Baby Chapter 3 HUMSS 12

Chapter 3
METHODOLOGY
This chapter presents the research design, the location and respondents,
the instruments, data-gathering procedures and data analysis tools used in the
study.
Research Design
The study used descriptive-evaluative research design with an evaluation
tool as the main instrument in gathering results of the effects of course
preferences among the Grade 11-HUMSS of St. Nicholas Academy, Castillejos
INC. Most research in the literature focuses on the relationship between
measurement and evaluation and learning and recommends using formative
assessment to contribute to students preferences
Respondents and Sampling Technique
The respondents of the study were Grade 11-HUMSS (1) students of The
St. Nicholas Academy of Castillejos Inc.
The respondents were chosen through purposive-comprehensive
sampling technique. Purposive sampling is based on selecting individuals as
samples according to the purposes of the researcher. An individual is selected
mainly to survey different course preferences of the Grade 11-HUMSS (1)
students.
Table 1 shows the preferences and career choices students have for their
futures.
Table 1
Frequency and Percent Distribution of the Student-Respondents
School No. of Respondents Percent
St. Nicholas Academy of
Castillejos Inc.
32 100.0
The student-respondents were asked to accomplish an evaluation tool
questionnaire to assess the Grade 11-HUMSS (1) In how their career choices
affects them.
Research Locale
The study was conducted in the one selected private high school in
Castillejos during the school year 2018-2019.St. Nicholas Academy is located at
Brgy. San Juan, Castillejos, Zambales, This private school is located in southern
Zambales.
Figure 2. Map Showing the Research Locale.
25
Research Instrument
The researcher used a research-modified evaluation tool which served as
the main instrument in gathering the data. It is composed of three parts.
The first part consists of the demographic profile of the respondents. The
profile of the student include age; gender; School they attend to; financial status;
Civil status of their parents; how many siblings they have; and their religion.
The second part is the assessment of the Students of the Grade 11-
HUMSS (1). It consists of 20 items which how they are choosing their careers.
The third part is an open-ended question which consists of 2 items about
the problem have encountered by students in choosing their career and
recommendations in deciding careers for their colleges who are still undecided
on planning their future careers.
The evaluation tool was adopted and modified based on the assessment
tool of Prince Edward Island (2008), the purpose of which is to expand upon the
general criteria for selection of learning resources as stated in the Guidelines for
the Evaluation and Selection of Learning Resources document, as well as to
expound upon specific selection criteria in the areas of content, instructional
design, technical design, and social consciousness.
Items in the survey questionnaire were subjected to Cronbach alpha
reliability analyzes in SPSS version 20. Table 2 shows the corresponding
reliability indices.
26
Data Gathering Procedure
The study was guided by the following processes as shown in Figure 3.
Phase 1 Phase 2
Constructing and Validating of Securing asking permission to
the Questionnaire adviser of chosen section
Phase 4
Phase 3
Analysis and Interpretation of
Administration of the Survey
Data Gathered
Questionnaires.
Phase 5
Writing of the Research Report
Figure 3. The Data Gathering Process
Phase 1. Development and validation of the research questionnaire. The
evaluation tool was adopted and modified based on the assessment tool of
Prince Edward Island (2008). One expert were selected to check the consistency
of each item in the research tool used. For reliability testing, there were 32
respondents who were part of the study were selected from St. Nicholas
Academy of Castillejos, Inc. (See Appendix B).
Phase 2. Securing of permission and approval from the principal of the
school we wanted to have a survey which is (SNACI). The letter of permission
was given to the chosen school. (See Appendix C).
27
Phase 3. Administration of the survey questionnaires. The survey
questionnaires were piloted to the students of the school based on the date set
by the school. A total of 32 out of 32 survey questionnaires (100.0%) were
retrieved from the respondents (See Appendix D).
Phase 4.Writing of the research report. The researcher used frequency
and percent distribution, mean, standard deviation, personal correlation, Anova
and thematic analysis in data analysis. After the data analysis, the researcher
interprets all the results. Using these results, the researcher was able to
formulate conclusions and recommendations. The research paper was check by
the grammarian (See Appendix F) and processed in Turn it in Originality Report
to check the authenticity (See Appendix G).
Data Analysis
The computer software Microsoft word 2010 was used for the processing
of data. The statistical tools used in the analysis and interpretation of data and
hypotheses testing include the following.
Frequency and Percent Distribution. This was employed to determine
the frequency counts of the demographic profile of the respondents.
Mean. This was utilized to determine the average of the responses. The
survey questionnaire responses were analyzed using the rating scale analysis
below:
Rating Scale Analysis of the Evaluation Tool

Gender Symbol Verbal Description
Male 11 4 Strongly Agree
Female 21 3 Agree
Lesbian 0 2 Disagree
Bisexual 0 1 Strongly Disagree
28
Standard Deviation. Since the mean was chosen as the measure of
center, this was used to measure the spread of how far the observations are from
the mean.
Pearson r Correlation Analysis. This was used to investigate the
correlation (r) of the assessment variables.
Qualitative Interpretation of the Computed Pearson Correlation Coefficient r

Pearson Correlation Coefficient Verbal Interpretation
±0.81 to ±1.00 Very High Correlation
±0.61 to ±0.80 High Correlation
±0.41 to ±0.60 Moderate Correlation
±0.21 to ±0.40 Low Correlation
0.00 to ±0.20 Slight Correlation
ANOVA. This was used in determining if there is a significant difference
between two or more groups of respondents.
Thematic Analysis. This was used to analyze the answers in the open-
ended questions thematically. The researcher used HUMSS XI (1) as the coding
for the participants in the thematic analysis (See Appendix H).
29

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Chapter 3

The study used descriptive-evaluative research design with an evaluation

tool as the main instrument in gathering results of the effects of course

preferences among the Grade 11-HUMSS of St. Nicholas Academy, Castillejos

INC. Most research in the literature focuses on the relationship between

measurement and evaluation and learning and recommends using formative

assessment to contribute to students preferences

Respondents and Sampling Technique

St. Nicholas Academy of Castillejos Inc.

The respondents were chosen through purposive-comprehensive

sampling technique. Purposive sampling is based on selecting individuals as

samples according to the purposes of the researcher. An individual is selected

mainly to survey different course preferences of the Grade 11-HUMSS (1)

The student-respondents were asked to accomplish an evaluation tool

Castillejos during the school year 2018-2019.St. Nicholas Academy is located at

Figure 2. Map Showing the Research Locale.

The researcher used a research-modified evaluation tool which served as

the main instrument in gathering the data. It is composed of three parts.

The third part is an open-ended question which consists of 2 items about

the problem have encountered by students in choosing their career and

on planning their future careers.

the Evaluation and Selection of Learning Resources document, as well as to

expound upon specific selection criteria in the areas of content, instructional

design, technical design, and social consciousness.

Items in the survey questionnaire were subjected to Cronbach alpha

reliability analyzes in SPSS version 20. Table 2 shows the corresponding

The study was guided by the following processes as shown in Figure 3.

Figure 3. The Data Gathering Process

Phase 1. Development and validation of the research questionnaire. The

Academy of Castillejos, Inc. (See Appendix B).

Phase 2. Securing of permission and approval from the principal of the

school we wanted to have a survey which is (SNACI). The letter of permission

was given to the chosen school. (See Appendix C).

by the school. A total of 32 out of 32 survey questionnaires (100.0%) were

retrieved from the respondents (See Appendix D).

Phase 4.Writing of the research report. The researcher used frequency

and percent distribution, mean, standard deviation, personal correlation, Anova

formulate conclusions and recommendations. The research paper was check by

the grammarian (See Appendix F) and processed in Turn it in Originality Report

to check the authenticity (See Appendix G).

hypotheses testing include the following.

Frequency and Percent Distribution. This was employed to determine

the frequency counts of the demographic profile of the respondents.

Rating Scale Analysis of the Evaluation Tool

Pearson r Correlation Analysis. This was used to investigate the

correlation (r) of the assessment variables.

Qualitative Interpretation of the Computed Pearson Correlation Coefficient r

ANOVA. This was used in determining if there is a significant difference

between two or more groups of respondents.

for the participants in the thematic analysis (See Appendix H).

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