Writing Chapter 3 - November 15, 2022.pptx

Writing Chapter 3 - November 15, 2022.pptx

1. Writing Chapter 3 Presentation by : Gerry B. Dacer Practical Research 2 JOSE PANGANIBAN NATIONAL HIGH SCHOOL RESEARCH METHODOLOGY

2. Parts of Chapter 3 Method of Research Population, Sample Size and Sampling Technique Description of Respondents Research Instrument Data Gathering Procedure Statistical Treatment of Data Notes

3. Method of Research

4. In building your dream house, what do you usually take in considerations before you start building it? tol etdgub gesdin npla sahrecer tgysetar In making your paper what are the different word that you need to considered?

5. WHAT IS THE PICTURE ALL ABOUT?

6. ACTIVITY: FACT OR BLUFF 1. When little is known about the research problem, then it is appropriate to use the descriptive research design because it is a design that is exploratory in nature. FACT BLUFF

7. ACTIVITY: FACT OR BLUFF 2. Correlational Research Design seeks to establish an association between variables. It does not seek cause and effect relationship like descriptive research: it measures variables as it occurs. FACT BLUFF

8. ACTIVITY: FACT OR BLUFF 3. 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. FACT BLUFF

9. ACTIVITY: FACT OR BLUFF 4. An experimental Research Design aims to measure the casual relationship between variables. The partiality of this design comes from assigning subjects, participants or respondents into their groups. FACT BLUFF

10. ACTIVITY: FACT OR BLUFF 5. Experimental research design is based the scientific method called experiment with a procedure of gathering data under a controlled or manipulated environment FACT BLUFF

11. Identify the quantitative research design appropriate for the sample research titles below. Choose from the choices given: 1. Relationship between Academic and Learning Stressors and Learning Preferences of Senior High School Students DESCRIPTIVE DESCRIPTIVE DESCRIPTIVE CORRELATIONAL EX POST FACTO QUASI-EXPERIMENTAL EXPERIMENTAL

12. Identify the quantitative research design appropriate for the sample research titles below. Choose from the choices given: 2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils DESCRIPTIVE DESCRIPTIVE DESCRIPTIVE CORRELATIONAL EX POST FACTO QUASI-EXPERIMENTAL EXPERIMENTAL

13. Identify the quantitative research design appropriate for the sample research titles below. Choose from the choices given: 3. Impact of the Implementation of cOVID-19 Health Protocols in Supermarkets on Consumer Behaviors. DESCRIPTIVE DESCRIPTIVE DESCRIPTIVE CORRELATIONAL EX POST FACTO QUASI-EXPERIMENTAL EXPERIMENTAL

14. Identify the quantitative research design appropriate for the sample research titles below. Choose from the choices given: 4. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens DESCRIPTIVE DESCRIPTIVE DESCRIPTIVE CORRELATIONAL EX POST FACTO QUASI-EXPERIMENTAL EXPERIMENTAL

15. Identify the quantitative research design appropriate for the sample research titles below. Choose from the choices given: 5. Measuring the Gadgets Usage of Children at Home During COVID -19 Community Quarantine DESCRIPTIVE DESCRIPTIVE DESCRIPTIVE CORRELATIONAL EX POST FACTO QUASI-EXPERIMENTAL EXPERIMENTAL

16. Identify the quantitative research design appropriate for the sample research titles below. Choose from the choices given: 6.Level of Academic Achievement of Senior High Schools in Different Learning Modalities DESCRIPTIVE DESCRIPTIVE DESCRIPTIVE CORRELATIONAL EX POST FACTO QUASI-EXPERIMENTAL EXPERIMENTAL

17. Identify the quantitative research design appropriate for the sample research titles below. Choose from the choices given: 7. Effects of Story Telling on Quality of Sleep of Children DESCRIPTIVE DESCRIPTIVE DESCRIPTIVE CORRELATIONAL EX POST FACTO QUASI-EXPERIMENTAL EXPERIMENTAL

18. Just like our backbone, research has:

19. If we are going to relate that to research: We have here research design. PLAN OVERALL STRATEGY RESEARCH DESIGN

20. WHAT IS RESEARCH DESIGN? Research Design is intended to provide an appropriate framework for a study. It is the overall plan and scheme for conducting the study . A very significant decision in research design process is the choice to be made regarding research approach since it determines how relevant information for a study will be obtained.

21. WHAT IS RESEARCH DESIGN? The research designs which are commonly used are classified based on the nature of the research problem or issue being addressed. These are: Descriptive Research Designs, Experimental Research Designs, and Historical Research Designs.

22. The purpose of descriptive research design is to describe the status of an identified variable such as events, people or subjects as they exist. It usually makes some type of comparison contrast and correlation and sometimes cause-effect relationship may be established to some extent. Descriptive Research Designs

23. Types of Descriptive Research Designs 1. Descriptive Normative Surveys This approach attempts to establish norms or standards based on a wide class of survey data. The survey data may be demographic data or may include also data on average perceptions of a set of respondents. Example: Profile of the Principals of selected private and public schools in the Philippines that researchers may include as variables such as age, sex, educational attainment, civil status and others.

24. Types of Descriptive Research Designs 2. Correlational Research Studies This type of design makes use of the results of the descriptive normative surveys. It attempts to determine whether a relationship exists between two or more quantifiable variables and to what degree, and if there is a significant relationship between two variables. It does not follow that one variable causes the other. Example: Determining the extent of the relationship between leadership effectiveness and demographic profile of Principals of selected private and public schools in he Philippines.

25. Types of Descriptive Research Designs 3. Descriptive Evaluative Studies The purpose of this study is to judge the goodness of a criterion measure. Longitudinal studies establish the changes in that criterion measure over a long period of time. Example: Establishing the changes in IQ for children 9-10 years old, one may simultaneously test, children 9-10, 11-12, 13-14, 15-16, 17-18 years old to see the changes in criterion measure.

26. Types of Descriptive Research Designs 4. Assessment/Evaluation Studies This study attempts to determine the effectiveness of efficiency of certain practices or policies when applied to a group of respondents. Example: A study on the Relative Effectiveness of the K to 12 program for the period of six (6) years on the basis of such factors as cost, efficiency, and impact on quality

27. Types of Descriptive Research Designs 5. Descriptive Comparative Studies This endeavors to establish significant differences between two or more groups of subjects on the basis of a criterion measure. No attempts to control the effects of extraneous factors are made. This type usually involves group comparisons. Example: Comparing the managerial effectiveness of three groups of managers – Manager A, Manager B, Manager C, This may employ a combination of two or more descriptive designs.

28. Experimental studies are also known as longitudinal or repeated-measures studies. The experimental research design uses the scientific method to establish the cause-effect relationship among a group of variables that make up a study. The difference between a descriptive design and experimental design is the presence of control in the latter. A factor called treatment is introduced into the research investigation and the researchers attempt to isolate the effects of such treatments by means of control. Experimental Research Designs

29. Types of Experimental Research Designs 1. Pre-test/Post-test Control Group Design The design requires two groups of equivalent standing in terms of criterion measure – the first group as the control and the second as the experimental. Both groups are given the same pre-test. The control group is not subjected to treatment while the experimental group is given he treatment factor. Both groups are given the same post-test after the experimental period and the results will then be compared by the researchers.

30. Example: Let's say you're a researcher who is interested in how much the feeling of being unclean affects judgment and general knowledge. You settle on a pre-test post-test design. You will administer a pre-test on general knowledge and judgment, then, have your experimental manipulation of the participants not cleaning themselves, then perform a post-test using the same or similar tests.

31. Types of Experimental Research Designs Single Group Pre-test Post-test Design This design may be used in an experimental condition where a limited number of subjects are available. The group is first given a pre-test followed by the usual treatment then a post-test is administered afterwards. A new pre-test is then administered to the group followed by the experimental treatment factor and then a final post-test.

32. Example: All students in a certain class take a pre-test. The teacher then uses a certain teaching technique for one week and administers a post-test of similar difficulty. She then analyses the differences between the pre-test and post-test scores to see if the teaching technique had a significant effect on scores.

33. Types of Experimental Research Designs 3. Solomon Four Group Design This design makes use of four equivalent groups. The first two groups follow the pre-test post-test control group design; the third group is not given a pre-test but with treatment and a post-test; the last group is not given a pre-test and a treatment but with post-test. The subjects are randomly assigned to two study groups and two control groups. Pre-test measures are used for one of the study groups and one of the control groups.

34. Example: Determining if the pre-testing and post-testing have any influence on the subjects, as well as the treatment itself. For instance, when testing education, this can be used to determine if a pre-test or post-test influence student performance on actual testing. Students may have a disadvantage due to their exposure to pre- or post-tests, so this method can be used to determine if that is the case.

35. Quasi-experimental design is most useful in situations where it would be unethical or impractical to run a true experiment. Quasi-experiments have lower internal validity than true experiments, but they often have higher external validity as they can use real-world interventions instead of artificial laboratory settings. It involves selecting groups, upon which a variable is tested, without any random pre-selection processes. For example, to perform an educational experiment, a class might be arbitrarily divided by alphabetical selection or by seating arrangement. The division is often convenient and, especially in an educational situation, causes as little disruption as possible. Quasi-Experimental Research Designs

36. The purpose of Historical Research Design is to collect, verify, and synthesize evidence from the past to establish facts that defend or refute the hypothesis. It uses secondary sources and a variety of primary documentary evidence such as logs, diaries, reports, archives, etc. This method follows three major processes – Data Collection, Analysis of Data, and Report of Findings Historical Research Designs

37. Example: Stan decides that he wants to figure out why the Nazis acted the way they did. In Stan's case, he's interested in examining the reasons behind the Holocaust to try to prevent it from happening again. Historical research design involves synthesizing data from many different sources. Stan could interview former Nazis or read diaries from Nazi soldiers to try to figure out what motivated them. He could look at public records and archives, examine Nazi propaganda, or look at testimony in the trials of Nazi officers.

38. THANK YOU