Session 3:
Understanding Data and
Ways to Systematically
Collect Data
SHS Mass Training of Teachers, Practical Research
2
U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y
Standards and Competencies
Collect Data
Content Standards: The Performance Standards: The
learner demonstrates learner is able to: (a) describe
understanding of: (1) adequately quantitative research
quantitative research designs, sample, instrument used,
designs; (2) description of intervention (if applicable), data
sample; (3) instrument collection, and analysis
development; (4) procedures, or (b*) apply
description of intervention imaginatively art/design principles
(if applicable); (5) data to create artwork
collection and analysis
procedures; and (6)
guidelines in writing
This slideshow presentation will be made available through the trainer’s website:
research methodology mathbychua.weebly.com.
Download the document to use it as reference.
U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y
Standards and Competencies
Collect Data
Learning Competencies
The learner…
1. chooses appropriate 4. describes intervention (if
quantitative research applicable);
design 5. plans data collection procedure;
2. describes sampling 6. plans data analysis using
procedure and the sample; statistics and hypothesis testing
3. constructs an instrument (if appropriate); and
and establishes its validity 7. presents written research
and reliability; methodology.
This slideshow presentation will be made available through the trainer’s website:
mathbychua.weebly.com.
Download the document to use it as reference.
Chapter
Content
Chapter III
METHODOLOGY
Research Design
The Sample
The Instruments
Intervention
Data Collection Procedure
Research designs are the specific procedures
involved in the research process: sampling, data
collection, and data analysis.
Research
Design
Chapter
Content
Chapter III
METHODOLOGY
RESEARCH DESIGN
OBJECIVE
▷chooses appropriate
quantitative research
design
The first step leading to the process of
collecting quantitative data is to identify the
people and places you plan to study.
This involves determining which group of
people will you study, who, specifically, these
people are, and how many of them you will
need to involve.
Identifying the representative group that will
The take part in the study is an important aspect
of the research that you need to specify.
Sample
description of the subjects, number, and grade
level (for students), naming school and its
location, unless with confidentiality conditions.
Otherwise, only location, type, and size of school
are stated;
number of classes, class size, and number of
teachers are indicated;
how students and teachers are selected
(sampling procedure) is described.
After data collection, put actual sample: sample
size, distribution of subjects by sex and average
The age.
Sample If applicable, describe relevant characteristics of
teachers like sex, teaching experience,
educational attainment, and related training.
Population and
Sample Sample
A subgroup of the target
A more advanced population that the researcher
research process plans to study for generalizing
is to select about the target population.
individuals or
Target Population
schools who are
representative of A group of individuals with
some common defining
the population.
characteristic that the
Representative researcher can identify and
refers to the study
selection of
individuals as Population
sample of a a group of individuals who
population such have the same characteristic
that the sample
are typical of the
population under
study, enabling
you to draw
conclusions from
Sampling Techniques
Probability Sampling Techniques
SYSTEMATIC SAMPLING
Taking every kth element
SIMPLE RANDOM SAMPLING in the population as a
sample, where
Drawing randomly from a
list of the population (e.g.:
names from a hat, using a
matrix of random
numbers).
Sampling Techniques
Probability Sampling Techniques
STRATIFIED RANDOM
SAMPLING
CLUSTER SAMPLING
a process in which certain
subgroups, or strata, are The selection of groups,
selected for the sample in or
the same proportion as clusters, of subjects
they exist in the rather than individuals
population
Sampling Techniques
Non-probability Sampling
Techniques
QUOTA SAMPLING
CONVENIENCE SAMPLING
The number of samples is
decided by the researcher
is selecting a group of and selection is also made
individuals who are out of availability of the
conveniently available respondent.
for study
Sampling Techniques
Non-probability Sampling
Techniques
SNOWBALL SAMPLING
PURPOSIVE SAMPLING
Using researcher’s
judgment to select a One sample leads on to
sample that they believe, more of the same kind of
based on prior sample.
information, will provide
the data they need.
Thin
k of A teacher wants to conduct an action research in
order to determine the effectiveness of home-
this based family counseling on the attendance of
students. Of her 56 students, she has selected
20 whose residences are within a kilometer’s
radius from the school.
What sampling technique did the teacher use?
Do you agree on the strategy she has employed?
ANSWER
1.REPRESENTATIVE
2.SAMPLE
3.TARGET POPULATION
4.POPULATION
ANSWER
5. NON-PROBABILITY SAMPLING
TECHNIQUES
6. NON-PROBABILITY SAMPLING
TECHNIQUES
7. NON-PROBABILITY SAMPLING
TECHNIQUES
8. NON-PROBABILITY SAMPLING
TECHNIQUES
9. PROBABILITY SAMPLING TECHNIQUES
10. PROBABILITY SAMPLING TECHNIQUES
11. PROBABILITY SAMPLING TECHNIQUES
ANSWER
PROBABILITY SAMPLING TECHNIQUES
13. SIMPLE RANDOM SAMPLING
14. SYSTEMATIC SAMPLING
15. STRATIFIED RANDOM SAMPLING
16.CLUSTER SAMPLING
NON-PROBABILITY SAMPLING TECHNIQUES
17. PURPOSIVE SAMPLING
18. CONVENIENCE SAMPLING
19. SNOWBALL SAMPLING
20. QUOTA SAMPLING
This refers to the questionnaire or data
gathering tool to be constructed, validated
and administered.
If the instrument is prepared by the
researcher, it should be tested for validity
and reliability. However, if the instrument
is standardized, the student should
indicate its description as to its items,
scoring and qualification.
The The researcher must explain its parts, and
Instrume how the instrument will be validated. The
instrument to be used should be appended
nt (except for standardized).
CRITERIA for CHOOSING a GOOD
INSTRUMENT
Is it recent?
Is it widely cited? Are reviews available?
Is it reliable?
Is it valid?
Does the procedure for recording data fit
the research questions in your study?
The
Does the instrument contain accepted
Instrume scales of measurement?
nt Creswell, 2012
Think A group of Grade 12 students is doing a research to know
if Facebook can be used to encourage SHS students to
of thisdiscuss more actively their lessons in Math.
They decided to do a series of activities by posting several
problems on Facebook and asking students to freely
discuss by commenting on the problem.
To assess how effective this activity was, they required
their participants to “like” the Facebook post if they feel
like doing so.
It was found out that of the 100 participants, 95 “liked”
the post.
The group therefore concluded that Facebook is an
effective way to encourage active discussion.
RELIABILIT
Y VALIDITY
scores from an
instrument are the development
stable and of sound evidence
consistent (nearly to demonstrate
the same when that the test
Validity researchers interpretation
matches its
and administer the
instrument proposed use.
Reliabilit multiple times at
different times)
y
the extent to which the content or
topic of the test is truly representative
Content
of the content of the course. Validity
Construct the extent to which the test measures
Validity a theoretical construct or trait
the degree to which the test agrees
or correlates with a criterion set up as
Criterion
an acceptable measure Validity
Types of Predictive how well predictions made from the
test are confirmed by evidence
Validity
Validity
gathered at some subsequent time
Content validation refers to the process of
establishing validity of an instrument (Frank-
Stromberg, 2004).
Lawshe’s model can serve this purpose. This
involves a panel of subject matter experts
rating items as “essential”, “useful, but not
essential”, or “not necessary.”
Items deemed “essential” by a critical
number of panel members are then included
Establish within the final instrument, with items failing
ing to achieve this critical level discarded (Ayre,
2014).
Validity
Measurin
g
Reliabilit
y
Teachknowlog
y
Cronbach’s alpha (α) is a test of reliability technique that requires
only a single test administration to provide a unique estimate of the
reliability for a given test. It is computed as the average value of the
reliability coefficients one would obtain for all possible combination of
items when split into two half tests (Gliem & Gliem, 2003).
Coefficient normally ranges between zero and one. However, there is
actually no lower limit to the coefficient. The closer Cronbach’s alpha
coefficient is to 1.0, the greater the internal consistency of the items
in the scale.
Enumerate instruments to be used.
Indicate if researcher-made, adopted or
modified (give author, year, & reliability
coefficient).
Quickly describe pilot-testing of
instruments.
Indicate how researcher-made instruments
will be content-validated.
The Indicate computing reliability coefficient,
commonly Cronbach alpha, for rating
Instrume scale and tests.
nt Add structure/parts and number of items
of each instrument.
Add Table of Specifications for researcher-
made tests.
Add details of content validation: who the
experts are without naming them.
Add details of pilot-testing (when and
who), and describe group (similar to group
to which instruments will be eventually
administered).
The
Instrume
nt
Clearly and completely describe how
the intervention will be implemented,
such that the reader can replicate
the intervention.
Describe what happens in
The comparison group.
Intervent
ion
Quickly describe whose permission will be
sought and arrangements to make to
administer instruments.
Describe when instruments will be
administered and who will administer
them.
Data Add details on arrangements and
Collectio administration of instruments, if needed.
n
Procedur
e
This section indicates how the data will be
analyzed and reported; it should specify the
qualitative and/or quantitative methods that
will be used in analyzing the data gathered
for the research.
In writing this section,
Describe analysis to be done for each
research question, following sequence in
Data Statement of Problem.
Analysis State if tests of hypotheses will be done
Procedur and for what purpose.
Indicate that tests of hypotheses will be
e done at . 05 level of significance.
Level of significance or p value = no. of
cases out of 100 cases that results are due
to chance alone.
Add scoring system for instruments.
Avoid giving formulas or standard
procedures for statistical tools (reader is
Data expected to know these or look them up in
Analysis statistics references).
Procedur
e
Data
Analysis
Procedur
e
BULLYING INCIDENCE AND GRADE 11 STUDENTS’
ATTENDANCE
THE SAMPLE
Alangalang National High School, Alangalang,
Leyte Region 8 is purposively selected due to its big
size. One section with a class of forty (40) Grade 11
students is randomly selected. The study will be
accomplished for the School Year (SY) 2017-2018.
THE INSTRUMENTS
There will be one (1) self-made questionnaire for
the study with three (3) questions. The first questions is
Example based on bullying experience, second is on the type of
bullying experience, and the third is the number of
absences. The questionnaire will be pilot tested to five
students who are not part of the research. The
DATA COLLECTION PROCEDURE
The researchers will seek written permission from
the principal of Alangalang Senior High School for the
conduct of the study. An inform consent will also be
provided to the students. The parents will also be asked
through a written permission.
The respondents will be oriented on the research
objectives and outcomes. The researchers will
administer the following the self-made questionnaire.
DATA ANALYSIS
All the data will be compiled and treated based on
parametric and non-parametric measures. The data on
Example the frequency of bullying incidence and attendance will
be treated to simple percentage and will be presented
through a bar graph. The test of difference on two
groups will be based on one-paired T-test for
WORKSHOP, CHAPTER
THREE
Methodology
Research Design
The Sample
The Instruments
Intervention
Data Collection Procedure
