Pure Research Design: Teacher Shortages and Overcrowded Classrooms in Public

Schools

This study looks at how teacher shortages and overcrowded classrooms affect student
learning and teacher performance, especially in rural and underserved areas.

1. Research Question

 Research Question:

What are the effects of teacher shortages and overcrowded classrooms on student
learning and teacher performance in rural public schools?

Quantitative Questions:

1. What is the relationship between teacher shortages and student academic

performance in rural public schools?
2. How does overcrowded classroom size impact teacher job satisfaction and
performance?

Qualitative Questions:

1. How do teachers perceive the effects of overcrowding on their teaching effectiveness?

2. What challenges do school leaders face in addressing teacher shortages and
overcrowded classrooms?

2. Theoretical Framework

 Teacher Shortage Theory:

Explore reasons for teacher shortages, including low pay and lack of support.
 Classroom Management Theory:
Examine how overcrowded classrooms affect teaching effectiveness and student behavior.
 Educational Equity Theory:
Look into how these issues impact students in rural and underserved areas more than
others.

3. Exploration of Variables

Teacher Shortages (Independent Variable):

Assess how many teacher positions are unfilled and turnover rates.
Overcrowded Classrooms (Independent Variable):
Analyze class sizes and student-to-teacher ratios to see how overcrowding impacts
learning.

Student Learning Outcomes (Dependent Variable):

Study the effects on academic performance, student engagement, and retention rates.
Teacher Performance (Dependent Variable):
Investigate how shortages and overcrowding affect teaching quality, job satisfaction, and
burnout.
5. Data Collection Methods

Quantitative Data Collection:

 Surveys: Distribute surveys to teachers and students to gather data on classroom

sizes, teacher shortages, and academic performance metrics.
 School Records: Collect data on teacher turnover rates and student performance
from school records.

Qualitative Data Collection:

 Interviews: Conduct semi-structured interviews with teachers and school

administrators to gain in-depth insights into their experiences with teacher shortages
and overcrowded classrooms.
 Focus Groups: Organize focus groups with students to discuss their experiences in
overcrowded classrooms.

6. Data Analysis Techniques

Quantitative Analysis:
Use statistical techniques to analyze survey data and school records, looking for trends
and correlations between teacher shortages, classroom sizes, and student performance.

Qualitative Analysis:
Apply thematic analysis to interview and focus group transcripts to identify common
themes and insights related to the experiences of educators and students.

7. Integration of Quantitative and Qualitative Data

 Triangulation: Combine quantitative data findings with qualitative insights to provide a

fuller understanding of the impact of teacher shortages and overcrowded classrooms.
 Convergence: Compare results from both data types to identify consistent patterns and
discrepancies, enhancing the overall validity of the findings.

8. Ethical Considerations

 Informed Consent:
Ensure participants understand the study's purpose and agree to take part.
 Confidentiality:
Keep participant identities and responses private.
 Respectful Representation:
Fairly represent the views and experiences of teachers and students, acknowledging the
complexities of their situations.
 This pure research design aims to shed light on the challenges of teacher
shortages and overcrowded classrooms, contributing to discussions on
education policy and reform in public schools.
Pure Research and Mixed-Method Design: Challenges in Implementing the MATATAG
Curriculum

This study uses pure research and a mixed-methods approach to explore the challenges
faced by teachers and schools in adopting the MATATAG Curriculum, focusing on training,
resources, and alignment with current teaching practices.

1. Research Question

What are the key challenges in implementing the MATATAG Curriculum, particularly in
teacher training, resource availability, and curriculum alignment?

2. Theoretical Framework

 Curriculum Implementation Theory:

Use Fullan’s theory to explore the challenges schools face in curriculum reforms.

 Teacher Professional Development:

Examine how training aligns with adult learning principles (Knowles' theory).

 Resource Allocation Theory:

Study how resources are distributed and managed, especially in underserved areas.

3. Variables

 Teacher Training (Independent Variable):

Assess the quality and sufficiency of training programs.

 Resource Availability (Independent Variable):

Examine the availability of textbooks, materials, and technology.

 Curriculum Alignment (Dependent Variable):

Analyze how well the curriculum fits with current teaching practices.

4. Data Collection (Mixed-Methods)

 Qualitative:

Interviews:

Gather teacher and administrator perspectives on challenges like training and resources.

Document Analysis:

Review DepEd documents on curriculum and training.

 Quantitative:

Surveys:

Survey teachers to assess their views on training, resources, and curriculum alignment.
 Resource Data:

Collect data on textbook and technology availability across regions.

5. Data Analysis (Mixed-Methods)

 Qualitative:
 Thematic Analysis: Identify key themes from interviews.
 Content Analysis: Assess documents for alignment with educational theories.
 Quantitative:
 Descriptive Statistics: Analyze survey data on training and resources.
 Comparative Analysis: Compare results from urban and rural schools.

6. Ethical Considerations

Confidentiality: Ensure participant data is protected.

Accuracy and Respect: Maintain integrity in the analysis and respect teachers’
perspectives.

This mixed-method approach provides both theoretical and practical insights into the
challenges of implementing the MATATAG Curriculum.
Pure Research Design for Investigating the MATATAG Curriculum in the Department
of Education, Philippines

This research aims to explore the theoretical foundations and long-term educational impact of
the MATATAG Curriculum in the Philippines, without focusing on immediate practical
outcomes.

1. Research Question

Question:

What are the core theories behind the MATATAG Curriculum, and how might these
influence education quality in the Philippines?

2. Theoretical Framework

 Curriculum Theory:

Examine how the MATATAG Curriculum aligns with models like Tyler’s or Taba’s, focusing
on goals, learning experiences, and assessments.

 Pedagogical Theories:

Explore whether the curriculum promotes student-centered learning, critical thinking, and
supports diverse learners across the country.

 Cultural and Social Context:

Investigate how the curriculum addresses the cultural and socio-economic needs of
Filipino students through culturally responsive teaching.

3. Variables

 Curriculum Structure (Independent Variable):

Study the core elements like subject focus, learning goals, and teaching methods without
testing in practice.

 Educational Outcomes (Dependent Variable):

Theoretical analysis of potential improvements in skills like critical thinking and problem-
solving, rather than actual student performance.

4. Data Collection

 Document Analysis:
Examine DepEd's official curriculum documents and frameworks in detail.
 Literature Review:
Review academic works on curriculum design, reforms, and compare MATATAG with
international practices.
 Expert Interviews:
Gather insights from curriculum experts to understand the theory behind MATATAG.
5. Analysis Techniques

 Content Analysis:
Identify themes, objectives, and alignment with educational theories.
 Comparative Analysis:
Compare MATATAG with previous curriculums (e.g., K to 12) and international models.
 Conceptual Analysis:
Assess how MATATAG addresses challenges like globalization and digital literacy.

6. Ethical Considerations

 Respect for Authorities:

Ensure all analyses respect DepEd’s efforts in curriculum reform.
 Non-Intrusive:
Focus on documents and expert insights without direct involvement of students or
teachers.

This research seeks to deepen understanding of the MATATAG Curriculum’s

theoretical impact on Philippine education
Pure Research Design for Investigating a New Teaching Method in Elementary
School Mathematics

Pure research seeks to understand fundamental processes rather than immediate practical
results. This study aims to explore the theories behind how teaching methods affect
comprehension.

1. Research Question

Research Question:
What are the cognitive and teaching mechanisms that make the new teaching method
effective in improving elementary students' understanding of complex math concepts?

2. Theoretical Framework

 Cognitive Learning Theory:

Explore how the new method aligns with theories like Piaget's cognitive development or
Vygotsky's zone of proximal development (ZPD).

 Constructivist Approach:
Examine if the method encourages active learning, critical thinking, and problem-
solving, key ideas in constructivist theories.

3. Exploration of Variables

 Teaching Method (Independent Variable):

Study the new method's components (e.g., visual aids, activities) to understand how
they impact learning.

 Comprehension (Dependent Variable):

Investigate how students mentally process and retain complex math concepts through
different methods.

4. Data Collection and Sources

 Literature Review:
Review existing studies on how children learn complex math and the cognitive impact
of various teaching methods.

 Theoretical Models:
Develop models explaining how the new method might improve memory, cognitive
load, and learning.

 Expert Interviews:
Collect insights from educational experts to better understand the new method's
potential impact.

5. Analysis Techniques

 Theoretical Analysis:
Analyze how the method fits into established learning theories and its effects on
 cognitive processes like abstraction and concept retention.

 Comparative Analysis:
Compare the new method to traditional ones, identifying cognitive benefits and
potential weaknesses.

6. Ethical Considerations

 Respect for Theories:

Credit all sources and theories, focusing on theoretical exploration rather than direct
application.

 Non-Intrusive:
Since no direct student involvement occurs, ensure academic integrity and theoretical
accuracy.
Experimental Design for Investigating a New Teaching Method in Elementary School
Mathematics

You are tasked with designing an experiment to investigate the effectiveness of a new
teaching method in improving students' comprehension of complex mathematical
concepts in elementary school.

1. Research Question and Hypothesis

Research Question:

Does the new teaching method improve elementary students' comprehension of complex
mathematical concepts compared to traditional teaching methods?

Hypothesis:

Students who are taught using the new teaching method will demonstrate significantly
higher comprehension of complex mathematical concepts than those taught using
traditional methods.

2. Independent and Dependent Variables

 Independent Variable:

The teaching method (new teaching method vs. traditional teaching method).

 Dependent Variable:

Students' comprehension of complex mathematical concepts, measured through

assessment scores on a standardized test designed for this purpose.

3. Experimental and Control Groups

 Experimental Group:

A group of students who will receive instruction using the new teaching method.

 Control Group:

A group of students who will receive instruction using the traditional teaching method.
Both groups should be comparable in terms of demographics and prior knowledge.

4. Randomization and Control of Extraneous Variables

 Randomization:

Students will be randomly assigned to either the experimental or control group to

minimize selection bias and ensure that differences in outcomes can be attributed to the
teaching method.
  Control of Extraneous Variables:

Control for potential confounding variables by:

- Ensuring that both groups are taught by the same or similarly trained teachers.

- Conducting pre-tests to assess students’ prior knowledge and using these scores to
ensure groups are balanced.

- Keeping classroom environments consistent (e.g., same classroom settings, materials,

and time of day for instruction).

5. Data Collection and Analysis Procedures

 Data Collection:

Administer a pre-test before the intervention to assess baseline comprehension. After

the teaching intervention, administer a post-test to evaluate students' comprehension
of the complex mathematical concepts.

 Data Analysis:

Use statistical methods to compare the pre-test and post-test scores between the
experimental and control groups. Analyze the data using:

- Descriptive statistics to summarize the data (mean, median, standard deviation).

- Inferential statistics (e.g., t-tests or ANOVA) to determine if there are statistically

significant differences in comprehension scores between the two groups.
Survey Design: Assessing High School Students' Attitudes Towards Online
Learning During COVID-19

1. Selection of Survey Questions

 Key Themes: Focus on student engagement, satisfaction with online learning,
challenges, and perceived effectiveness.
 Question Types: Use a mix of closed-ended questions (like Likert scales) and
open-ended questions for detailed responses.
 Draft Questions: Examples include:
How satisfied are you with online learning quality? (1-5 scale)
What challenges did you face during online learning? (open-ended)
How does online learning compare to in-person classes? (1-5 scale)

2. Reliability and Validity

 Reliability: Test the survey with a small group of students to check for
consistency (e.g., using Cronbach's alpha).
 Validity: Have experts review the questions for content validity. Pilot the survey
to ensure it accurately measures student attitudes.

3. Sampling Techniques
 Sampling Method: Use stratified random sampling to represent different
demographics (e.g., grade level, gender, socio-economic status).
 Sample Size: Aim for a sample size of 10-15% of the high school population for
generalizability.

4. Administration Methods
 Survey Platform: Use an online tool (like Google Forms or SurveyMonkey) for
easy distribution and data collection.
 Distribution: Share the survey link through school emails, classroom platforms,
or social media, giving students enough time to respond.
 Follow-up: Send reminders to encourage participation and boost response rates.

5. Ethical Considerations
 Informed Consent: Get consent from students and, if needed, their parents,
explaining the survey's purpose and data use.
 Anonymity and Confidentiality: Ensure responses are anonymous and
individual data will not be shared outside the research team.
 Right to Withdraw: Inform participants they can withdraw from the survey at
any time without consequences.
Qualitative Research Design: Exploring Teachers' Experiences with Project-
Based Learning (PBL)

1. Research Question and Objectives

Research Question:

How do middle school teachers perceive and experience project-based learning

(PBL) in their classrooms?

Objectives:

Explore teachers' attitudes and beliefs about PBL.

Identify challenges and successes in implementing PBL.

Understand how teachers adapt PBL for their students' needs.

Gather insights into PBL's impact on teaching practices and student engagement.

2. Sampling Strategy and Selection Criteria

 Sampling Strategy:

Use purposive sampling to select middle school teachers with direct PBL
experience, focusing on those who can provide deep insights.

 Selection Criteria:

Teachers with at least one year of PBL experience.

A diverse range of subjects (e.g., science, social studies, language arts) to capture
various perspectives.

Participants from different schools to ensure diverse contextual experiences.

Willingness to participate in interviews and share experiences openly.

3. Data Collection Methods

 Interviews:

Semi-structured interviews will allow in-depth exploration of teachers' PBL

experiences using open-ended questions and follow-ups for clarity.

 Observations:

Classroom observations will focus on how PBL is implemented, including teacher-

student interactions and strategies used during PBL activities.

 Document Analysis:

Review lesson plans, student work, and school reports related to PBL to provide
additional context and evidence.
4. Data Analysis Techniques

 Thematic Analysis:

This will involve coding interviews, observations, and documents to identify recurring
patterns and themes.

Steps in Thematic Analysis:

Familiarize with the data through repeated reading.

Generate initial codes by highlighting significant phrases and concepts.

Search for themes by grouping related codes.

Review themes to ensure they accurately represent the data.

Define and name themes to clearly articulate findings.

Produce a final report connecting themes to the research question and existing
literature.

5. Ensuring Trustworthiness and Credibility of Findings

 Credibility:

Use triangulation by collecting data from interviews, observations, and documents.

Member checking will verify preliminary findings with participants, and the researcher
will maintain a reflective journal to track decisions and biases.

 Transferability:

Provide detailed descriptions of context, participants, and findings to help readers

assess the applicability of results to other settings.

 Dependability:

Maintain an audit trail documenting the research process, data collection, and
analysis to allow external reviewers to verify the study's consistency.

 Confirmability:

Reduce researcher bias through reflexivity and peer debriefing sessions, enabling
colleagues to challenge and discuss data interpretations.
Mixed-Methods Research Design: Investigating the Impact of a Technology
Integration Program on Student Learning Outcomes

1. Research Questions

 Quantitative:

RQ1: What effect does the technology integration program have on students'
standardized test scores?

RQ2: How does it impact academic performance compared to traditional methods?

 Qualitative:

RQ3: How do students and teachers perceive the effectiveness of the program?

RQ4: What challenges and opportunities do teachers face during implementation?

2. Data Collection Methods

 Quantitative:

Pre- and Post-Test Scores: Measure changes in academic performance before and
after the program.

Surveys: Gather data from students and teachers on program usability and benefits.

 Qualitative:
Interviews: Get in-depth insights from teachers and students on their experiences
and perceptions.

Classroom Observations: Observe the program’s use in practice and its integration
with traditional teaching.

3. Data Integration

 Concurrent Triangulation Design: Collect and analyze quantitative and qualitative

data separately, then combine results to get a fuller picture.
 Data Convergence: Compare findings from both components to uncover patterns
and insights (e.g., link improved scores to technology features).

4. Triangulation for Validity

 Methodological Triangulation: Use surveys, interviews, and observations to cross-

check findings.
 Data Triangulation: Collect data from both students and teachers, and at different
stages (before and after implementation).
 Investigator Triangulation: Involve multiple researchers to reduce bias and improve
credibility.
5. Challenges and Limitations

 Design Complexity: Managing both quantitative and qualitative data can be

challenging.
 Resource Demands: Requires more time and resources for data collection and
analysis.
 Data Integration: Reconciling conflicting findings may be difficult.
 Potential Bias: Qualitative data may introduce bias, needing validation.
 Generalizability: Qualitative findings may be specific to the local context but offer
valuable insight.
The difference between pure research design and mixed-method research
design lies in their approach, methodology, and objectives. Here’s a breakdown
of the key differences:

Pure Research Design

 Definition:
Pure research, also known as basic or fundamental research, seeks to expand
knowledge without immediate practical application. It often aims to explore theoretical
concepts or phenomena.

 Methodology:

Qualitative or Quantitative: Pure research can be either qualitative or quantitative

but typically focuses on one method at a time. For example, a pure qualitative study
might rely solely on interviews, while a pure quantitative study might use surveys or
experiments.

Objective: The primary goal is to gain a deeper understanding of a specific issue, theory,
or phenomenon.

Data Collection: Data collection methods are usually consistent with the chosen
methodology. For example, in a qualitative pure research study, data may be collected
through interviews, while in a quantitative study, data might be gathered through surveys
or experiments.

Analysis: Data analysis is conducted within the context of the chosen methodology,
using techniques specific to either qualitative (e.g., thematic analysis) or quantitative
(e.g., statistical analysis) methods.

Outcome: The outcome often contributes to the theoretical framework of a field and does
not necessarily focus on practical applications.
Mixed-Method Research Design
Definition: Mixed-method research combines qualitative and quantitative approaches in
a single study to provide a more comprehensive understanding of a research problem.

Methodology:

Combination of Qualitative and Quantitative: This design integrates both qualitative

and quantitative methods to gather and analyze data. It allows for a more nuanced
exploration of research questions.

Objective: The goal is to leverage the strengths of both approaches to enrich the
understanding of a research issue, validate findings, or triangulate data.
Data Collection: Mixed-method research involves collecting both types of data, often
concurrently or sequentially. For example, a researcher might conduct surveys
(quantitative) and follow up with interviews (qualitative) to explore the same topic.

Analysis: Data from both methodologies are analyzed separately and then integrated to
draw conclusions. This may involve comparing or contrasting findings from qualitative and
quantitative data.

Outcome: The outcome provides a more comprehensive view of the research question,
incorporating multiple perspectives and validating findings through triangulation.

Summary
Pure research typically focuses on either qualitative or quantitative methods to

understand a specific issue, while mixed-method research combines both to enhance

the depth and breadth of the findings.

Pure research aims for theoretical understanding, whereas mixed-method research seeks

to provide practical insights alongside theoretical contributions.

Yes, a pure research study can incorporate mixed-method research design
elements, but it generally depends on how you define "pure research." Here's how
these concepts can interact:

1. Definition of Pure Research

Pure Research: Often refers to research aimed at generating new knowledge without
immediate practical applications. It can be qualitative or quantitative, focusing solely on one
methodology.

2. Mixed-Method Research Design

Mixed-Method Research: This design combines both qualitative and quantitative

approaches in a single study. It aims to provide a more comprehensive understanding of a
research problem.

Combining the Two

Integrating Elements: While traditional pure research focuses on one methodology, a

researcher can design a study that primarily aims to explore theoretical concepts (pure

research) while also incorporating mixed methods for deeper insights.

Example: A study examining the theoretical implications of teacher shortages (pure research)

could use surveys to gather quantitative data about teacher experiences (quantitative

method) and follow up with interviews to gain qualitative insights into those experiences

(qualitative method).

Benefits of Combining

Rich Data: Using both qualitative and quantitative methods can enrich the findings,
providing a broader understanding of the research question.

Validation: Mixed methods can validate results by allowing findings from one approach to
corroborate or challenge those from another.

Conclusion

While pure research typically focuses on one method, it is possible to adopt a mixed-method
approach to enhance the depth and breadth of the findings while still addressing fundamental
theoretical questions. This integrated approach can yield more robust and comprehensive
insights into the research topic.