Practical Research 2 - Senior High School Applied - PDF

LEAD, EMPOWER, AND AC HIEVE THROUG H DATA-DRIVEN DEC ISIONS …where LEADers create great schools Senior High School Applied PRACTICAL RESEARCH 2 Subject: Name Address Contact Number What did you learn in PR1?  Introduction Subject Overview Expectations (1/4) ▷ What is Pra...

LEAD, EMPOWER, AND AC HIEVE THROUG H DATA-DRIVEN DEC ISIONS …where LEADers create great schools Senior High School Applied PRACTICAL RESEARCH 2 Subject: Name Address Contact Number What did you learn in PR1?  Introduction Subject Overview Expectations (1/4) ▷ What is Practical Research 2? ▷ Setting rules ▷ Requirements CLASS RULES IN PRACTICAL RESEARCH 2 1. ATTENDANCE (Before & After) (30 min- absent) 2. QUIZZES (every meeting) 3. ORAL RECITATION and No cell phones allowed during class hours 4. Arrange the chairs (Before & After) 5. Ask permission 6. Excuse letter signed by the Parent/guardian with legit contact number 7. 1 mouth rule 8. Notes will be checked (No hand outs shall be given) 9. Strict with deadlines 10. RESPECT one another  Requirements ▷ 60 leaves notebook (Lecture) ▷ Pen ▷ Intermediate paper ▷ Long folder (Compilation of quizzes, long exams and term exams) ▷ BIG Notebook (Research Journal)/group ▷ Hard bound research paper (blue color) ▷ Soft copy of research output (CD-R) ▷ Oral defense (Research proposal & final defense) Grading system ▷Written works: 25% ▷Performance task : 45% ▷ Quarterly assessments: 30% ▷ Total: 100% (20% -60%-20%) - TVL  Activity 1. THINK/PAIR/SHARE activity * Some students will be ask to share in front of the class about their knowledge and experience in qualitative research.  Activity 2.  Each group must be creative in presenting the meaning of research using the letters of their chosen beauty cosmetics or things that are related to their specialization.  Example: Lip tint  Research is a lip tint because it Lessens Invalid results and Promotes Technology & Invention and New things are Tested. (LIP TINT)  Each group will write their answers on the board and 1 member should explain their answers. The group will be given 3-5 minutes brainstorming and 2 minutes presentation.  Activity 3. Identify whether strength or weakness of QR. Write S for strength and W for Weakness. 1. Can be costly, difficult and time-consuming-difficult because most researchers are non-mathematicians. 2. Error can be computed, e.g., sampling error 3. Requires extensive statistical, stringent standards, more so with the confirmation of result. 4. Level of significance (statistical) can be determined – that results are not due to chance alone 5. Precision of numbers. 6. Inadequacy of numbers for total picture and depth of analysis. 7. Sample is less prone to sampling bias.  Objectives: Describes characteristics, strengths, weaknesses, and kinds of quantitative research (CS_RS12-Ia-c-1) Specific Objectives 1. Define quantitative research 2. Identify the characteristics, strengths and weaknesses of quantitative research 2.1 Differentiate the characteristics of quantitative from qualitative research The Nature of Inquiry and Research  works with a unbiased; all angles system or method presented Research is a systematic and objective creation of knowledge. a creative Defining process Research What is Quantitative Research? ▷ a research design uses numbers in stating generalizations about a given problem or inquiry in contrast to qualitative research.  In comparison to qualitative research. (Characteristics) 1 single reality vs. multiple realities establishing relationships and 2 explaining cause of correlation vs. understanding situations in a participant’s perspective 3 pre-established design vs. emerging design 4 Quantitati detached researcher vs. immersed ve researcher 5 Research to generalize/predict vs. to understand Fraenkel & Wallen, 2009 Quantitive Research Its STRENGTHS and m be rs n o f nu WEAKNESSES r e c i s io ce P ifi c a n fo r s i g n m b e rs v e l of a n be o f n u h o f  Le c a l ) c e s u l ts q u a cy d d e pt t a t i s ti t h a tr l o n e e n si s ( s ed – a  Inad picture a a n a l y te r m i n o c h a n ce o ta l d e e t t n d n o t du e t o c ul t a a re p ro n , d i ffi ul t sl e s s o s tl y i ffi c p l e i n b e c i n g -d s  S am b i a s g.,  C a on s u m rc h e r i n g , e. m e - c e s e a s a m pl p u ted ti o st r i a n s. e c om u s e m m at i c c a n b be c a at h e E rr o r r or o n - m ti c a l ,  g e r are n t a t i s m p l in si v es e s o sa ex te n , m o r u ire s d a rd s n of R e q t st a n a ti o g e n o n fi rm n t strin h th e c t r e a t m e w i t t. resul  Addressing Weaknesses of Quantitative Research Rigor in doing quantitative research procedures Addition of qualitative analysis using quotes of subjects (persons from whom data are collected) to support statistical results Activity 4: Students will write a 100-word essay on how quantitative research will be helpful in their strand.  Did you learn something from the discussion?  What did you learn? QUIZ ▷Identify the following statements. Put check S on the space provided if the statement describes the strengths of quantitative research. Mark W, if weaknesses, C for characteristics. ____ 1. Precision of numbers ____ 2. Detached researcher ____ 3. Less prone to sampling bias ____ 4.. It is conducted to generalize or predict something. ____ 5. Single reality Identify the following statements. Put check S on the space provided if the statement describes the strengths of quantitative research. Mark W, if weaknesses, C for characteristics. _____6. Costly and time-consuming ____ 7. Establishing relationships between variables ____ 8. Requires extensive statistical analysis and stringent standards ____ 9. Pre-established design ____ 10. Errors can be computed. Assignment Read about the kinds of quantitative research and its importance across fields Who has a birthday on the month of JULY?  Prize ▷ Give a recap/review on about our previous discussion?  Activity 1: 1. C _ R _ _ L _ T _ O _ 2. E_ _ E_ I_ E_ _ A _ 3. D_S_R_P__V_ 4. C_M_A_AT_V_ 5. T _ _ E EXPERIMENTAL  Objectives  Describes characteristics, strengths, weaknesses, and kinds of research (CS_RS12-Ia- c-1)  Illustrates the importance of quantitative research across fields (CS_RS12-Ia-c-1) Specific Objectives:  Enumerate and describe the different kinds of quantitative research  Give and identify the importance of quantitative research in their field  Helps solve recurring, long- 1 term real-life problems, not emergencies. 2 Provides data for better understanding of real-life concerns and issues, individual or group (community, national, Why DO 3 international). RESEARCH ? Makes recommendations to  Values Research to MAN 1.Research improves quality of life. 2. Research improves instruction and student’s achievements. 3. Research reduces the burden of work. 4. Research satisfies man’s needs. 5. Research improves the exportation of food products. 6. Research improves teacher’s  Values Research to MAN 7.Research responds to the country’s effort as economic recovery. 8. Research trains graduates to respond to the socioeconomic development of the society and to compete globally. 9. Research makes the country great again. Activity 1. Pair-Share Pair the words and make a story or relationship. 1. Social Media 2. Socio-Economic Status 3. Poverty 4. Gender/Sex 5. Hunger 6. Crimes 7. Computer 8. Education Example: Poverty and crimes (People who are in poverty line are those who often commit crimes due to lack of income to sustain their daily living. They steal, snatch and rob banks.  How did you find the activity? Kinds of Research Applied Research – a type of research that is used to answer a specific question that has direct applications to the world (solving a problem). Basic Research – a type of research driven purely by curiosity and a desire to expand our knowledge and tends to be not directly applicable to the real world in a direct way (further enhance our general information). Development Research - a type of research geared toward development of a product, technology, or process. The purpose of research is to explore, to describe, and to explain the world around us. Quantitative Research Designs Manipulating Studying Correla Experi conditions and relationships tional mental studying effects Describing Causal- Comparing known Descrip compara groups to characteristics tive tive determine causality Correlational Research Studies relationship between two variables. Studying Correla Correlation analysis using relationships tional correlation coefficients such as Pearson r is used. Example: Is there a relationship between reading comprehension and mathematical ability? Correlational Research How to interpret a correlation Studying coefficient r Correla relationships tional ±.00-.19 “very weak” ±.20-.39 “weak” ±.40-.59 “moderate” ±.60-.79 “strong” ±.80-1.0 “very strong” Descriptive Research Example: Describes data. What subject(s) do senior high school like and dislike? Describing Descrip characteristics tive Descriptive Research Two types: Survey is an example of a Cross-sectional survey – descriptive research. information is collected at just one point in time. Longitudinal survey – Describing Descrip information is collected at characteristics tive different points in time in order to study changes over time. Causal-comparative Research Example: Is there a significant difference between the scientific abilities of male and female SHS students? Determines the cause or consequences of differences that already exist between or among groups of individuals. Causal- Comparing known compara groups to tive determine causality Causal-comparative Research Causal- Comparing known compara groups to tive determine causality Experimental Research Determines the effect of an Manipulating independent variable on a Experi conditions and dependent variable. mental studying effects (Independent variable is manipulated) Example: Is ICT-assisted instruction effective in improving the mathematics achievement of SHS students? Experimental Research Manipulating Experi conditions and 3 Principles of Experimental mental studying effects Research Design: 1. Principle of Replication 2. Principle of Randomization 3. Principle of Local Control Quantitative Research Designs There are many Manipulating experimental Experi conditions and designs used in mental studying effects social and natural sciences. Experimental 1. Quasi- designs are broadly experimental divided into: designs 2. True experimental True Experimental Design R – random assignment O – measurement of the dependent variable X – exposure to the treatment C – control group True Experimental Design Completely Randomized Design This is design in which the test plants or test animals are studied once but subsequent treatment is applied to determine the cause of change. There is no control in this design but the subjects will undergo randomization procedure. True Experimental Design Completely Randomized Design Example: CRD on the yield of culturing catfish using shrimp meal as supplemental feed in the fishpond. Sampling Percent (%) Supplemental Feed Per Compartment 1 2 3 4 5 1 (10%) x x x x x 2 (12%) x x x x x 3 (15%) x x x x x True Experimental Design Completely Randomized Block Design This is design uses a group of test plants and test animals as subjects of the study which are studied once but subsequent treatments applies are replicated to determine the cause of change. There is control in this design but the subjects undergo randomization process. There control in this design but the subjects will undergo randomization procedure. True Experimental Design Completely Randomized Block Design Example: CRBD on the effect of culturing prawn in fishpond using fish meal, bread meal, shrimp meal, and fish silage as supplemental feeds. Sampling Supplemental feeds 1 2 3 Fish Meal x x x Bread Meal x x x Shrimp Meal x x x Fish Silage x x x True Experimental Designs Two types of instruction i.e. health hazard lecture applied to groups of Factorial Design subjects with three levels of depression i.e. low, medium, and The researcher studies two or more categorical high depression independent variables, each examined This is a 2 xat two or 3 factorial design more levels (Vogt, 2005). Quasi-experimental design Quasi literally means ‘as if’ Unlike true experimental designs, there is NO random sample assignment in a quasi- experimental design. Two Group Pretest-Posttest Design Experimental Group O1 X1 O2 Conventional Group O1 X2 02 where O1 = pretest X1 = treatment or intervention O2 = posttest X2 = existing condition w/ slight changes Activity: Identify the kinds of research whether descriptive, correlational, true experimental, causal comparative 1. Bullying Status of Grade 12 students in BCSHS 2. Motivation and Attitude in Learning English among Grade 11 Students in BNHS 3. Effect of Biogesic Tablet on the Migraine Responsiveness among Mice 4. Production of Binagol Ice cream 5. Rubrics Cube Intervention on Math Scores 6. Effect of Gender Preference on Self- Confidence level among Grade 11 Students in  REVIEW  What did you learn? QUIZ QUIZ (Experimental or Non-Experimental) 1. Internet availability at home and student’s average sleeping time at Determine the night design 2. Social media involvement and practices of Grade 12 HUMSS (10 mins) students 3. The effect of local packaging material on the shelf life of a product. 4. The marketability of an innovative product to SHS students. 5. Children of single parents and their level of Math anxiety.  QUIZ 6-10. Give five important of research across fields Assignment Read about the different kinds of variables used in quantitative research. Activity: Identify the variables. Mark V for Variable and N for non-variable ____1. Sea Water ____ 2. Weight ____ 3. Height ____ 4. Stop watch ____ 5. TV Remote Control ____ 6. Temperature ____ 7. Size of shirt ____ 8. Position in the class officers ____ 9. Cellphone brand ____ 10. Gender/Sex Objective: Differentiates kinds of variables and their uses (CS_RS12-Ia-c-3)  Define and identify variables.  Classify variables according to their kinds.  Activty 2: Write as many as you can the things that are considered variables found in school campus. (1 Whole paper) for 3 minutes and present to the class.) *The winner will have the most number of variables.  A variable varies and has values. The values of variables under study are the research data. Are these variables? chair, shape of table, tweet, shirt style. Variables  KINDS OF VARIABLES: NATURE OF VARIABLE &DATA Nominal scale is characterized by data that consist of names, labels, or categories only. Ordinal scale involves data that may be arranged in some order but Variables differences between data values either cannot be determined or meaningless. Interval scale is data for which we can determine meaningful amounts of differences between data. However there is no inherent zero starting point. Zero exists. Ratio scale is the interval scale to include the inherent zero starting point. For these values, differences and ratios are both meaningful. Zero- doesn’t exist  Examples: 1. Nominal – Gender, Hair color, type of living accommodation (apartment, condo etc), Genotype (Bb, bb, BB), Religion, civil status 2. Ordinal – High school class ranking, socio-economic status, likert scale, level of agreement (Yes, maybe, no), time of the day (Dawn, morning, noon), Political orientation (left, center, right) 3. Interval – (Temperature, Fahrenheit, IQ, Time on a clock) 4. Ratio – age, weight, height, sales figures, income, years in education and number of children)  Other types of variables: 1.Independent variable – manipulated by the researcher (X-axis) 2. Dependent variable – one which changes as a result of the independent variable being changed (Y-axis) Promotion affects employees’ motivation Promotion – IV Employees’ motivation - DV 3. Intervening/Mediating Variable ▷ It is a variable whose existence is inferred but it cannot be measured. ▷Determining the effect of video clips on learning ability of students of M.Phil. ▷ Such as anxiety, fatigue, motivation, improper diet ▷Higher education typically leads to high income ▷ Better occupation – intervening variable  4. Control/Constant variable is a variable that is NOT allowed to ▷ It be changed unpredictably during an experiment. (remain the same) ▷ How electricity affects experimental subjects ▷ Voltage from a power supply – constant (energy supplied will be changed if not constant)  Daily Allowance ACTIVITY 3 Which goes Availability of Internet Connection where? Time Temperature AGE GRADE LEVEL GENDER Test Score Position in Student Government Cellphone Brand Height Cellphone number Class rank in the honor roll Classify the variables at the right based on their “likelihood” to the three others in the color-coded ▷What did you learn? QUIZ: Identify the kind of variables whether Ratio, Interval, Ordinal, Nominal, Independent, Dependent and Non-variable 1. Race/Nationality 2. Time 3. Tissue 4. Number of children 5. Celsius in temperature 6. Time of the day (dawn etc..) 7. Skin color 8. Effect of Malunggay leaves on the Sensory Qualities of Cookies 9. 10. Size of Shirt Assignment Read about online articles about food. Session 1B: Identifying Inquiry and Stating the Problem SHS Mass Training of Teachers, Practical Research 2 Identifying Inquiry and Stating the Standards and Competencies Problem Content Standard: The Learning Competencies learner demonstrates The learner… understanding of: (1) the 1. introduces a research useful in daily range of research topics in life; area; (2) the value of 2. writes a research title; research in area; and (3) 3. describes background of research; the specificity and 4. states research questions; feasibility of problem 5. cites benefits and beneficiaries of posed. study; Performance Standard: 6. indicates scope and delimitation of The learner is able to study; and formulate clearly the 7. presents written statement of the problem. statement of the research Chapter Content Chapter I INTRODUCTION Background of the Study Statement of the Problem Significance of the Study Scope and Delimitation  What can be said of the following pictures? What variables can we determine from these pictures? Picturing ACTIVITY THREE the Problem 10 minutes  A research topic is the broad subject matter addressed by the study. A research problem is a general educational issue, concern, or controversy addressed in research that narrows the topic. A research question narrows the purpose into specific questions A purpose is the major intent or that the researcher objective of the study used to would like answered or address the problem addressed in the study.  What are good sources of researchable problems? 1 Theories to be validated, extended, or modified 2 Other studies, particularly through research recommendations 3 National or international trends or situations to be described or improved 4 Real-life problems, issues, experiences, Seeking or situations of SHS students a Problem  What are the standards in writing the research title? A research title must…  Lists key variables  be written in scientific or technical style  be concise (no more than 12 words) and non-repetitive  reflect SHS students’ context  not explicitly provide reference to Framing the research design the Title  Example: EFFECT OF CLASSICAL MUSIC ON THE MATH TEST The Research Title WORKSHOP, STARTING FROM SCRATCH As a group, decide on a researchable topic leading to a quantitative research suited to the level of SHS students: write your research title write your own research title In 10 minutes,  This is the description that leads the reader to understanding the research questions and appreciate why they are asked. In writing this section,  Introduce and briefly define the variables under study  cite the most important study or related literature  be consistent with terms used Backgroun  ensure that paragraphs summarize unresolved d of the issues, conflicting findings, social concerns, or educational, national, or international issues. Study  write the last paragraph to highlight the research gap  Example background of the study Mathematics is a difficult subject for many students. 7 out of 10 students in public and private secondary schools have negative attitude towards the key subject area (Permito, 2010). In effect, many students perform poorly and get unsatisfactory achievement in mathematics (Yubia, 2011). Apart from attitude, several other factors have been identified including anxiety. Specifically, Alimangohan and Matutes (2012) found out that of all key subject areas, students showed highest test anxiety levels in mathematics. It is therefore imperative that measures will be developed to help students cope with or overcome anxiety when taking Backgroun math tests. One promising measure is the use of classical music. A d of the number of studies have shown that music helps alleviate emotional and mental well-being. Apurillo and Maraya (2013) Study effectively used classical music to eliminate anxiety among language students when they write essays with time pressure.  This section contains the purpose statements and the research question(s). In writing this section, follow the prescribed format: “This study (or research) aims to…(make congruent with title).” New paragraph: “Specifically, this research (or study) seeks to answer the following questions:” Statemen Phrase questions with the data to be collected in t of the mind. Answer the questions and rephrase question, Problem if your intended answer does not match the question. ACTIVITY FIVE This research aims to determine the effect of classical music on the math test anxiety of Grade Example 11 students of Anonymous National High School (ANHS). Specifically, it will seek to answer the following questions: 1. What is the level of math test anxiety of: a. Grade 11 students who listened to classical music prior to and during taking the test? b. Grade 11 students who did not listen to any form of music? 2. Is there a significant difference between the levels of math test anxiety of Grade 11 students who listened to classical music and those who did not?  Determines the audience who will benefit from a study of the problem and explains how exactly will the results be significant to them. In writing this section,  In paragraph form, cite beneficiaries (e.g., teachers, teacher trainers, educators; curriculum developers, textbook writers; officials of school, division, region, central office; policy makers) of results of study. Significan  For each beneficiary group, specifically describe how it will benefit from the findings. ce of the  No need to cite students: understood to benefit Study from research; not in a position to implement recommendations  This presents the coverage of the research in terms of location, time, respondents, etc., and the potential weaknesses or problems with the study identified by the researcher. In writing this section,  cite data collection (period and school year);  identify schools involved, number of classes, their grade/year level, number of participants (or respondents, subjects), and topics of lessons covered (if applicable). Scope and  state inadequate measures of variables, loss or Delimitati lack of participants, small sample sizes, errors in measurement, and other factors typically related on to data collection and analysis. WORKSHOP, CHAPTER ONE Introduction Background of the Study Statement of the Problem Significance of the Study Scope and Delimitation In 35 minutes, write the whole Chapter I of your mock research.  End of session 1B. THANK YOU! Revisit the Park n’ Go Area Session 1C: Learning From Others and Reviewing the Literature SHS Mass Training of Teachers, Practical Research 2 Learning from Others and Reviewing the Literature Standards and Competencies Content Standards: The Performance Standards: The learner demonstrates learner is able to: (1) select, cite, understanding of: (1) the and synthesize judiciously related criteria in selecting, citing, literature and use sources and synthesizing related according to ethical standards; (2) literature; (2) the ethical formulate clearly conceptual standards in writing framework, research hypotheses related; (3) the formulation (if appropriate), and define terms of conceptual framework; used in the study; and (3) present (4) the research objectively written review of hypotheses (if appropriate); related literature and conceptual and (5) the definition of framework. Word hard. Study Harder. terms as used in study. study. Learning from Others and Reviewing the Standards and Competencies Literature Learning Competencies 5. follows ethical standards in The learner… writing related literature 1. selects relevant literature 6. illustrates and explains 2. cites related literature using conceptual framework standard style 7. defines terms used in the study 3. synthesizes information from 8. lists research hypotheses (if relevant literature appropriate) 4. writes coherent review of 9. presents written review of related literature literature and conceptual frameworkWord hard. Study Harder. Chapter Content Chapter II REVIEW OF RELATED LIT ERATURE AND CONCEPTUAL FRAMEWORK Related Literature Conceptual Framework Research Hypotheses Definition of Terms  Why do you need to review Your viewpoint. Knowing your perception the literature for your of the Review of Related research? Literature Where and how is the information found? What should be done with information after it has been found? Review of Related 1 to justify your choice of research question, theoretical or conceptual Literature framework, and method; and the purpose it serves in research 2 to establish the importance of the topic; 3 This is a written to provide background information summary of journal needed to understand the study; articles, books, and 4 to show readers you are familiar other documents that with significant and/or up-to-date describes the past research relevant to the topic; and and current state of 5 information on the to establish your study as one link topic of your research in a chain of research that is developing knowledge in your field.  In writing this section… 1 Use the statement of problem as guide to structure and sequence of topics 2 Avoid ‘copy/cut and paste; all literature cited must form a coherent whole 3 Last part highlights gaps in literature specifically addressed by your study Review 4 Use appropriate format for citations and of references Related 5 Cited references should be congruent to bibliography entries Literatur e  The basics of the American Psychological Association (APA) Citation Style Whether you summarize, paraphrase, or quote a source, you always have to cite the source/author. Remember: Review “Plagiarism is presenting someone else’s work or ideas as your own, of with or without their consent, by Related incorporating it into your work Literatur without full acknowledgement” (University of Oxford, 2017). e  The basics of the American Psychological Association (APA) Citation Style The author-date system of the APA uses the last name of the author and the year of publication. The APA style allows you to use the name of the author(s) in the body Review of your paper. In doing this, write of the name of the author followed by the year of publication enclosed in Related parentheses. Literatur Example: Cruz (2015) revealed e that …  The basics of the American Psychological Association (APA) Citation Style ▷You may also refer to a work in your text. For this, cite the author’s last name and the year of publication enclosed in Review parentheses at the end of the sentence. of Related ▷Example: The study revealed that there is no correlation Literatur between the variables (Cruz, e 2015). ACTIVITY FOUR In the next fifteen minutes, critically examine Stringing the seven excerpts taken from various research literature and decide on how to Stories frame a cohesive Literature Review Essay relative to the study: CLASSICAL MUSIC AND GRADE 11 STUDENTS’ MATH TEST ANXIETY Then, write a short but sufficient Review of Related Literature using the list of excerpts provided for you. You have 15 minutes to finish this activity. Rolling out your RRL. How to write the Review Critically of Related Literature evaluate and select Write a Identify the literature key terms literature review Locate Organize literatur the e literatur e Teachknowlog y How do we incorporate or build in our research references following the correct in-text citation and referencing format through Microsoft Word?  This is a diagram that connects variables of the study with lines (correlations) or arrows (cause-effect relationships) In writing this section,  start with text and clearly cite the diagram  Include in the diagram the variables which may have values or sub-variables  use the diagram to explain research framework. Justify each variable (and sub-variable) and each Conceptu line or arrow using logic and synthesized studies. al  ensure congruence with research questions Framewor (most important). k Classical Music Math Test Anxiety Figure 1. Diagram showing the conceptual flow of the study ACTIVITY FIVE This research aims to determine the effect of classical music on the math test anxiety of Grade Connecting 11 students of Anonymous National High School (ANHS). Concepts Specifically, it will seek to answer the following questions: 1. What is the level of math test anxiety of: a. Grade 11 students who listened to classical music prior to and during taking the test? b. Grade 11 students who did not listen to any form of music? 2. Is there a significant difference between the levels of math test anxiety of Grade 11 Based on the givenstudents Statementwho listened of the to classical music Problem, and construct those who did not? a Conceptual Framework appropriate for the research it is part of. (10 minutes)  A hypothesis is a prediction of the possible outcomes of a study (Fraenkel & Wallen, 2009). Hypotheses are statements in quantitative research in which the investigator makes a prediction or a conjecture about the outcome of a relationship among attributes or characteristics Question: (Creswell, Will students who were2012) bullied get lower grades than those who were not? Hypothesis: Students who were bullied get Research significantly lower grades than those who were not. Hypothes es  Format: The research hypotheses of the study are: (stated with expected direction) Example (Compare with expected answer to research question): The mean attitude of female millennials is significantly lower than that of the males. Research Significant or significantly – implies that Hypothes results are not due to chance alone. es Based on the sample statement of the problem, write a hypothesis. (7 minutes)  Variables and sub-variables or values in conceptual framework are defined, except very common variables like grade level, gender, school type where the values are indicated in the framework itself. Format: The following terms are defined as used in the study: (followed by list of terms with conceptual and operational definitions, if appropriate) Conceptual definition – original author’s qualitative definition. Terms defined operationally are variables measured Definition using instruments, e.g., test or rating scale. of Terms Example: Millennials’ attitude – total rating in a rating scale. on the conceptual Based framework, write the definition of WORKSHOP, CHAPTER TWO Review of Literature and Conceptual Framework Related Literature (relevant headings) Conceptual Framework (diagram and 1-2 explanatory text) Research Hypotheses (only if applicable) Definition of Terms (based on the Conceptual Framework) Write Chapter II of your mock research. (20 minutes)  End of session 1C. THANK YOU! Revisit the Park n’ Go Area Session 2A: Understanding Data and Ways to Systematically Collect Data SHS Mass Training of Teachers, Practical Research 2 U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y Standards and Competencies Collect Data Content Standards: The Performance Standards: The learner demonstrates learner is able to: (a) describe understanding of: (1) adequately quantitative research quantitative research designs, sample, instrument used, designs; (2) description of intervention (if applicable), data sample; (3) instrument collection, and analysis development; (4) procedures, or (b*) apply description of intervention imaginatively art/design principles (if applicable); (5) data to create artwork collection and analysis procedures; and (6) guidelines in writing Word hard. Study Harder. research methodology U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y Collect Data Standards and Competencies Learning Competencies The learner… 1. chooses appropriate 4. describes intervention (if quantitative research applicable); design 5. plans data collection procedure; 2. describes sampling 6. plans data analysis using procedure and the sample; statistics and hypothesis testing 3. constructs an instrument (if appropriate); and and establishes its validity 7. presents written research and reliability; methodology. Word hard. Study Harder. Let’s get critical. Identifying critical competencies in the For 6 minutes, examine the first three curriculum guide Understanding Data content units (all under the first quarter) of and Ways to the curriculum guide for the learning Systematically Collect competencies. Data Determine exactly 2 competencies per Finding Answers content unit that your group finds to be Through Data MOST DIFFICULT TO TEACH or MOST Collection CRITICAL TO LEARN. Follow the color coding of the content units Reporting and Sharing at the right. Findings Write your main concern through a question or a statement below the LC code. Post answers on your station. Chapter Content Chapter III METHODOLOGY Research Design The Sample The Instruments Intervention Data Collection Procedure Data Analysis Procedures  Research designs are the specific procedures involved in the research process: sampling, data collection, and data analysis. Research Design  The first step leading to the process of collecting quantitative data is to identify the people and places you plan to study. This involves determining which group of people will you study, who, specifically, these people are, and how many of them you will need to involve. Identifying the representative group that will The take part in the study is an important aspect of the research that you need to specify. Sample   description of the subjects, number, and grade level (for students), naming school and its location, unless with confidentiality conditions. Otherwise, only location, type, and size of school are stated;  number of classes, class size, and number of teachers are indicated;  how students and teachers are selected (sampling procedure) is described.  After data collection, put actual sample: sample size, distribution of subjects by sex and average The age. Sample  If applicable, describe relevant characteristics of teachers like sex, teaching experience, educational attainment, and related training. Sampling Techniques Probability Sampling Techniques SYSTEMATIC SAMPLING Taking every kth element SIMPLE RANDOM SAMPLING in the population as a sample, where Drawing randomly from a list of the population (e.g.: names from a hat, using a matrix of random numbers). Sampling Techniques Probability Sampling Techniques STRATIFIED RANDOM SAMPLING CLUSTER SAMPLING a process in which certain subgroups, or strata, are The selection of groups, selected for the sample in or the same proportion as clusters, of subjects they exist in the rather than individuals population Sampling Techniques Non-probability Sampling Techniques 3 QUOTA SAMPLING CONVENIENCE SAMPLING The number of samples is decided by the researcher is selecting a group of and selection is also made individuals who are out of availability of the conveniently available respondent. for study Sampling Techniques Non-probability Sampling Techniques PURPOSIVE SAMPLING SNOWBALL SAMPLING Using researcher’s judgment to select a One sample leads on to sample that they believe, more of the same kind of based on prior sample. information, will provide the data they need. Thin k of A teacher wants to conduct an action research in order to determine the effectiveness of home- this based family counseling on the attendance of students. Of her 56 students, she has selected 20 whose residences are within a kilometer’s radius from the school. What sampling technique did the teacher use? Do you agree on the strategy she has employed?   This refers to the questionnaire or data gathering tool to be constructed, validated and administered.  If the instrument is prepared by the researcher, it should be tested for validity and reliability. However, if the instrument is standardized, the student should indicate its description as to its items, scoring and qualification. The  The researcher must explain its parts, and Instrume how the instrument will be validated. The instrument to be used should be appended nt (except for standardized).  CRITERIA for CHOOSING a GOOD INSTRUMENT  Is it recent?  Is it widely cited? Are reviews available?  Is it reliable?  Is it valid?  Does the procedure for recording data fit the research questions in your study? The  Does the instrument contain accepted Instrume scales of measurement? nt Creswell, 2012 Think A group of Grade 12 students is doing a research to know if Facebook can be used to encourage SHS students to of thisdiscuss more actively their lessons in Math. They decided to do a series of activities by posting several problems on Facebook and asking students to freely discuss by commenting on the problem. To assess how effective this activity was, they required their participants to “like” the Facebook post if they feel like doing so. It was found out that of the 100 participants, 95 “liked” the post. The group therefore concluded that Facebook is an effective way to encourage active discussion.  the extent to which the content or topic of the test is truly representative Content of the content of the course. Validity Construct the extent to which the test measures a theoretical construct or trait Validity the degree to which the test agrees or correlates with a criterion set up as Criterion an acceptable measure Validity Types of Predictive how well predictions made from the test are confirmed by evidence Validity gathered at some subsequent time Validity  Example: validation of an achievement test based on Content contents of the CG. Validity Example: validation of an IQ test … Construct should gauge high IQ in ones with high IQ and low in those with low Validity IQ. Example: validation of a teacher- made achievement test by Criterion comparing it to a validated NAT. Validity Types of Predictive Example: validation of questionnaires used for review by comparing Validity performance of exam takers during Validity review using the reviewer and the actual exam.  Content validation refers to the process of establishing validity of an instrument (Frank- Stromberg, 2004). Lawshe’s model can serve this purpose. This involves a panel of subject matter experts rating items as “essential”, “useful, but not essential”, or “not necessary.” Items deemed “essential” by a critical number of panel members are then included Establishi within the final instrument, with items failing ng to achieve this critical level discarded (Ayre, Validity 2014).  Visualizing Content Validity through Expert Validation For instance, the teacher wishes to validate a test in English. He requests experts in English to validate if his test items measure the knowledge, skills, and values they are supposed to measure as stated in the course content/syllabus/curriculum guide. Establishi To validate each item, the experts check the ng options: 3 (retain), 2 (revise), or 1 (delete). If Validity the mean per item is 2.5 to 3, the item is retained; if 1.5 to 2.4, revised; and if 1.0 to  Example: Retain Revise Delete Questions 3 2 1 1. He (hears, hear) mass every day. 3 2 1 2. His daily allowance of Php 50 (is, are) not 3 2 1 enough. 3. Joyce (buy, buys) apples. 3 2 1 Establishi 4. Yvonne (give, gives) alms to beggar. 3 2 1 ng 5. Kylie (puts, put) flowers in the vase. 3 2 1 Validity Measurin g Reliabilit y Teachknowlog y Cronbach’s alpha (α) is a test of reliability technique that requires only a single test administration to provide a unique estimate of the reliability for a given test. It is computed as the average value of the reliability coefficients one would obtain for all possible combination of items when split into two half tests (Gliem & Gliem, 2003). Coefficient normally ranges between zero and one. However, there is actually no lower limit to the coefficient. The closer Cronbach’s alpha coefficient is to 1.0, the greater the internal consistency of the items in the scale. Teachknowlog y   Enumerate instruments to be used. Indicate if researcher-made, adopted or modified (give author, year, & reliability coefficient).  Quickly describe pilot-testing of instruments.  Indicate how researcher-made instruments will be content-validated. The  Indicate computing reliability coefficient, commonly Cronbach alpha, for rating Instrume scale and tests. nt  Add structure/parts and number of items of each instrument.   Add Table of Specifications for researcher- made tests.  Add details of content validation: who the experts are without naming them.  Add details of pilot-testing (when and who), and describe group (similar to group to which instruments will be eventually administered). The Instrume nt   Clearly and completely describe how the intervention will be implemented, such that the reader can replicate the intervention.  Describe what happens in comparison group. The Interventi on   Quickly describe whose permission will be sought and arrangements to make to administer instruments.  Describe when instruments will be administered and who will administer them. Data  Add details on arrangements and Collectio administration of instruments, if needed. n Procedur e  This section indicates how the data will be analyzed and reported; it should specify the qualitative and/or quantitative methods that will be used in analyzing the data gathered for the research. In writing this section,  Describe analysis to be done for each research question, following sequence in Data Statement of Problem. Analysis  State if tests of hypotheses will be done Procedur and for what purpose.  Indicate that tests of hypotheses will be e done at. 05 level of significance.   Level of significance or p value = no. of cases out of 100 cases that results are due to chance alone.  Add scoring system for instruments.  Avoid giving formulas or standard procedures for statistical tools (reader is Data expected to know these or look them up in Analysis statistics references). Procedur e  Data Analysis Procedur e  BULLYING INCIDENCE AND GRADE 11 STUDENTS’ ATTENDANCE Research Design This research used correlational design. The Sample Alangalang National High School, Alangalang, Leyte Region 8 is purposively selected due to its big size. One section with a class of forty (40) Grade 11 students is randomly selected. The study will be accomplished for the School Year (SY) 2017-2018. The Instruments There will be one (1) self-made questionnaire for the Sample study with three (3) questions. The first questions is based on bullying experience, second is on the type of bullying experience, and the third is the number of absences. The questionnaire will be pilot tested to five students who are not  Data Collection Procedure The researchers will seek written permission from the principal of Alangalang Senior High School for the conduct of the study. An inform consent will also be provided to the students. The parents will also be asked through a written permission. The respondents will be oriented on the research objectives and outcomes. The researchers will administer the following the self-made questionnaire. Data Analaysis All the data will be compiled and treated based on parametric and non-parametric measures. The data on Sample the frequency of bullying incidence and attendance will be treated to simple percentage and will be presented through a bar graph. The test of difference on two groups will be based on one-paired T-test for WORKSHOP, CHAPTER THREE Methodology Research Design The Sample The Instruments Intervention Data Collection Procedure Data Analysis Procedures Write Chapter III of your mock research. (30 minutes)  End of session 2A. THANK YOU! Revisit the Park n’ Go Area Session 2B: Finding Answers through Data Collection SHS Mass Training of Teachers, Practical Research 2 Finding Answers through Data Collection Standards and Competencies Content Standards: The Learning Competencies learner demonstrates The learner… understanding of: (1) data 1. Collects data using appropriate collection procedures and instruments skills using varied instruments; (2) data 2. Presents and interprets data in processing, organizing, and tabular and graphical forms analysis. 3. Use statistical techniques to Performance Standards: analyze data – study of The learner is able to gather differences and relationships and analyze data with limited for bivariate analysis intellectual honesty, using Word hard. Study Harder. suitable techniques Chapter Content Chapter IV PRESENTATION AND ANALYSIS OF DATA In reporting the results, the researcher stays close to the statistical findings without drawing broader implications or meaning from them. Further, this section includes summaries of the data rather than the raw data (e.g., the actual scores for individuals). A results section include tables, figures, and detailed explanations about the statistical results  Before writing this section,  Rewrite Chapters 1-3 before or after data analysis and before writing Chapter 4.  Rewrite Chapters 1-3 in past tense, wherever applicable, and make corrections for actual data collection and data analysis procedures. Rewritin g Initial Chapters  1 Score the data (Coding) 2 Select a statistical program (e.g. SPSS). 3 Input the data 4 Clean and account for missing data. Assigning a Preparin numeric score to each response g Data category for each question in the for instrument used Analysis  1 Describe trends in the data to a single variable or question on your instrument. 2 Compare two or more groups on the independent variable in terms of the dependent variable. 3 Relate two or more variables. How to 4 Test hypothesis about the differences Analyze in the groups or the relationships of Quantitativ variables. e Data  In writing this chapter,  Reexamine your research question and identify the important variables included in the research. Label section headings based on research questions and follow their sequence  Determine parts of the data you collected that focused on each of the variables. One subsection should be devoted to How to presenting data relevant to each variable. Use tables and graphs in presenting State statistical data. Results  Put greater emphasis on significant results. Results that are sidelights should   Do not state any differences were present between groups unless a significant p- value is attached.  Do not comment on results.  Select statistics and place them in the most reasonable order  Include tables, graphs, figures for quantitative study statistical results of hypotheses tested How to possible explanations of unexpected State results Results Implications of results to existing situation  Quantitative data are organized & summarized in tables and figures. Information shown in tables and figures is elaborated in the text. Present results of hypothesis test in tables using statistical format, e.g., t value and level of significance (p-value). Tables and Figures  Distribution of Grade 4 Students’ Level of Reading Skill To compare 9 proportions and 14 relative amounts (How big?), use a pie chart, a horizontal bar chart, or a table 27 Choosing Frustration Instructional Independent Graph Types  Distribution of Learners by Reading Level over the course of the Intervention Program 27 26 25 25 19 16 14 13 12 9 8 6 Choosing Start of the Program Week 1 Week 2 Week 3 Graph Frustration Instructional Independent Types To show trends (How do things change over time?), use a column chart or line graph  Grade 4 Learners’ Reading Test Scores and Hours Spent on Reading per Week Hours Spent on Reading per Week 14 12 10 8 6 4 2 0 0 5 10 15 20 25 30 Choosing Reading Test Score Graph To show correlations (how well does one thing Types predict another?), use a scatterplot or multiplot chart.  Enrich and support quantitative analysis with qualitative data analysis using selected quotes/utterances & observed behavior of subjects. Results of Hypothes is Testing  Compare results of present study with related studies, as follows: This result is consistent with or similar to that Results of… (related study) of contradicts/opposes that of… (related Related study) Studies  Needed especially when results are not those expected by researcher. Cite all things that happened that may have affected findings. Look at limitations of the study, e.g., in sampling, instrumentation, intervention, and data collection. Possible Explanatio ns   Was the conduct of research not implemented as planned? Were there deviations from planned procedure?  Was dosage or duration of experiment of intervention sufficient?  Was there a contamination of comparison group?  Are there characteristics of sample that affected the results? Possible  Were there issues with the instruments’ Explanatio validity and reliability? in test ns administration?  Was there any instance of resistance of  If some or all findings are different from expected, have a section on re- conceptualized framework at end of Chapter 4 and make diagram of re- conceptualized framework. Starting with text, cite figure (diagram) of re-conceptualized Re- framework. Explain changes vis-à-vis conceptualized Conceptual Framework of the Study. Framework WORKSHOP, CHAPTER FOUR PRESENTATION AND ANALYSIS OF DATA Come up with a fabricated data for your research based on your Statement of the Problem and write briefly this chapter Write Chapter IV of your mock research. (20 minutes)  End of session 2B. THANK YOU! Revisit the Park n’ Go Area U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y Collect Data Standards and Competencies Content Standards: The Performance Standards: The learner demonstrates learner is able to: (a) form logical understanding of: (1) conclusions ; (b) make guidelines in making recommendations based on conclusions and conclusions; (c) write and present recommendations; (2) the clear techniques in listing report; and (d) execute best references; (3) the process design of report writing; and (4) the selection criteria and process of best design. Word hard. Study Harder. U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y Standards and Competencies Collect Data Learning Competencies The learner… 1. draws conclusions from 4. finalizes and presents best research findings; design; and 2. formulates recommendations 5. presents research workbook describes intervention (if applicable); 3. lists references ; 4. presents written research report; Word hard. Study Harder. Chapter Chapter V Content CONCLUSIONS AND RECOMMENDATIONS Conclusions Recommendations REFERENCES  The portion that gives meaning to your research and your results. The objective of the Conclusion section is to examine the results, determine whether they solve the research question, compare them within themselves and to other results (from literature), explain and interpret them, and then draw conclusions or derive Conclusio generalizations, and make recommendations for applying the results or n for further research (Wilkinson, 1991:327).  In writing this section,  Interpret and summarize the findings.  Revisit research questions and craft conclusion. State answers to research questions following their sequence.  Relate the conclusions to the research questions.  Limit the conclusions to the data presented  Be objective.  Avoid exaggerating or manipulating data to prove your point. Conclusio  Present answers as general statements of n findings.  Do not include related literature.  In writing this section,  Write recommendations for beneficiaries of results of study cited in Significance of Study.  Look at limitations of study, in scope, sample, instruments, intervention implementation and adequacy, and data collection.  Give suggestions on how to improve the study based on the limitations.  Include areas for future research and give at least one example. Recomm endation  Organize the parts of your research report based on the standard research-report structure that consists of the sequential components: Title Abstract Introduction Methodology Results or Findings Research Conclusion Report Recommendations Writing References Appendices  Writing the Abstract Placement The abstract acts as the second major section of the document and typically begins on the second page of the paper. It follows directly after the title page and precedes the main body of the paper. The abstract is a succinct, single-paragraph summary of your paper’s purpose, main Research points, method, findings, and conclusions, Report and is often recommended to be written Writing after the rest of your paper has been completed.  Familiarize yourself with the language of academic writing. Observe the mechanics of research-report writing which are as follows: a. Physical Appearance b. Quotations (block quotation) c. Footnotes d. Statistics and Graphs Research e. Final Draft Report Consider the research-report writing styles Writing or format.  Direct quotatio ns  Block quotatio ns  Block quotatio ns WORKSHOP, CHAPTER FIVE CONCLUSIONS AND RECOMMENDATIONS Write Chapter IV of your mock research. (20 minutes)  End of session 2C. THANK YOU! Revisit the Park n’ Go Area