Practical Research 2 Modules 1 & 2 2nd Quarter PDF

TIGBAUAN NATIONAL HIGH SCHOOL PRACTICAL RESEARCH 2 1ST SEMESTER: SECOND QUARTER MODULE 1: QUARTER 2 LESSON 1: SAMPLING PROCEDURE AND THE SAMPLE OBJECTIVES: a. Define population and sample b. Def...

TIGBAUAN NATIONAL HIGH SCHOOL PRACTICAL RESEARCH 2 1ST SEMESTER: SECOND QUARTER MODULE 1: QUARTER 2 LESSON 1: SAMPLING PROCEDURE AND THE SAMPLE OBJECTIVES: a. Define population and sample b. Define probability sampling c. Identify the types of probability sampling d. Give the importance of sampling in quantitative research Learning Competency: describe sampling procedure and sample (CS_RS12-IIa-c-2) Population- refers to the totality of objects, elements, person and characteristics under a given condition. In other words, population refers to the entire group that you want to draw conclusions about. Sample- is the specific group that you will collect data from which also refers as the subset in a population. Probability Sampling- shows that each member of the population has the equal chance of being selected as sample. This is mainly used in conducting quantitative research. TYPES OF PROBABILITY SAMPLING 1. Simple Random Sampling- In this type of sampling every member of the population has an equal chance of being included as sample. To conduct this type of sampling, you can use techniques that are based entirely on chance. Example: Selecting a size of 100 to 1000 students in school by assigning numbers to each student and randomly select 100 students. 2. Systematic Sampling- In this type of sampling, every member of the population is listed with a number, but instead of randomly generating numbers, individuals are chosen at regular intervals. Example: All students of Senior High School are listed in alphabetical order. From the first 10 numbers, you randomly select a starting point: number 2. From number 2 onwards, every 3rd person on the list is selected (2, 5, 8, 11, and so on), and you end up with a sample of 60 people. 3. Stratified Sampling-This involves dividing the population into subpopulations that may differ in important ways. It allows you draw more precise conclusions by ensuring that every subgroup is properly represented in the sample. To use this sampling method, you divide the population into subgroups (called strata ) based on the relevant characteristic. Example: In a study of stoke outcomes, we may stratify the population by sex , to ensure equal representation of men and women. The study sample is then obtained by taking equal sample sizes from each stratum. 4. Cluster Sampling-Also involves dividing the population into subgroups, but each subgroup should have similar characteristics to the whole sample. Instead of sampling individuals from each subgroup, you randomly select entire subgroups. This type of sampling is best to use when the population is dispersed. Example: The company has offices in 10 cities across the country (all with roughly the same number of employees in similar roles). You don’t have the capacity to travel to every office to collect your data, so you use random sampling to select 3 offices – these are your clusters. TIGBAUAN NATIONAL HIGH SCHOOL PRACTICAL RESEARCH 2 1ST SEMESTER: SECOND QUARTER MODULE 1: QUARTER 2 LESSON 2: RESEARCH INSTRUMENT, VALIDITY AND RELIABILITY OBJECTIVES: a. Define research instrument b. Know the characteristics of good research instrument c. Identify the types of validity instrument d. Identify the types of reliability instrument Learning Competency: construct an instrument and establish its validity and reliability (CS_RS12- IIa-c-3) RESEARCH INSTRUMENT is very important in conducting a research study for the result will serve as the basis in answering the research problem and selecting the correct hypothesis in the latter part of the research. Thus, it is but right to consider the different scales in establishing a valid and reliable instrument. What Makes a Good Research Instrument? 1. Valid and Reliable: The instrument should measure what intends to measure. The instrument should have accuracy and consistency. 2. Scorable: A good instrument is easy to score thus: scoring direction is clear, scoring key is simple, answer is available. 3. Usable: The degree to which the tests are used without much expenditure of time, money and effort. It also means practicability. Factors that determine usability are: administrability, scorability, and economy. 4. Economical: One way to economize cost is to use answer sheet and reusable test. However, test validity and reliability should not be sacrificed for economy. VALIDITY - refers to the appropriateness, meaningfulness and usefulness of inferences a researcher makes on the data they collect. A research instrument is valid when it measures what it intends to measure. Researchers should make sure that any information collected through the use of an instrument serves the purpose for which it is collected. TYPES OF VALIDITY OF AN INSTRUMENT 1. CONTENT VALIDITY- An instrument has content-validity if the content and format of an instrument appropriately covers the topics and the variables intended to be studied and the items adequately represent the subject to be assessed. 2. CRITERION-RELATED VALIDITY: An instrument has criterion-related validity if a score obtained by an individual using a particular instrument is significantly associated with a score he/she obtains on another instrument or another measure, known as the criterion. 3. FACE VALIDITY: This considers how suitable the content of an instrument seems to be as it appears. It is a subjective measure and considered as the weakest form of validity. 4. CONSTRUCT-RELATED VALIDITY: Refers to specific psychological construct or characteristics being measured by the instrument and how well these constructs explain the difference in the behavior of individuals. RELIABILITY- refers to the consistency of the responses or the scores obtained by an individual in a test or research instrument administered twice. METHODS IN RELIABILITY OF AN INSTRUMENT 1. TEST-RETEST METHOD- This involves administering the same test twice to the same group of individuals after a certain time has elapsed. Then the reliability coefficient is calculated to determine the degree of association between the results of the two administrations. 2. EQUIVALENT-FORMS METHOD- This method involves the administration of two different but equivalent forms of an instrument to the same group of individuals during the same period of time. 3. INTERNAL CONSISTENCY METHODS: Require only one administrations of the same instrument. There are a number of internal-consistency methods, the most common of which is split-half procedure. TIGBAUAN NATIONAL HIGH SCHOOL PRACTICAL RESEARCH 2 1ST SEMESTER: SECOND QUARTER MODULE 2: QUARTER 2 LESSON 1: UNDERSTANDING DATA AND WAYS SYSTEMATICALLY COLLECT DATA OBJECTIVES a. Define data collection b. Identify the different sources of data collection c. Describe the different data collection methods/ techniques in conducting quantitative research d. Explain the importance of data collection Learning Competency: Plans data collection procedure (CS_RS12-IIa-c-) DATA COLLECTION- It is a process of collecting information from all the relevant sources to find answers to the research problem, test the hypothesis and evaluate the outcomes. IMPORTANCE OF DATA COLLECTION 1. Integrity of the Research Creating an honest or truthfulness and accuracy of one’s research. In order to establish such, a researcher must provide accurate and honest procedure in conducting research. 2. Reduce Errors Appropriate collection methods or tools will generate the desired result of the research. 3. Decision Making Accurate data must be collected so that the researcher will arrive a correct interpretation of the research. 4. Save Cost and Time Without a better knowledge of the topic or subject matter, data collection saves the researcher time and funds that would otherwise be misused. 5. To support a need for a new idea, change and/or innovation It is important to gather data as evidence to support the assumptions in order to show the need for a shift in the standard or the implementation of new knowledge that will be generally accepted. SOURCES OF DATA COLLECTION Data can be collected from two sources namely: Primary sources provide raw information and first-hand evidence. Examples include interview transcripts, statistical data, and works of art. A primary source gives you direct access to the subject of your research. Secondary sources provide second-hand information and commentary from other researchers. Examples include journal articles, reviews, and academic books. A secondary source describes, interprets, or synthesizes primary sources. DATA COLLECTION METHODS Data collection tools refer to the devices/instruments used to collect data depending on the research design and methodologies employed in your research study. The following are the techniques in gathering data for quantitative research: 1. INTERVIEW- A face-to-face conversation between two individuals with the sole purpose of collecting relevant information to satisfy a research purpose. It can be a Structured which asks standard sets of questions and followed in the same order or straight forward questions. A Semi- Structured which asks open-ended questions allowing for a discussion and Unstructured wherein no specific set of predetermined questions and flow like an everyday conversation and tend to be more informal and open-ended. 2. QUESTIONNAIRE- This is the method of gathering information through a tool that consists of a set of questions and prompts to receive an answer from people to whom it is administered. It is meant to collect a group's data. For clarification, that a questionnaire is not a survey, but rather a part of it. A survey is a data collection procedure involving a number of methods of data collection, including a questionnaire. Questionnaires often make use of checklist and rating scales. 3. OBSERVATION- The nature of the observation could be accomplished either as a complete observer, an observer as a participant, a participant as an observer or as a complete participant. This method is a key base of formulating a hypothesis. It can be collected through recording sheets and checklists. Observation guides lists the interactions, processes and behaviors to be observed while field notes do not include preset questions or responses. 4. REPORTING- By definition, the process of collecting and sending data to be further analyzed is data reporting. Reporting accurate data is the main component of data reporting since incorrect data reporting contributes to uninformed decision-making. Examples are NGO reports, newspapers, website articles and hospital care records. 5. TEST- Tests provide a way to assess subject’s knowledge and capacity to apply this knowledge into new situations. It can provide information that is measured against a variety of standards. Norm-reference tests provide information on how the target performs against a reference group. Criterion referenced tests are constructed to determine whether or not the respondents have attained the mastery of a skill or knowledge area. THREE PHASES OF DATA COLLECTION BEFORE Prepare the research instruments Identify the authorities that will be involved and need to ask permission. Determine the samples size and corresponding respondents; per group if applicable. Ask consent form (if respondents are 18 years old above) or parent's consent (if minor). Determine the reliability and validity of the research instrument by experts. Pilot test the research instrument if needed. DURING Clear the instructions provided to the respondents. Administer the research instrument or implement the research intervention, if applicable. Collect or gather or take note of the responses. AFTER Summarize the data gathered, in a tabular form. Analyze the summarize data corresponding to the research questions.