FILAMER CHRISTIAN

UNIVERSITY
GRADUATE SCHOOL
Roxas City

I. Course Title : Methods of Research (Educ. 401)

II. Course Description : This course will include an overview of the research process.
Graduate students will be exposed to actual experiences in writing a thesis proposal.

III. FCU Vision : A globally-linked Christian University nurturing people and

communities for transformative leadership and nation building.

IV. Mission Statement

Filamer Christian University commits to:
 Instill Christian values among people and communities through holistic
education
 Innovate models of development through research, knowledge management
and community building
 Inspire transformative leadership and exemplary lives
 Initiate collaborative linkages and partnerships with national and international
organizations

V. Goals
 Perpetuates the Christian heritage of the school as a church-related institution
maintaining an ecumenical stance
 Demonstrates Christian love by reaching out and participating in society building
through community service
 Designs research-based developmental models on knowledge management and
community building
 Establishes institutional self-sufficiency and sustainability
 Strengthens collaborative regional and international partnerships and linkages

VI. Core Values

 SPIRITUALITY – commitment to Christian Faith
 SERVICE EXCELLENCE – commitment to academic and administrative excellence
 SOCIAL RESPONSIBILITY – commitment to research and community development

VII. Course requirements : Submission of workshop outputs (after the lecture) and on-
time submission of outputs (20%), complete proposal (Chapters 1-3), (50%) and, virtual
proposal defense (30%).

VIII. References

Internet sources
Any book on research

Prepared by:

Minnie P. Chan, PhD

1|Educ 401 Notes prepared by: MPChan

 Lecture Notes in Educ 401 (Methods of Research)

Introduction to Research

“Research is a high-hat word that scares a lot of people. It need not. It is rather simple.
Essentially, it is nothing but a state of mind—a friendly, welcoming attitude towards change.
Going out to look for change, instead of waiting for it to come. Research for practical men, is
an effort to do things better and not to be caught at a switch. The research state of mind can
apply to anything, personal affairs or any kind of business, big or little. It is the problem solving
mind as contrasted with the let-well-enough-alone mind. It is the composer mind instead of the
fiddler mind; it is the ‘tomorrow’ mind, instead of the ‘yesterday’ mind.”

-CF Kettering

WHAT IS RESEARCH?

Research is a systematic process of collecting and analyzing data to find an answer to a

question or a solution to a problem, to validate or test an existing theory (David, 2002).

The Value of Research

Research has several functions:

 It helps us to answer questions, solve problems and make decisions.
 It enables us to see and understand how and why a situation or a problem exists.
 It helps us discover new things and ideas.
 It allows us to validate existing theories or generate new ones.
 It helps us identify and understand the causes and effects of a situation or a
phenomenon.

The Role of Research in Improving Our Quality of Life

 Through scientific research, vaccines against COVID-19 were successfully formulated.

 Through research lung cancer was associated with smoking, so campaign against
smoking was intensified.

 The development of computer and its use in the banking system : ATM and online
banking

New knowledge New skills/ behavior/ practices

Research

Improved condition/
welfare
New technology New tools/devices
Approaches

RESEARCH METHODS

 The Survey method finds answer the questions who, what, when, where and how. This
describes a situation or a given state of affairs in terms of specified aspects or factors.
E.g. Mathematics Anxiety of Senior High School Students in this New Normal

However, there is now a newer trend, a combination of survey and correlational. It is

called the survey-correlational method.

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 E.g. Mathematics Anxiety and Mathematics Achievement of SHS Students in
this New Normal

The experimental method evaluates the effect or outcome of a particular intervention

of treatment. It studies cause and effect relationship between certain factors on a certain
phenomenon under controlled conditions.

True experimental research – randomization of subjects (similar to investigatory projects

for experimental research)

Quasi-experimental research – absence of randomization only pair-matching

The historical method determines the growth and development of a group,

organization or institution. Most of the data are collected from secondary sources such as
records, documents, written materials, accounts, etc.

The content analysis method is usually used when the intention of the researcher is
to ascertain the quality of message or information found in a document or in mass media. E.g.
literary analysis or criticism.

THE RESEARCH PROCESS

I. Problem Identification and Definition

What is a Research Problem?

 A problem is anything which gives a person a feeling of discomfort.

 It could be a state of affairs that needs to be changed or anything that is not working as
expected.
 It could be conditions you want to improve, difficulties you want to eliminate, questions
for which you want answers, or information gaps you wish to fill or theories you wish to
validate.
 It could be an issue that should be settled.
 It could be a question about an unknown characteristics of a population or about factors
that explain the presence or occurrence of a phenomenon.

How do we identify a research problem?

 Remember, not all problems require research.

A potential researchable problem exists when:

 There is a perceived discrepancy between what is and what should be.

 There are two or more plausible reasons for the discrepancy.

How do we define a research problem?

 Once the problem is identified, it should then be defined. Problem definition explains
the existence and seriousness of the problem.

In defining a research problem, the following questions are usually answered:

 Does the problem really exist? What are the evidences of the problem’s existence?
 Is the problem serious? Who and how many are affected by it?
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  What places are affected? How widespread is it?
 How often does the problem occur?

Things to Remember when Defining a Research Problem

1. First review relevant literature and previous studies on the problem.

2. Examine available data/statistics.
3. Determine probable reasons.

Characteristics of a Good Research Problem

1. A research problem must be relevant.

2. A research problem must be feasible.
3. A research problem must be clear.
4. A research problem must be ethical.

Please answer WORKSHOP SHEET No. 1 (Attached)

What are Research Objectives?

Research objectives are statements of what the researcher intends to do. The objectives
flow logically from the problem.

What are Specific Research Problems?

Specific research problems spring from the general statement of the problem. They are
subproblems or small particles. They guide the researcher on the specific areas of investigation.

You will find the example below:

Title: “Relationship Between TV Viewing and Academic Performance of Grade VI Pupils in Roxas
City District I”

General Statement of the Problem:

This study will be conducted to determine the existence and degree of relationship
between TV Viewing and Academic Performance of Grade VI Pupils in Roxas City District I.

Specific statements:

Specifically, this study will also seek to find answers to the following questions:

1. What is the frequency of TV viewing of the grade 6 pupils?

2. What is the level of academic performance of the Grade 6 pupils?

3. Is there a significant difference in the academic performance of grade 6 pupils in terms

of the frequency of TV viewing?

4. Is there a significant relationship between frequency of TV viewing and academic

performance of grade 6 pupils?

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HYPOTHESIS

What is a hypothesis?

It is defined as educated guess or a tentative answer to a question. It is a statement

about an expected relationship about two or more variables that can be empirically tested.

Types of Hypothesis

 A null hypothesis is a negative statement which indicates the absence of a

relationship/correlation between two variables, an absence of a significant difference
between the proportions of two groups of people.
 An alternative hypothesis , also called the research hypothesis, is the positive form of
a null hypothesis. It may state the presence of a significant relationship between the
independent and dependent variables.

WORKSHEET NO. 1

Instructions: After reading and thinking through, please respond to the following:

 Write down at least 3 researchable problems. The problem should be in an interrogative

form.
 Justify each problem in terms of:
 Its perceived discrepancy: What is the existing situation and what should be
the ideal situation?
 Evidence(s) of its existence
 Its extent (how many are affected or how widespread is the problem)
 Please use a SEPARATE sheet of paper for your responses.
 One meeting (3 hrs) will be allotted for this workshop.
 Advanced reading should be done before the workshop (3 hrs library research).

Preparation of a Research Proposal

What is a Research Proposal?

A research proposal is a plan of how a study will be undertaken. It describes the steps
that will be followed in the conduct of the study from problem identification to data analysis.
Like a map, it serves as a guide for the researcher in the implementation of the study (David,
2005).

Characteristics of a Well- written Proposal

1. Persuasive – relevant and worth doing

2. Complete – contains all the required parts
3. Clear – written in simple language and methodology is clear
4. Flexible – allowances for possible changes

Parts of a Research Proposal

(Based on FCU GS and APA format)
Chapter 1
INTRODUCTION TO THE STUDY
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 Background and Theoretical Framework of the Study
Statement of the Problem and the Hypothesis

Significance of the Study

Definition of Terms
Delimitation of the Study

Chapter 2
REVIEW OF RELATED LITERATURE
Presented using the topic-based approach (based on the major variables
identified)

Chapter 3
RESEARCH DESIGN AND METHODOLOGY
Purpose of the Study and Research Design
Methods
Participants
Data Gathering Instruments
Data Gathering Procedures
Statistical Data Analysis Procedures

AN EXAMPLE OF A RESEARCH PROPOSAL

Below is an example of the components of Chapter 1 following the APA and FCU
format. The font is courier new #12. Margins should be 11/2 inch left, and 1 inch on top,
right and bottom. Short bond paper (81/2” X 11”) should be used.
Your TITLE should be in an

INVERTED PYRAMID

FORMAT

Your First Name, MI and Family Name

Introduction to the Study

This chapter includes five parts: (1) Background and

Theoretical Framework of the Study, (2) Statement of the Problem

and Hypotheses, (3) Significance of the Study, (4) Definition of

Terms, and (5) Delimitation of the Study.

Part One, Background and Theoretical Framework of the Study,

provides the introduction and rationalizes the importance of

conducting the research. It presents the theoretical framework

which serves as the foundation or base of reference of this

study.

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 Part Two, Statement of the Problem and Hypotheses, explains

the purpose of conducting the inquiry and the general and

specific problems that guide the investigation of the study.

Part Three, Significance of the Study, states the essence

and importance of the study and its benefit to the recipients:

students, teachers, school administrators, parents, future

researchers, and other who can derive and obtain such positive

results.

Part Four, Definition of Terms, defines the terminologies

used in the inquiry both conceptually and operationally.

Part Five, Scope and Delimitation of the Study, specifies

the scope of the problem, the nature of the respondents, their

number and limitations in the reference, population, and

instruments.

Background and Theoretical Framework of the Study

For several months now, the world is stricken with this

COVID-19 pandemic. It disturbed almost all facets of society. It

disrupted the balance of systems. One of the most affected is the

educational system. Since classes can no longer be done normally

due to the nature of the COVID-19 virus, major shifts have to be

done to ensure that an academic freeze will not occur.

Every student still has the need to experience an authentic

learning environment where they would rigorously apply knowledge

and skills from multiple disciplines to solve real world problems

and answer meaningful questions.

For years, Philippine Education System has been traditional

but gradually changing to cater the demands of the new

generation. As a matter of fact, before this “new normal” came to

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light, teachers and learners are already using the internet,

computer, and other technologies in education. But the difference

lies between having a face-to-face class and now in “new normal”

classes are done virtually and through modules.

Technology has been used for many years to support the

teaching and learning process. It has been used for distance

learning, as a presentation medium, and to facilitate interaction

in the learning environment. Students in the search for skills

and knowledge, create the need for a learning environment.

Cavanaugh et al., (2004) suggested that teacher quality is

the leading factor in student learning, regardless of whether the

student is in a synchronous or asynchronous type of learning.

Synchronous learning happens in real time. The learners

typically log on to an e-Learning platform, such as a web

conferencing or webinar tool, and engage with the instructor and

peers. This can even come in the form of an online chat room

where learners gather at a specific time and date to broaden

their understanding of the topic. It is an ideal option for

distracted or unmotivated learners who need a more collaborative

online experience, as well as self-guided learners who require a

higher level of support or direction.

Learners have different ways of learning and the issues such

as instructional support, faculty motivation and enthusiasm, and

technology problems have been raised as problems in developing

online instruction in many institutions for a long time (Barr and

Tag, 1995). Technological problems and pedagogical issues make

learners get frustrated with the online courses (Hara and Kling,

2003).

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 This is the exact opposite of asynchronous learning, which

can occur at any time. Learners are able to complete modules

whenever they like. They are given the tools and information they

need but must decide when and how they will use these resources

to achieve their learning goals. With that being said, there are

usually deadlines and schedules that a learner must follow. For

example, they may have to turn in their assignments every after

two weeks or have to participate in at least one online

meeting per month.

Asynchronous learning also has its cons, such as the lack of

socialization, difficulty building relationships, importance of

self-motivation, and the necessity of time management and being

able to work independently. Students in this type of learning

lack the face-to-face interactions that many high school students

need. This lack of socialization with peers and teachers is often

cited as a drawback of asynchronous learning. It can be noted

that using purely asynchronous type of learning as the total

instructional method may cause students to lose many of the

benefits of face-to-face interaction, exposure to diversity, and

social development.

English performance can be measured by successfully

completing a subject, finishing tasks and through grades.

However, in this challenging time of the new normal setting,

English performance of students can be highly at risk if not

given proper attention and guidance. In a synchronous learning,

English performance can be measured through students’ attendance,

participation, and scores attained during exams – these are all

done in an online setting. While in an asynchronous learning,

English performance of students is purely based on the test

9|Educ 401 Notes prepared by: MPChan
scores attained by answering the activities and tests given in

the modules.

In understanding the factors that may affect students’

English performance, anxiety can also get along the way. Learning

has its own fair slice of victories and hardships. If students

experience these in a real classroom setting, it will also be

more evident while learning away from school. Given the fact that

synchronous learning requires an online platform, students that

do not have the technologies and internet to be able to attend to

this type of learning may have a hard time in understanding the

lesson and attaining a desired outcome. On the other hand,

students in an asynchronous learning might have it also difficult

to understand the topic and answer questions correctly since

independent learning must be applied with this type of learning.

Students nowadays are more prone to suffer anxiety. Students

who suffer with it, consciously or unconsciously, often tend to

show passive attitude towards studies, lack of concentration and

confidence, or even reduced memory span. These psychological

symptoms ultimately affect the potential to achieve good grades

and significantly interferes with the daily routine of the

student too that is why parents and teachers need to work hand in

hand in order to achieve a desirable positive outcome. As

students learn inside the comforts of their homes, home

environment and parental involvement are one of the many factors

that can affect students’ English performance. Parents who are

more likely to check and guide their child’s progress, may it be

in synchronous or asynchronous learning, gives more motivation to

the student to be able to attain the higher level of quality in

academic success.
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 The researcher, as a Senior High School teacher, noted that

amid this pandemic, there is a challenge on students in

continuing their education even without going to school. And with

these new trends, online learning and modular learning, there is

a big question if learning actually takes place. With the many

factors that could affect students’ learning specifically with

their English performance, assessing the impact of the two

different modalities and students’ anxiety play a vital role in

providing an effective and relevant information for the

improvement of English education.

The theoretical framework chosen to guide this research

study is the Transactional Distance Theory developed by Michael

Moore (1973). It explains and quantifies the learning

relationship between the teacher and student in the learning

situation, where there is a substantial physical or temporal

distance between the two. It considered the many different forms

of distance learning as part of a group which could similarly

analyzed.

With these, the researcher believes that there is a need to

conduct this study in order to find out the impact of synchronous

and asynchronous learning on the English performance and anxiety

of students.

Figure 1 below shows the conceptual framework of the study

where the independent variables are the impact of synchronous

learning on the English performance and impact of asynchronous

learning on the English performance of Senior High School

students and the dependent variable is anxiety.

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 Independent Variables Dependent Variable

Impact of Synchronous
Learning on the
English Performance
Anxiety
Impact of
Asynchronous Learning
on the English
Performance

Figure 1. A schematic diagram showing the relationship of

the students’ anxiety as influenced by the impact of Synchronous
Learning and Asynchronous Learning on the English Performance.

Statement of the Problem and the Hypothesis

This study will aim to determine the impact of synchronous

and asynchronous learning on the English performance and anxiety

of Senior High School students of Congressman Ramon A. Arnaldo

High School for school year 2020-2021.

Specifically, this study will seek answers the following

questions:

1. What are the levels of impact of synchronous and

asynchronous learning on the English performance of SHS students?

2. What are the levels of anxiety in synchronous and

asynchronous learning of SHS students?

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 3. Is there a significant difference between the levels of

impact of synchronous and asynchronous learning on the English

performance of SHS students?

4. Is there a significant difference between the levels of

anxiety in synchronous and asynchronous learning of SHS students?

Based on the aforementioned problems, the following

hypotheses will be tested:

1. There is a significant difference between the impact of

synchronous and asynchronous learning on the English performance

of Senior High School students.

2. There is a significant difference in the anxiety of

students considering the impact of synchronous and asynchronous

learning.

Significance of the Study

The general objective of this study will be to determine the

impact of Synchronous and Asynchronous Learning on the English

Performance and Anxiety of Senior High School students of

Congressman Ramon A. Arnaldo High School.

Specifically, this study will be undertaken because it will

bear importance to the following stakeholders: students,

teachers, school administrators, parents, and future researchers.

Students. The primary group of individuals who would be

benefited by the findings of this study would be the Senior High

School students. The results of this study can provide awareness

to the students’ scholastic achievement that can be influenced by

their mental and psychological state, study habit, and learning

environment. The results will encourage them to give more time

and effort in achieving their desired English performance.

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 Language Teachers. The results of this study can provide

teachers the knowledge of their students’ English performance and

level of anxiety in Synchronous and Asynchronous Learning. It

will give them the idea as to how they can assist in the further

development of the students especially during this time of online

and modular learning.

School Administrators. The knowledge generated from this

study would also benefit the school administrators for it would

provide background information as to the strategies to be

recommended to their teachers to employ in class in teaching the

English subject. The results would also encourage them to put

into practice the appropriate approaches, methods, and strategies

that would produce a desirable scholastic performance.

Parents. The findings of this study would likewise benefit

the parents of the students. They would be made conscious as to

their roles and responsibilities since their children are

learning inside the comforts of their homes. With this, parents

would have to portray a very huge and important part in

supporting, motivating, and guiding their children in their

studies and to be true partners of the school in their children’s

education.

Future Researchers. This study would also be very beneficial

on the part of the future researchers who would opt to study

along this line. The findings would provide them pertinent data

in understanding better the nature of the research endeavor that

they are interested to work on. Through this study, more

extensive and broader studies may be conducted in the future for

this may be used as a reference for future research endeavors.

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 Definition of Terms

For a clearer understanding of this study, the following

terms will be conceptually and operationally defined as follows:

Anxiety – refers to “the set of phenomenological,

physiological, and behavioral responses that accompany concern

about possible negative consequences or failure on an exam or

similar evaluative situation (Burns, 2004).

In this study, “anxiety” referred to the situations that the

Senior High School students feel in dealing with the online and

modular learning modality. Each item was given a score from 1 to

5 based on the corresponding points assigned for each choice of

frequency. 1 point is given for “Never”; 2 points for “Rarely”; 3

points for “Sometimes”; 4 points for “Often”; and 5 points for

“Always”. The mean scores obtained by the respondents in the

researcher-made Anxiety Survey Questionnaire using the Anxiety

Survey Scale were categorized as Very High (4.21 – 5.00), High

(3.41 – 4.20), Moderate (2.61 – 3.40), Low (1.81 – 2.60), and

Very Low (1.00 – 1.80).

Impact of Asynchronous Learning on the English Performance

- refers to the effect on the English performance in this type of

learning that can occur in different times and spaces particular

to each learner. In asynchronous learning, instructors usually

set up a learning path, which students engage with at their own

pace. (https://www.brynmawr.edu/blendedlearning/asynchronous -vs-

synchronous-learning-quick-overview Ret. 10/08/2020).

In this study, “impact of asynchronous learning on the

English performance” referred to the difference of students’

Pretest and Posttest scores using pure modular learning where the

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researcher did not virtually meet with the students to conduct

the class, the learning of students was made possible only

through studying and answering the modules. The mean scores

obtained by the respondents in the researcher-made English

Performance Test using the English Performance Scale were

categorized as Very High (16.01 – 20.00); High (12.01 – 16.00);

Moderate (8.01 – 12.00); Low (4.01 – 8.00); and Very Low (0.00 –

4.00).

Impact of Synchronous Learning on the English Performance -

refers to the effect on the English performance in this type of

learning that can occur at the same time and pace of the learners

and instructor(s) in order for learning to take place. This

includes live online classes and meetings when the whole class or

smaller groups get together. In synchronous learning, students

usually go through the learning path together, accompanied by

their instructor who is able to provide support while students

are completing tasks and activities

(https://www.brynmawr.edu/blended learning/ asynchronous-vs-

synchronous-learning-quick-overview Ret. 10/08/2020).

In this study, “impact of synchronous learning on the

English performance” referred to the difference of students’

Pretest and Posttest scores using online learning where teachers

and students virtually meet to conduct the class, this was done

through Messenger and Google Meet. The mean scores obtained by

the respondents in the researcher-made English Performance Test

using the English Performance Scale were categorized as Very High

(16.01 – 20.00); High (12.01 – 16.00); Moderate (8.01 – 12.00);

Low (4.01 – 8.00); and Very Low (0.00 – 4.00).

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 Delimitation of the Study

This survey-correlational study will aim to determine the

Impact of Synchronous and Asynchronous Learning on the English

Performance and Anxiety of Senior High School students at

Congressman Ramon A. Arnaldo High School for school year 2020-

2021.

The three strands in the Grade 11 and Grade 12 curriculum of

Senior High School of Congressman Ramon A. Arnaldo High School

for school year 2020-2021 will be chosen using the stratified

random sampling. The required number of respondents will be

determined using the Raosoft calculator (www.raosoft calculator,

2023).

The independent variables in this study will be the Impact

of Synchronous Learning on the English Performance and Impact of

Asynchronous Learning on the English Performance of Senior High

School students. The dependent variable will be anxiety.

The researcher will measure the students’ level of impact of

synchronous and asynchronous learning on the English performance

based on the mean scores gained in the researcher-made English

Performance Pretest and English Performance Posttest. Moreover, a

researcher-made Anxiety Survey Questionnaire will be given to

assess their level of anxiety in synchronous and asynchronous

learning.

This study will use the following descriptive statistical

tools for data analyses to include frequency count, mean,

percentage, and standard deviation. It will also employ

inferential statistics namely t-test, Two-way ANOVA. All

inferential tests will be set at 5% level of alpha.

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 Chapter 2

Review of Related Literature

This chapter is a discussion of the literatures and the

results of other related researches to which the present study is

related or has some bearing or similarity. This gave the author

enough background in understanding the study.

Chapter 2 is divided into ___ parts namely: (1) Independent

variable 1; (2) Independent variable 2; (3) Dependent variable;

and (4) Synthesis.

The first part, Impact of Synchronous Learning…, is a

discussion of related literatures on ____. The second part,

Impact of Asynchronous Learning…, is a discussion on reports and

studies about _____.

The third part, Anxiety, summarizes the literature reviewed

in the study in relation to ______.

The fourth part, Synthesis, summarizes the literature

reviewed in the study.

(The contents of Chapter 2 will follow the above order.)

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 Chapter 3

Research Design and Methodology

Chapter 3 is consists of three parts: (1) Purpose of the

Study and Research Design, (2) Method, and (3) Statistical Data

and Procedure.

Part One, Purpose of the Study and Research Design, restates

the main problem, discusses the research design, and enumerates

variables and statistical tools utilized.

Part Two, Method, describes the participants, the research

instrument, and the procedure employed in the conduct of the

study.

Part Three, Statistical Data Analysis Procedure, discusses

the descriptive and inferential statistics used in the analysis

of data.

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