CHAPTER 3

Methodology

Research Design

This research is quantitative in nature. A quantitative

research study, according to Albers (2017), collects numerical

data that must be analyzed to help draw the study’s conclusions.

The goal of data analysis is to reveal the underlying patterns,

trends, and relationships of a study’s contextual situation.

Learning data analysis is not learning how to use statistical tests

to crunch numbers but is, instead, how to use those statistical

tests as a tool to draw valid conclusions from the data. Three

major pedagogical goals that must be taught as part of learning

quantitative data analysis are the following: (a) determining what

questions to ask during all phases of a data analysis, (b)

recognizing how to judge the relevance of potential questions, and

(c) deciding how to understand the deep-level relationships within

the data (Albers, 2017).

The study will use correlational research in which the

goal of the researchers is to know the cause and effect

relationship between the variables. According to Bhat (2019),

correlational research is a type of non-experimental research

method that measures two or more factors to determine or estimate

the extent to which the values for the factors are related or
change in an identifiable pattern without the influence of any

extraneous variables.

In this study, the level of teaching preparation and success

is the independent variable while the learning outcomes of a

student is considered as the dependent variable in which

correlation coefficient will be used to determine the strength and

direction of the linear relationship or correlation between two

variables (Bhat, 2019). The researcher will ensure the collection

of data being efficient and successful by testing the

instrument, determining its reliability and making adjustments

before proceeding to the major study and making the data collection

justified by using probability sampling techniques.

Population and Sampling

Table 1

Population and Sampling

Schools or Teacher % Student %

Company Respondents Respondents

Technological 15 20.00% 48 30.00%

Institute of
the
Philippines –
Quezon City

STI – Cubao 15 20.00% 25 15.62%

World Citi 15 20.00% 30 18.75%

College

St. Bridget 15 20.00% 35 21.88%

School of
Quezon City

St. Joseph 15 20.00% 22 13.75%

Catholic
School

TOTAL 75 100% 160 100%

Table 1 presents the number of sample taken from each

private schools in Quezon City.

Respondents of the Study

The sample population will be taken from selected

private schools in Quezon City that offer online and blended

learning system. The respondents of the study are students who are

currently enrolled in online classes and teachers who are teaching

using the online setup. The respondents will serve as the primary

source of data through answering the survey questions in written

form.

Research Instrument

The researcher will use the abbreviated ETS Proficiency

Profile, Student Opinion Survey and the achievement test score to

measure the student learning outcomes.

1. Survey Questionnaires. The ETS Proficiency Profile will

be used to measure students’ critical thinking and the 3

R’s of learning and has been used by many institutions as

an outcomes assessment for the past years. The

reliabilities for the subscales are over .78 for student-

level data and over .90 for institution-level data (Klein

et al., 2009 as cited by Liu, et al., 2017). The Proficiency

Profile is a 36-item short form intended primarily for

group-level score reporting. After completing the

Proficiency Profile, the students will answer manually,

the Student Opinion Survey (SOS) by Sundre and Wise, 2003.

The SOS, a survey which has been widely used in context of

outcomes assessment, is a 10-item survey that measures

students’ motivation in test taking. Also, the CoSEFLT-Q

questionnaire will be used to measure teachers’ success in

teaching. The CoSEFLT-Q questionnaire is a 45-item

questionnaire assesses the characteristics of a successful

teacher in terms of empathy, dynamism, creating sense of

competence, teaching and learning boosters, commitment,

accountability, and interpersonal relationships. Using

exploratory factor analysis (EFA), confirmatory factor

analysis (CFA), and reliability analysis, the data was

analyzed. The findings showed that all products, apart from

two loaded on three factors with almost identical loadings,

were loaded on factors with the relevant material. They

were, therefore, excluded. Factor analysis resulted,

therefore, in seven key factors with 45 items. Lastly, for

teaching preparation, the researcher will use the CRT

Preparedness Scale. The author stated that the preparedness

scale “was created through an exploratory factor analysis.

According to the factor analysis, there were three factors

for CRTPS: curriculum and instruction, relationship and

expectation establishment, and group belonging formation.

The scale is well supported by psychometric analysis

including factor loadings, internal consistency, and

testing fairness with gender and race. Limitations and

conclusions were made for the use of this scale”.

2. Test Score. The achievement test score of the students will

be used to determine the student learning outcomes.

Data Gathering Procedures

1. A written permission will be submitted to Dr. Gloria T.

Miano for approval by the adviser to administer the survey

questionnaire to the respondents.

2. Seek written permission to the school where the survey

will be conducted.

3. Read several literatures and studies and insights in

the development of the study.

4. To prepare a draft, to finalize, and to validate the

Survey Questionnaire.

5. To administer the survey questionnaire to the

respondents by supplementing the objectives of the research.

6. To retrieve, tally the result of the data

7. To present, analyze the data in both textual and tabular

form.

Statistical Treatment of Data

The following statistical tools were used in the

interpretation of results.
1. Percentage is used to determine the relations of a part to

a whole use in the profile of the respondents.

Formula : P = __f__ x 100

N

Where:

f = frequency

N = Number of cases

P = Percentage

2. Weighted Mean define and why it will be used

Formula:

WM = ∑ (w1f1 + w2f2…+wnfn)
n

Where

WM = weighted mean

f1 = frequency of first cell

w1 = weight of first cell

f2 = frequency of second cell

w2 = weight of second cell

n = number of cases

2. Likert Scale. The data will be interpreted by using the

Five (5) Likert Scale Method, as the criterion which serves as the

basis for the interpretation of the data. The concept of the

boundary of the numerals will be used as follows:

Scale Range Interpretation Symbol

5 5.00 - 4.20 Strongly Agree SA
4 4.19 – 3.40 Agree A
3 3.39 - 2.60 Fairly Agree FA
2 2.59 - 1.80 Disagree D
1 1.79 – 1.00 Strongly Disagree SD

Scale Range Verbal Interpretation Symbol

5 5.00 - 4.20 Highly Required HR
4 4.19 - 3.40 Required R
3 3.39 - 2.60 Undecided U
2 2.59 - 1.80 Least Required LR
1 1.79 - 1.00 Not Required NR

3. Ranking. This will be used to determine the order of

decreasing or increasing magnitude of variations. The largest

frequency is ranked number 1, 2 and so on down to the last rank

and number.

4. Pearson Product Moment Correlation Coefficient. This will

be used to determine whether or not a significant relationship

between the two variables is present. It will be solved using the

formula:

𝑛(∑ 𝑥𝑦) − (∑ 𝑥)(∑ 𝑦)

𝑟=
√[𝑛 ∑ 𝑥 2 − (∑ 𝑥)2 ][𝑛 ∑ 𝑦 2 − (∑ 𝑦)2 ]

Where

n = Number of cases

x = independent variable

y = dependent variable

r = Pearson’s Correlation Coefficient