Chapter 3

RESEARCH METHODOLOGY

This chapter explains the methodology and procedures that will be necessary to answer

the research problems. This section comprises the research design, the population and sampling

technique, instrumentation, data gathering procedure and the analysis of data.

Research Design

This research uses the descriptive-correlational design to identify the online teaching

styles and learning styles of both teachers and students as a dependent variable to discover the

student engagement. Descriptive-correlational design Quaranta (2017), seeks to explain the

interaction between the variables without trying to imply the association between triggers. It is a

subtype of correlational analysis with the main goal of analyzing variables' relationships (Gray,

Groove, & Sutherland, 2017). In addition, to assess when and to what degree a relationship

occurs between two or more variables, it requires gathering and explaining data and this degree

of relationship is expressed as a coefficient of correlation (Sneck et.al, 2016). Descriptive

statistics acted as instruments in this design to address the questions and handle the results.

Population and Sampling Techniques

The respondents of the study are the selected students of senior high school at the

Adventist university of the Philippines academy. Questionnaires will be distributed to a sample of

78 students (males and females). Table 1 displays the distribution and retrieval of the instruments

who will be participated in the study. The total population who received the instrument reached

will be placed at the table 1. Non-probability is the method used by the researcher, specifically
quota and purposive sampling. Quota sampling is the method where in the respondents are

chosen based on

their characteristic. The researchers also employ purposive sampling, selecting respondents based

on their capacity to answer questions relevant to the study's objective.

Table 1

Instruments' Distribution and Retrieval.

Respondents Distributed Retrieved % Retrieved

Instrument Instruments Instruments

AUP Academy Senior High 78 78 100%

School Students

Instrumentation (If you use Interview, or observation explain here the tools and the

question you will going to utilize during interview or observation) delete after reading this.

The instrumentation used is the survey questionnaire as the researcher intended to gather

data in a short period of time. This questionnaire also used, because the research did not

concentrate on what triggered a certain effect but concentrated instead on the association between

variables. The survey questionnaire is also a fast way for information to be collected

A self-administered questionnaire was capitalized on by the researchers. This is the sort of

questionnaire where, in the absence of an interviewer, participants would have to fill it out. Its

benefits are that it is quickly spread to a large audience and that anonymity is often allowed.
 In this study, sample questionnaires are used as research design. Due to the exclusive

characteristics of the sample population and the reliability of data collection, these instruments

were selected.

The researchers employed a five-pages, four parts questionnaires. The first page is the

Consent Form for the respondents to be aware of the purpose of the study and for them to signify

their consent to participate. The several sections of the questionnaire are presented on the

following pages. Part I dealt with the demographic profile of the respondents that includes

among others Gender, Age, and year level. Part II are the questions regarding to their teachers

online teaching style and Part III for students’ learning styles. Its sustenance could be a

supplementary information to this research. Part IV are the questions on how their teachers

utilize students’ learning styles to achieve active engagement.

This study adapted the Factors Influencing online teaching style and students’ learning

style on student’s engagement (Likert scale). Andrew et. Al., (2001) created the first section of

the questionnaire, which is on online teaching approaches. According to empirical research, non

Likert scales (0,1,2,3,4) are 92 percent trustworthy, but Likert-type scales are 90, 89, and 88

percent accurate. The non-Likert scale was determined to be 93 percent trustworthy, whereas the

Likert-type scale was shown to be 89, 61, and 57 percent accurate in a validity test. Validity

evidence was provided by factor analysis influencing online teaching style and students’ learning

style on student’s engagement. The purpose of Likert scale is to determine the relationship of

online teaching style and student’s learning style on student engagement (Louangrath, 2018).

Furthermore, Dr. Walter Leite of the University of Florida's Research and Evaluation

Methodology department prepared the second half of the questionnaires and performed a VARK
study. The validity of the VARK for evaluating learning preferences is demonstrated in this

research, as well as its limits. The validity of the VARK scores was determined to have

preliminary support in the study. Potential issues with item wording and the scale's scoring

mechanism were discovered, as well as cautions about utilizing the VARK in research. The

visual, auditory, read/write, and kinesthetic sub - scales obtained reliability estimates of

.85,.82,.84, and .77, respectively, that are regarded satisfactory considering that the VARK is not

utilized for high stakes choices. And internal consistency “is based on the average correlation

among the items of an instrument” (Boone et al., 2014, p. 223). Coefficient alpha is typically

reported to show the consistency of the relationship between items. And internal consistency “is

based on the average correlation among the items of an instrument” (Boone et al., 2014, p. 223).

Coefficient alpha is typically reported to show the consistency of the relationship between items.

Additionally, the third set of questionnaires was adapted from Lam and Jimerson's Student

Engagement in Schools Questionnaire (SESQ) (2008). Cronbach's coefficient alpha is the most

often used measure of reliability. Alpha is the ratio of true score variation to perceived score

variance; hence, the greater the reliability, the closer actual scores are to observed scores. This

content validity metric is used to show how effectively a group of items accurately measures a

uni dimensional latent component (e.g., affective engagement). As a result, independent

regression analyses were performed for each SESQ domain. According to the literature, accepted

alpha values vary from.60 to.90. With this investigation, appropriate coefficients were

determined at >.70. The

internal consistency estimates for both the domains of the SESQ. In general, SERN measures

demonstrate good reliability. Estimates for the SESQ range from .65 < a < .95. Only one domain
(Attributions) did not demonstrate the acceptable level of a > .70.

The instrumentation use is reliable in this setting because the study will be needing to

gather data regarding the online teaching styles and learning styles of students. Furthermore, it

will

help the researchers answer if the teacher is using a specific online teaching style, will the student

engagement be higher or not, especially in the new normal.

Online Teaching Styles questionnaire consists of 32 items that covers about the four

teaching styles such as designer, corrector, mediator, and facilitator styles. Online Student’s

Learning Styles consists of 40 items comprises different online learning styles. Student

engagement consists of 32 items about the four engagement such as academic, affective,

behavioral, and cognitive engagement.

All the tools in this analysis used a five-range calculation in which Likert Scale choices

were suggested by respondents. An ordinary indicator of behaviors, values, and views (Likert,

1932) is the Likert scale. One of the strengths of this scale is that it is the basic tool for collecting

surveys which can be readily understood because this type of question does not ask respondents

to select between a yes or a no, respondents will feel freer to take a stand on a particular subject

and will be more secure in answering to a degree of consensus, making it easier for respondents

to answer. Finally, the Likert survey is a rapid, affordable, and reliable data collection tool. Table

1 and Table 2, 3 and 4 can be used as a reference to the analysis of the findings.

Table 2

Questionnaire Scales, Responses, and Verbal Interpretations.

 Questionnaire Scale Respons Range Verbal
e Interpretation

Online Teaching 4 Always 3.21-4. Highly Practice

styles
3 Often 00 Moderately

2 Someti 2.41-3. Practice Slightly

1 mes 20 Practice

0 Rarely 1.61-2. Seldom Practice

Never 40 Never Practice

0.81-1.

60

0-0.80

Table 3

Questionnaire Scales, Responses, and Verbal Interpretations.

Questionnaire Scale Response Range Verbal
Interpretation
 Online Learning 4 Always 3.21-4. Very High
styles
3 Often 00 High

2 Someti 2.41-3. Average

1 mes 20 Low

0 Rarely 1.61-2. Very Low

40
Never

0.81-1.

60

0-0.80

Table 4

Questionnaire Scales, Responses, and Verbal Interpretations.

Questionnaire Scale Respons Range Verbal
e Interpretation

Student 4 Always 3.21-4. Very High

Engagement
3 Often 00 High

2 Someti 2.41-3. Average

1 mes 20 Low

0 Rarely 1.61-2. Very Low

Never
 40

0.81-1.

60

0-0.80

Data Gathering Procedure

The researchers will deliver an acceptance letter before the final delivery of the

questionnaire for this study. The questionnaire would then be turned over directly to the preferred

respondents. The sample questionnaires would be attached with informed consent, and with a

confidentiality pledge. This would be encoded by the researchers and submitted to the data

analysis review statistician until the data is eventually obtained from the respondents.

Due to the proximity and availability of the respondents, in some instances, the

researchers utilized Google Forms after personally communicating with the respondents if they

were willing to answer the questionnaire. The use of a questionnaire check list using the 5-point

Likert Scale is the main data gathering instrument. Moreover, this study is only limited to SHS

respondents in a faith-based institution in the Cavite area and will be conducted for only one

semester. This would

take a short period of time (5 minutes only) for the respondents to answer the questionnaire

provided.

Ethical Consideration. The integrity, anonymity, and dignity of the respondents of this
study deserve to receive the utmost protection. The following steps were considered:

Confidentiality. The researchers maintained all the completed survey questionnaires with

the strictest and utmost confidentiality. The researchers, through its…

Statistical Treatment

Means and Standard deviations were used to present a description of the variables regarding

demographic data, the extent of...

Pearson-r Correlation was used to compute the relationship between teaching styles, and

students learning styles.

T-test and ANOVA were used to compute the significant difference in teaching styles and

learning styles when the demographic variables are considered.