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CHAPTER III

RESEARCH METHODOLOGY

This chapter elaborates the research methodology, including the

research design, data sources, locale of the study, population and

sampling, instrumentation, data collection procedures, and tools for data

analysis.

Research Design

The study utilized the research and development methodology or

often called research-based methodology. According to De Leon (1997),

as cited in Valera (2020), this is an essential procedure that should be

applied when planning, organizing, and creating outputs as innovative

services. Hence, it is appropriate for the study as it developed learning

videos accessible online or offline that will support the MELCs in

Mathematics 3.

Moreover, this methodology encompasses the following three stages

for successful implementation: planning, development, and validation. The

detailed description for the different steps in the R and D cycle are

specified below and holistically encapsulated through the schematic

diagram shown in Figure 2.

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Figure 2. Schematic Diagram on the Different Steps in Planning,

Development, and Validation of the Guided Online/Offline
Active Learning (GOAL) Videos
Planning Stage. This stage included two phases: bibliographical

research of related literature and studies that determine learners’

performance in Mathematics and benefits of educational videos in the

educational system, which served as a springboard in identifying possible

thematic concerns that need to be addressed; and the analysis of survey

results of the gathered data on the teachers' perceptions on the level of

mastery of the learners on the learning competencies in Mathematics.

Phase 1. The researcher did the preliminary course of actions that

involved comprehensive planning on how to go about the research

undertaking. It included bibliographical readings on studies and relevant

citations (e.g., journals, periodicals, magazines, and other published and

unpublished materials) to obtain the appropriate scheme, technical

features, and procedure for the preparation and development of materials.

Phase 2. The researcher adopted the Most Essential Learning

Competencies (MELCs) in Mathematics 3 and utilized them as items in a

survey rating scale to describe the learners’ level of mastery. This research

tool was accomplished by the Grade 3 teachers in the Schools Division of

Ilocos Norte. The inputs and actions were put into writings and presented
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to the advisory committee for their annotations and approval during the title

proposal.

Development Stage. This stage focused on the development of the

learning videos.

Phase 3. This research phase is when the researcher had detailed

writing of specifications based on several learning correspondences before

developing the materials.

Phase 4. During the development stage, the following steps were

observed: a) formulation of lesson objectives; b) development of the lesson

inputs, which includes the materials’ content (e.g., concepts, strategies,

and ideas) that are parallel to objectives; and c) conceptualization of the

lesson application (e.g., learning activities) as an evaluative scheme that

will be based on the content and objectives of the materials. The result

was presented to the panel members and the advisory committee for

approval and recommendations.

The researcher made all the learning videos; however, some of the

contents and illustrations were adapted from different printed sources and

online references to satisfy the MELCs. The developed videos were

presented to the advisory committee and panel members for their

recommendation for validation.

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Validation Stage. In this stage, the material was validated by four

experts in Mathematics content and 4 ICT based on content and technical

aspects. Also, the level of acceptability of the material was evaluated by 20

key teachers in Mathematics 3 in the Schools Division of Ilocos Norte

(SDOIN). Their comments and suggestions served as bases in enriching

the content and activities in producing the guided learning videos.

Phase 5. This stage involved the validation of the learning videos.

The researcher made the initial revision and enhancement of the materials

with the research adviser’s assistance to reflect the experts’ comments

and suggestions based on their assessments.

Phase 6. The learning videos were reproduced and subjected to a

level of acceptability evaluation by the key teachers of Mathematics 3.

Phase 7. Modification, finalization, and production of the GOAL

videos.

Sources of Data

Locale of the Study. This study was conducted in all public

elementary schools in the Schools Division of Ilocos Norte (SDOIN). It is

one of the 14 schools divisions in Region I. In particular, among the three

divisions in the Province of Ilocos Norte, it is considered the largest

division wherein it has 20 districts that constitute 318 public elementary

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schools. Figure 3 shows the color-coded map of Ilocos Norte, wherein

each color represents the zones under the jurisdiction of SDOIN.

Figure 3. Location of the respondents.

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Population and Sampling. This study involved 398 Mathematics

teachers in Grade 3 during the School Year 2020–2021 in SDOIN. They all

served as respondents to the level of mastery survey. The distribution of

respondents is reflected in Table 1.

The study also included eight experts who validated the learning

videos’ content and ICT experts for the technical aspects. They were

Table 1. Distribution of respondents per one and district

Zone/District N
North Zone
1. Adams-Pagudpud 27
2. Bangui 18
3. Burgos 11
4. Pasuquin 27
Sub-total 83
East Zone
5. Banna 20
6. Dingras I 16
7. Dingras II 14
8. Nueva-Era-Marcos 28
9. Piddig-Carasi 21
10. Solsona 20
Sub-total 119
Central
11. Bacarra I 15
12. Bacarra II 13
13. San Nicolas 23
14. Sarrat 21
15 Vintar I 21
16. Vintar II 21
Sub-total 114
South Zone
17. Badoc 28
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18. Currimao 11
19. Paoay 21
20. Pinili 22
Sub-total 82
TOTAL 398
selected based on their content knowledge of Mathematics and expertise

in ICT. Moreover, the survey of the level of acceptability involved 20 key

teachers in Mathematics 3 randomly selected from the survey respondents

on learners’ level of mastery.

Instrumentation and Data Collection

This research used three data-gathering instruments: the Survey

Rating Scale on the Level of Mastery of Learners; the Content Validation

Survey Rating Scale; and the Level of Acceptability Survey Rating Scale.

Survey Rating Scale on the Level of Mastery of Learners. This

rating scale tool was used to obtain information on the Grade 3 learners’

level of mastery of the MELCs in Mathematics from Quarter 1 to Quarter 4.

The indicators were lifted from the curriculum guide issued by DepEd in

2020. The teacher-respondents determined the learners’ mastery level

based on a three-point scale with 1 as least mastered, 2 as nearly

mastered, and 3 as mastered.

Numerical Rating Descriptive Rating

3 Mastered (M)
2 Nearly Mastered (NM)
1 Least Mastered (LM)
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Validation Survey Rating Scale. This instrument adopted the

indicators from the evaluation rating sheet for television lessons by DepEd.

However, the Yes or No response ratings were modified into a four-point

scale to fit into the objective of the study, and the descriptive

interpretations were as follows:

Numerical Rating Descriptive Rating

4 Very Highly Valid (VHV)
3 Highly Valid (HV)
2 Slightly Valid (SV)
1 Not Valid (NV)

Level of Acceptability Survey. This instrument is patterned after

Ballesteros (2021). This survey was accomplished by key teachers

randomly selected from respondents on the level of mastery survey.

The tool described the learning videos’ level of acceptability in terms

of clarity, usefulness, language and style, illustrations, and suitability. The

respondents were asked to rate the material using a five-point rating scale,

namely:

Numerical Rating Descriptive Rating

5 Very Highly Acceptable (VHA)
4 Highly Acceptable (HA)
3 Moderately Acceptable (MA)
2 Slightly Acceptable (SA)
1 Not Acceptable (NA)

Data Gathering Procedure

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Before gathering the needed data, the researcher asked consent

from the DWCL Graduate School to administer the study in the field using

a formal communication letter addressed to the Schools Division

Superintendent of Ilocos Norte. Authorization was secured to administer

the needs-assessment survey to prospective teacher-respondents in the

said division. The researcher used Google Forms to lessen physical

contact with the respondents and comply with the health and safety

protocols set by the Inter-Agency Task Force for the Management of

Emerging Infectious Diseases (IATF) amid the current health crisis.

The results were tabulated and analyzed to determine the

competencies that need the preparation and development of the learning

videos. After which, scripts were made based on the data analysis and

written in Iloco.

After developing the learning videos, they underwent content and

technical validation by experts in Mathematics and ICT. The

recommendations of the validators, advisory committee, and the oral

tribunal panel served as bases for modifying and improving the learning

videos. Lastly, the acceptability level of the learning videos was evaluated

by key teachers in Mathematics 3 from SDOIN. After which, the final

revision and production of the learning videos were actualized.

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Comments and suggestions made by the panel of experts and key

teachers were implemented in the output before the final production.

Tools for Data Analysis

The data collected were analyzed using the weighted mean and

corresponding descriptive interpretations for the learners’ level of mastery

survey rating scale.

Specifically, the level of mastery was interpreted with these range of

mean and descriptive interpretation below:

Range of Means Descriptive Interpretation

2.50–3.00 Mastered (M)
1.50–2.49 Nearly Mastered (NM)
1.00–1.49 Least Mastered (LM)

Similarly, the experts’ ratings on content and technical quality were

interpreted through the following range of means with their corresponding

descriptive interpretations:

Range of Means Descriptive Interpretation

3.50–4.00 Very Highly Valid (VHV)
2.50–3.49 Highly Valid (HV)
1.50–2.49 Slightly Valid (SV)
1.00–1.49 Not Valid (NV)

Meanwhile, the level of acceptability was analyzed and interpreted

through this range of means and descriptive interpretation as follows:

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Range of Means Descriptive Interpretation

4.50–5.00 Very Highly Acceptable (VHA)
3.50–4.49 Highly Acceptable (HA)
2.50–3.49 Moderately Acceptable (MA)
1.50–2.49 Slightly Acceptable (SA)
1.00–1.49 Not Acceptable (NA)