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Models in Doing a Research, Lecture notes of Technical English

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Typology: Lecture notes

2022/2023

Uploaded on 04/19/2023

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Chapter III
METHOD AND PROCEDURES
This chapter is a presentation of the methods and procedures used to
realize the study. It includes research method to use, population and
samples of the study, data gathering instruments and collection as well as
statistical analysis.
Research Design
This study employed the descriptive-comparative-correlation method.
This method was found appropriate because it describedthe classroom
management practices of Grade IV teachers in Calabanga West District,
Division of CamarinesSur during S/Y 2017-2018. Similarly, the academic
performance of the Grade IV pupils was also described. According to Adanza,
Bermudo and Rasonable (2009), the main objective of a descriptive method
is to describe the nature of a situation as it exists at the time of the study,
and to explore the causes of a particular phenomenon. The correlational
method was used also in this study particularly in determining the significant
influence between classroom management practices of the teachers and the
level of academic achievement of the pupils. The study also looked into the
significant difference between management practices of teachers according
to their age, years of teaching experience and professional rank. Sevilla, et
al. (1992),pointed out that correlation studies are designed to help
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Chapter III

METHOD AND PROCEDURES

This chapter is a presentation of the methods and procedures used to

realize the study. It includes research method to use, population and

samples of the study, data gathering instruments and collection as well as

statistical analysis.

Research Design

This study employed the descriptive-comparative-correlation method.

This method was found appropriate because it describedthe classroom

management practices of Grade IV teachers in Calabanga West District,

Division of CamarinesSur during S/Y 2017-2018. Similarly, the academic

performance of the Grade IV pupils was also described. According to Adanza,

Bermudo and Rasonable (2009), the main objective of a descriptive method

is to describe the nature of a situation as it exists at the time of the study,

and to explore the causes of a particular phenomenon. The correlational

method was used also in this study particularly in determining the significant

influence between classroom management practices of the teachers and the

level of academic achievement of the pupils. The study also looked into the

significant difference between management practices of teachers according

to their age, years of teaching experience and professional rank. Sevilla, et

al. (1992),pointed out that correlation studies are designed to help

determine as to whichamong different variables are related to each other in

the population of interest.

Population of the Study

There were two groups of respondents in this study as shown in Tables

1 and 2. One group were the Grade IV teachers and the other group were

the Grade IV pupils.

TABLE 1

PROFILE OF THE TEACHER-RESPONDENTS

Profile Characteristics Frequency Percent

Sex

46-above

No response

Total

years of

Teaching

Experience

31- above

20 and below

Total

Professional

rank

Teacher I

Teacher II

Master Teacher I

Master Teacher II

Total 15 100

questionnaire developed by the researcher contained two parts. Part I dealt

about the personal information of the participant particularly on their

professional profile. It was limited on the respondents age, gender, number

of years in service and professional rank. Part II was focused on items

concerning the classroom management practices of the Grade Iv teachers.

The management practices was presented in three sub-topics based on

Katz’s model. These are technical skills, human, and conceptual skills.

Face validity was focused on the lay-out of the questionnaire. Font size

and spacing including number of pages were considered. Content validity

was focused on the items and options. The specific questions were the

basis of determining content validity. A copy of the questionnaire was

presented to the research committee of the researcher’s school for this

purpose.

When the questionnaire was corrected by the research committee, the

researcher reproduced it after incorporating the suggestions. It then

underwentpilot testing to Grade IV teachers in the Sector I Calabanga West

District. This is necessary to determine the clarity of the questions and items

as well as the manner in administering the tool.

The classroom management practices were presented in the tool

through a four-point Likert scale to describe the management practices of

the school heads with the following descriptions:4 = Always; 3 = Often (3 X a

day);2 = Sometimes (2 X a day); 1 = Seldom (once in 1 day). A copy of the

questionnaire is shown in appendix C.

Unstructured interview. This was an approach to support the

questionnaire. It was used in two ways : 1) items which were missed by the

participant to answer were followed up through this technique, and 2) items

where responses were unusual and critical were clarified through this

technique. Question asked were based from the questionnaire, hence no

interview guide was prepared.

The performance of the pupils were obtained through a teacher-made

test. The tool subjects were the ones tested. A 30-item test using multiple

choice questions were prepared and pre-tested in the other district in

Calabanga. Test made were based on the scope, content and competencies

of English, Math and Science for Grade IV of K to 12 program. Table of

Specification (TOS) was also prepared to determine the number of items

used in the study. These were shown in appendix D.

Test questions in each tool subject was constructed based from the Table

of Specification.Test questions were constructed based from the skills in

each tool subject as provided in the K to 12 program. When the test

questions were ready these were reproduced and were used for the dry run.

It was conducted among forty (40) selected Grade IV pupils in Calabanga

East District.

Test made were based on the scope, content and competencies of

English, Math and Science for Grade IV of K-to-12 program. Table of

Specification (TOS) was also prepared to determine the number of items

used in the study.

Nu = number of students in the upper group

Nl = number of students in the lower group

Index of difficulty and Index of discrimination.This tool was used to

determine the level/ extent of difficulty of the questions of the teacher made

test.

Evaluation of the difficulty and discrimination indices were:

Index of Difficulty Evaluation

0.81 – 1.00 Very easy item, discard/improved/revised

0.61 – 0.80 Easy item, retained

0.41 – 0.60 moderately difficult, retained

0.21 – 0.40 Difficult item, retained

0.00 – 0.20 Very difficult item, disregard/improved/revised

Index of Discrimination

0.40 and up Very good item, retained

0.30 – 0.39 Good item, retained

0.20 – 0.29 Reasonably good item, retained

0.10 – 0.19 Marginal item, need improvement

0.09 and below Poor Item,

rejected/improved/revised

Split – Haft Method – for the reliability of the half test.

r

xy

N ( Σ xy )−( Σ x )( Σ y )

N ¿ ¿¿

Where:

r

xy

Correlation between x and y

Σ x = sum of the scores of x

Σ y = sum of the scores of y

Σ x

2

= sum of the squared of x

Σ y

2

= sum of the squared of y

Σ xy = summation of the product of x and y

Spearman – Brown Prophecy Formula – for the reliability of the whole test.

r

wt

2 r

ht

1 + r

ht

Where:

r

wt

= reliability coefficient of the whole test

r

ht

= reliability of the half test

Validity Index (VI) - for the validity of the test.

VI =

r

wt

x 100

Performance Level – raw score was computed to determine the student

performance of grade IV pupils in the tool subjects.

The formula is :

PL =

M

N

x 100

Where:

PL - represents the performance level

M – represents the weighted mean

N – represents the items n the test

Legend :

ScaleInterpretations

E – Excellent (81 – 100) means very high academic performance

P – Proficient (61 – 80) means high academic performance

AP – Approaching Proficiency (41 – 60) means moderately high academic performance

D – Developing (21 – 40) means low academic performance

B – Beginning (0 – 20) means very low academic performance

Statistical Treatment of the Study

2.01 - 3.00 = Often

3.00 – 4.00 = Sometimes

4.01 – 5.00 = Always

The downloadable free calculator for weighted mean was used as

published in the internet as www.thinkcalculator.com/statistics/weighted-

mean-calculator.

Pearson’s Product Moment of Correlation, was measure the influence

between classroom management practices and the students’ academic

performance.

The formula was:

N – number of paired score

x

- sum of x scores

y – sum of y scores

x y – sum of the product of paired score

x2 – sum of x

2

scores

y 2 - sum of

y

2

scores

ANOVA. This statistical tool is used to find out the significant

differences in the classroom management practices of the teachers

according to their age, years of teaching experience and professional rank.

NOTES

Adanza EG, Bermudo PJU, and Rasonable MB (2009). Methods of

Research: A Primer. Manila: Rex Book Store.

Sevilla, CG, et al. (1992). Research Methods. Manila: Rex Book Store.