Chapter III Research Methodology This chapter discussed the design and procedures undertaken during the conduct of the study, the respondents of the study, sampling technique, instruments used, data gathering procedures, and statistical treatment of data. Research Design The research study used the descriptive comparative-correlated method of survey type of research which describes and interprets data and characteristics about the population or phenomenon being studied. It involves some type of comparison or contrast and attempts to discover relationship between existing and manipulative variables. Descriptive survey is an approach appropriate wherever the object of any class vary among themselves and one is interested in knowing the extent to which different conditions obtain among these objects. (Good & scates, 2003. p.26) The researchers made use of this definition because it nearly corresponds with the method used in the study compared with other authors’ viewpoint on descriptive survey. The word survey signifies the gathering of data regarding present conditions. A survey is useful in proving the value of facts and focusing attention in the most important things to be reported. The researcher used a questionnaire as their measuring instrument in gathering and collecting data. From the data gathered, the researchers tabulate, analyze, and interpret data. The descriptive comparative-correlated design was utilized since the study concerns itself primarily to the determination of relationships existing between variables.
As used in this study, gathered and treated variables among others were profile of the respondents, incidence of descriptive behaviors in the classroom, the learning environment, and the relationship between students profile and the learning environment to the extent of incidence of disruptive behaviors in the classroom. Locale of the Study The study was conducted at the Liceo de Masbate High School at Masbate City. It is situated besides St. Anthony de Padua Cathedral along Quezon St, Barangay Centro, Masbate City, Masbate. It is a private catholic educational institution that offers basic education programs including pre-school, elementary, and secondary. And college degree courses such as Bachelor of Arts Major in English (AB), Bachelor in Elementary Education (BEED), Bachelor in Secondary Education (BSED), Bachelor of Science in Business Administration (BSBA), Bachelor of Science in Entrepreneurship (BS Entrep), Bachelor of Science in Management and Accountancy (BSMA) and Bachelor of Science in Hospitality Management (BSHM): Straight and Ladderized. They also offer TESDA short-term courses. Sampling Technique The data gathered from the respondents have been tabulated and interpreted. The researchers used the marginal error of 10% as the basis and used the Slovin’s formula. The sample size is obtained by using Slovin’s Formula:
Where: h = sample size
N = total number of population 1 = constant e = desired number of error (percentage allowance for non precision is because of the used sample instead of population) Research Instrument The data this research is undertaking was obtained through the use of survey questionnaires as the primary tool for data gathering. The questionnaire is composed of three parts. The first part is the respondent’s profile and home background which is further divided into four sections that describes the respondent’s attributes in terms of gender, socio economic status, academic achievement, family relationship, and personality. The second part consists of the extent of incidence of different disruptive behaviors in the classroom. Lastly, the third part is about the learning environment which includes a general evaluation to classroom setting, the learning and the teacher respectively. The researchers adapted the mini – IPIP (International Personality Item Pool) scales. tiny – yet – effective measures 20- item measure of the Big Five factors of personality developed by Domellan, M.B, et. Al (Psychological Assessment 18, 192193) The type of questions utilized in the survey are dose-ended type, open-ended type, and rating or scale format. All the respondents are assured of the confidentiality of the data gathered and were asked to answer with honesty and with all the knowledge. Data Gathering Procedure
The researchers formulated a questionnaire focused on variables that the group deemed as possible causes of disruptive behaviors in the classroom. After which, they administered a dryrun to 15 Grade 7 students in the class of St. Lorenzo Ruiz to identify difficulties and errors that the respondents of the actual survey might encountered. After a couple of revisions, the questionnaire came to its final form and immediately, permission to conduct survey was secured by the researchers from the advisers to the three classes selected as respondents in the said survey. Upon approval, the researchers personally distributed and administered the conduct of survey. This gave the researchers personally distributed and administered the conduct of survey. This gave the researchers a chance to guide to respondents in accomplishing the questionnaires. The questionnaire will be scored, tallied, and tabulated. Tabulated results were used in the analysis and interpretation of the study. Statistical Treatment of Data The information gathered were tabulated and processed manually to determine the precise interpretation of the results. Matrix tables were made to organize, summarize, and analyze the data gathered for easy determination of its difference from each other. Data were collated, tabulated, and analyzed. The following statistical tools were used in the analysis of data. 1 Percentage To describe the profile of the respondent, particularly those questions structured in closeended type, the percentage will be computed. The measure of dominant quantity was utilized to determine the most probable scenario.
Formula:
Where: P= percentage (%) F= frequency N= total number of population 2. The responses to questions within the Family Relationships and personality sections were scaled using a four-point scale and given weight as follows: For Family Relationships: Rate 4 3 2 1
Verbal interpretation Excellent Satisfactory Fair Poor
Range 3.6 – 4.0 2.6 – 3.5 1.6 – 2.5 1.0 – 1.5
For Personality: Rate 4 3 2 1
Verbal interpretation Very accurate Moderately accurate Moderately inaccurate Very inaccurate
Range 3.6 – 4.0 2.6 – 3.5 1.6 – 2.5 1.0 – 1.5
On the other hand, responses in part II and III of the survey questionnaire were both scaled using the “five-point-scale” or Likert Scale System and given weight as follows:
Rate 5 4 3 2 1
Verbal Interpretation Always Often Sometimes Rarely Never
Range 4.6 – 5.0 3.6 – 4.5 2.6 – 3.5 1.6 – 2.5 1.0 – 1.5
3. The process of finding the “weighted mean”, which is referred to as the central tendency was used. The formula is given below:
Where: X = weighted mean W = weight of each item X = value of each item {= summation N = total number of respondents 4. To test the level of significance between the student profiles and the learning environment to the extent of incidence of disruptive behavior, the chi-square were employed to determine the relationship of factors as given. The formula of chi-square is presented as follows:
Where X2 = chi-square
f(a) = actual frequency or number of observations in cell f(e) = expected frequency or number of observations in a cell in the theoretical distribution. { = symbol for summation The sample obtained from the formula is n=47. However, the researchers decided to reduce it to 45 so that there will be an equal distribution of respondents with is respondents each. The distribution of respondents in the survey conducted are the following: St. Therese – 17 respondents. St. Cecilia – 17 respondents and St. Dominic- 11 respondents respectively.
