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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.
