Chapter III:
Research
Methodology
Chapter III: Research Methodology
a. Research Design
b. Respondents of the Study
c. Instrument of the Study
d. Validity and Reliability
e. Ethical Considerations
f. Statistical Treatment
a. Research Design
Common used designs:
Causal and Descriptive
Example:
Relationship of Mental Heath and
Confidence Level
Causal Design
You introduce a treatment (e.g., therapy, counseling) to a
group of participants, while a control group does not
receive the treatment.
The goal would be to demonstrate that a change in mental
health (independent variable) leads to a change in
confidence (dependent variable).
Descriptive Design
This focuses on describing a phenomenon without the
presence of relationships or cause and effect.
A survey or questionnaire could be administered to
describe the situation of a certain phenomenon.
Descriptive-Correlational Design
Describe the relationship between two variables like mental
health and confidence. This focuses on identifying patterns
between the two variables as well as determining cause and
effect.
A survey or questionnaire could be administered to assess
mental health symptoms (e.g., anxiety, depression) and
confidence levels at one point in time.
b. Respondents
of the Study
Discuss the chosen sampling
technique and use Slovin’s formula
in determining sample size.
Slovin’s Formula
𝑵
𝒏= 𝟐
𝟏 + 𝑵𝒆
Where:
𝑛 = a sample size
𝑁 = population size
𝑒 = desired margin of error
c. Instrument of
the study
RELATIONSHIP OF THE RRL TO THE
QUESTIONNAIRE
The review of related literature and studies must have sufficient
information and data to enable the researcher to thoroughly understand
the variables being investigated in the study. The descriptive information
gathered from different sources are called indicators for the specific variable
and they are used in making sure that the content of the questionnaire is
valid.
A valid indicator must be supported by previous studies done by experts.
TYPES OF
SURVEY QUESTIONS
a. Yes/No Type
a) Yes or No Type – items are answerable by “yes” or “no”.
Example:
Do caregivers have the right to refuse calls? ( ) Yes ( ) No
Do senior high school students come to class early? ( ) Yes ( ) No
b. Recognition Type
b) Recognition Type – Alternative responses are
already provided, and the respondents simply
choose among the given choices. It also contains
close-ended questions.
b. Recognition Type
Example: What are the effects of social media among students?
___ Distraction in learning ___ Addiction to gadgets
___ Improved communication ___ Others; please specify
___ Building networks
___ Boosts creativity and self-expression
c. Coding Type
c) Coding Type – Numbers are assigned to names, choices, and
other pertinent data. This entails knowledge of statistics on the
part of the researcher, as the application of statistical formulas
is necessary to arrive at the findings.
Example:
On a scale of one (1) to ten (10), how will you rate the skills
of your manager?
LIKERT SCALE
ØA common scaling technique which consists of
several declarative statements that express a
viewpoint on a topic.
ØThe respondents are asked to indicate how much
they agree or disagree with the statements.
LIKERT SCALE
Legend: SA – Strongly Agree A – Agree D – Disagree SD – Strongly Disagree
Example: Likert Scale
ITEMSto measure attitudes twords mathematics.
SA A D SD
1. I am interested in solving numbers and equations.
2. I enjoy using calculators.
3. I am so engrossed in reading too many instructions.
4. Symbols and numbers are visibly catchy.
5. I find it easy to memorize formulas.
WORDINGS OF QUESTIONS
1. State the questions in an affirmative rather
than in negative manner.
2. Avoid ambiguous questions e.g., those
which contain words like many, always,
usually, few.
WORDINGS OF QUESTIONS
3. Avoid double negative questions (e.g. Don’t you disagree
with the idea that minors be not allowed to drink liquors? Aren’t
failing students be not hindered to enroll for the coming years?)
4. Avoid double-barreled questions (i.e. asking two
questions in one question) – Do you want to run for the
Student Council and aim to be valedictorian?
CHARACTERTISTICS OF A GOOD DATA-
COLLECTION INSTRUMENT
1. It must be concise yet able to elicit the needed
data. According to Shelley (1984), the length of a
questionnaire must be two to four pages and the
maximum time of answering is ten minutes.
A desirable length of each question is less than 20
words.
CHARACTERTISTICS OF A GOOD DATA-
COLLECTION INSTRUMENT
2. It seeks information which cannot
be obtained from other sources like
documents that are available at
hand.
CHARACTERTISTICS OF A GOOD DATA-
COLLECTION INSTRUMENT
3. Questions must be arranged in
sequence, from the simple to the
complex.
CHARACTERTISTICS OF A GOOD DATA-
COLLECTION INSTRUMENT
4. It must also be arranged according
to the questions posed in the
Statement of the Problem.
CHARACTERTISTICS OF A GOOD DATA-
COLLECTION INSTRUMENT
5. It must be easily tabulated
and interpreted.
d. Subjective Type
d) Subjective Type – The respondents are free to give their
opinions about an issue of concern.
Example:
What can you say about teachers who are deeply committed
to their work?
Will senior high school students be allowed to change their
specialization?
e. Combination Type
e) Combination Type – The
questionnaire is a combination of two
or more types of questions.
d. Validity and
Reliability
Validity
VALIDITY
ØThe ability of an instrument to measure what it
intends to measure. (Thatcher, 2010).
ØAssesses the extent to which the instrument
measures what it is designed to measure
(Robson, 2011).
VALIDITY
ØExample:
When a study investigates the common causes
of absences, the content of the instrument must
focus on these variables and indicators.
TYPES OF VALIDITY
1. Face Validity – Also known as logical
validity. It involves an analysis of
whether the instrument is using a valid
scale.
1. FACE VALIDITY
ØThe procedure calls only for intuitive
judgement. It is done by looking the
features of the instrument like the size of
the font or typeface, spacing, size of the
paper used, and other necessary details.
TYPES OF VALIDITY
2. Content Validity – Studying the
questions to see whether they are able
to elicit the necessary information.
2. CONTENT VALIDITY
ØRemember: An instrument with high
content validity has to meet the objectives
of the research.
Reliability
RELIABILITY
vRefers to the consistency of the results.
vA reliable instrument yields the
same results for individuals who take
the test more than once.
METHODS IN
ESTABLISHING
RELIABILITY
1. Test-retest or Stability Test
The same test is given to a group of
respondents twice. The scores in the first test
are correlated with the scores in the second
test.
Having high correlation index means that
there is also a high reliability of the test.
PROBLEMS TO CONSIDER
1. Some students may remember some of the items
during the first test administration.
2. Scores may differ not only because of the
unreliability of the test but also because the
students themselves may have changed in some
ways.
2. Split Half
vSplit-half reliability is a measure of the consistency of
a research instrument by dividing it into two parts and
comparing the results. It’s useful for assessing internal
consistency and ensuring the instrument is reliable in
measuring a particular construct.
vHigh split-half reliability suggests that the instrument is
stable and consistent in its measurement.
3. Inter-Rater Reliability
vThis refers to the degree to which different researchers
or raters agree on their measurements or observations.
vHigh inter-rater reliability means that different
researchers would obtain similar results when assessing
the same phenomenon.
e. Ethical
Considerations
Ethical Considerations
• Informed Consent- participants must be fully informed about the nature of
the research, what participation involves, and any potential risks or benefits
before agreeing to participate.
• Confidentiality and Privacy- Participants’ personal information and data
must be kept private and confidential.
• Fair Participant Selection- Ensure that the selection of participants is fair
and free from bias.
