Republic of the Philippines

North Eastern Mindanao State University

Cantilan Campus
Cantilan,Surigao del Sur
Telefax No. 086-212-5132
Website: www.sdssu.edu.ph

SELF- INSTRUCTIONAL MODULE

IN

GERALDINE V. DARAO, PhD

Associate Professor I
Self- instructional module in Elements of Research/GV Darao
 Module 4

Research Methods and Procedures

This module introduces you to the research methods you can use in your
chosen study and help you explain how you will conduct it. It is important that as you
decide on the method you are going to use, you should think through the research
problem carefully, analyse critically the adequacy and effectiveness of the method,
and take into account the nature of the problem and purposes of the study. This
module will guide you through these processes.

LESSON NO. 1
LESSON TITLE Classification of Research Methods
DURATION / HOURS 6 hours (2 weeks)

During the learning engagement, you will be able to:

Specific Learning  Identify and differentiate the different classification of
Outcomes research methods
 Determine the most appropriate research method to
be used in your research proposal.
 Write the Methodology (Chapter 3) of your group
research

LESSON CONTENTS

Chapter 3 of your proposal is the research methodology

THE RESEARCH which includes the research method/design, respondents,
DESIGN / METHOD
instrument, and validation of instrument, data gathering
procedure and treatment of data.
To introduce this chapter, you are going to show a
snapshot of how you will probe the problems under study and
discuss all the information on the procedures for collecting
data. This must be entirely clear in your directions.
You have to choose the appropriate method or design for
your study. Therefore it is important that you know the types
and classifications of research methods. Once you have
selected the most appropriate method or design, you have
to explain in detail why you use such method or design.

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 The research method describes the process followed in
collecting and analysing data. Two general approaches may be
described to distinguish the different processes:
QUANTITATIVE and QUALITATIVE approaches.

QUANTITATIVE

 The researcher collects and analyses numerical data

from a sufficient number of participants
 The researcher maintains control over factors that might
interfere with data collected.
 The quantitative researcher states the hypothesis to be
examines and therefore follows the deductive logic of
reasoning
 Generally utilizes non-interactive research instruments
such as questionnaire, checklist, standardized tests,
and pencil-paper tests.

Examples: Sample Approaches

“A school survey to
determine or assess the (1) DESCRIPTIVE METHOD
Reading readiness of  Used to describe systematically the facts and
Junior High School
students in the Surigao characteristics of a given population of area of interest,
del Sur Division” factually, and accurately (Soliven, 2001).
 Purpose of using the descriptive method:
“Oral language
 To identify problems or justify current conditions
competencies of College
Instructors in the and practices
Department of General
 To make comparisons and evaluations
Teacher Training”
 To determine what others are doing with similar
problems or situations and benefit from their
experience in making future plans and
decisions.

Self- instructional module in Elements of Research/GV Darao

 (2) CORRELATIONAL
 Used to investigate the extent to which variations in one
factor correspond with variations in one or more of other
factors vased on correlation coefficients.
Examples:  Appropriate where variables are very complex and/or do

“A study investigating the not lend themselves to the experimental method and
relationship between controlled manipulation
students’ learning style
and their academic  Permits the measurement of several variables and their
performance” interrelationships simultaneously and in a realistic
setting
“ Success in graduate
school based on
intercorrelation patterns
of various variables in
the undergraduate
school”

(3) CAUSAL – COMPARATIVE

 Used to investigate possible cause-effect
relationships by observing some existing
consequence and searching back through the
data for plausible causal factors.
 Data collection is done after all the events of
interest have occurred. The investigator takes
one or more effects (dependent variables) and
examines the data by going back through time,
seeking out causes, relationships and their
meanings.
 Examples:

3
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  To identify factors characterizing college
students having either excellent of below
average grades in the major and minor
subjects, using the scholastic and
demographic profiles.
 To determine the attributes of effective
instructors as measured by their
performance evaluations and other data
in their personnel files as well as other
school-related factors.

QUALITATIVE

- The researcher collects,

analyses, and interprets non-
numerical, narrative, and visually
observed data about the problem.

- The researcher avoids stating a

hypothesis before data are
Examples:
gathered and proceeds by inductive logic by organizing data
“Study of the managerial
into patterns that lead to a narrative synthesis.
style of the
administrators and
department heads in
 Data gathering techniques (like interviews and
SDSSU Cantilan”
observation) are time-intensive therefor the researcher
“Piaget’s studies of
limits the number of research participants.
cognitive growth among
elementary school
children in Saint Michael Sample Approaches
College, Elementary
(1) CASE AND FIELD STUDY
Department”
 Can be applied by studying intensively the background,
current status, and environmental interactions of a given
social unit: an individual, group, institution, or
community.
 May include in-depth investigations of a given entity and
examines a small number of units across a large
number of variables and conditions.

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  Aims to study intensively the background, current status
and environmental interactions of a given social unit: an
individual, group, institution, or community.

(2) ETHNOGRAPHIC RESEARCH

 A community study which is used for studying society.
 Ethnography is field work in a particular culture which is
comprised of customs and traditions that govern human
behaviour or beliefs (de Rosario cited in Navarro, 2001).
 Uses interview schedules which the researcher fills in
during personal interview.

This provides specific information about those who will

participate in the research, either the subjects in quantitative
researches or the participants in the qualitative researches.
As researchers, you have to explain how and where the
population / respondents are taken. Be specific in describing
THE RESPONDENTS
OF THE STUDY our subjects so that someone replicating your study could
collect comparable data on a sample drawn from the same
population from which your subjects were obtained.
Information such as age, gender, ethnic identity may be
presented in graphic form such as by way of a table for
respondents

Illustration
Population
All Grade VI pupils currently enrolled this Academic Year 2020-
2021 in St. Michael College Elementary Department were taken as
the population of the studyto maintain the reliability and validity of the
data gathered through a questionnaire.
The distribution of respondents per section in Table 1. show the
distribution in equal percentages per section. With this number of
pupils per class, the teacher can be able to easily identify the learning
modalities of her pupils making it easier to facilitate the class.

Table 1

Sections Frequency Percentage

A 40 34.48
B 38 32.76

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 The Total C 38 32.76 Number of
Respondents Total 116 100 Per Section

These are several data gathering devices which you can use
INTRUMENTS USED IN
in your study:
THE STUDY
(1) OBSERVATION. This will help you determine what is
occurring or what individuals are doing.
(2) INTERVIEW or DIRECT METHOD. This is an oral type
of questionnaire to determine the perceptions of
individuals or groups.
(3) QUESTIONNAIRE or INDIRECT METHOD. This uses
carefully planned and printed items given to
respondents in order to elicit answers to questions in the
study.
(4) SURVEYS. These are administered to assess opinions,
perceptions and attitudes.
(5) DOCUMENTS. This entails analysis of records

Illustration
Instrument
The questionnaire was the main instrument used in gathering data for this
study. It was constructed after available materials and articles were submitted
to the adviser for corrections and suggestions. After the correction, it was
again showed to the adviser for final approval before it was floated to the
respondents.
The questionnaire consisted of two parts. Part I dealt with the profile of the
respondents; Part II dealt with the assessment of the perceptual strengths of
the respondents to determine their learning styles such as visual, auditory,
tactile, and kinaesthetic.

The general criteria of a research instrument are:

 VALIDITY – this refers to the extent to which the
instrument measures what it intends to measure.
Content validity can be established through the opinions
of experts in the area of knowledge related to the
VALIDATION OF THE
INSTRUMENTS USED inquiry.
 RELIABILITY – this refers to the extent of the
consistency of the instrument. The instrument should be

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 able to elicit approximately the same response when
applied to the respondents who are similarly situated.
 READABILITY – this refers to the level of clarity of the
instrument relative to the comprehension of intended
users.

You are advised to review the contents of your instrument by

conducting a second run of validation, if possible, to make sure
the instrument possesses the mentioned criteria.
(Navarro & Santos, p.61)

Illustration
Validation of Instrument
To ensure the reliability of the instrument, the questionnaire was
validated to the pupils and teachers of Magasang Elementary School.
This school is not included in the study. The purpose of the Pre-Test
of the questionnaire was to improve some of the items included in the
instrument. Based on the result of the dry run, the questionnaire was
clearly understood and accepted. The opinion of the teachers
teaching English and pupils was considered.
The improved instrument was submitted to the adviser for
comments and suggestions, and then the questionnaires were
administered after the final draft was prepared.

After you are able to determine the validity of your instrument, you
now are ready to ask permission and approval from the head of the
DATA GATHERING
institution / agency where the research respondents are. You must
PROCEDURE
indicate the date when you are going to administer the questionnaire,
when to retrieve and when to return it. Once you are given permission,
you may administer the instruments to the respondents.
Outline the general plan for collecting the data like survey
procedures and interview and observation procedures; then, provide
a general outline of the schedule you expect to follow.

Illustration
Data Gathering Procedure
The researcher sought permission from the Schools Division
Superintendent through the District Supervisor and Principal in order to
authorize the distribution of the questionnaire to the pupil-respondents.
The researcher asked the help fo the class adviser of each section to
administer the instrument to the pupils, informal and unscheduled interviews,
and observations to parents were conducted to reinforce the data gathered.
The pupil respondents and the teachers were very accommodating
which made the retrieval rate of one hundred percent. Thus, there

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 were no problems encountered by the researcher in the distribution
and retrieval of the instrument.
The collected questionnaire was checked, tallied, presented,
analysed and interpreted in Chapter 4 of this study.

The statistical tool used to answer the specific problems

TREATMENT OF DATA must be clearly described and the formula must be illustrated
and explained.
Specify the procedures you will use, and label them
accurately (e.g. z-test, t-test, Pearson rank, Anova, etc). If
coding procedures are to be used (as in the case of qualitative
research), describe in reasonable detail. This labelling is helpful
in communicating your precise intentions to the reader, and it
helps you and the reader to evaluate these intentions.
Provide a well thought-out rationale for your decision to use
the design, methodology, and analyses you have selected.

Illustration
Treatment of Data
All data that will be gathered by the instrument will be tallied,
tabulated, analysed, and interpreted accordingly. The data will be
treated in the following:
1. Percentage. This will be used to determine what proportion of
the respondents belongs to a specific category.
Formula: % = F x 100
N
Where: % is percentage
F is Frequency
N is Total number of respondents
100 is constant value

2. Mean. This will be used to determine the mean age and the
final weight of each item on the perceptual strengths of
respondents.

Formula: X = ∑FX
N
Where: X is Mean
∑ is summation symbol
F is Frequency
X is weight of each item
N is Number of Cases

REFERENCES OR WORKS CITED

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 This include the work – AND ONLY THOSE WORKS – cited
OTHER PARTS OF YOUR in the text. This also includes all research materials, in addition
PROPOSAL to those works within the research texts.

APPENDICES
Typically includes samples of instruments, letters of
permission, and list of terms.

CURRICULUM VITAE (Appendix F)

This is similar to the bio-data and include information which would
serve to relate to you as research students.

REFERENCES

Bueno, D. C. (2016). Educational Research Writing. Quezon

City:
Great Books Trading

Navarro, R. L. and Santos, R.G. (2011). Research-Based

Teaching and Learning. Manila: Lorimar Publishing, Inc.

“Characteristics of Quantitative Research”

https://libguides.usc.edu/writingguide/quantitative

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Self- instructional module in Elements of Research/GV Darao
 Appendix A
RESEARCH PROPOSAL TEMPLATE
(SDSSU Students’ Research Manual)

TITLE
Proponent(s) / Author(s)

I. THE PROBLEM AND ITS SETTING

Introduction
Background of the Study
Theoretical Framework (if-applicable)
Conceptual Framework/Research Paradigm
Statement of the Problem/ Objectives of the Study
Hypothesis (if applicable)
Assumptions (optional)
Significance of the Study
Scope and Delimitation of the Study
Definition of Terms

II. REVIEW OF RELATED LITERATURE

Related Literature
 Foreign
 Local
Related Studies
 Foreign
 Local
Related Readings
Synthesis

III. RESEARCH METHODOLOGY

 Research Method to be used
 Selection of Respondents
 Instrumentation/Materials and Equipment
 Data Collection
 Data Analysis Plan/Statistical Treatment of Data

REFERENCES
APPENDICES
WORK AND FINANCIAL PLAN
CURRICULUM VITAE

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 Appendix B
Illustration of a research INTRODUCTION

Research Title: PERCEPTUAL STRENGTHS VIS-À-VIS MATHEMATICS PERFORMANCE OF

GRADE VI PUPILS OF BARRETTO II ELEMENTARY SCHOOL, OLONGAPO CITY

Introduction

In recent history, a student’s failure to become competent in areas studied in school

has been blamed on the school, the teachers, the curriculum – everything but the student.
Along with responsibility for his actions in society in general, the student has been absolved
of responsibility for his own learning. Teachers’ hands are tied in many respects, as most
effective modes of discipline have been put beyond their reach by orders of the courts, and
parental support has been severely reduced, perhaps by the return to the work force of a
large proportion of mothers of school age children, or perhaps by the views adopted by the
previous generation” whose children we now have in school.
Additionally, today’s students have been raised with television, which has alternately
been praised for such educational phenomena, and blamed for children’s lack of skill in
attending to anything that does not flicker , and their becoming accustomed to an extreme
level of violence and profanity.
Despite these effects, we must continue to do what we can to educate the present
generation and the generations to follow. Clearly the best we can do is to increase motivation
on the part of the students themselves, and encourage the student to again take responsibility
for his own learning.
Those students who reach the university level generally have personal motivation, or
would not have reached tertiary education. It remains for us to give them the tools with which
to make the best use of their talents.
In addition, many of these students are the brightest of their peers, and had little or no
need to study effectively in secondary school. They then reach university with few, if any,
study skills. The high dropout rates in college among the brightest of the students is a cause
of concern, and may related to the lack of preparation in study skills of these bright young
people.
Philippine schools have traditionally taught most subject areas with a pedagogy based
on repetition, drill, concrete to abstract process, with a more recent attention to hands on
practice and wherever possible, the use of manipulative teaching aids to enhance the concept
building. Much rhetoric also has recently surrounded the issue of the higher order thinking
skills, following the model of Blooms’ taxonomy, encouraging students not only to master the
content and be able to do again following rote memorization of facts, but to comprehend,
apply, analyse, synthesize, and evaluate learned concepts and to effectively transfer the
learning to new material situations, We want to teach our students “to think”, but continue to
demand little more than repetitive practice at problem solving.
With the foregoing claims, the researcher is very eager to assess the relationship of
the perceptual strengths or learning styles of the students and their Mathematics
performance.
(Extracted from Bueno, pp. 4-6)

Extracted from:
Educational Research Writing Made Easy by Bueno, David C., pages 5-6.

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 Appendix C

Illustration on How a Research Locale is Written

Research Locale or
Setting of the Study

The study was conducted in Barangay Barretto, Olongapo City specifically in Barretto
II Elementary School during the Academic Year XXXX.

The Barretto II Elementary School as part of Olongapo District III , is conscious of the
commitment to every learner to a culture of excellence in public service, with a profound faith
in God, inspired by the caring leaders of the Department of Education….

Barretto II Elementary School staff provides equitable access to quality basic

education to every pupil that would develop creative and rational thinking who are functionally
literate, productive, socially and morally responsible and nationalistic yet receptive and
contributory to positive global influence.

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 Appendix D
Illustration on How the Theoretical / Conceptual Framework is Written

Theoretical Framework

“Every child is unique.” Conventional learning theories and traditional teaching methods tend
to overlook, or even ignore this basic truth.
Learning style is one aspect of child’s innate uniqueness so we must learn to recognize,
acknowledge, and respect every child’s individual learning style. Recent studies reveal that, when
teacher develop and expand their instructional methods and techniques according to the individual
learning styles of their students, there is a marked increase in performance and achievement, and
a decrease in discipline problems in as little as six to eight weeks (Tendero, 1998).
This study is anchored on the Dunn and Dunn Learning Style Theory, which is developed
and internationally acclaimed by Dr. Kenneth and Rita Dunn. They define learning style as, “the way
in which each individual learner begins to concentrate on, process, absorb and retain new and
difficult information.” This includes the different approaches or ways of learning.
These learning strategies are classified as to: Visual, Auditory, Tactile and Kinesthetic. The
theoretical foundations of these learning style models were: (a) Personal learning style is the
biological and developmental set of characteristics that make the identical instructional
environments, methods and resources effective for some learners and ineffective for others; (b)
Most people have learning style preferences, but the learning style preferences of each individual
differ significantly from each other; (c) The stronger the preferences, the more important it is to
provide compatible instructional strategies; and (d) Accommodating individual learning style
preference through complementary educational, instructional…
Contrary to older schools of thought, all students do not learn most efficiently in the same
manner, Some students do, indeed, learn best through the repetitive drill that characterizes our
schools, but perhaps as many as 88 percent learn better through other mechanisms, according to
Dunn and Dunn (1994)….
For this research, a model based on the Dunn and Dunn theory was chosen, as best
describing the range of learning styles… it is considered by the researcher to be the best fit of those
issues raised in relevant research, and the most appropriate to the conditions and situations
relevant to learning.
This study follows the input-process-output model of the research process. The inputs as
shown in Figure 2 include the profile of the respondents in terms of gender and monthly income of
the family. The process involves the gathering of data using questionnaire for the perceptual
strengths of the respondents, interview, and observation. Analysis of the gathered data is
statistically treated using percentage, mean, and Chi-square test. The desired output will be
improved teaching and learning process and ultimately the Mathematics performance of the
respondents. Figure 3 relates the perceptual strengths and Mathematics performance of the pupils.”

(From Bueno, pp. 9-11)

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 Appendix E

Illustration on How to Write the Definition of Terms

Definition of Terms

For a clearer understanding of the terms used in the study, the following are defined
operationally:

Auditory Learners. These refer to the pupils who can learn best through verbal

lectures, discussions, talking things through and listening to what others have to say. Auditory

learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed

and other nuances. Written information may have little meaning until it is heard.

Kinesthetic Learners. These learners need to be physically involved in the entire process

of learning like walking around, talking, or moving.

Perceptual Strengths. These refer to the learning modalities of pupils such as auditory

(listening attentively), kinaesthetic (personally or physically involved), tactile (doodling, taking notes,

etc.), and visual (seeing).

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 Appendix F

CURRICULUM VITAE

Angelika de la Cruz
Bagsac, Madrid, Surigao del Sur
01234567890
Angelika123@gmail.com

Personal Data

Age : 24
Sex : Female
Civil Status : Single
Religion : Roman Catholic
Date of Birth : January 1, 1996
Place of Birth : Madrid, Surigao del Sur
Father’s Name : Angelo de la Cruz
Mother’s Name : Erika de la Cruz

Education

Elementary : San Isidro Elementary School

Graduated 2010

Secondary : Madrid National High School

Graduated 2014

Tertiary : Surigao del Sur State University

2017-present

Self- instructional module in Elements of Research/GV Darao