METHODOL

OGY
CHAPTER 2
 PARTS OF METHODOLOGY
1 BASIC RESEARCH 2 ACTION RESEARCH
Research Design Research Design
Population/Sampling Participants and/or Other
Data Collection source of Data
Plan for Data Analysis Information
Ethical Issues Data Gathering
Procedure
Data Analysis Plan
Ethical Issues
RESEARCH DESIGN
 RESEARCH DESIGN
The research design refers to the overall strategy
that you choose to integrate the different components of
the study in a coherent and logical way; it constitutes
the plan, path, and/or blueprint for the collection,
measurement, analysis,RESEARCH
interpretation
DESIGN and discussion of
data.
Note that the research problem determines the
type of design you should use, not the other way
around!
 RESEARCH DESIGN

Basic Action
Research Research
 CORRELATI
ONAL

QUANTITATIVE COMPARATI
EVALUATIVE
VE
RESEARCH
DESIGN
DES
SURVEY CRIP METHODOL
OGICAL

TIVE
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 RESEARCH DESIGN

Basic Action
Research Research
 EXPERIMENTAL RESEARCH DESIGN

PRE- TRUE- QUASI-

QUANTITATIVE EXPERIMENTAL EXPERIMENTAL EXPERIMENTAL

RESEARCH 1. PRE-TEST POST-

1. ONE SHOT TEST DESIGN 1. NON-
DESIGN CASE STUDY EQUIVALENT
GROUP DESIGN
J 2. POST-TEST
DESIGN

2. ONE GROUP 2. TIME SERIES

3. SOLOMON
PRE-TEST POST- DESIGN
FOUR- GROUP
TEST DESIGN
DESIGN
 CORRELATI
ONAL

QUANTITATIVE COMPARATI
EVALUATIVE
VE
RESEARCH
DESIGN
DES
SURVEY CRIP METHODOL
OGICAL

TIVE
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 SURVEY DESIGN
• Survey design are procedures in quantitative
research in which you administer a survey
questionnaire to a small group (sample) to
identify the trends in attitudes, opinions,
behaviors, or characteristics of a large group
of people (population)
 SURVEY DESIGN
• The survey data may be demographic data,
or they may include also data on “average
perception” of a set of respondents. Survey
was usually connected with demographic
data.
 CORRELATI
ONAL

QUANTITATIVE COMPARATI
EVALUATIVE
VE
RESEARCH
DESIGN
DES
SURVEY CRIP METHODOL
OGICAL

TIVE
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 COMPARATIVE DESIGN
• Comparative studies endeavor to establish
significant differences between two or more
groups of subjects on the basis of criterion
measure.
• This type usually evolves group comparison.
The groups in the study make up the values
of the independent variable such as grade
level, sex, age, etc.
 CORRELATIONAL DESIGN
• Correlational study attempts to determine
whether a relationship exists between two or
more quantified variables.
• A correlation reflects the strength and/or
direction of the relationship between two (or
more) variables. The direction of a correlation can
be either positive or negative.
 CORRELATI
ONAL

QUANTITATIVE COMPARATI
EVALUATIVE
VE
RESEARCH
DESIGN
DES
SURVEY CRIP METHODOL
OGICAL

TIVE
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 EVALUATIVE DESIGN
• Evaluation studies attempt to determine the
effectiveness or efficiency of a certain practices or
policies when applied to a group of respondents.
• A type of research used to evaluate a product or
concept and collect data to help improve your
solution. Evaluative research has many benefits,
including identifying whether a product works as
intended, and uncovering areas for improvement
within your solution.
 CORRELATI
ONAL

QUANTITATIVE COMPARATI
EVALUATIVE
VE
RESEARCH
DESIGN
DES
SURVEY CRIP METHODOL
OGICAL

TIVE
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METHODOLOGICAL DESIGN
 EXPERIMENTAL RESEARCH DESIGN

PRE- TRUE- QUASI-

QUANTITATIVE EXPERIMENTAL EXPERIMENTAL EXPERIMENTAL

RESEARCH 1. PRE-TEST POST-

1. ONE SHOT TEST DESIGN 1. NON-
DESIGN CASE STUDY EQUIVALENT
GROUP DESIGN
2. POST-TEST
DESIGN

2. ONE GROUP 2. TIME SERIES

3. SOLOMON
PRE-TEST POST- DESIGN
FOUR- GROUP
TEST DESIGN
DESIGN
Research Design EXAMPLE
Quasi-Experimental design, specifically, a Non-Equivalent
group design will be employed in this study since there are two
groups to be measured. Both groups are intentionally assigned to
experimental and control group. The 20 identified grade 7 Galaxy
learners with reading difficulties of which found to be under
instructional and frustration level based on the Phil-IRI pretest will
be assigned in the experimental group while the 26 learners under
the independent level will be assigned in the control group.
Furthermore, results of the posttest will be analyzed to determine if
differences exist on pretest and posttest of the learners, and their
posttests.
PARTICIPANTS AND OTHER SOURCE OF
DATA

• Who are the participants?

• How many participants on the study?
• What is their shared common characteristics?
 EXAMPLE
Participants and Other Source of Data
The research will be conducted to the 46 Grade 7
galaxy learners who underwent a Phil-IRI pretest
which resulted to 20 learners with reading difficulties of
which 14 of these learners were found to be under
instructional level and 6 of them belong to frustration
level while 26 of them are under the independent
level.
 DATA
PLAN FOR DATA
COLLECTION/
ANALYSIS/
DATA
DATA ANALYSIS
GATHERING
PLAN
PROCEDURE
 DATA COLLECTION/
DATA GATHERING METHODS
 DATA COLLECTION/
DATA GATHERING METHODS

It is a systematic method of collecting

and measuring data gathered from different
sources of information in order to provide
answers to relevant questions.
 DATA COLLECTION/
DATA GATHERING METHODS
Data collection is a crucial aspect in any level of
research work. If data are inaccurately collected, it
will surely impact the results of the study, thereby
leading to false or invaluable outcome.
Sampling method should also be
discussed.
 SAMPLING METHOD
MCCOMBES, 2019

•Probability Sampling
•Non-Probability Sampling
 SAMPLING METHOD
MCCOMBES, 2019

•Probability Sampling
 Simple Random Sampling
 Systematic Sampling
 Stratified Sampling
 Cluster Sampling
 SAMPLING METHOD
MCCOMBES, 2019

•Non-Probability Sampling
Purposive
Convenience
Quota
Snowball
 SAMPLING METHOD
MCCOMBES, (REVISED 2022)
• Simple Random Sampling

To conduct this type of

sampling, you can use tools like
random number generators,
draw lots or other techniques
that are based entirely on
chance.
 SAMPLING METHOD
MCCOMBES, (REVISED
2022)
• Systematic Sampling

Similar to simple random sampling,

but it is usually slightly easier to conduct.
Every member of the population is listed
with a number, but instead of randomly
generating numbers, individuals are
chosen at regular intervals.
 SAMPLING METHOD
MCCOMBES, (REVISED
2022)
• Stratified Sampling

It involves dividing the

population into subpopulations that
may differ in important ways. Then
you use simple or systematic
sampling to select a sample from
each subgroup.
 SAMPLING METHOD
MCCOMBES, (REVISED
2022)
• Cluster Sampling
It also involves dividing the population
into subgroups, but each subgroup
should have similar characteristics to the
whole sample. Instead of sampling
individuals from each subgroup, you
randomly select entire subgroups.
 SAMPLING METHOD
MCCOMBES, 2019

•Non-Probability Sampling
Purposive
Convenience
Quota
Snowball
 SAMPLING METHOD
MCCOMBES, (REVISED
2022)

• Purposive Sampling
Itinvolves the researcher using their
expertise to select a sample that is most
useful to the purpose of the research. An
effective purposive sample must have
clear criteria and rationale for inclusion.
 SAMPLING METHOD
MCCOMBES, (REVISED
2022)
• Convenience Sampling
A convenience sample simply
includes the individuals who happen to
be most accessible to the researcher.
This is an easy and inexpensive way to
gather initial data.
 SAMPLING METHOD
MCCOMBES, (REVISED
2022)
• Quota Sampling

This means that elements from the

population are chosen on a non-random
basis and all members of the population
do not have an equal chance of being
selected to be a part of the sample
group.
 SAMPLING METHOD
MCCOMBES, (REVISED
2022)
• Snowball Sampling
If the population is hard to access,
snowball sampling can be used to
recruit participants via other
participants. The number of people you
have access to “snowballs” as you get in
contact with more people.
 EXAMPLE
Data Gathering Methods

This action research will mainly assess if

significant differences exist on the reading levels
before and after the reading intervention program.
Purposive non-probability sampling is used in
selecting the participants since the basis of selecting
is the result of the Phil-IRI pre-test in which the
learners under instructional and frustration level are
selected to undergo the Read with CARE intervention.
 EXAMPLE

Data Gathering Methods

After the implementation of the intervention

to the experimental group, a posttest will be
administered to both groups, the experimental
and control groups. Posttest will be used to
compare with their pretest. The posttests will
also be compared to determine if the
intervention is effective.
 DATA
PLAN FOR DATA
COLLECTION/
ANALYSIS/
DATA
DATA ANALYSIS
GATHERING
PLAN
PROCEDURE
 PLAN FOR DATA ANALYSIS/
DATA ANALYSIS PLAN

• It is the process of systematically applying

statistical and/or logical techniques to describe and
illustrate, condense and recap, and evaluate data.
• An essential component of ensuring data integrity
is the accurate and appropriate analysis of research
findings.
 STATISTICAL TOOLS

Descriptive Statistics
 Frequency Counts and Percentage
 Rank
 Mean
Simple Mean
Weighted Mean
 Standard Deviation
 STATISTICAL TOOLS
Inferential Statistics
Pearson Product Moment-Correlation
Coefficient (Pearson r)
Chi-Square Test
T-test
One-Sample T-test
Independent-Sample T-test
Paired-Sample T-test
 STATISTICAL TOOLS

Inferential Statistics
F-test/ANOVA
One-way Analysis of Variance
Analysis of Variance with
Replication
Analysis of Variance without
Replication
 STATISTICAL TOOLS
• Frequency Counts and Percentage

It is a measure of the number of times

that an event occurs.
It is the calculation of how many people fit
into a certain category or the number of
times a characteristic occurs. These tools are
frequently used for profiles.
 STATISTICAL TOOLS
• Rank

It is used to recode the data into

their rank ordering from smallest to
largest or largest to smallest.
 STATISTICAL TOOLS
• Mean

The mean summarizes an entire dataset with a

single number representing the data’s center point or
typical value. It is also known as the arithmetic
average, and it is one of several measures of central
tendency. (Jim Frost, 2017)
2 kinds of Mean
1. Simple Mean
2. Weighted Mean
 STATISTICAL TOOLS

• Standard deviation
It is a measure of dispersion in
statistics. It tells you how much your data
is spread out. It measure of the variability
of any set of numerical value about their
mean.
 STATISTICAL TOOLS
Inferential Statistics
 Pearson Product Moment-Correlation Coefficient (Pearson r)
 Chi-Square Test
 T-test
 Independent-Sample T-test
 Paired-Sample T-test
 F-test/ANOVA
One-way Analysis of Variance
Analysis of Variance with Replication
Analysis of Variance without Replication
 Pearson r/Chi-Square Test STATISTICAL TOOLS
Statistics test that measures the statistical
relationship, or association, between two variables. It
gives information about the magnitude of the
association, or correlation, as well as the direction of
the relationship.
Pearson r is commonly used for testing
relationships between numerical variables/data
Chi Square statistic is commonly used for testing
relationships between categorical variables/data.
 STATISTICAL TOOLS
 T-Test
It is a type of inferential statistics used to
determine if there is a significant difference between
the means of two groups.
Independent-Sample T-test is a statistical
technique that is used to analyze the mean
comparison of two independent groups.
Paired-Samples T-Test compares the means of
two measurements taken from the same individual or
related units.
 STATISTICAL TOOLS
F-Test/ANOVA
It is a type of inferential statistics used to determine if
there is a significant difference between the means of
more than two groups.

3 Types
1. One-way Analysis of Variance
2. Analysis of Variance without Replication
3. Analysis of Variance with Replication
 RESEARCH QUESTIONS
1. What is the demographic profile of the teachers in the Schools Division of
Tabuk City in terms of age, gender, highest educational attainment, position,
years of teaching experience, number of research-related trainings
attended and number of researches conducted in the last three years
related to research?
2. What is the level of competence in research of the teachers in the Schools
Division of Tabuk City?
3. Is there a significant relationship between the age, highest educational
attainment, position, years of teaching experience, and number of research
related trainings attended in the last three years of the teachers in SDO
Tabuk City to their level of competence in research?
 RESEARCH QUESTIONS
1. What is the profile of the participants when they are grouped according to:
1.1. sex?
1.2. strand?
1.3. educational attainment of parents?
2. What is the academic performance of the learners after the conduct of the
intervention?
3. Is there a significant difference on the academic performance of the learners
after the conduct of the intervention when they are grouped according to:
3.1. sex
3.2. strand?
3.3. educational attainment of parents?
 RESEARCH QUESTIONS
1. What are the reading levels of two groups before the conduct of the remedial
reading program?
2. What are the reading levels of two groups after the conduct of the remedial
reading program?
3. Is there a significant difference between the reading levels of the experimental
group before and after the conduct of the remedial reading program?
4. Is there a significant difference between the reading levels of the control group
before and after the conduct of the remedial reading program?
5. Is there a significant difference between the reading levels of the experimental
and control after the conduct of the remedial reading program?
 RESEARCH QUESTIONS
1. What is the mean score of the grade 12 HUMSS students using method
A in teaching?
2. What is the mean score of the grade 12 HUMSS students using method
B in teaching?
3. What is the mean score of the grade 12 HUMSS students using method
C in teaching?
4. Is there a significant difference on the mean scores of the grade 12
HUMSS students using method A and method B of teaching?
5. Is there a significant difference on the mean score of the students
using the 3 methods of teaching?
6. Is there a significant difference between the mean scores of male and
female grade 12 HUMSS students using the 3 methods of teaching.
 EXAMPLE
Data Analysis Plan

Descriptive and inferential statistics will be used to analyze the

gathered data. Frequency counts will be used to determine the scores of
the learners while mean will be used to determine their reading level.
The table below shows the criteria in analyzing and interpreting word
reading and comprehension level of the learners (Phil-IRI Manual 2018).

READING WORD READING COMPREHE

LEVEL SCORE NSION
(in %) SCORE (in %)
Independent 97-100 80-100
Instructional 90-96 59-79
Frustration 89% and below 58% and
below
 EXAMPLE
Data Analysis Plan
On the other hand, inferential statistics such as paired-sample
t-test will be used to determine if there is significant difference on
the reading level of the learners before and after the
conduct of the remedial reading program. Independent-
sample t-test will also be used to determine if differences
between the posttest of the experimental and control
groups.
 BASIC AND ACTION
RESEARCH METHODS
MIGUEL P. SALVADOR
QUESTIONS?
CLARIFICATIONS?
RESEARCH PRESENTATION END