CHAPTER 3- RESEARCH DESIGN AND METHODOLOGY PRACTICAL RESEARCH II.pdf

CHAPTER 3- RESEARCH DESIGN AND METHODOLOGY PRACTICAL RESEARCH II

1. CHAPTER 3
RESEARCH DESIGN
AND METHODOLOGY
Prepared by: Mrs. April Joy D. Tayam

2. Learning Objectives:
At the end of this module, you should be
able to:
1. choose appropriate quantitative research
design (CS_RS12-IIa-c-1);
2. describe sampling procedure and the
sample (CS_RS12-IIa-c-1);
3. construct an instrument and establishes
its validity and reliability (CS_RS12-IIa-c-3);

3. 4. describe intervention (if applicable) (CS_RS12-IIa-
c-4);
5. plan data collection procedure (CS_RS12-IIa-c-5)
6. plan data analysis using statistics and hypothesis
testing (if appropriate)
(CS_RS12-IIa-c-6); and
7. present written research methodology (CS_RS12-
IIa-c-7);

4. Parts of Chapter 3
Purpose of the Study and Research Design
Methods
Respondents
Research Instrument
Data Gathering Procedure
Treatment of Data

5. Quick Think-Pair-Share
“If you want to know whether
sleeping late affects your
grades, how would you find
out?”

6. Quantitative
Research Designs

7. Each type of research has a unique
design to follow that will also lead the
direction of sampling procedure, data
gathering, and data analysis. Each
research type also aims to answer
specific research questions; how it will
be answered is determined by its design.

9. Research Design
defined as the rational and coherent
overall strategy that the researcher
uses to incorporate all the vital
components of the research study.
Hence, in order to find meaning in the
overall process of doing your research
study, a step-by-step process will be
helpful to you.

10. Types of Quantitative
Research Design
Descriptive Research
Correlational Research
Ex Post Facto
Quasi-Experimental
Experimental Research

11. Descriptive Research
When little is known about the research problem,
then it is appropriate to use descriptive research
design. It is a design that is exploratory in nature.
The purpose of descriptive research is basically to
answer questions such as who, what, where,
when, and how much.
So, this design is best used when the main
objective of the study is just to observe and report
a certain phenomenon as it is happening.

12. Study Habits of Senior High School Students
in Iloilo City
Descriptive Question:
What are the most common study habits of
Senior High School students in Iloilo City?

13. Research Problem:What coping
strategies do teachers use to manage
stress in blended learning?

14. Correlational Research
The main goal of this design is to determine if
variable increases or decreases as another
variable increases or decreases.
identifies the relationship between variables.
Data is collected by observation, for example, the
relationship between the amount of sleep and
student academic achievement

15. Questions Correlational Research Answers:
Is there a relationship between X and Y?
To what extent are X and Y related?
Does an increase in X correspond to an
increase or decrease in Y?

16. Research Title:The Relationship Between
Social Media Usage and Academic Performance
of Senior High School Students
Correlational Question:
Is there a significant relationship between the
number of hours spent on social media and
the academic performance of Senior High
School students?

17. •Descriptive research= What exists?
•Correlational research= What is the
relationship between variables?

18. Ex Post Facto
If the objective of the study is to measure a
cause from a pre-existing effect, then Ex Post
Facto research design is more appropriate to
use.
In this design, the researcher has no control
over the variables in the research study. Thus,
one cannot conclude that the changes
measured happen during the actual conduct of
the study

19. -The term “ex post facto” means “from what is
done afterward.
-”Researchers study existing conditions or events
and then look backward to identify possible
causes.
-Unlike experimental research, the researcher
cannot control or manipulate the independent
variable because it has already happened or
cannot be ethically manipulated.

20. Suppose a researcher wants to know the
effect of single-parent upbringingon
students’ academic performance.

21. Quasi-Experimental Design
is used to establish the cause-and-effect relationship
of variables.
Here, the independent variable is identified but not
manipulated.
The researcher does not modify pre-existing groups
of subjects. The group exposed to treatment
(experimental) is compared to the group unexposed
to treatment (control)

22. “The effects of unemployment on attitude
towards following safety protocol in ECQ
declared areas”

23. Experimental Design
is used to establish the cause-and-effect
relationship of two or more variables. This
design provides a more conclusive result
because it uses random assignment of
subjects and experimental manipulations.

24. “A Comparison of the Effects of Various
Blended Learning to the Reading
Comprehension of Elementary Pupils.”
Manipulation of IV–The researcher assigns or implements
different types of blended learning approaches
Control of Variables–Pupils are grouped and exposed to
specific blended learning methods under controlled
conditions.
Observation of DV–After the intervention, the researcher
measures the reading comprehensionof the pupils (the
dependent variable).

25. Activity:
Determine the quantitative research
design appropriate for the sample
research titles. Make
sure to explain your choice into two to
three sentences.

26. Relationship between Academic
Stressors and Learning Preferences
of Senior High School Students

27. Reading Electronic Learning
Materials as a Support for
Vocabulary of Grade 1 Pupils

28. Impact of the Implementation of
COVID –19 Health Protocols in
Supermarkets on Consumer
Behaviors

29. Effects of Morning Exercise on
the Health Anxiety Level of
Senior Citizens

30. LET’S DO IT TOGETHER!

32. RESPONDENTS
Population and Sample
The first step in determining the sample size is
identifying the population of the topic of interest.
The population is the totality of all the objects,
elements, persons, and characteristics under
consideration.
It is understood that this population possesses common
characteristics about which the research aims to
explore.

33. Definition of the Population
-Clearly describe who your respondents are
(students, teachers, employees, etc.).
-Indicate the level/grade, institution,
location, or group characteristics.

34. Example:“The population of the
study consists of all Grade 11 Senior
High School students enrolled at XYZ
School during the academic year
2025–2026.”

35. Population Size
State the total number of individuals in
your population (e.g., 120 students, 300
employees).
This number is important because it’s the
basis for calculating your sample size.

36. Example
The total population of the study consisted of 350
Senior High School studentsenrolled at ABC
Senior High School during the academic year
2025–2026.
This number (350) was used as the basis for
determining the sample size of respondents
through Slovin’sformulaat a 5% margin of error,
resulting in a required sample of 186 students.

37. Inclusion and Exclusion Criteria
Mention who is included and excluded from
the study
.Example: “Only officially enrolled students
were included. Transferees with incomplete
records were excluded.”

38. Inclusion Criteria
Grade 11 Senior High School students enrolled at XYZ School
during the academic year 2025–2026
Students belonging to the Academic Track (ABM, HUMSS, STEM,
GAS)
Respondents who gave consent to participate in the study
Exclusion Criteria
Students who transferred during the semester with incomplete
records
Students from the Technical-Vocational-Livelihood (TVL) track
Students who were absent during the data collection period

39. Relevance of the Population
Explain briefly why this population is
chosen.
Example: “Senior High School students
were selected since they are at a crucial
stage of developing study habits that
directly affect their academic
performance.”

40. Example
The respondents of this study were Senior High School
students of XYZ School. They were chosen because
they are in a critical stage of preparing for higher
education and future careers, making it important to
examine the factors that influence their academic
performance. Their experiences, study habits, and
attitudes provide valuable insights that can guide
teachers and school administrators in designing
effective learning interventions.

41. Population vs. Sample
Population →The entire group you want to
study.
Sample →A subset of the population you
actually collect data from.Sinceit’s often
difficult or unnecessary to study the whole
population, researchers use sampling
techniques to represent it.

42. Common Mistakes to Avoid
Being too vague (e.g., “students” only →
needs specifics: grade, level, school).
Forgetting to mention population size.
Not justifying whythis population is
relevant to your study.

43. Tip:Think of your “Population” section
as answering:
Who exactly are my respondents?
How many are there?
Why them and not another
group?

44. Sampling Techniques in
Quantitative Research

45. Probability Sampling
(Every member of the population has a
chance to be selected. Best for quantitative
studies since it reduces bias.)
1.Simple Random Sampling
2.Stratified Random Sampling
3.Systematic Sampling
4.Cluster Sampling

46. Simple Random Sampling
Each individual has an equal chance of
being selected.
Example: Drawing names of 50
students randomly from a class list.

47. Stratified Random Sampling
The population is divided into subgroups
(strata) such as strand, gender, or year
level.
Samples are randomly taken from each
subgroup proportionally.
Example: 30% STEM, 40% HUMSS, 30% ABM.

48. Systematic Sampling
Selecting every k-thelement from a
list.
Example: Every 5th student on the
enrollment list.

49. Cluster Sampling
The population is divided into groups
(clusters), then whole clusters are
randomly selected.
Example: Selecting 3 out of 10 Grade 12
sections, then surveying all students in
those sections.

50. Non-Probability Sampling
(Not every member has an equal chance of
being included. Easier but less
generalizable.)
1.Purposive Sampling
2.Convenience Sampling
3.Quota Sampling

51. Quota Sampling
Ensuring a set number of participants
from each group.
Example: 50 males and 50 females
regardless of how they were chosen.

52. “This study used stratified random
sampling to ensure representation of
respondents across different academic
strands, making the results more
reliable and generalizable.”

53. Population
The population of this study consisted of all Grade 12
Senior High School students enrolled at ABC National High
School during the academic year 2025–2026, with a total
of 350 students. This group was selected because Senior
High School learners are in a crucial transition stage where
academic performance, study habits, and personal attitudes
significantly influence their readiness for higher education
and future employment. By focusing on this population, the
study aims to obtain relevant data that reflect the
experiences and challenges of learners who are preparing
for both tertiary education and professional pathways.

54. RESEARCH INSTRUMENT
A research instrument is a tool used to collect,
measure, and analyze data related to a research
problem.
Ensures systematic and reliable gathering of
information.
Examples: Questionnaires, interviews, tests,
observation checklists.

55. Importance of Research Instruments
Ensures validity and reliability of data
Provides consistency in data collection
Helps answer research questions
accurately
Saves time and resources

57. Validity & Reliability
Validity –Does the instrument measure what
it is supposed to measure?
Reliability –Does the instrument give
consistent results over time?Example: A
thermometer consistently showing 37°C for
the same person = reliable; showing actual
body temperature = valid.

58. Steps in Developing a Research
Instrument
Identify research objectives
Choose the appropriate instrument type
Draft items/questions
Seek expert validation (content validity)
Pilot test (try-out)
Revise and finalize instrument

59. Ethical Considerations
Informed consent of respondents
Confidentiality and anonymity
Avoid leading or offensive questions
Respect cultural sensitivity

60. Adapting a Questionnaire:
Everything You Need to
Know

61. Understand the Original Questionnaire
Read the original source carefully.
Identify its purpose, scope, and target
population.
Check what variables or constructs it
measures (e.g., motivation, attitudes,
behaviors).

62. Seek Permission
Some questionnaires are published or
copyrighted—you may need written
permission to adapt or use them.
If it’s open-access or freely available in
journals, acknowledge the source properly.

63. Consider Cultural and Contextual
Relevance
Translate into the language of your
respondents (if needed).
Use terms familiar to your population (e.g.,
Filipino students, maritime industry workers).
Remove items that are irrelevant to your
context and add items that fit your research
environment.

64. Modify but Keep the Core
Keep the essence of the constructs being measured.
Avoid changing the meaning of the questions—adapt
wording only for clarity and context.
Example: Original item: “I feel anxious during math class.”
Adapted item: “I feel anxious during mathematics
lessons.”

65. Pilot Testing
Conduct a try-out with a small
group similar to your target
respondents.
Check if they understand the items
clearly.
Revise ambiguous or confusing
items.

66. Formatting the Questionnaire
Provide clear instructions at the beginning.
Use a consistent response scale (e.g., Likert
1–5: Strongly Disagree →Strongly Agree).
Keep questions short, simple, and direct.
Group items by category for easier answering.

67. Ethical Considerations
Always include an informed consent
statementbefore the questionnaire.
Assure respondents of confidentiality
and anonymity.
Make answering voluntary.

68. Citing the Source
Acknowledge the original author(s) of the
questionnaire in your paper.Example
citation:
“The questionnaire was adapted from the
Academic Motivation Scale (Vallerand et
al., 1992).”

69. Tips for Students
✅Do not overcomplicate—adapt only what’s
necessary.
✅Avoid leading or double-barreled questions.
✅Always align items with your research
objectives.
✅Test the questionnaire’s length—keep it short
enough to avoid fatigue.
✅Keep your adapted version neat, logical, and
respondent-friendly.