Quantitative Research Design Worksheet PDF

Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name of Teacher: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Section: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date of Submission: \_\_\_\_\_\_\_\_\_\_\_\_\_\_ **QUARTER 2, WEEK 2.A** **WORKSHEET \# 14** **TOPIC: Quantitative...

Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name of Teacher: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Section: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date of Submission: \_\_\_\_\_\_\_\_\_\_\_\_\_\_ **QUARTER 2, WEEK 2.A** **WORKSHEET \# 14** **TOPIC: Quantitative Research Design** I. **Introduction:** - Research design is the detailed outline of how a study would take place. It typically include how data or cases are collected, what instruments are employed, how the instruments are used, and the intended means for analyzing data colleted (Ragma, 2016). - 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, thereby, ensuring you will effectively address the research problem; it constitutes the blueprint for the collection, measurement, and analysis of data. Note that your research problem determines the type of design you can use, not the other way around! (www.library.sacredheart.edu) - A research design is the set of methods and procedures used in collecting and analyzing measures of the variables specified in the problem research. ([Wikipedia](https://en.wikipedia.org/wiki/Research_design)) Objectives: At the end of the lesson, the learners should be able to: a. define research design; b. enumerate the different research designs; and c. choose appropriately quantitative research design **KINDS OF RESEARCH DESIGN** - ***[DESCRIPTIVE RESEARCH]***. This design is concerned with describing the nature, characteristics and components of the population or a phenomenon. There is no manipulation of variables or search for cause and effect related to the phenomenon. This design attempts to find general attributes of the presently existing situation and determine the frequency with which it occurs. Descriptive research is used if, for example, you want to know how many hours SHS students spend in social media, the number of malnourished students who failed in the achievement test, and how healthy is the food served during recess in the school. - ***[CORRELATIONAL RESEARCH.]*** It is the systematic investigation of the nature of relationships,  or associations between and among variables without necessarily investigating into causal reasons underlying them. It is also concerned with the extent of relationships that exists between or among the variables. For examples, if pre-board examination results can be used to predict performance in the Licensure Examination for teachers (LET), then the higher the pre-board grade, the higher most likely be the score in the LET. Correlational research is employed if you like know, for example, if the following factors are related to each other: sex and mathematical ability, marriage and cancer recovery, occupation and life span. - ***[EVALUATION RESEARCH]***. This kind of research aims to assess the effects, impacts outcomes of practices, policies or programs. Assessing the Implementation of nursing care in a hospital and determining the impact of a new treatment procedure or patients are examples of evaluation research. - ***[SURVEY RESEARCH]***. A survey research is used to gather information from groups of people by selecting and studying samples chosen from a population. It may be done in various ways like face-to-face, phone, mail, and online. A survey research may be cross-sectional if the information is collected from a sample in just single point in time just like the child-rearing practices of single parents, and population control practices of unmarried couples. A survey research is considered longitudinal if the researcher collects information on the same subjects over a period of time, sometimes lasting many years in order to study the changes through the years. Longitudinal survey is utilized, for example, to determine the growth of rice yield in the country and the rate of promotion of doctorate degree holders five years after learning the degree. - ***[CAUSAL-COMPARATIVE RESEARCH]***. It is also known as ex post facto (after the fact) research. This kind of research derives conclusion from observations and manifestation that already occurred in the past and now compared to some dependent variables. It discusses why and how a phenomenon occurs. For example, a researcher is interested in how weight influences stress-coping level of adults. Here, the subjects would be separated into different groups (underweight, normal, and weight, overweight) and their stress-coping levels measured. This is an ex post facto design because a pre-existing characteristic (weight) was used to form the groups. - ***[EXPERIMENTAL RESEARCH]***. This research utilizes scientific method to test cause-and-effect relationships under conditions controlled by the researcher. In this case an effort is made to determine and impose control over all other variables except one. An independent variable is manipulated to determine the effects on the dependent variables. For instance,  a teacher would like to know if a new teaching strategy is effective or not so he/she teaches one section using the new strategy and teaches another comparable section without the new strategy, then an achievement test was given to the two sections. The manipulated independent variable is the new teaching strategy which is being tested if it has an effect on the dependent variable which is the achievement of the students. Notice that the sections are comparable with one another meaning all other variables are controlled by the teachers. - ***[SAMPLE RESEARCH AND THE DESIGN USED]*** **The Kinds/Designs of Quantitative Research** **RESEARCH DESIGN** **SAMPLE STUDY** ----------------------------------------------------------------- ---------------------------------------------------------- **Historical Research Design** **The Evolution of the Laptop Computer** **Descriptive or Survey Research Design** **The Public View of American and the European Leaders** **Correlational or Prospective Research Design** **Breastfeeding's Impact on Newborn Development** **Causal Comparative or Ex Post Facto Research Design** **Maternity Satisfaction with their Hospital Stay** **Quasi -- Experimental Research/Experimental Research Design** **Water with Flouride and Dental Health** Directions: Answer the following crossword puzzle **ACTIVITY \# 17** Directions: Do the following: 1\. With the downloaded five (5) research articles about the topic you have chosen for your research output, identify the research design appropriate for it. 2\. Describe and compare the sampling designs of each article. Make a matrix of your comparison. Title of the research article Sampling design used in the study ------------------------------- ----------------------------------- **3.** Decide what research design you are going to use in conducting your research topic. Let's now reflect! 1. Which of the items in Activity \# 17, Week 8.A did you get correctly? Put a check mark in box corresponding to each item number. ITEM NUMBER (Based on the Unpacked MELC: Objectives) ------------------------------------------------------ --- --- -- -- -- -- -- -- -- 1 2 3 2. Which of the activity in Week 8.A were you not able to answer? Put a check mark in box corresponding to each question. QUESTION (Based on the Unpacked MELC: Objectives) --------------------------------------------------- --- --- -- -- -- -- -- -- -- 1 2 3 3. Which of the following concepts, ideas, topics or lessons did you not understand? Put a check mark in box corresponding to each concept, idea, topic, or lesson. CONCEPT, IDEA, TOPIC, OR LESSON --------------------------------- ------ -- -- -- Quantitative Research design None Name of Student: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name of Teacher: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Section: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date Submitted: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **QUARTER 2, WEEK 2.B** **WORKSHEET \# 15** **TOPIC:** SAMPLING PROCEDURE AND SAMPLE I. **Introduction** In the conduct of a study, it is important to determine who serve as the total number of elements about which we hope to make generalization. This total represent the population of the study. To be able to define the samples to be drawn for research, it is important to have a list of names or elements from which the samples will be obtained (sampling frame). Objectives: At the end of the lesson, the learners should be able to: a. Define the following terms; - Sampling - Sampling Theory - Sampling Frame - Sampling Unit - Sampling Criteria b. Enumerate the steps involved in sampling; c. The learner identifies sample of the study using appropriate sampling procedure; and d. The learner is able to identify and describe different sampling procedures. - **[Why do we resort to samples as source of information?]** 1. Economical 2\. Obtain accurate information by sampling. - [**Sampling**](https://www.questionpro.com/audience/) is defined as the process of selecting certain members or a subset of the population to make statistical inferences from them and to estimate characteristics of the whole population. - **[Sampling]** is widely used by researchers in [market research](https://www.questionpro.com/blog/what-is-market-research/) so that they do not need to research the entire population to collect actionable insights. - It is also a time-convenient and a cost-effective method and hence forms the basis of any [research design](https://www.questionpro.com/blog/research-design/). - **[Sampling Theory]** is developed to determine mathematically the most effective way to acquire a sample that would accurately reflect the population under study. - **[Sampling Unit]** refers to specific place or location which can be used during sampling process - **[Sampling Frame]** describes the complete list of sampling units from which the sample is drawn. - **[Sampling Criteria] refers to the essential characteristics of a subject or respondents such as the ability to read and write responses on the data collection instruments.** - What are the steps involved in sampling? - Identify the target population - Identify the subject or respondent population - Specify the criteria for subject or respondent selection - Specify the sampling design - Recruit the subjects.  - Related image -  - **[Stratified sampling]** is a method where the population can be divided into smaller groups, that don't overlap but represent the entire population together. While sampling, these groups can be organized and then draw a sample from each group separately. - **[Cluster sampling]** is a method where the researchers divide the entire population into sections or clusters that represent a population.  **[Clusters]** are identified and included in a sample on the basis of [defining demographic parameters](https://www.questionpro.com/blog/demographic-examples/) such as age, location, sex etc. which makes it extremely easy for a survey creator to derive effective inference from the feedback. - **[Convenience Sampling]** is also called accidental sampling or incidental sampling. It is a process of getting a subject of study that is only available during the period. Samples most available are chosen. Samples are familiar to the researcher - **[Snowball Sampling]** is is done with the help of study subjects to choose other potential subjects. A useful tool for building networks and increasing the number of participants. Depends greatly on the initial contacts and the connections made - **[Quota Sampling]** There is freedom to choose any respondent as long as the quota is met. It is a process of getting a sample of subject of study through quota system. Subjects are recruited as they arrive and the researcher will assign them to demographic group based on variables like age, gender or educational background - **[Purposive Sampling]** is also called judgmental sampling. In this sampling, the researcher simply picks out the subjects that are representatives of the population depending on the purpose of the study. When taking the sample, reject people who do not fit a particular profile **ACTIVITY \# 18** Directions: Identify the type of sampling technique used by the researcher in each of the following situations: (simple random sampling, systematic random sampling, stratified random sampling, or cluster sampling). Explain your answer. Let's now reflect! 1. Which of the items in Activity \# 18, Week 8.B did you get correctly? Put a check mark in box corresponding to each item number. ITEM NUMBER (Based on the Unpacked MELC: Objectives) ------------------------------------------------------ --- --- --- -- -- -- -- -- -- 1 2 3 4 2. Which of the activity \#18 in Week 8.B were you not able to answer? Put a check mark in box corresponding to each question. QUESTION (Based on the Unpacked MELC: Objectives) --------------------------------------------------- --- --- --- -- -- -- -- -- -- 1 2 3 4 3. Which of the following concepts, ideas, topics or lessons did you not understand? Put a check mark in box corresponding to each concept, idea, topic, or lesson. CONCEPT, IDEA, TOPIC, OR LESSON --------------------------------- ------ -- -- -- Description of sample None Name of Student: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name of Teacher: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Section: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date Submitted: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **QUARTER 2, WEEK 2.C** **WORKSHEET \# 16** **TOPIC:** INSTRUMENT DEVELOPMENT I. **Introduction** **Research Instruments** are measurement tools (for example, questionnaires or scales) designed to obtain data on a topic of interest from **research** subjects. Measurement is typically done by **developing** an **instrument**, which can be a **questionnaire**, an examination, an interview, an observation schedule, etc. When designing an **instrument**, keep in mind the following: The conclusions drawn in a **research study** are only as good as the data that is collected. Objectives: At the end of the lesson, the learners should be able to: a. define the following terms; - Research Instrument - Instrument Development - Reliability - Validity b. enumerate the steps in instrument development; c. Identify the types of research instrument; d. Enumerate the reliability tools and highlight when the tools are used; e. Compute the reliability of an instrument; and f. Interpret the reliability of an instrument. In developing research instrument, the following steps are to follow: **Tips for Developing and Testing Questionnaires/Instruments** 1\. Introduction. Questionnaires are the most frequently used data collection method in educational and evaluation research. \... 3\. Questionnaire Conceptualization 4\. Format and Data Analysis. 5\. Establishing Validity. 6\. Establishing Reliability. 7\. Conclusions. 8\. References. Types of research instrument - Applied. Questionnaire, Interview and observation. - Survey. Questionnaire, focus group discussion, interview and observation. - Case study. Questionnaire, interview, focus group discussion and observation. - Ethnographic e.g. correlational research. \... - Historical. \... - Evaluation. \... - Pure science. \... - Action. **Reliability -** is the extent to which a research tool ascertains dependability and consistency. - **Rule of thumb** - When the research tool necessitates **[quantitative research]**, **reliability testing is a must.** - When the research tool is more of a **[qualitative research,]** **reliability testing is not done.** - The following table enumerates the most often used reliability tools and highlights when the tools are used. +-----------------------------------+-----------------------------------+ | **Reliability Tools** | **When to Use** | +===================================+===================================+ | KR 20 | It is used in measuring | | | reliability of tests, especially | | Split half | multiple choice tests; Do Not use | | | in research tool employing LIKERT | | | Scale | | | | | | It is used in dichotomous -- type | | | tests | +-----------------------------------+-----------------------------------+ | Cronbach's Coefficient or Alpha | It is used in research tool | | Statistic | employing LIKERT Scale | | | (Perception -- based tools); Do | | | Not use in multiple choice tests | +-----------------------------------+-----------------------------------+ | Spearmen -- Brown Formula / KR 21 | It is used when there is no | | | correct answer; just measuring | | | the extent to which an indicator | | | is attained or not attained. | +-----------------------------------+-----------------------------------+ **Calculating Reliability for Tests (with a single correct answer): KR 20** A researcher conducted a 10 -- item spelling test to 15 respondents. (only one correct answer. The table below presents the scores. Student Items SUM (x -- x)^2^ --------- ------- ------ ------------- ------ ------ ------ ------ ------ ------ ------ --------- ------- 1 2 3 4 5 6 7 8 9 10 A 1 1 1 1 1 1 1 1 1 1 10 11.56 B 1 0 0 1 0 0 1 1 0 1 5 2.56 C 1 0 1 0 0 1 1 1 1 0 6 0.36 D 1 0 1 1 1 0 0 1 0 0 5 2.56 E 0 0 0 0 0 1 1 0 1 1 4 6.76 F 0 1 1 1 1 1 1 1 1 1 9 5.76 G 0 1 1 1 1 1 1 1 1 1 9 5.76 H 0 0 1 1 0 1 1 0 1 0 5 2.56 I 0 1 1 1 1 1 1 1 1 1 9 5.76 J 0 0 1 1 0 1 0 1 1 1 6 0.36 K 0 0 1 1 0 0 0 0 0 1 3 12.96 L 1 1 0 0 0 1 0 0 1 1 5 2.56 M 1 1 1 1 1 1 1 1 1 1 10 11.56 N 0 1 1 1 0 0 0 0 1 0 4 6.76 O 0 1 1 1 1 1 1 1 1 1 9 5.76 sum 6 8 12 12 7 11 10 10 12 11 x = 6.6 83.6 p 0.4 0.53 0.8 0.8 0.53 0.73 0.67 0.67 0.8 0.73 q 0.6 0.47 0.2 0.2 0.47 0.27 0.33 0.33 0.2 0.27 pq 0.24 0.25 0.16 0.16 0.25 0.20 0.22 0.22 0.16 0.20 2.06 Note: 1 represents incorrect answer.0 represents correct answer. Use KR 20. KR 20 = ([\$\\frac{k}{k - 1})(1 - \\ \\frac{\\text{pq}}{\\sigma\^{2}})\$]{.math.inline} where: KR 20 -- reliability coefficient k -- number of items p - proportion of respondents who got the correct answer q - proportion of respondents who got the incorrect answer [*σ*^2^]{.math.inline} -- variance of the test where [\$\\sigma\^{2} = \\ \\frac{\\sum\_{}\^{}{(x - x)}}{n}\^{2}\$]{.math.inline} Tabulating the Needed Data ------------------------------------------------------------ Needed Data Value ---------------------------------------------------- ------- k 10 \ 2.6 [\$\$\\sum\_{}\^{}\\text{pq}\$\$]{.math.display}\ \ 5.57 [*σ*^2^]{.math.display}\ ------------------------------------------------------------ Interpreting Reliability Coefficient Range Interpretation -------------- ------------------------ 1.00 Perfect Reliability 0.71 -- 0.99 Very High Reliability 0.51 -- 0.70 High Reliability 0.21 -- 0.50 Low Reliability 0.01 -- 0.20 Negligible Reliability 0.00 No Reliability Calculating Reliability for Tests (using Likert Scale) KR -21 A researcher wishes to gather the perception of 20 students regarding a study mechanisms using a rating scale (scale of 5), 93 items. Below are the results. ---------------------------------------------------------------------------------------------------------------- Student Total \ [(*x* − *x*)^2^]{.math.display}\ ---------- --- --- --- ------- ----------------------------------- ----- ----- ---- ---- ---- ------- ---------- 1 2 3 4 5...... 91 92 93 A 5 5 5 4 4 3 4 4 4 5 410 4.84 B 4 4 5 4 4 4 4 3 4 4 416 14.44 C 5 4 5 4 4 4 4 4 5 2 408 17.64 D 4 5 5 4 4 3 3 3 4 4 422 96.04 E 4 4 5 4 4 4 4 2 5 5 392 408.04 F 4 4 4 5 5 3 3 3 4 4 425 163.84 G 4 5 5 5 4 4 4 4 5 5 407 27.04 H 5 4 5 5 3 3 5 3 4 4 411 1.44 I 4 4 3 3 4 4 2 4 4 5 350 3868.84 J 4 4 5 5 3 4 3 3 4 4 418 33.64 K 4 4 5 5 4 4 4 2 4 5 383 852.64 L 3 4 5 4 3 4 3 4 4 4 443 948.64 M 4 4 5 4 4 4 4 2 5 4 441 829.44 N 4 4 4 5 5 3 3 3 4 5 451 1505.44 O 4 5 5 5 4 4 4 4 5 5 432 392.04 P 5 4 5 5 3 3 5 3 4 4 430 316.84 Q 4 4 5 5 4 4 4 4 4 5 451 1505.44 R 4 4 5 5 3 3 3 3 4 4 426 190.44 S 4 4 5 5 4 4 4 2 4 5 429 282.24 T 3 4 2 2 3 3 3 4 4 5 299 12814.24 TOTAL 8244 24273.16 MEAN 412.2 VARIANCE 1213.66 ---------------------------------------------------------------------------------------------------------------- **ACTIVITY \# 19** A. KR20 RELIABILITY TEST Solve the reliability using the following test responses. ITEM NUMBER --------- ------------- --- --- --- --- --- --- --- --- ---- ------- --------------------------------- Student 1 2 3 4 5 6 7 8 9 10 TOTAL ([*x* − *x*)^2^]{.math.inline} A 1 1 1 0 1 0 1 0 0 1 B 0 1 1 0 1 0 1 0 0 0 C 1 0 0 0 1 0 0 1 0 1 D 0 0 1 1 1 1 1 1 1 1 E 1 0 1 1 0 1 1 1 0 0 F 0 1 1 1 0 1 0 1 0 0 G 0 0 1 1 1 1 0 1 1 1 H 0 1 0 1 1 0 1 0 1 1 I 0 0 0 1 1 1 1 1 1 0 J 0 1 0 1 0 0 1 0 1 1 K 1 0 1 1 0 1 0 1 0 1 L 1 1 1 1 1 1 0 1 1 0 M 1 1 1 0 1 1 1 1 1 1 N 1 0 0 0 1 1 1 1 1 1 O 1 1 0 1 1 1 1 1 1 1 P 1 0 0 1 0 1 1 1 1 1 Q 0 1 1 1 1 1 1 1 0 1 R 1 0 1 1 1 1 1 1 1 0 S 0 0 1 1 1 1 1 0 0 1 T 0 0 0 1 0 0 0 0 0 1 total p q pq k = \_\_\_\_\_\_\_\_ ∑pq = \_\_\_\_ [*σ*^2^= \_\_\_\_\_\_\_\_\_]{.math.inline} KR20 = \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Interpretation: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. B. RELIABILITY TEST (KR21) Calculate the reliability of the research questionnaire with the data given below. -------------------------------------------------------------------------------------------------- Student Items --------- ------- --- --- --- --- --- --- --- --- ---- ------- ----------------------------------- 1 2 3 4 5 6 7 8 9 10 total \ [(*X* − *x*)^2^]{.math.display}\ A 2 4 4 5 5 4 4 4 2 5 B 3 4 3 5 3 2 3 4 2 4 C 4 3 4 4 5 3 4 4 2 5 D 2 4 3 5 3 4 2 5 3 3 E 3 3 4 3 5 2 4 5 4 5 F 4 2 3 4 3 4 3 3 2 3 G 4 2 4 4 5 2 4 3 3 4 H 5 3 4 5 3 4 3 2 2 3 I 4 4 5 5 4 3 4 4 4 4 J 5 3 4 3 5 4 3 3 5 3 K 4 4 3 4 2 4 2 4 5 2 L 3 3 4 5 2 4 2 1 4 3 M 5 4 3 5 4 2 2 3 3 4 N 3 3 4 3 2 2 4 4 4 3 O 4 4 3 3 1 3 4 3 2 4 -------------------------------------------------------------------------------------------------- Tabulating the Needed Data ----------------------------------- Needed Data Value --------------------------- ------- N M \ [*ϑ*^2^]{.math.display}\ ----------------------------------- Interpretation: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Let's now reflect! 1. Which of the items in Activity \# 19, Week 8.C did you get correctly? Put a check mark in box corresponding to each item number. ITEM NUMBER (Based on the Unpacked MELC: Objectives) ------------------------------------------------------ --- --- --- --- --- -- -- -- -- 1 2 3 4 5 6 2. Which of the activity 19 in Week 8.C were you not able to answer? Put a check mark in box corresponding to each question. QUESTION (Based on the Unpacked MELC: Objectives) --------------------------------------------------- --- --- --- --- --- -- -- -- -- 1 2 3 4 5 6 3. Which of the following concepts, ideas, topics or lessons did you not understand? Put a check mark in box corresponding to each concept, idea, topic, or lesson. CONCEPT, IDEA, TOPIC, OR LESSON --------------------------------- ------ -- -- -- Instrument Development None Name of Student: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name of Teacher: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Section: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date Submitted: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **QUARTER 2, WEEK 3.A** **WORKSHEET \# 17** **TOPIC:** Data Collection I. **Introduction** Ways of collecting data actually refer on how you gather your research instruments. Once these instruments are reliable and valid, then you can start with your gathering procedure. But of course, you have to plan on how you are going to implement it. Data gathering is a very challenging goal because it considers your time and effort. Moreover, there are limitations or ethical considerations for you to observe. To establish and safeguard ethics in conducting research, the researchers strictly observe the following: The students' names were not mentioned in any part of the research. The students were not emotionally or physically harmed just to be an interviewee to the study. Their faces were not also shown in the video documentation. Proper document sourcing or referencing of materials was done to ensure and promote copyright laws. A communication letter was presented to the instructor concerned asking permission to conduct interview or float questionnaires. The research instrument was subjected to validity. Their suggestions were incorporated in the instrument. A list of summary and the corresponding actions of the researchers is appended. So, I am suggesting that you develop your matrix prior to conducting your data gathering in order to save time and effort and arrive to an accurate, valid, and meaningful data. **MELC:** Describe adequately quantitative research designs, sample, instrument used, intervention (if applicable), data collection and analysis procedures. **Objective:** Construct research instrument to be used in the study. ***SAMPLE RESEARCH QUESTIONNAIRE*** *Personal and Family Background Questionnaire* *Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Age: \_\_\_\_\_* *Mother's Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Age: \_\_\_\_\_* *Father's Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Age: \_\_\_\_\_* *Parents Educational Qualification: ( Please mark X ).* *Elem level* *Elem Graduate* *HS Level* *HS Graduate* *College Level* *College Graduate* *Vocational* ---------- -------------- ----------------- ------------ --------------- ----------------- -------------------- -------------- *Mother* *Father* *Family Income Data Sheet: (Monthly Income)* *Below Php 5000* *Php 5000-Php 9999* *Php 10000- Php 14999* *Php 15000-Php 19999* *Php 20000 and Above* ---------- ------------------ --------------------- ------------------------ ----------------------- ----------------------- *Mother* *Father* *Parent Survey Questionnaire* +-----------------+-----------------+-----------------+-----------------+ | | *YES* | *I DON'T KNOW* | *NO* | +=================+=================+=================+=================+ | 1. *If my | | | | | child has a | | | | | problem, I | | | | | am | | | | | confident | | | | | that I can | | | | | deal with | | | | | such | | | | | problem* | | | | +-----------------+-----------------+-----------------+-----------------+ | 2. *I get very | | | | | angry and | | | | | often lose | | | | | my temper | | | | | every time | | | | | my child | | | | | encounters | | | | | school | | | | | problem* | | | | +-----------------+-----------------+-----------------+-----------------+ | 3. *I am | | | | | willing to | | | | | send my | | | | | child to | | | | | school* | | | | +-----------------+-----------------+-----------------+-----------------+ | 4. *I can | | | | | assist with | | | | | my child's | | | | | assignment* | | | | +-----------------+-----------------+-----------------+-----------------+ | 5. *I can help | | | | | my child in | | | | | school | | | | | activities* | | | | +-----------------+-----------------+-----------------+-----------------+ | 6. *I am | | | | | willing to | | | | | help the | | | | | teacher in | | | | | school* | | | | +-----------------+-----------------+-----------------+-----------------+ | 7. *I don't | | | | | have money | | | | | to finance | | | | | my child in | | | | | school* | | | | +-----------------+-----------------+-----------------+-----------------+ | 8. *My child | | | | | doesn't | | | | | like to go | | | | | to school* | | | | +-----------------+-----------------+-----------------+-----------------+ | 9. *My child | | | | | has fearful | | | | | experience | | | | | in school* | | | | +-----------------+-----------------+-----------------+-----------------+ | 10. *My child | | | | | enjoys more | | | | | in school* | | | | +-----------------+-----------------+-----------------+-----------------+ *Children's Personal Information Questionnaire* +-----------------------+-----------------------+-----------------------+ | *Personal Information | *YES* | *NO* | | Questionnaire | | | | (Children)* | | | +=======================+=======================+=======================+ | 1. *Have you been in | | | | school?* | | | +-----------------------+-----------------------+-----------------------+ | 2. *Do you like to | | | | go to school?* | | | +-----------------------+-----------------------+-----------------------+ | 3. *Do you have | | | | friends?* | | | +-----------------------+-----------------------+-----------------------+ | 4. *I am often | | | | unhappy, sad, or | | | | tearful.* | | | +-----------------------+-----------------------+-----------------------+ | 5. *Do you mingle | | | | with other | | | | children?* | | | +-----------------------+-----------------------+-----------------------+ | 6. *I quarrel with | | | | my playmates.* | | | +-----------------------+-----------------------+-----------------------+ | 7. *I am often | | | | accused of lying | | | | or cheating.* | | | +-----------------------+-----------------------+-----------------------+ | 8. *Many children of | | | | my age don't like | | | | me.* | | | +-----------------------+-----------------------+-----------------------+ | 9. *Do you like your | | | | teacher in | | | | school?* | | | +-----------------------+-----------------------+-----------------------+ | 10. *Do you like | | | | writing?* | | | +-----------------------+-----------------------+-----------------------+ | 11. *Do you like | | | | reading books?* | | | +-----------------------+-----------------------+-----------------------+ | 12. *Do your parents | | | | like you to go to | | | | school?* | | | +-----------------------+-----------------------+-----------------------+ | 13. *Do you enjoy | | | | school | | | | activities?* | | | +-----------------------+-----------------------+-----------------------+ ***Sample of Communication Letter*** *July 1, 2020* ***LEO E. BLAQUIR, Ed.D*** *Principal IV* *Mangaldan National High School* *Mangaldan, Pangasinan* *Sir;* *The undersigned Senior High School Students of Mangaldan National High School are currently conducting a research study entitled, " Level of Awareness of Senior High School Students in Mangaldan National High School on Cardiovascular Diseases: a Basis for a Proposed Supplementary Learning Material in PE & Health".* *In this regard, the undersigned students are asking permission to administer questionnaires to senior high school students in Mangaldan National High School. Rest assured that whatever information that will be gathered will be treated with utmost confidentiality.* *Your favorable approval regarding this matter is highly appreciated.* *Respectfully yours;* *\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_* *Juan Dela Cruz Maria Clara* *Student Researchers* *Noted by:* *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_* *Melchora Aquino, PhD* *Research Adviser* **ACTIVITY \# 20** Directions: Read and download at least one research article about the topic you have chosen for your research output and do the following questions: A. Describe the data collection used in the downloaded research article. B. Decide data collection procedure that you are going to use in conducting your research topic. Let's now reflect! 1. Which of the items in Activity \# 17, Week 8.A did you get correctly? Put a check mark in box corresponding to each item number. ITEM NUMBER (Based on the Unpacked MELC: Objectives) ------------------------------------------------------ -- -- -- -- -- -- -- -- -- 1 2. Which of the activity in Week 8.A were you not able to answer? Put a check mark in box corresponding to each question. QUESTION (Based on the Unpacked MELC: Objectives) --------------------------------------------------- -- -- -- -- -- -- -- -- -- 1 3. Which of the following concepts, ideas, topics or lessons did you not understand? Put a check mark in box corresponding to each concept, idea, topic, or lesson. CONCEPT, IDEA, TOPIC, OR LESSON --------------------------------------- ------ -- -- -- Data Collection (Research Instrument) None Survey Questionnaire/Checklist Name of Student: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name of Teacher: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Section: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date Submitted: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ QUARTER 2, WEEK 3.B **WORKSHEET \# 18** **TOPIC:** Data Analysis I. **Introduction** Your knowledge in basic statistics which you have learned in Grade 11 will be put to test in this part of your thesis writing. You should know what statistical tools you're going to use in analyzing your data. Usually, tables for data exposition and interpretation are used to analyze data. The table below provides guidance on the selection of the correct statistical tools. +-----------------------------------+-----------------------------------+ | Focus of Sample Problems | Tools for Data Analysis | +===================================+===================================+ | Profile | Frequency counts, percentages, | | | ranking, summation, coding scheme | +-----------------------------------+-----------------------------------+ | Level, extent, degree etc. | Weighted mean | +-----------------------------------+-----------------------------------+ | Significant relationship | T-ratio for r | +-----------------------------------+-----------------------------------+ | Significant difference | Test-retest: Paired | | | | | | Independent variables (gender | | | &performance); t-test independent | | | for means | | | | | | Variables: ANOVA | +-----------------------------------+-----------------------------------+ **MELC:** Describe adequately quantitative research designs, sample, instrument used, intervention (if applicable), data collection and analysis procedures. **Objective:** Compute correctly the statistical tools to be used in the study. *Sample Presentation in the Research Paper* *The profile of the respondents along highest educational qualifications, salary and year of service will be treated using a coding scheme, frequency and percentages.* *The level of performance of the faculty along instruction, research and extension will be determined using weighted mean.* *The significant relationship existing between profile variables and the degree of attainment of educational objectives will be determined using t-ratio for r.* *The significant difference between the perception of teachers and students as regards the school programs will be determined using t-test independent for means.* *\*Note: In the tools for data analysis, formulas are needed to be identified and defined.* *The following are the formulas:* [\$WM = \\frac{(\\sum fx)}{N}\$]{.math.inline} where: WM = weighted mean *f* = frequency *x* = ratings *∑fx =* summation of the product of f and x *N* = number of respondents/cases Sample Computation of Weighted Mean Indicator 1 2 3 4 5 Weighted Mean Interpretation ----------- ---- ----- ---- ---- ---- --------------- ---------------- 1. 5 2 25 45 64 4.14 2. 12 36 36 12 45 3. 3 100 2 3 33 *Note:* WM indicator 1 = [\$\\frac{\\{\\left( 1 \\ast 5 \\right) + \\left( 2 \\ast 2 \\right) + \\left( 3 \\ast 25 \\right) + \\left( 4 \\ast 45 \\right) + (5 \\ast 64)\\}}{141} = 4.41\$]{.math.inline} [\$t\_{\\mathbf{r}} = r\\sqrt{\\frac{n - 2}{1 - r\^{2}}}\$]{.math.inline} (to be used for determining significant relationship) Where: T~r~ = t-ratio for r N = number of cases/ respondents n-2 = degrees of freedom r = correlation coefficient where: [\$r = \\frac{\\sum\\left( x - \\overline{x} \\right)(y - \\ \\overline{y})}{\\sqrt{\\left( \\sum\\left( x - \\ \\overline{x} \\right)\^{2} \\right)}(\\sum{(y - \\ \\overline{y})}\^{2})}\$]{.math.inline} where: x - raw score for the first group [\$\\overline{x}\$]{.math.inline} - mean of the first group y - raw score for the second group [\$\\overline{y}\$]{.math.inline} - mean of the second group Sample Computation of t-ratio for Relationship HS Math Grade Competence in College Algebra --------------- ------------------------------- 82 88 84 87 78 81 91 95 Calculation of r [\$r = \\ \\frac{\\sum(x - \\ \\overline{x})(y - \\ \\overline{y})}{\\sqrt{\\sum\\left( x - \\ \\overline{x} \\right)\^{2\\ }}(\\sum{(y - \\ \\overline{y})}\^{2})}\$]{.math.inline} +---------+---------+---------+---------+---------+---------+---------+ | HS Math | (x - | (x - | Compete | (y- | (y - | ∑(x - | | Grade | [\$\\ov | [\$\\ov | nce | [\$\\ov | [\$\\ov | [\$\\ov | | | erline{ | erline{ | in | erline{ | erline{ | erline{ | | (x) | x}\$]{. | x}\$]{. | College | y}\$]{. | y}\$]{. | x}\$]{. | | | math | math | Algebra | math | math | math | | |.inline |.inline | (y) |.inline |.inline |.inline | | | }) | })^2^ | | }) | })^2^ | })(y | | | | | | | | - | | | | | | | | [\$\\ov | | | | | | | | erline{ | | | | | | | | y}\$]{. | | | | | | | | math | | | | | | | |.inline | | | | | | | | }) | +=========+=========+=========+=========+=========+=========+=========+ | 82 | -1.75 | 3.0625 | 88 | 0.25 | 0.0625 | -0.4375 | +---------+---------+---------+---------+---------+---------+---------+ | 84 | 0.25 | 0.0625 | 87 | -0.75 | 0.5625 | -0.1875 | +---------+---------+---------+---------+---------+---------+---------+ | 78 | -5.75 | 33.0625 | 81 | -6.75 | 45.5625 | 38.8125 | +---------+---------+---------+---------+---------+---------+---------+ | 91 | 7.25 | 52.5626 | 95 | 7.25 | 52.5625 | 52.5625 | +---------+---------+---------+---------+---------+---------+---------+ | Mean | | \ | Mean | | \ | 90.75 | | | | [\$\${\ | ([\$\\o | | [\$\${\ | | | ([\$\\o | | \sum(x | verline | | \sum(y | | | verline | | - \\ | {x}\$]{ | | - \\ | | | {x}\$]{ | | \\overl |.math | | \\overl | | |.math | | ine{x}) |.inline | | ine{y}) | | |.inline | | }\^{2} | }) | | }\^{2} | | | }) | | = | = 87.75 | | = | | | = 83.75 | | 88.75\$ | | | 98.75\$ | | | | | \$]{.ma | | | \$]{.ma | | | | | th | | | th | | | | |.displa | | |.displa | | | | | y}\ | | | y}\ | | +---------+---------+---------+---------+---------+---------+---------+ [\$r = \\ \\frac{\\sum(x - \\ \\overline{x})(y - \\ \\overline{y})}{\\sqrt{\\sum\\left( x - \\ \\overline{x} \\right)\^{2\\ }}(\\sum{(y - \\ \\overline{y})}\^{2})}\\ \$]{.math.inline} [\$r = \\ \\frac{90.75}{\\sqrt{88.75 \\ast 98.75\\ }} = 0.97,\\ \\text{very\\ high\\ correlation}\$]{.math.inline} Calculation of t-ratio for r −culation of t-ratio for r p r Relationshiipship. [\$t\_{r} = r\\sqrt{\\frac{n - 2}{1 - r\^{2}}}\$]{.math.inline} [\$t\_{r} = 0.97\\sqrt{\\frac{4 - 2}{1 - {(0.97)}\^{2}}}\$]{.math.inline} [*t*~*r*~ = 5.64]{.math.inline} Referring to the t table where n-2 = 2 at 0.05 level of significance, the t-critical is 2.920 Thus, t-computed (5.64) \> t-critical (2.920). So, reject H~o~, there is a significant relationship between HS math grade and competence in College Algebra. [\$t = \\ \\frac{\\overline{x\_{1}} - \\ \\overline{x\_{2}}}{\\sqrt{\\frac{\\left( n\_{1 - 1} \\right)s\^{2}1 + (n\_{2 - 1})s\^{2}2}{n\_{1} + n\_{2 - 2}}\\text{\\ \\ }\\ \\frac{n\_{1 + \\ n\_{2}}}{n\_{1n\_{2}}}\\text{\\ \\ \\ \\ \\ \\ \\ }}}\$]{.math.inline} (to be used for independent groups) where: [\$\\overline{x\_{1}}\$]{.math.inline} = mean of the first group [\$(\\overline{x\_{2}})\$]{.math.inline} = mean of the second group [*n*~1~]{.math.inline} = no. of cases in group 1 [*n*~2~]{.math.inline} = no. of cases in group 2 [*s*^2^1]{.math.inline} = population variance of group 1 [*s*^2^2]{.math.inline} = population variance of group 2 Sample Computation for t Independent ----------------------------------------------------------------------------------------- Group 1 Group 2 ------------------------------------------------------ ---------------------------------- 12 42 11 41 13 38 18 48 17 35 \ \ [\$\$\\overline{x\_{1}} = 14.2\$\$]{.math.display}\ [*x*~2~ = 40.8]{.math.display}\ ----------------------------------------------------------------------------------------- Group 1 ([*x*~1~]{.math.inline}) ([\$x\_{1\\ } - \\ \\overline{x\_{1}}\$]{.math.inline})^2^ Group 2 ([*x*~2~]{.math.inline}) ([\$x\_{2} - \\ \\overline{x\_{2}}\$]{.math.inline})^2^ ------------------------------------------------ ------------------------------------------------------------- -------------------------------------------------- ---------------------------------------------------------- 12 4.84 42 1.44 11 10.24 41 0.04 13 1.44 38 7.84 18 14.44 48 51.84 17 7.84 35 33.64 [\$\\overline{x\_{1}}\$]{.math.inline} = 14.2 s = 7.76 ([\$\\overline{x\_{2}}\$]{.math.inline}) = 40.8 s = 18.96 Computation of t [\$t = \\ \\frac{\\overline{x\_{1}} - \\ \\overline{x\_{2}}}{\\sqrt{\\frac{\\left( n\_{1 - 1} \\right)s\^{2}1 + (n\_{2 - 1})s\^{2}2}{n\_{1} + n\_{2 - 2}}\\text{\\ \\ }\\ \\frac{n\_{1 + \\ n\_{2}}}{n\_{1n\_{2}}}\\text{\\ \\ \\ \\ \\ \\ \\ }}}\$]{.math.inline} [\$t = \\ \\frac{14.2 - \\ 40.8}{\\sqrt{\\frac{\\left( 5 - 1 \\right) \\ast \\ 7.76\\ + \\left( 5 - 1 \\right) \\ast 18.96}{5 + 5 - 2}\\text{\\ \\ }\\ \\frac{5 + 5}{5 \\ast 5}\\text{\\ \\ \\ \\ \\ \\ \\ }}}\$]{.math.inline} [*t*=  − 11.51]{.math.inline} (disregard negativity) Referring to the t table where n1 + n2-2 = 8 at 0.05 level of significance, the t-critical is 1.860 Thus, t-computed (11.51) \> t-critical (1.860). So, reject H~o~, there is significant difference between groups 1 and 2. Group 2 is better than group 1. One-way ANOVA (to be used for 2 or more groups) Steps: 1. Compute the various sum of squares (SS) 1.1 Sum of Squares "Total" (SST): [\$SST = \\ \\sum\_{i = 1}\^{n}X\_{T}\^{2} - \\ \\frac{(\\sum\_{i = 1}\^{n}X\_{T})2}{N\_{T}}\$]{.math.inline} where: [*N*~*T*~]{.math.inline} = total number of observations for all the columns ∑[*X*~*T*~]{.math.inline} = sum of the scores in all the columns 1.2 Sum of Squares "Between" (SSB): [\$SSB = \\ \\frac{1}{n\_{1}}\\left( \\sum\_{i = 1}\^{n}X\_{i} \\right)2\\ - \\frac{(\\sum\_{i = 1}\^{n}X\_{T})2}{N\_{T}}\$]{.math.inline} where: [*N*~*T*~]{.math.inline} = total number of observations for all the columns ∑[*X*~*T*~]{.math.inline} = sum of the scores in all the columns ∑[*X*~*t*~]{.math.inline} = sum of all the scores per column [*n*~1~]{.math.inline} = number of observations per column 1.3 Sum of Squares "Within" (SSW): 2\. Find the degrees of freedom for the various sum of squares: df for *"total"* = N-1 df for *"between"* = k-1 df for *"within"* = df for "total" -- df for "between" 3.Determine the various mean squares (MS): [\$MSB = \\ \\frac{\\text{SSB}}{\\text{df}\_{B}}\$]{.math.inline} \ [\$\$MSW = \\ \\frac{\\text{SSW}}{\\text{df}\_{W}}\$\$]{.math.display}\ 4.Compute the F-ratio. That is, [\$F\_{c} = \\ \\frac{\\text{MSB}}{\\text{MSW}}\$]{.math.inline} 5\. Locate the tabled value of F using a table of the F distribution, 6\. Summarize the source of variations and the computed F-ration in a table for the one-way ANOVA as shown below: One-way ANOVA Table Source of Variations SS df MS FC ---------------------- ---- ---- ---- ---- Between Groups Within Groups Total Compute the ANOVA of the given data tabled below. 1 2 3 --- --- --- Sum of Squares (SS): [\$SST = \\ \\sum\_{i = 1}\^{n}X\_{T}\^{2} - \\ \\frac{(\\sum\_{i = 1}\^{n}X\_{T})2}{N\_{T}}\$]{.math.inline} [\$SST = \\ 99805 - \\ \\frac{\\left( 1215 \\right)\^{2}}{15} = 1390\$]{.math.inline} [\$SSB = \\ \\frac{1}{n\_{1}}\\left( \\sum\_{i = 1}\^{n}X\_{i} \\right)2\\ - \\frac{(\\sum\_{i = 1}\^{n}X\_{T})2}{N\_{T}}\$]{.math.inline} [\$SSB = \\ \\frac{\\left( 254 \\right)\^{2}}{3} + \\ \\frac{\\left( 455 \\right)\^{2}}{5} + \\ \\frac{\\left( 506 \\right)\^{2}}{7} - \\ \\frac{\\left( 1215 \\right)\^{2}}{15} = 1,071.90\$]{.math.inline} [*SSW* = *SST* − *SSB*]{.math.inline} [*SSW* = 1, 390.00 − 1, 071.90 = 318.10]{.math.inline} Degrees of freedom: *df* for *"total" =* N-1 *df* for *"total"* = 15-1 = 14 *df* for *"between"* = k-1 *df* for *"between"* = 3-1 = 2 *df* for *"within"* = df for "total" -- df for "between" *df* for *"within"* = 14-2 = 12 Mean Squares (MS): [\$MSB = \\ \\frac{\\text{SSB}}{\\text{df}\_{B}}\$]{.math.inline} [\$MSB = \\ \\frac{1,071.90}{2} = 535.95\$]{.math.inline} [\$MSW = \\ \\frac{\\text{SSW}}{\\text{df}\_{W}}\$]{.math.inline} [\$MSW = \\ \\frac{318.10}{12} = 26.51\\ \$]{.math.inline} Compute the F-ratio [\$F\_{c} = \\ \\frac{\\text{MSB}}{\\text{MSW}}\$]{.math.inline} [\$F\_{c} = \\ \\frac{535.95}{26.51} = 20.22\$]{.math.inline} ANOVA's Summary Table ---------------------- ---------- ---- -------- ------- Source of Variations SS df MS FC Between Groups 1,071.90 2 535.95 20.22 Within Groups 318.10 12 26.51 Total 1390 14 ---------------------- ---------- ---- -------- ------- Referring to the F table where dfb = 2 and dfw = 12 at 0.05 level of significance, the t-critical is 3.74. Thus, F-computed (20.22) \> F-critical (3.74). So, reject H~O~, there is significant difference between the scores among three groups. Tukey's Post Hoc = [\$\\frac{M1 - M2}{\\sqrt{Msw(\\frac{1}{n})}}\$]{.math.inline} where: M = means MSW = MS within *Steps:* 1. Calculate the analysis of variance (e.g., One-way between-subjects ANOVA). 2. Select two means and note the relevant variables (Means, Means Square Within, and number per condition/group). 3. Calculate Tukey's test for each mean comparison. 4. Check to see if Tukey's score is statistically significant with Tukey's probability/ critical value table taking into account appropriate dfwithin and number of treatments. Sample Computation: Post hoc Analysis Groups 1 and 2 (comparison) Statistic G1 G2 ----------- ------- ------- Mean 84.67 91.00 MSW 26.51 N 3 5 Df within 12 Tukey's Post Hoc = [\$\\frac{M1 - M2}{\\sqrt{Msw(\\frac{1}{n})}}\$]{.math.inline} Tukey's Post Hoc = [\$\\frac{84.67 - 91.00}{\\sqrt{26.51(\\frac{1}{15})}}\$]{.math.inline} Tukey's Post Hoc = -2.76 (disregard negativity) Referring to the Q table where dfb = 2 and dfw = 12 at 0.05 level of significance, the Q-critical is 3.77 Thus, Q-computed (2.76) \< Q-critical (3.77). So, accept H~O~, there is no significant difference between the scores of groups 1 and 2. **ACTIVITY \# 21** A. Directions: Calculate and fill in the missing values. N=50 **Indicator** **1** **2** **3** **4** **5** **Weighted Mean** **Interpretation** --------------- ------- ------- ------- ------- ------- ------------------- -------------------- 5 5 5 15 20 10 10 10 10 10 0 5 7 8 30 0 0 0 5 45 15 15 10 5 5 B. Directions: Calculate the Correlation Coefficient **A** **B** ------- ------- 16 17 17 17 18 19 11 15 13 15 14 16 15 17 17 19 C. Directions: Calculate the t-coefficient **A** **B** ------- ------- 16 17 17 17 18 19 11 15 13 15 14 16 15 17 17 19 Let's now reflect! 1. Which of the items in Activity \# 17, Week 8.A did you get correctly? Put a check mark in box corresponding to each item number. ITEM NUMBER (Based on the Unpacked MELC: Objectives) ------------------------------------------------------ -- -- -- -- -- -- -- -- -- 1 2. Which of the activity in Week 8.A were you not able to answer? Put a check mark in box corresponding to each question. QUESTION (Based on the Unpacked MELC: Objectives) --------------------------------------------------- -- -- -- -- -- -- -- -- -- 1 3. Which of the following concepts, ideas, topics or lessons did you not understand? Put a check mark in box corresponding to each concept, idea, topic, or lesson. CONCEPT, IDEA, TOPIC, OR LESSON --------------------------------- ------ -- -- -- Data Analysis None Weighted Mean T-ratio for r Test retest ANOVA Name of Student: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name of Teacher: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Section: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date Submitted: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **QUARTER 2, WEEK 4** **WORKSHEET \# 19** **TOPIC:** Guidelines in writing research methodology. I. **Introduction** To recapitulate your topics for the last two weeks, these are the following: 1) research design; 2) the context, population and sampling; 3) research instruments; 4) research procedures; & 5) data analysis. These are the components of Research Methodology that will reflect in your Chapter 3 of your thesis writing. **MELC:** Describe adequately quantitative research designs, sample, instrument used, intervention (if applicable) data collection and analysis procedures. **Objective:** Reorganize research methodology. **ACTIVITY \# 22** Directions: Write your research methodology of the topic you have chosen. **Assessing the Research Methodology** +-----------+-----------+-----------+-----------+-----------+-----------+ | **Criteri | **Apprent | **Novice* | **Profici | **Exempla | **Rating* | | on | ice** | * | ent** | ry** | * | | for | | | | | | | Methodolo | **5** | **10** | **15** | **20pts** | | | gy** | | | | | | +===========+===========+===========+===========+===========+===========+ | 1.Researc | The | The | The | The | | | h | research | research | research | purpose | | | Design | design is | design is | design | questions | | | | inappropr | confusing | has been | , | | | | iate | or | identifie | and | | | | or has | incomplet | d | design | | | | not been | e | and | are | | | | identifie | given the | described | mutually | | | | d | research | in | supportiv | | | | and or | questions | sufficien | e | | | | described | and | tly | and | | | | using | sampling | detailed | coherent. | | | | standard | strategy. | terms. | Attention | | | | terminolo | Important | Some | has been | | | | gy. | limitatio | limitatio | given to | | | | Limitatio | ns | ns | eliminati | | | | ns | and | and | ng | | | | and | assumptio | assumptio | alternati | | | | assumptio | ns | ns | ve | | | | ns | have not | have been | explanati | | | | are | been | identifie | ons | | | | omitted. | identifie | d. | and | | | | | d. | | controlli | | | | | | | ng | | | | | | | extraneou | | | | | | | s | | | | | | | variables | | | | | | |. | | | | | | | Appropria | | | | | | | te | | | | | | | and | | | | | | | important | | | | | | | limitatio | | | | | | | ns | | | | | | | and | | | | | | | assumptio | | | | | | | ns | | | | | | | have been | | | | | | | clearly | | | | | | | stated. | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 2.The | The | The | The | The | | | Context, | context | descripti | context, | descripti | | | Populatio | populatio | on | populatio | on | | | n, | n, | of the | n, | of the | | | and | or sample | context, | and | context | | | Sampling | was not | populatio | sampling | and | | | | identifie | n, | strategy | populatio | | | | d | or | was | n | | | | or | sampling | adequatel | was | | | | described | strategy | y | meaningfu | | | |. | was | identifie | l, | | | | The | confusing | d | including | | | | sampling | , | and | both | | | | strategy | lacked | described | quantitat | | | | was | relevance |. | ive | | | | inappropr | to the | The size | and | | | | iate | purpose, | of the | qualitati | | | | for the | was | populatio | ve | | | | research | incomplet | n, | descripti | | | | questions | e, | sample, | on. | | | |. | or failed | and | The | | | | | to | compariso | sampling | | | | | identify | n | process | | | | | specific | group was | was | | | | | quantitat | identifie | reasonabl | | | | | ive | d. | e | | | | | or | | to | | | | | qualitati | | recruit a | | | | | ve | | represent | | | | | details. | | ative | | | | | | | sample of | | | | | | | the | | | | | | | populatio | | | | | | | n. | | | | | | | Attention | | | | | | | was given | | | | | | | to | | | | | | | controlli | | | | | | | ng | | | | | | | for | | | | | | | extraneou | | | | | | | s | | | | | | | factors | | | | | | | and | | | | | | | sampling | | | | | | | error. | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 3.Researc | Instrumen | Descripti | Instrumen | Descripti | | | h | ts | on | ts | ons | | | Instrumen | and | of the | and | of | | | ts | observati | instrumen | observati | instrumen | | | | on | ts | on | ts | | | | protocols | (purpose, | protocols | and | | | | for | from, and | were | observati | | | | gathering | elements) | identifie | on | | | | data were | or | d | protocols | | | | not | observati | by name | included | | | | identifie | on | and | purpose | | | | d | protocols | described | statement | | | | by name | were |. | s, | | | | or | confusing | | and type | | | | described | , | | of | | | | in a | incomplet | | scores. | | | | meaningfu | e, | | Evidence | | | | l | or lacked | | of the | | | | way. | relevance | | validity | | | | Validity | to the | | and | | | | and | research | | reliabili | | | | reliabili | questions | | ty | | | | ty | and | | was | | | | informati | variable. | | presented | | | | on | | |. | | | | was | | | | | | | omitted. | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 4.Researc | Procedure | Procedure | Procedure | Procedure | | | h | s | s | s | s | | | Procedure | for | (permissi | for | were | | | s | treatment | ons, | implement | thorough, | | | | s | treatment | ing | manageabl | | | | and | s, | the study | e, | | | | gathering | and data | (permissi | coherent, | | | | data were | gathering | on, | and | | | | omitted. | ) | treatment | powerful | | | | | were | s, | for | | | | | confusing | and data | generatin | | | | | , | gathering | g | | | | | incomplet | ) | valid and | | | | | e, | were | reliable | | | | | or lacked | identifie | data. | | | | | relevance | d | Procedure | | | | | to | and | s | | | | | purpose, | described | were | | | | | research | in a | chronolog | | | | | questions | chronolog | ical | | | | | or | ical | and | | | | | sampling | fashion. | replicabl | | | | | strategy. | | e, | | | | | | | with | | | | | | | clear | | | | | | | distincti | | | | | | | ons | | | | | | | between | | | | | | | researche | | | | | | | r | | | | | | | and | | | | | | | participa | | | | | | | nt | | | | | | | actions. | | | | | | | Clear and | | | | | | | reasonabl | | | | | | | e | | | | | | | strategie | | | | | | | s | | | | | | | were | | | | | | | presented | | | | | | | for | | | | | | | seeking | | | | | | | permissio | | | | | | | ns | | | | | | | and for | | | | | | | the | | | | | | | ethical | | | | | | | treatment | | | | | | | of human | | | | | | | subjects. | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 5.Data | Analytica | Descripti | Both | Analytica | | | Analysis | l | ve | descripti | l | | | | methods | or | ve | methods | | | | (descript | inferenti | and | were | | | | ive, | al | inferenti | sufficien | | | | inferenti | methods | al | tly | | | | al | were | methods | specific, | | | | test, and | confusing | were | clear, | | | | significa | , | identifie | and | | | | nce | incomplet | d. | appropria | | | | level) | e, | Level of | te | | | | were | lacked | significa | given the | | | | missing | relevance | nce | research | | | | or | to the | was | questions | | | | inappropr | research | stated. | , | | | | iately | questions | | research | | | | aligned | , | | design, | | | | with data | data, or | | and scale | | | | and | research | | of | | | | research | design. | | measureme | | | | design. | | | nt, | | | | | | | add type | | | | | | | of | | | | | | | distribut | | | | | | | ion. | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Total | | | | | | | Points** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ **Comments and Recommendations:** Let's now reflect! 1. Which of the items in Activity \# 17, Week 8.A did you get correctly? Put a check mark in box corresponding to each item number. ITEM NUMBER (Based on the Unpacked MELC: Objectives) ------------------------------------------------------ -- -- -- -- -- -- -- -- -- 1 2. Which of the activity in Week 8.A were you not able to answer? Put a check mark in box corresponding to each question. QUESTION (Based on the Unpacked MELC: Objectives) --------------------------------------------------- -- -- -- -- -- -- -- -- -- 1 3. Which of the following concepts, ideas, topics or lessons did you not understand? Put a check mark in box corresponding to each concept, idea, topic, or lesson. CONCEPT, IDEA, TOPIC, OR LESSON ------------------------------------- ------ -- -- -- Writing of Research Methodology None Research Design Sampling Procedure Instrumentation and Data Collection Data Analysis Name of Student: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name of Teacher: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Section: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date Submitted: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **QUARTER 2, WEEK 5** **WORKSHEET \# 20** **TOPIC:** Data Collection Using Appropriate Instruments **Objective:** Collect data using appropriate instruments **Brief Discussion of the Lesson:** **Collecting Data Using Appropriate Instruments** - Depends on 1. Data to be collected , 2. Questions to be answered 3. Time frame 4. Resources - The method of collection should be 1. Appropriate 2. Effective **Data collection instruments** A. **Primary data collection -- uses** 1. b. **Questionnaires** 2. \- Process of collecting data through experimentation 1\. Selection of subjects or participants 2\. pre -- testing the subjects prior to the application of any treatment or condition 3\. posttest to determine the effects of the treatment on them. These components of experiment operate in various ways. Consider the following combination or mixture of the components that some research studies adopt: a\. Treatment  evaluation b\. Pretest Treatment Posttest c\. Pretest Multiple Treatments Posttest d\. Pretest Treatment Immediate Posttest 6 months Posttest 1 year Posttest 3. 4. B. **Secondary data collection** - conducted by obtaining information found in 1. Journals 2. Books 3. Annual reports 4. Websites 5. Other publications available for public use **Activity Sheet No. 1** **Directions: Choose the letter of the best answer.** 1. A data gathering technique that is used to obtain facts or information about the subject or object of the research through the data gathering instruments of interview, questionnaire, checklists or rating scales ----- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ --------------------------- ---- --------------------------- A. Experiment C. Survey B. Observation D. Test 2. A scientific method of collecting data whereby subjects are given a sort of treatment or condition then evaluate the results to find out the manner by which the treatment affected the subjects and to discover the reasons behind the effects of such treatment on the subjects. A. Experiment C. Questionnaire B. Interview D. Survey 3. A data gathering technique ask a set of questions orally. A. Experiment C. Questionnaire B. Interview D. Survey 4. Which of the following is not a characteristic of a good interview question? A. Bias-free C. No Double-barrel question B. Clear and simple language D. Use of highfaluting words 5. A set of question that encourages open -- ended questions like those that ask about the respondents' inferences, views, or opinions about the interview topic A. Directive question C. Generative question B. Ending question D. Opening question 6. A paper containing series of questions formulated for an individual and independent answering by several respondents for obtaining statistical information. A. Experiment C. Questionnaire B. Interview D. Survey 7. Known as a raw data which can be collected from the original source in a controlled or uncontrolled environment. A. Primary Data C. Secondary data B. Scientific data D. Unknown Data 8. A list of behaviors, characteristics, or other entities that the researcher is looking for A. Checklist C. Questionnaire B. Observations D. Rating Scale 9. A quantitative data which has already been collected by someone else for a purpose different from yours A. Primary Data C. Secondary data B. Scientific data D. Unknown Data 10. Uses the sense organs to gather facts or information about people, things, place, events, and so on. A. Experiment C. Survey B. Observation D. Test **Activity Sheet No. 2** **Directions: Do the following:** **1. Download at least 2 examples of collecting data through** **a. interviews** **b. questionnaires** **2. Draft a survey questionnaire about your chosen research topic.** Name of Student: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name of Teacher: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Section: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date Submitted: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **QUARTER 2, WEEK 6** **WORKSHEET \# 21** **TOPIC:** Presentation and Interpretation of Data in Tabular and Graphical Forms **Objective:** Present and interpret data in tabular or graphical forms **Brief Discussion of the Lesson:** **Presenting and Interpreting Data in Tabular and Graphical Forms** To be able to create and present an organized picture or information from a research report, it is important to use certain techniques to communicate findings and interpretations of research studies into visual forms. The common techniques include: 1\. Textual Presentation 2\. Tabular Presentation 3\. Graphical Presentation **Textual Presentation of Data** Textual presentation uses words, statements or paragraphs with numerals, numbers or measurements to describe data. They can be used independently to describe the data when there are very few quantities or numbers. They can also be used to compare data using paragraphs for the discussion. Example: There are 42,036 barangays in the Philippines. The largest barangay in terms of population size is Barangay 176 in Caloocan City with 247 thousand persons. It is followed by Commonwealth in Quezon City (198,285) and Batasan Hills in Quezon City (161,409). Twelve other barangays posted a population size of more than a hundred thousand persons. (Source: PSA) **Tabular Presentation of Data** Tables present clear and organized data. A table must be clear and simple but complete. A good table should include the following parts: - Table number and title -- These are placed above the table. The title is usually written right after the table number. - Caption subhead -