CHAPTER II

METHOD

This section presents the research design, respondents, research instruments,

data gathering procedure, and statistical tools.

Research Design
This quantitative study will utilize the descriptive-correlational research

design. Descriptive research design is used to obtain information concerning the current

status of the phenomena to describe (Shuttleworth, 2008). Moreover, it is a fact finding

study that allowed the researcher to examine characteristics, behaviors, and

experiences of study participants (Calmorin, 2007). Furthermore, the correlational

design is used to identify the strength and nature of association between two or more

variables (Creswell, 2003).

Quantitative research deals in numbers, logic and objective stance. It focuses on

numeric and unchanging data and detailed, convergent reasoning, generation of a

variety of ideas about a research problem. Its main characteristics are: the data is

usually gathered using structured research instruments, the results are based on larger

sample sizes that are representative of the population, the research study can usually

be replicated or repeated, given the high reliability and the researcher uses research

tools, such as questionnaires or computer software to collect numerical data (Babbie et

al. 2010).

Meanwhile, the correlational design is a technique to describe and measure the

degree of association (or relationship) between two or more variables or sets of scores

(Creswell, 2002). Correlational research investigates the relationship of the dependent

techniques, and assessments of relations among variables. Furthermore, Kalla (2011)

states that a correlational study determines the relationship of two or more variables

which means it will find out if the increase or decrease of a variable can increase or

decrease another variable. In addition, Siegle (2015) stated that correlational studies do

not influence any variables but only look at relationships among them. He further said

that correlation has direction which is positive or negative and that correlations can

differ in the degree or strength of the relationship.

In the study, it determined the levels of English language self-efficacy and

academic engagement of BSED English major students. Moreover, the interrelationship

of the exogenous and endogenous variables, and as well as the best fit model of self-

efficacy of students will be investigated.

Research Respondents

The BSED major in English students in higher level of education will be the

respondents of this study. A total of 60 students will be selected using the purposive

sampling technique. This technique is a form of non-probability sampling in which

decisions concerning the individuals to be included in the sample are taken by the

researcher, based upon a variety of criteria which may include specialist knowledge of

the research issue, or capacity and willingness to participate in the research (Oliver,

2006). To attain homogeneity, only officially enrolled students from BSEd major in

English will be selected as respondents of this study. Those who do not meet the

criteria will not be part of this study.

Research Instruments
 There are two adopted questionnaires that will be used to gather data

from the respondents.

English Language Self-efficacy. The questionnaire used to measure EFL self-

efficacy in this study was the QESE adapted from Wang (2004). That questionnaire was

further developed and validated by Wang et al. (2013), Wang et al. (2014), and Wang

and Bai (2017). There was a total of 32 questions in the questionnaire asking students

to judge their capacity to carry out certain EFL tasks. The questionnaire was designed

with a 7-point rating Likert scale ranging from 1 (I cannot do it at all) to 7 (I can-do it

well). Four separate areas were measured: (1) self-efficacy for Listening (questions 1, 5,

9, 13, 16, 20, 24, and 28); (2) self-efficacy for Reading (questions 2, 6, 10, 17, 21, 25,

29, and 32); self-efficacy for Speaking (questions 3, 7, 11, 14, 18, 22, 26, and 30); self-

efficacy for Writing (questions 4, 8, 12, 15, 19, 23, 27, and 31). Each question was

phrased as a can-do question to focus on the capability rather than the intention, as

happens with a will-do question (Bandura, 2006).

Academic Engagement. Student Engagement in Schools Questionnaire (SESQ) is a

109-item paper-and-pencil, Likert-type, self-report questionnaire focused on the

comprehensive assessment of the construct of student engagement. The SESQ

contains four composites; Student Engagement in the Schools, Motivational Beliefs,

Social-Relatedness Contexts, Student Outcomes within which are 13 domains and 15

sub-domains. Students respond according to a Likert-type scale of 1-5 example, 1 =

never, 5 = always) and typically require approximately 35-minutes to complete. Due to

the sampling restrictions associated with a survey of 109-items a very large sample
would be required for evaluation of the entire survey, for purposes of this study the

items representing only the indicators of engagement; Affective, Behavioral, and

Cognitive are examined in the exploratory factor analysis; therefore, only the composite

of Student Engagement in Schools (ENG; 33 items) was explored. However, reliability

estimates are examined for the entire survey. As proposed by researchers, the SESQ-

ENG is composed of five factors (Affective Engagement: Liking for Learning; Affective

Engagement: Liking for School; Behavioral Engagement: Effort and Persistence;

Behavioral Engagement: Extracurricular Activities; and Cognitive Engagement; Lam &

Jimerson, 2008).

Research Procedures

The following are the steps that the researcher will undertake in gathering the

data for the study. Firstly, the researcher will write a letter to the Dean of the College of

Teacher Education of Central Mindanao Colleges to ask for permission in the conduct of

the study. With the attached approved letter of the CMC College of Teacher Education

Dean and the Research Ethics Committee.

After the approval will be obtained, the researcher will ask the assistance of the

school representatives to locate the participants who meet the criteria for the study. A

link that leads to a Google Form file will be sent to the participants of the study. The

Google Form file will consist of two main sections: the first section which presents the

electronic informed consent and the second section which contains the questionnaire of

the study. The Google form is set in such manner that participants cannot proceed to

the second section without completing the first section. This means that every
participant will have to affix first his or her electronic signature (in document or image

file) in the informed consent section to signify voluntary participation before he or she

can proceed answering the survey questionnaire in the second section.

The electronic survey in the second section of the Google Form will consist of

items from the adopted survey questionnaires discussed in the previous section. The

participants will be assured that their responses will be kept confidential by the

researcher as their names will not appear in any part of the study nor in the Google

Form that they will comply with. After the response section of the Google Form has

been filled with the complete number of responses based on the target sample size, the

researcher will arrange the data generated by the form for it to be ready for statistical

treatment.

Statistical Tools

The following statistical tools will be use in the study:

Mean will be use in order to examine the consistency of the data, the mean.

Standard Deviation standard deviation and range among the variables.

Pearson Product Moment Correlation will be utilizing to determine the

correlation between the English Language Self-efficacy and Academic engagement of

BSED Major in English Students. The analysis determined the statistical significance of

the relationship of the test scores based upon their linear correlation (Gall et al., 2007).

Multiple Regression Analysis will be used to measure the influence of the

statistical significance of the relationship of English Language Self-efficacy and

Academic of BSED Major in English Students.