test are
almost the same.
This finding might have been due to the
fact that the control group was taught using the
conventional or traditional mode of instructional
delivery which is characterized by chalk and
board, more teacher talk, and less students’
participation or classroom engagement.
This supports the conclusion of
Alegria [8] that nothing will change in the
performance of students if innovation is
not included in the teaching-learning
competencies, especially by the teachers.
According to her, teachers need to use
varied instructional methods, techniques,
and approaches to enhance students’
active participation and strengthen their
grasp of the important concepts and skills
related to the topic.
Wrong: The study of De Villa (2010) that .
. . negates the finding of the current study.
Correct: The current study negates the

findings of De Villa (2010) that …
6. Conclusion
• Draw conclusion. Make a claim.
Explain the implication of the finding/
conclusion to the field of study or to
concerned/affected groups.
• Indeed, the problem-solving approach is
effective in enhancing the performance of the
respondents in College Algebra. Thus, it is
recommended that teachers may consider
applying the approach in teaching mathematics
subjects to enhance the conceptual and
computational skills of students.
TEST OF DIFFERENCE IN THE ATTITUDE (BEFORE
AND AFTER) OF THE RESPONDENTS TOWARDS
COLLEGE ALGEBRA
Group t-value p-value Decision
Control Group 1.343 0.195 Not Significant
Experimental 7.410 0.000 Significant
Group
• It can be concluded that the problem-solving

approach can help students strengthen their
favorable attitude towards College Algebra in
particular, and towards any fields in
Mathematics, in general.
Discussion of findings/results
• Prefatory Information
• Textual presentation (highlight of the
tabular presentation of data/results)
• Interpretation
• Implication
• Corroboration
• Conclusion/Recommendation
Respondents’ Profile as to Learning Styles
A questionnaire on learning style preference was

administered to the respondents to identify how they best
learn. Items which convey the same learning category
were separated from one learning style to another for the
scoring system as shown in appendix H. The learning
style which has the highest point determines how the
respondents best learn.
The table above summarizes the data on the
learning styles of the respondents.
It can be gleaned from the table that both the

experimental and control groups are composed of
learners with varying learning styles. However, it can be
noted that the two groups of respondents are dominated
by auditory learners.
Such findings imply that most respondents of the

groups learn best through verbal lectures, discussions,
oral explanations, talking things through and listening to
what others have to say. Most of the respondents also
read any instructional materials in a loud manner, enough
to be heard by their ears.
The current study supports the findings of Doctolero

(2011) that the group of second year high school students
which served as her respondents is composed of learners
with different styles in learning. However, the majority of
which are students who learn best through the use of their
sense of hearing.
Because individuals have the tendency to both

perceive and process information differently, this implies
that how much individuals learn has to do with whether
the educational experience is geared toward their
particular style of learning. Thus, educators are
encouraged to place emphasis on intuition, feeling,
sensing, and imagination, in addition to the traditional
skills of analysis, reasoning and sequential problem
solving.
Prior to the implementation of the study, the two
groups of respondents were given an attitudinal
questionnaire that gauges their feelings towards College
Algebra. The same questionnaire was administered to
them at the end of the duration of the study. The weighted
means of their responses were compared to determine
whether or not there is an improvement in their attitude
towards the subject. The results of the comparative
analyses of the respondents attitude using paired sample
t-test through the SPSS software were reflected in table 8.
The table reveals that the experimental group
exhibited a significant change in their attitude towards
College Algebra. This is indicated in the t-value between
the means of their responses equivalent to -7.410 with
corresponding p-value of 0.000.
Initially, the experimental group’s attitude towards
the subject falls halfway between negative and positive
acceptance. Their feeling towards College Algebra is a
balanced mix of positive and negative attitude. However
after the study, the weighted mean of the responses of the
experimental group was categorized as favorable.
Therefore, it can be noted that their attitude towards the
subject significantly improved.
This result of the analysis may be attributed to the
interactive and collaborative learning environment that
was enabled by the problem solving approach in teaching
College Algebra. The experimental group was provided
with opportunities to discuss important previously learned
mathematical concepts integrated in the problem solving
activities and to brainstorm on the steps to be carried out
to arrive at the correct solutions.
The approach had helped them gain mathematical
power and confidence in performing problems solving
tasks that led to the enhancement and development of a
more positive attitude towards College Algebra.
On the other hand, the table further shows that the
attitude towards College Algebra of the control group did
not significantly change. It can be noted that the
computed t-value of their responses’ weighted mean
equivalent to 1.343 corresponds to p-value of 0.195 which
is higher than the level of significance of this study. This
statistics indicates that there was no significant
improvement in the attitude of the control group towards
College Algebra.
Such result may have been caused by the lack of
relevant teaching intervention introduced to the group.
The control group was taught using the conventional
method of teaching mathematics where the students
serve as receiver of information. Primarily, the teacher
discusses the lesson and then provides a set of activities
to the respondents at the end of the discussion. The
group was not given opportunities for exploration,
interaction, and collaboration. Their learning environment
was dominated by the teacher.
On the other hand, the table further shows that the
attitude towards College Algebra of the control group did
not significantly change. It can be noted that the
computed t-value of their responses’ weighted mean
equivalent to 1.343 corresponds to p-value of 0.195 which
is higher than the level of significance of this study. This
statistics indicates that there was no significant
improvement in the attitude of the control group towards
College Algebra.
The findings of the current study coincides with the
results that Farro (2014) found out in his study that
students develop a more favorable attitude towards
mathematics when they are given the opportunities to
work on a given exercise or activity with their peers.
Indeed, the problem-solving approach is effective in
enhancing and strengthening the positive attitude of the
respondents towards the subject College Algebra.
Findings/Conclusions/
Recommendations
The findings of a research study should
be presented in the order of the research
questions.
The conclusions summarize the idea of
the findings. They state what the findings
imply.
The recommendations propose actions
which can be taken further as
consequences of the conclusions.
Recommendations
The experimental group and the control group both have a
neutral attitude towards College Algebra before the conduct of
the study. After the conduct of the study, the experimental group
gained a favorable attitude towards the subject while the control
group retained its neutral attitude.
The experimental group gained a favorable attitude towards
College Algebra after the conduct of the study. The control
group, however, remained neutral towards the subject.
Since developing a positive attitude towards mathematics
among the students is critical for mathematics teachers, it is
necessary for teachers to have a repertoire of best teaching
practices that can be used to provide quality mathematics
instruction and to enable students to be actively engaged in the
learning process.
Recommendations
Significant difference was posted between the attitude of the
experimental group towards College Algebra before and after
the conduct of the study. However, no significant difference was
posted between the attitudes towards College Algebra of the
control group.
The experimental group gained a more positive attitude towards
College Algebra than the control group.
The problem solving approach is a potential tool in helping
students overcome their anxiety towards mathematics subjects.
Thus, teachers may consider attending to seminars or review
educational materials that focus on the nature and procedures
in the effective implementation of the said teaching approach.
This will enable them to effectively employ the said approach in
the delivery of mathematics instruction in the classroom setting.
Recommendations
As to the final grade in Mathematics IV, 85% of the
experimental group obtained a grade of 81 and above,
while only 5% had a grade of 76-80.
The experimental group and the control group have
passed their secondary mathematics subject and
obtained a grade point average that is higher than the
minimum passing grade.
Mathematics teachers may consider historical data
regarding the performances of their students in their
previous mathematics subjects to serve as input that will
enable them to devise a learning plan that suit best to
their learning characteristics.
Recommendations
The experimental group showed that 35% of the
respondents were auditory learners, while 20% were
kinesthetic learners. Of the 30 indicators of the attitudinal
questionnaire, 80% of the items indicated a favorable
attitude of the respondents. In general, the group showed
a favorable attitude towards Geometry with their
responses’ general weighted mean of 3.65. Their final
grade in Mathematics II showed that 65% belong to 75-
79 GPA range and 35% pegged a GPA of 80 and above.
Moreover, 40% had a grade of 75 to 79; 20%, 80-84;
10%, 85-89; 5%, 90-94; and, 25% of the respondents
failed in Geometry during the second grading period.
Recommendations
The experimental group had varied learning styles, yet
they are dominated by auditory learners. The group had
a favorable attitude towards Geometry. Most of the
respondents performed low in Mathematics II and in
Geometry during the second grading period.
Teachers concerned are encouraged to design their

instruction methods to consider the learning styles of the
students with their experiences, reflections,
conceptualizations and experimentations. High school
teachers may introduce a wide array of experiential
learning in the classroom teaching-learning process.
ACTIVITY 2
Profile of the Teacher-Respondents
in terms of Highest Educational Attainment
HEA f %
BS/AB/BA Degree Holder 10 10%
MA/MS units 25 25%
MA/MS Degree Holder 50 50%
PhD/EdD units 10 10%
PhD/EdD Degree Holder 5 5%
Total 100 100%
Profile of the Teacher-Respondents
in terms of Gender
Gender Percentage
Male 41.86
Female 58.14
Total 100.00
Respondents’ Attitude towards
Chemistry
Indicator Weighted Verbal
Mean Description
Chemistry is stimulating, 3.25 Neutral
interesting, and challenging.
Chemistry is fascinating, 3.15 Neutral
enjoyable, and fun.
I like Chemistry because the topics 2.50 Undecided
have practical applications.
This subject makes me feel 2.90 Neutral
uncomfortable and impatient.
AWM 2.95 Neutral
TEST OF DIFFERENCE BETWEEN THE
RESPONDENTS’ PERFORMANCE EVALUATION
BY THEIR IMMEDIATE SUPERVISOR
Group Mean t-value p-value Remark

Before the 3.414 Significant
Training
Series
6.593 0.000*
After the 3.836
Training
Series
*significant at 0.05 level of significance
TEST OF RELATIONSHIP BETWEEN
THE RESPONDENTS’ LEARNING STYLES
AND PERFORMANCE IN PHYSICS
Group Chi-Square Remark
Value
Experimental 3.570 Not Significant
Control 0.699 Not Significant

*Chi-square tabulated value (0.05, 5 df) = 11.07
CORRELATION ANALYSIS BETWEEN THE
RESPONDENTS’ PROFILE AND THEIR
LEVEL OF PREFOESSIONALISM
Profile p-value Remark
Age 0.007* Significant
Sex 0.858 Not Significant
Civil Status 0.102 Not Significant

TEST OF DIFFERENCE
BETWEEN THE TYPE OF PREFERED SCHOOL
BY PARENTS FOR THEIR CHILDREN
Group t-value p-value Remark

Above minimum 1.794 0.057 Not
Wage Earner Significant
Parents
Minimum wage 2.660 0.011* Significant
earner parents

Type of school refers to public or private.
ACTIVITY 3
Situation
Miss Phoebe teaches Mathematic to Language
students. She observed that her students are very
passive, not participative, and are seemingly not
interested with the subject. Help Miss Phoebe solve
her problem so that she will not encounter the same
concerns in the future.
Situation
Propose any research study that is related to the
implementation of the K to 12 Basic Education
program which provides baseline information for
curriculum developers in enhancing the current basic
education program.
Situation
Mr. Matt believes that social media and technologies
are relevant in the 21st century teaching and learning
process. Prove his assumption by proposing a
research study.
Situation
As a Senior High School teacher, you are considered
a generalist hence you will teach subjects aside from
your expertise. Propose a study that assesses the
effectiveness of this measure in achieving the
prescribed learning competencies among the
students in every SHS subject.
Situation
Most Grade 11 SHS teachers during the SY 2016-
2017 were not able to cover all learning
competencies in the curriculum guide of the subjects
they taught.
a. Elicit possible reasons or factors why this
happened; or
b. Propose an intervention/strategy to prevent it from
happening again.
Proposed Research Study
Research Title
Statement of the Problems
Hypotheses
Research Design
Population and Sample
Scope and Delimitation
Data-Gathering Instruments
Full Research Paper Format
I - The Problem
• Background of the Study
• Theoretical Framework of the Study
• Conceptual Framework of the Study
• Statement of the Problem
• Significance of the Study
• Scope and Limitations of the Study
• Definition of Terms
II - Review of Literature
Full Research Paper Format
III - Research Methodology
• Research Design
• Research Locale
• Respondents of the Study
• Instrumentation
• Validation
• Data Gathering Procedure
• Statistical Treatment
• Data Analysis
Full Research Format
IV- Results and Discussion
V- Findings, Conclusions and
Recommendations
VI- References Cited
Full Research Format
Formatting: Font size: 11
Font style: Arial
Spacing: Double-space
Paper Size: 8.5”x11”
Margins: Left-side: 1.25”; right, upper and
bottom: 1”
Cover Page title : Arial, 16, bold
School/Division: Arial, 12
Proponents Name: Arial, 14
Teaching Resource
http://libguides.usc.edu/writingguide/outline

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Senior High School Teachers’ Training for the K to 12 Basic Education Program,

EDUARD MANZANO ALBAY

a. Use of Quantitative Research to

a. Determining the Research

a. Selecting Relevant Literature

a. Use of Quantitative Research to

-Clarke and Clarke

- American College Dictionary, 1964

I wish I knew Here is my

a. Use of Quantitative Research to

A dependent variable is one which

Independent: Stress levels

Independent: Higher education

Extraneous variables are variables that

a. Determining the Research

1. You are provided with a general topic

• Consider the interest of your audience.

• Teaching and Learning Process

The title is without a doubt the

Providing background information in the

Move 1: Establishing a Territory (the

Acknowledge the source or author of an

• State clearly the general contribution/s of

Generally, this research study

a. Selecting Relevant Literature

Usually, it is based on the statement of the

Is it always necessary to conduct a pretest

Sample – a portion of the population

Probability Sampling Techniques

Non-Probability Sampling Techniques

A research instrument that gives the same

Frequency counts and percentages,

a. Methods of Presenting Data

a. Methods of Presenting Data

The final grade in Mathematics IV was included in

Wrong: The table shows that indicator 1 which

Control Group 1.343 0.195 Accept Ho

Experimental 7.410 0.000 Reject Ho

• There is no significant difference in the

Correct: The current study negates the

• It can be concluded that the problem-solving

A questionnaire on learning style preference was

It can be gleaned from the table that both the

Such findings imply that most respondents of the

The current study supports the findings of Doctolero

Because individuals have the tendency to both

Teachers concerned are encouraged to design their

Group Mean t-value p-value Remark

Control 0.699 Not Significant

Age 0.007* Significant

Sex 0.858 Not Significant

Civil Status 0.102 Not Significant

*significant at 0.05 level of significance

Group t-value p-value Remark

*significant at 0.05 level of significance

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