NAGA CITY SCIENCE HIGH SCHOOL

Balatas, Naga City

PRACTICAL RESEARCH 2
LEARNING ACTIVITY SHEET NO. 3
Quarter 4

Chapter 3 - Guidelines in Writing Methodology

Chapter 4 - Data Analysis, Hypothesis Testing, and Presentation and Interpretation of Data

I. Learning Competency
• Plans data analysis using statistics and hypothesis testing (if appropriate) (CS_RS12-IIa-c-6)
• Presents written research methodology (CS_RS12-IIa-c-7)
• Presents and interprets data in tabular or graphical forms (CS_RS12-IId-g-2)

II. Introduction
Part of the research paper is discussing the methods you used in accomplishing your study. It
discusses the type of research you used, the process of collecting and analyzing the data, the materials you
used, and the rationale for doing those methods.

III. Discussion

A. Guidelines in Writing Research Methodology

Methodology is the systematic procedure and theoretical analysis of the method applied in a
research study (Cortez 2019). It is a science of study on how research is to be carried out. It aims to give a
work plan to research. It is the actual procedures, numerical schemes, and statistical approaches used by
the researcher that help him/her collect data and find a solution to a problem.
Research methodology is an important part of research because it proves the accuracy and validity
of a research study.
According to Cortez (2019) and Ballera et al. (2019), always bear in mind when writing
methodology:
• always be direct and precise;
• write it in past tense form and third-person point of view;
• include enough information so that future researchers could easily replicate your study to
judge the validity of your results and conclusions;
• take a rough draft of your work with your research teacher for additional assistance; and
• always proofread your paper.
Guidelines
1. Explain your methodological approach. Begin with discussing the research problem you are
investigating, and the kind of data you need to answer. In experimental research, it requires a
carefully designed study that can be replicated by other researchers.
2. Describe your methods of data collection. Give full details of the tools, procedures, and
materials used to gather data. Also, include the details on the standard used to select participants
or sources for study.
Surveys. Describe where, when, and how the survey was conducted. The following question
might be helpful: •
• How did you design your instrument (e.g. Likert Scale)?
• How did you find and select participants?
• Did you conduct survey by phone, mail, online, or in person, and how long did
participants have to respond?
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 • What was the sample size and response rate?
You might include the survey questionnaire in the appendix part so the reader can see how
the data were collected.

Experiments. Give full details of the tools, techniques, and procedures you used to conduct
the experiment. It is especially important to give enough detail for another researcher to
replicate your study.
3. Describe your method of analysis. Discuss the process of analyzing data. However, avoid
discussing any of the results of the study. In quantitative research, the analysis of data is based
on numbers. It might include the software you used to analyze the data (e.g. SPSS or Excel)
and the statistical methods you used (e.g. t-test).
4. Evaluate and justify your methodological choices. Justification is more needed if your
approach used is not based on standard knowledge. Discuss why the methods were suitable for
your objectives and show that this approach might contribute to the body of knowledge.

Parts of Research Methodology

• Research Design. Explain if your study is within-group or between-group design. Include the
variables being studied and the approach you used in the study. Justify the research design you used
in your study.
• Population and Sample. Describe the characteristics of the participants/respondents in your study.
Include the total number of your target population, the number of your sample and how you come
up with it, and the strategy you used in selecting your sample.
• Instrument. Discuss how you construct your research instrument if it is researcher-made or cite
source of your research instrument if it is adopted from other studies. Describe the contents of your
research instrument and its sole purpose.
• Validation Process. Explain precisely the process you have done during the validation of your
instrument. This includes the profession of the expert/s that validate/s your instrument, how they
validated your instrument, and the computed CVI (Content Validity Index), if any.
• Data Gathering Procedure. Properly explain your procedure. It includes the procedure you have
done before, during, and after gathering data.
• Treatment of Data. Discuss the statistical methods/test/formula that you have used in order to
analyze and interpret your data.

Sample Research Methodology

On the next page is an example of research methodology from the study of Antiporda et al. (2020)
entitled “The Effectiveness of Think-Pair-Share Strategy in Enhancing the Reading Comprehension of
Grade 10 Students in Rizal High School S.Y. 2019-2020”.

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However, we will be using our own format for Chapter 3 with almost the same components.

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 B. Data Analysis
1. Descriptive Data Analysis
Once you have collected the needed data from your respondents, it is now ready for analysis. But
take note that as a researcher, you should always ensure that the data are complete, accurate, valid, and
organized properly for the ease of the analyzation process. Quantitative data analysis can be descriptive or
inferential. But for this module you are going to learn descriptive data analysis.
Descriptive data analysis provides simple summaries about the sample and the measures. It is used
to simply describe what is or what the data shows. Different statistical measures are used to analyze data
and draw conclusions under descriptive data analysis (Trochim, 2020). This type of data analysis does not
attempt to test hypothesis. The following statistical measures of descriptive analysis are used to compute
further statistical testing (Prieto, Naval, and Carey 2017; Florida State University 2005):
a) Frequency
It refers to the number of times each data occurs. Frequency table is used to record the
occurrence of each data. The table contains the list of collected data on the left column and its
number of occurrences on the right column. Frequency just helps you organize your data. It does
not provide a great deal of descriptive information about the data. But frequency is the starting
point for many other statistical methods.
For example, Ms. Static wants to examine the
general performance trend of her students in Research
class in order to evaluate students’ learning. She gives 50
items final term exam to her 20 students. In the frequency
table, you can easily identify the number of students per
score recorded.

b) Measures of Central Tendency

Central tendency is sometimes called ‘measures of location’, ‘central location’, or just
‘center’. It is a way to describe what’s typical for a set of data. There are three major ways to show
central tendency: mean, median, and mode.

b.1. Mean. This is the average of a set of data. It is the most widely used measure of central
tendency. It is frequently used for interval or ratio variables. The mean is calculated by getting the
summation of all observations (data) divided by the number of observations.
b.2. Median. The median is the middle value of a given set of measurements, provided that the
values are arranged in increasing or decreasing order. It is also the most appropriate measure of
central tendency for ordinal data.
b.3. Mode. This is the most appropriate measure of central tendency when data are on nominal
scale. It is also the quick approximation of average but the weakest measure of central tendency.
In cases where there is more than one observation, which is the highest but with equal frequency,
the distribution is called bimodal (with 2 highest observations) or multimodal with more than two
highest observations. In cases where every item has equal number of observations, there is no mode.

c) Measures of Dispersion
Dispersion is a way of describing how spread out a set of data is. It is important for
describing the spread of the data, or its variation around a central value. It is also called measure of
variability. The measures to be considered are the range, standard deviation and the variance.

c.1. The Range. The range is the difference between the largest and the smallest values in a set of
data. However, it only gives us knowledge of the spread of data, but it does not tell us about the
dispersion of values from central tendency.
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 c.2. Standard Deviation. The standard deviation (SD) is a measure of spread or variation of each
data from the mean. A more useful statistic than simply knowing the range of scores would be to
see how widely dispersed different scores are from the mean. The standard deviation is defined as
the numeric index that describes how far away from the mean the scores in the distribution are
located.
√(𝑋−𝑀)2
The formula for standard deviation is 𝑆𝐷 = 𝑁
where X = value from the population, M = mean, and N = the size of population.
c.3. Variance. It is the average of the squared differences from the Mean. Variance could be easily
calculated along with the standard deviation because variance is the square value of the standard
deviation.

2. Inferential Data Analysis

If descriptive statistics just simply give us a summary of what are the data presented, inferential
statistics allows us to make inferences and generalizations about the population using the selected samples.
Inferential data analysis is used to draw conclusions from a sample and draw conclusions about the
population. Just ensure that our sample accurately reflects the population (Frost 2020).
a) Test of Significant Difference
a.1. T-test
A t-test is a type of inferential statistics used to determine if there is a significant difference
between the means of within-group or two groups, which may be related to certain features
(Kenton, 2019). This test is used only when your two groups of participants are both less than 30.
Analytics Vidhaya (2019) provides some assumptions we need to notice before performing
the t-test.

1. The data should follow a continuous or ordinal scale (for example is the IQ test scores of
students).
2. The observations in the data should be randomly selected.
3. Large sample size should be taken for the data to approach a normal distribution (although t-
test is essential for small samples as their distributions are non-normal).
4. Variances among the groups should be equal (for independent two-sample t-test).
Types of T-test
Table 1. Types of T-test
Types Purpose Example
It is used to know whether the mean of a
One Sample T- single population is equal to a target value. Is the mean height of female college
test This target value can be any theoretical students greater than 5.5 feet?
value (or it can be the population mean).
Does the mean height of female college
Independent Two It is used to compare the means of two
students significantly differ from the
Sample T-test different samples.
mean height of male college students?
The paired sample t-test is quite If you measure the weight of male college
Paired Sample T- interesting. Here, we measure one group at students before and after each subject
test or Dependent two different times. We compare separate takes a weight-loss pill, is the mean
Sample Test means for a group at two different times or weight loss significant enough to
under two different conditions. conclude that the pill works?

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 a.2. Z-test
A z-test is also a type of inferential statistics used to determine if there is a significant
difference between the means of two comparing groups. The difference between z-test to t-test is
the number of sample participants. If you are finding a significant difference between the means of
two groups but your samples in each comparing group are more than 30, then the z-test is the
appropriate test to use.
According to Glen (2020), below are needed to be noticed before performing the z-test.
1. Your sample size must be greater than 30. Otherwise, use a t-test.
2. Your data should be normally distributed. However, for large sample sizes (over 30) this
doesn’t always matter.
3. Your data should be randomly selected from a population, where each item has an equal chance
of being selected.
4. The sample sizes should be equal if possible.

a.3. Analysis of Variance (ANOVA)

This is used when significance of difference of means of three or more groups are to be
determined at one time. ANOVA relies on the F-ration to test the hypothesis that the two
variances are equal; that is, the subgroups are from the same population. If no true variance
exists between the groups, the ANOVA's F-ratio should equal close to 1.
Table 2. Types of ANOVA
Types Purpose Example
One-Way It is used to determine whether there are
ANOVA any statistically significant differences Examining the difference in IQ scores
between the means of three or more (dependent variable) by Country (independent
independent (unrelated) groups. In one- variable). The researcher could make use of 3 or
way ANOVA, you have one independent more countries as a comparing group.
variable affecting a dependent variable.
Two-Way Examining the difference in IQ scores
ANOVA (dependent variable) by Country (1st
A two-way ANOVA is an extension of the
independent variable) and Gender (2nd
one-way ANOVA. With a two-way
independent variable). The researcher could
ANOVA, there are two independent
make use of 3 or more countries as a comparing
variables affecting a dependent variable.
group and three or more gender such as male,
female, transgender, etc

b) Test of Significant Relationship

b.1. Spearman Rank-Order Correlation or Spearman Rho
It is used when data available are expressed in ranks (ordinal variables). Use Spearman rho
when you have two ranked variables, and you want to test whether the two variables co-vary;
whether, as one variable increases, the other variable tends to increase or decrease. You also use
this if you have one measurement variable and one ranked variable; in this case, you convert the
measurement variable to ranks and use Spearman rank correlation on the two sets of variables
(McDonald 2014).
b.2. Product – Moment Coefficient of Correlation or Pearson r
This is used when data are expressed in terms of ratio and interval variables. It is used to
evaluate the linear relationship between two continuous variables. A relationship is linear when a
change in one variable is associated with a proportional change in the other variable.
For example, you want to determine if there is an association with students’ anxiety in
mathematics (continuous variable) and their performance in their mathematics class (continuous
variable).

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 b.3. Chi-Square Test
It is used when data expressed in terms of frequencies or percentages (nominal variables).
A chi-square test measures how expectations are related to actual observed data. The data used in
calculating a chi-square test must be random, raw, mutually exclusive, drawn from independent
variables, and drawn from a large enough sample (Hayes 2020).

C. Hypothesis Testing
Hypothesis
• A hypothesis is an educated guess about something and a tentative solution to a research problem.
It should be testable, either by experiment or observation (Glen 2020). For example, (a) a new
medicine you think might work and (b) a way of teaching you think might be better.
• Hypothesis is a preconceived idea, assumed to be true, and must be tested for its truth or falsity.
To test the hypothesis, inferential statistics are used.
• Hypothesis is used by the researchers to place a temporary answer to their research questions
aiming to find the difference between variables, a significant relationship between the variables, or
interaction. Hypothesis has two types namely: null hypothesis; and alternative hypothesis.

Types of Hypothesis
• Null hypothesis (Ho) is one that is always tested by the researcher. It always indicates that there is
no significant relationship or difference between the variables.
• Alternative hypothesis (Ha) indicates that there is a true relationship or difference between the
variables.
• Results will show that:
1. There is a meaningful relationship or difference between two groups, thus reject the null
hypothesis.
2. The difference or relationship between the two groups is not large enough to conclude that the
groups are different or correlated, thus you fail to reject the null hypothesis.
Research Question: Is there a significant relationship between students’ anxiety in Mathematics and their
class performance in Math?
Ho: There is no significant relationship between students’ anxiety in Mathematics and their class performance
in Math.
Ha: There is a significant relationship between students’ anxiety in Mathematics and their class performance
in Math

Hypothesis Testing
Hypothesis testing is a process in statistics by testing an assumption regarding a population
parameter. It is the use of statistics to determine the probability that a given hypothesis is true (Majaski
2019). The goal of hypothesis testing is whether to reject or accept the null hypothesis that the researcher
formulated in the study.
Inferential statistics requires that the sample be drawn by random sampling because bias sampling
tends to give wrong inferences. Testing statistical significance is very important to determine if the
inference is valid.

Statistical Significance
1. Statistical Significance refers to the relationship of variables caused by something.
2. Significance means probably true (not due to chance).
3. Level of significance means that there is a chance that the finding is true.
4. Statistical hypothesis testing is used to determine whether the result of a data set is statistically
significant.
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Type I and Type II Errors
• Type I error is committed when the researcher rejected the null hypothesis when in fact it is true.
• Type II error is committed when the data produce a result that fails to reject the null hypothesis
when in fact the null hypothesis is false and needs to be rejected.

Steps in hypothesis testing

In illustrating the steps of hypothesis testing, we are going to use the study of Ballera et al. (2019)
entitled “Enhancing learning competency in Practical Research 2 through learners’ module” as an example.
In this study, the researchers had two comparing groups (control and experimental), and each group
consisted of less than 30 participants.

1. State the hypothesis

• Null hypothesis (Ho): There is no significant difference between the posttest of control
group and experimental group.
• Alternative hypothesis (Ha): There is a significant difference between the posttest of
control group and experimental group.
2. Choose the statistical test to be used.
The researchers used a T-test for independent samples to statistically analyze their data. T-
test for independent samples is the appropriate statistical method to apply in the study since it
aimed to determine the significant difference between the means of two independent groups.
3. State the level of significance for the statistical test.
Alpha (∝) is a symbol used to denote significance level. The most frequently used level of
significance is .05, .01, and .001.
The researchers used the 5% or 0.05 level of significance in their study. It means that they
are 95% confident that the result of the study from the sample reflects the total population.
4. Do the computation using the chosen statistical test.
There are a lot of statistical tools that the researchers could use to save them from a long
and complicated computation for data analysis. Some of these are SPSS (Statistical Package
for the Social Sciences), Microsoft Excel, and some available websites online that offer
computation for data analysis.
But if you wish to learn how to compute a t-test, then you are referred to visit your Statistics
and Probability subject.
In our example, the researchers used SPSS in order to compute the data they obtained from
both groups of their participants (posttest results).

From the table above, we can determine the computed value of:
• T- value: 5.144 (disregard the negative sign)
• P-value: 0.001 (as you can see in the SPSS table, the p-value is already rounded off
to 0.000)
5. Decide whether to reject or accept the null hypothesis.
For us to decide whether to reject the null hypothesis or not to reject, we must understand
first the conditions set for our chosen statistical method before making a decision.

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 Since the researcher used t-test for independent sample, the condition set for this method
is:
• Condition 1: If the computed p-value is less than the chosen level of significance,
then reject the null hypothesis; or
• Condition 2: If the computed t-value is greater than the p-value, then reject the null
hypothesis.
In our example,
• Using the first condition, the researchers computed p-value of 0.001 is less than the
level of significance of 0.05, then the null hypothesis shall be rejected.
• Using the second condition, the researchers computed t-value of 5.144 is greater
than the p-value of 0.001, then the null hypothesis shall be rejected.
Since the null hypothesis is rejected, then it means that there is a significant difference
between the posttest of both groups. It indicates that the learning module help the students enhance
their learning competency in Practical Research 2.

D. Presentation and Interpretation of Data

i. Tabular Form
a. Presenting Data
A table facilitates representation of even large amounts of data in an attractive,
easy to read and organized manner. The data is organized in rows and columns. This is
one of the most widely used forms of presentation of data since data tables are easy to
construct and read.

Component of Data Tables

• Table Number: Each table should have a specific table number for ease of access
and locating. This number can be readily mentioned anywhere which serves as a
reference and leads us directly to the data mentioned in that particular table.
• Title: A table must contain a title that clearly tells the readers about the data it
contains, time period of study, place of study and the nature of classification of
data.
• Headnotes: A headnote further aids in the purpose of a title and displays more
information about the table. Generally, headnotes present the units of data in
brackets at the end of a table title.
• Stubs: These are titles of the rows in a table. Thus a stub displays information about
the data contained in a particular row.
• Caption: A caption is the title of a column in the data table. In fact, it is a
counterpart of a stub and indicates the information contained in a column.
• Body or field: The body of a table is the content of a table in its entirety. Each item
in a body is known as a ‘cell’.
• Footnotes: Footnotes are rarely used. In effect, they supplement the title of a table
if required.
• Source: When using data obtained from a secondary source, this source has to be
mentioned below the footnote.

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Construction of Data Tables
There are many ways for construction of a good table. However, some basic ideas
are:
• The title should be in accordance with the objective of study: The title of a table
should provide a quick insight into the table.
• Comparison: If there might a need to compare any two rows or columns then these
might be kept close to each other.
• Alternative location of stubs: If the rows in a data table are lengthy, then the stubs
can be placed on the right-hand side of the table.
• Headings: Headings should be written in a singular form. For example, ‘good’
must be used instead of ‘goods’.
• Footnote: A footnote should be given only if needed. • Size of columns: Size of
columns must be uniform and symmetrical.
• Use of abbreviations: Headings and sub-headings should be free of abbreviations.
• Units: There should be a clear specification of units above the columns.

Classification of Data and Tabular Presentation

1. Quantitative Classification. In quantitative classification, data is classified on
basis of quantitative attributes.
2. Temporal Classification. Here data is classified according to time. Thus when data
is mentioned with respect to different time frames, we term such a classification as
temporal.
3. Spatial Classification. When data is classified according to a location, it becomes
a spatial classification.

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 b. Interpreting Data
Interpreting a table means converting a table into prose form.

Steps in Interpreting a Simple Table

1. State the main title on top of the drawn table.
2. State the total figure involved, if possible.
3. State the breakdown of the total figure from top row to bottom row.
4. Build up the comparison in terms of highest to lowest or of other comparable data.
5. Summarize the general impact of the whole table.

Table Interpretation
Table 1. Tourist Arrivals in May 2004. Table 1 shows that there were
thirteen kinds of tourists that arrived in May
Tourists No. of Arrival 2004 and all were 40,310. These tourists in
Japanese 7045 their respective numbers were the
Americans 5435 Americans, 5,435; Englishmen, 2,006;
German 5234 Frenchmen, 1,890; Spaniards, 2,072;
Taiwanese 4674 Germans, 5,234; Puerto Ricans, 1,351;
Koreans 3216 Japanese, 7,045; Taiwanese, 4,674;
Malaysian 3004 Koreans, 3,216; Malaysian, 3,004;
Spaniards 2072 Indonesians, 2,008; Pakistanis,1352; and
Indonesians 2008 Jordanians, 1,023. It turned out that among
Englishmen 2006 all these tourists, Japanese were the greatest
Frenchmen 1890 in number while the Jordanians were the
least.
Pakistanis 1352
Puerto Ricans 1351
Jordanians 1023
Grand Total 40310

ii. Graphical Form

a. Presenting Data
Types of Graphs and Charts
There are two types of data that we can collect and present into graphs:
1. Qualitative Data (also called categorical data) describes a subject, and cannot be
expressed as a number. These data are grouped into non-overlapping categories
(such as grade, race, and yes or no responses). Bar graphs, line graphs, and pie
charts are useful for displaying categorical data.
2. Quantitative Data define a subject and is expressed as a number that can be
analyzed. There are two types of quantitative data: continuous and discrete. (Pamini
Thangarajah,2020). Continuous data are measured on a scale or continuum (such
as weight or test scores). Histograms are useful for displaying continuous data.

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Types of Graphs and Charts
1. Bar graph. It is composed of discrete bars that represent different categories of
data. The length or height of the bar is equal to the quantity within that category of
data. Bar graphs are best used to compare values across categories.

2. Pie chart. It is a circular chart used to compare parts of the whole. It is divided into
sectors that are equal in size to the quantity represented.

3. Histogram. It has connected bars that display the frequency or proportion of cases
that fall within defined intervals or columns. The bars on the histogram can be of
varying width and typically display continuous data.

4. Line graph. It displays the relationship between two types of information. Line
graphs are most effective in presenting five or more data points over a period of
time.

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 5. Pictogram. It is a special type of bar graph. Instead of using an axis with numbers,
it uses pictures to represent a particular number of items. For example, you could
use a pictogram for the data above about ages, with an image of a person to show
the number of people in each category:

6. Scatter plot. It is a graph in which the values of two variables are plotted along
two axes, the pattern of the resulting points revealing any correlation present.

Guidelines for Formatting Graphs and Charts

1. Keep it simple and avoid flashy special effects. Present only essential
information. Avoid using gratuitous options in graphical software programs, such
as three-dimensional bars, that confuse the reader. If the graph or chart is too
complex, it will not clearly communicate the important points.
2. Title your graph or chart clearly to convey the purpose. The title provides the
reader with the overall message you are conveying.
3. Specify the units of measurement on the x- and y-axis. Years, number of
participants trained, and type of school personnel are examples of labels for units
of measurement.
4. Label each part of the chart or graph. You may need a legend if there is too
much information to label each part of the chart or graph. (See the line graph). Use
different colors or variations in patterns to help the reader distinguish categories
and understand your graph or chart
b. Interpreting Data
Textual presentation
The discussion about the presentation of data starts with its rawest and vague form which is the
textual presentation. In such form of presentation, data is simply mentioned as mere text, which is generally
in a paragraph. This is commonly used when the data is not very large.

Analyzing graphs
When analyzing graphs, it is important to determine what the graph is displaying and why such
information is pertinent to the experiment or to the context of the question.

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Guidelines on how to analyze graphs
1. Distinguish between the various types of graphs.
2. Read the title and axes of the graphs in order to determine which type of data is being represented.
The x-axis is the independent variable or that which can be changed. The y-axis is the dependent
variable or that which depends on the independent variable.
3. Determine the general trend of the graph. In a picture graph, look for the line with the highest
amount of pictures. For a bar graph, look for the highest bar. For a line graph and a scatter plot,
look at the slope of the line. If the line is pointing to the upper right corner, then the slope is positive.
If the line is pointing to the lower right corner, then the slope is negative.
4. Look for data points that do not seem to fit the general trend. Not all sets of data display a perfect
trend. Examine such points, and record them. If there is one bar, dot, or part of the line that is out
of place, then this may not be significant enough to affect the entire conclusion.
5. Use the graph to make predictions about future sets of data.

See the example on the next page.

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IV. Activities
Activity 1. Identify it!
Read the following statements carefully. Identify the word/s being described in each statement.

1. It is a type of observation where the respondents are not aware that they are being observed.
2. It refers to a data collection method which is used to assess the knowledge of the respondents.
3. It is a type of interview that requires the researcher to have a laptop during the data collection process.
4. It refers to a method of collecting data that involves the presentation of verbal responses from the
respondents.
5. It is a type of test that determines if a certain skill is achieved or not.
6. It is a type of interview that includes the telephone directory.
7. It is a type of survey questionnaire that is internet-based.
8. It refers to the sources of data from published articles and literature.
9. It refers to the section in a questionnaire that contains the purpose of the study.
10. It refers to the process of collecting data from the respondents.

Activity 2. Complete the Table

Complete the table by supplying the needed information.
A. Descriptive Data Analysis
Sample Problems Statistical Measure Reason
Example: How many respondents have an eye color of Asking for the number of
Frequency
black? brown? blue? green? occurrences of each eye colors.
1. What is the average level of satisfaction of the
students in the program?
2. What is the most common height of college students
in Naga?
3. How dispersed are the scores of the students from
highest to lowest?
4. What is the 5th percentile of the data collected from
100 respondents?
5. How spread is the college students’ weights to the
mean?
B. Inferential Data Analysis
Sample Problems Statistical Test Reason
Example: Is there a significant difference between the two Asking for significant difference
groups of students? (participants are more than 30 per Z-Test of two groups with more than 30
group) participants each group.
1. Is there a significant relationship between the quarter
rank of the students and their attendance in class?
2. Does gender have a significant association with
students’ choice of strand?
3. 3. Does the posttest result of the female students differ
from the posttest results of male students in two different
year level? (respondents are less than 30 per group)
4. Is there a significant relationship between students’
anxiety in research and their performance in research
class?
5. Is there a significant difference between the level of
satisfaction of teaching staff, non-teaching staff, and
students on services provided by career guidance?

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Activity 3. Chapter 3
Finish writing your Chapter 3 – Methodology and make sure to follow the same formatting guidelines.
It should contain the following: Research Design, Sample/Population, Instruments, Data Collection
Procedure, and Statistical Tool. The deadline for this chapter is on May 6, 2024.

V. References
Ballera, Charlene B., Gungon J., Dalisay, M.J., and Reyes R.R.. 2019. Practical Research 2: Learning
Module for Senior High School. Unpublished.
Bhandari, Pritha. 2020. A step-by-step guide to data collection. Scribbr.
https://www.scribbr.com/methodology/data-collection
Faltado III, Ruben E., Medardo B. Bombita, Helen B. Boholano and Angeline Pogoy. 2017. Practical
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Prepared by: Validated by: Noted by:

REYMOND IAN T. MORATA TERESITA S. ARLANTE ERWIN V. DE LOS REYES

SST - I MT - II Principal I

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