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research??
Research
a) qualification of teachers
c) facilities available
Example 2
Specific Problem:
How adequate are the facilities that a school should acquire
before it can offer science as a subject?
Implicit Assumption:
There are certain required facilities that a school should acquire
before it can offer science as a subject.
HYPOTHESIS
…is an educated or intelligent guess or prediction
about the existence, attribute or relationship between
or among variables covered by the study.
Types of Hypothesis
The null hypothesis is a denial of an existence, an
attribute, a relationship, a difference or an effect. As
such, it is stated in the negative form of a statement.
The alternative hypothesis states the very opposite of
what the null hypothesis predicts.
Uses of Hypothesis
Null Hypothesis:
There is no significant difference between the
effectiveness of the inductive method and that of the
deductive method in the teaching of science.
Significance of the Study
*Relevance
*Congruity
*Pertinence
*Appropriateness
*Similarity
Literature is related if:
1. it dwells in constructs, concepts, ideas,
hypotheses, variables associated with the
study.
Learner
Constructivist Theory
(Bruner)
Activity Theory [Constructing New
Ideas
(Vygotsky) Based Upon Current
[Experiential and
Learning] Previous Knowledge]
Figure 1
Theoretical Paradigm
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Figure 2
Conceptual Paradigm
Chapter III – METHODS & PROCEDURES
Illustration:
An investigator wants to determine the effectiveness of
teaching Mathematics using the different methods. Single
group of subject is exposed to three different methods of
teaching Mathematics. ANOVA is used to determine the
significant difference of the achievement of subjects.
Types of Experimental Design
2. Two-group design. This design has two
comparable groups which are employed as
experimental and control groups.
Example:
An investigator wants to determine the effectiveness of teaching
Mathematics using the traditional and modern approaches. The
former is the control group (traditional approach) and the latter,
experimental group (modern approach). The t test is used to
determine the effectiveness of teaching Mathematics using the
traditional (control group) and the modern approach
(experimental group).
Types of Experimental Design
3. Two-pair group design. This design is an
elaboration of the two-group design wherein
there are two experimental groups and two
control groups.
Example:
A researcher wishes to determine the effectiveness of teaching
Reading using two traditional approaches as control groups and two
modern approaches as experimental groups. ANOVA is used to
determine the effectiveness of teaching reading using two traditional
and two modern approaches.
Types of Experimental Design
4. Parallel-group design. This is a design in which
two or more groups are used at the same time
with only one single variable (control group)
manipulated or changed. The experimental
group varies while the parallel group serves as
control for comparative purposes.
Example:
An investigator wishes to determine the effectiveness of teaching
Science in traditional and modern approaches. There is only one
traditional approach (control group) and two modern approaches
(experimental groups) in teaching Science. The ANOVA is used to
determine the effectiveness in teaching Science in traditional
approach and two modern approaches.
Types of Experimental Design
5. Pretest-Posttest group design. This design involves the
experimental group and the control group which are
carefully selected through randomization procedures.
Both groups are given pretest at the beginning of the
semester and posttest at the end of the semester. But
the control group is isolated from all experimental
influences.
Types of Experimental Design
5. Pretest-Posttest group design.
Example:
Suppose a researcher wishes to find out the effect of traditional and
modern methods of teaching Physics. He takes two groups which are
carefully chosen through randomization procedures. The control will
undergo the traditional method of teaching Physics and the experimental
group will undergo the modern method teaching physics. Both control
and experimental groups are given pretest at the beginning of the
semester and posttest at the end of the semester. The mean scores of the
pretest and posttest of the control and experimental groups are evaluated
by using the t-test. If the results show significant difference, this means that
the control and experimental groups really differ with each other where
one is better than the other. On the other hand, if no significant difference
exists, this means that both the control and the experimental groups are
almost the same.
Types of Experimental Design
6. Counterbalanced or Latin square design. This
design is also called “rotation design.” It
involves an exchange of two or more treatments
taken by the subjects during the experiment. The
arrangement employed in this design is Latin
square in which each variable is a form of square
occurring once in each row or column. This is also
called quasi-experimental design.
Types of Experimental Design
6. Counterbalanced or Latin square design
Illustration:
A researcher wishes to determine the effectiveness of the four methods of
teaching Mathematics taught by four instructors to four groups of subjects.
Each instructor is required to use each method of instruction. The first
treatment combination consists of M1I1S1 where M stands for the method: I,
instructors, and S subject. The second combination is M2I2S2 and so on. It will
be noted that S is the diagonal of the square and appears in each position
from the first method to the fourth method. ANOVA is used to determine the
effectiveness of the 4 methods of teaching Mathematics taught by 4
instructors.
Types of Experimental Design
7. Complete randomized design. This is a design in
which a group of test plants or animals is studied
only once but subsequent treatment is applied to
determine the cause of change. There is no
control in this design but the subjects will undergo
randomization procedures.
Types of Experimental Design
7. Complete randomized design.
Illustration:
An investigator whishes to determine the significant difference in the
treatment of pellets as supplemental feed upon the yield of prawn
cultured in the fishpond. He uses 300 pieces of prawn fry and three
compartments in the pond.
The 300 pieces of prawn fry are placed at random. Of the 300 prawn
fry, 100 pieces are placed in each compartment. The weight of the
prawn in each compartment should be observed carefully and
ecological parameters such as pH, salinity, oxygen, etc., should be
taken into consideration. Different levels or proportion of pellets are
applied as supplemental feed in each compartment.
Types of Experimental Design
8. Randomized complete block design (RCBD). This
experimental design uses a group of test plants
and animals as subjects of the study which are
studied once but subsequent treatments applied
are replicated to determine the cause of
change. There is control in this design, and the
subjects will undergo randomization process.
Types of Experimental Design
Randomized complete block design (RCBD).
Illustration:
Suppose the researcher wishes to determine the
effectiveness of cultivating milkfish in the fishpond using fish
meal, bread meal, and ipil-ipil leaves as supplemental
feeds. There are four groups in this experimental study
treated with different feeds. These are as follows: 1. First
treatment, control group, lab-lab only as natural food of
milkfish; 2. Second treatment, first experimental group, lab-
lab and fish meal; 3. Third treatment, second experimental
group, lab-lab and bread meal; 4. Fourth treatment, third
experimental group, lab-lab and ipil-ipil leaves.
Each group is replicated three times. In other words, there are
3 compartment for the control group or first treatment (T1); 3
compartments for the second experimental group or third treatment
(T3); and 3 for the third experimental group or fourth treatment (T4). A
total of 12 compartments in all are under study. Table below shows the
sample of cultivating milkfish in the fishpond using fish meal, bread
meal, and ipil-ipil leaves as supplemental feeds.
Treatment Replications
T1 x x x
T2 x x x
T3 x x x
T4 x x x
Types of Experimental Design
9. Correlational design. This experimental design
is used to determine the relationship of two
dependent variables (x and y) on how they are
manipulated by the independent variable.
Illustration:
The researcher wishes to determine the weight and
length relationship of grouper (tropical fish) cultured in a
concrete tank using fish meal as supplemental feed.
Fish meal is the independent variable and weight (x)
and length (y) of grouper are the dependent variables.
The weight (x) and length (y) of fish are dependent on
the feed used.
Types of Experimental Design
Correlational design
The correlation coefficient is the statistical tool used to
determine the weight and length relationship of
grouper. If the significant relationship is very high and
high relationship occur on the x and y, this means that
the heavier the weight, the longer the fish and the
lighter the weight, the shorter the length. If no
relationship exists, this means that the heavier the
weight, the shorter the length and the lighter the weight,
the longer the length of fish.
On the other hand, correlation coefficient is applicable
statistical tool to both descriptive and experimental
designs.
SAMPLES AND SAMPLING TECHNIQUES
Sampling is necessary, especially if the population of the
study is too large where the 4ms (man, money, material
and machinery) resources of the investigator are limited.
1. It saves time, money and effort. The researcher can save time,
money and effort because the number of subjects involved is
small. There are only a small number to be collected, tabulated,
presented, analyzed and interpreted, but the use of sample gives
comprehensive information of the results of the study.
2. It is more effective. Sampling is more effective if every individual of
the population without bias has an equal chance of being
included in the sample and data are scientifically collected,
analyzed and interpreted.
3. It is faster and cheaper. Since sample is only a “drop in a bucket,”
the collection, tabulation, presentation, analysis and interpretation
of data are rapid and less expensive because of the small number
of subjects.
Advantages of Sampling
4. It is more accurate. Fewer errors are made due to the small size of
data involved in collection, tabulation, presentation, analysis and
interpretation.
N
N = ------------
1 + Ne2
2. Non-Probability Sampling
a. No way that each of the units in the target population has the same
chance of being included in the sample.
b. No assurance that every unit has some chance of being included.
c. Conclusion derived from data gathered is limited only to the sample
size.
Types of Probability Sampling
1. Simple Random Sampling. This is the basic probability
sampling design. It means that we are giving every unit
of the population an equal chance and non-zero
probability of being included in the sample. In simple
terms, we allow chance and the technique of allowing
chance to operate to be the basis of selection.
a. Lottery method. Names of each member of the population are
written on different pieces of paper; are placed in a box and
mixed well; the pieces of paper are taken one tat a time until
the total sample size is reached.
b. The use of a Table of Random Numbers. Each sampling unit of
the population is listed an given a number. Example from 1 to
50. there is a table of random numbers, from 1 to 50.
Types of Probability Sampling
2. Systematic Sampling. This is used when there is a ready
list of the total universe or population.
a. Get a list of the total universe or population
b. Divide the total population by the desired sample
size to get the sampling interval. Supposing the total
population is 5,000 and the desired sample size is 100,
the sampling interval is equal to 5000/100 = 50.
Types of Probability Sampling
3. Stratified Sampling. This scheme is used to ensure that
different groups of a population are adequately represented
in the sample. The procedures in using this scheme are as
follows:
a. Get a list of the universe. Determine the different groups according to
criteria.
b. Decide on the sampling size or the actual percentage of the universe
that should be considered as sample.
c. Get a proportion of sample from each group. For example: 10
percent sample per group is desired. 500 students x .10 = 50
600 businessmen x .10 = 60
400 teachers x .10 = 40
500 farmers x .10 = 50
Total sample = 200
d. Select the 200 respondents either by simple random sampling or
systematic sampling.
Types of Probability Sampling
4. Cluster Sampling. This is used in large-scale surveys.
a. The researcher arrives at the set of sampling units to be
included in the sample by first sampling larger grouping, called
clusters.
b. The cluster is selected by simple or stratified sampling.
c. If not all the sampling units in the clusters are to be included in
the sample, the final selection from within the cluster is also
carried out by a simple random or stratified sampling
procedure. Example: A survey of urban households may need
a sample of cities; within each city that is selected, a sample of
districts; and within each selected district, a sample of
households.
Types of Probability Sampling
5. Multi-Stage Sampling. This is usually used for national,
regional, provincial or country level studies. The
selection of the sample is accomplished in two or more
steps.
Types of Non-Probability Sampling
1. Accidental or Convenience Sampling. It is obtained
when the researcher selects whatever sampling units
are conveniently available.
Example: You have decided on a sample size of 100. You
can interview the first 100 people that you meet.
Researcher-completed Subject-completed
Instruments Instruments
Rating Scales Questionnaires
Interview Schedules/guides Self-Checklists
Tally Sheets Attitude Scales
Flow Charts Personality Inventories
Performance Checklists Achievement/Aptitude tests
Time-and-motion logs Projective Devices
Observation Forms Socio-metric Devices
Instrumentation
Usability refers to the ease with which an instrument can
be administered, interpreted by the participant, and
scored/interpreted by the researcher. Example usability
problems include:
a. Students are asked to rate a lesson immediately after class, but
there are only a few minutes before the next class begins
(problem with administration).
b. Students are asked to keep self-checklists of their after school
activities, but the directions are complicated and the item
descriptions confusing (problem with interpretation).
c. Teachers are asked about their attitudes regarding school
policy, but some questions are worded poorly which results in
low completion rates (problem with scoring/interpretation).
Instrumentation
Validity and reliability concerns (discussed below) will
help alleviate usability issues. For now, we can identify
five usability considerations:
- The results of the study which are presented in data matrix form
= STATISTICAL TABLE
Descriptive
School Mean
U Interpretation
N
I A 3.6 Very Adequate
V
A B 2.4 Adequate
R
I
C 2.9 Adequate
A
T
D 1.4 Inadequate
E
Scale: 4 = Very Adequate
3 = Adequate
2 = Fairly Adequate
1 = Inadequate
Table 2
Students’ Perception on the Extent of implementing
the Guidance in Secondary School in Naga City
B Guidance
Public School Private School
I Service
V Counseling 3.93 GE 4.90 VGE
A Follow-up 3.93 GE 4.88 VGE
R Information 3.84 GE 4.20 VGE
I Placement 3.77 GE 3.67 GE
A Testing 3.67 GE 3.49 GE
T Individual 2.86 ME 3.39 ME
Inventory
E
Scale: 4.20-5.00= Very Great Extent (VGE)
3.40-4.19= Great Extent (GE)
2.60-3.39= Moderate Extent (ME)
1.80-2.59= Low Extent (LE)
1.00-1.79= Very Low Extent (VLE)
Table 3
M Summary of Regressions of Managerial Attributes on School Effectiveness
U Attribute School Effectiveness
L TJS GR PR DOR
T Gender 0.321 .073 .391 .436
I Civil Status 0.508 .431 .002** .509
V Age 0.003** .004** .738 .391
P
U
To present the variation, changes
R and relationship of data in a most
P attractive, appealing, effective and
O convincing way
S
E
1. It attracts attention more effectively than do tables.
2. The use of colors and pictorial diagrams make a
list of figures in thesis / research reports more
meaningful.
3. It gives a comprehensive view of quantitative data.
4. pictograph
1.Textual In Topic I (The Cell), the pretest of the
Non-CAI groups obtained a mean
score of 6.08 higher than what was
obtained by the students CAI groups,
(4.84).
2.Tabular SCHOOL
CSSAC
FEMALE
34
MALE
6
TOTAL
40
NCF 25 34 59
USI 67 3 70
3.Graphical
Should be organized according to the:
a. research question
b. specific problem
c. objectives of the study
Analysis should be done first before interpretation. It is
useless without interpretation, while interpretation is impossible
without analysis.
-Specific problems
-Objectives
-Measuring instruments
-Statistical tools
The researcher should give meaning to the findings.
Level 2
The researcher needs to address himself with the
questions:
* WHAT MIGHT HAVE BEEN HAPPENING WITHIN THE
METHODOLOGY TO ACCOUNT FOR THE
INCONGRUENCES IN THE FINDINGS?
* WHY DID THE RESULTS NOT TURN-OUT AS
HYPOTHESIZED OR EXPECTED?
* WHAT CIRCUMSTANCES ACCOUNTED FOR THE
UNEXPECTED OUTCOMES?
* WHAT WERE THE SHORTCOMMINGS OF THE STUDY?
* WHAT ARE SOME OF THE LIMITATIONS OF THE STUDY?
Level 3
The researcher should not only unravel
findings and inconsistencies, but the study must
also attempt to put the pieces together to achieve
meaningful conclusions and generalization.