Chapter 2

METHOD

Demonstrated in this chapter are the research design, research locale, research

instrument, respondents, data gathering procedure and statistical treatment of the

data.

Research Design

The study on Instructional Time and Teaching Delivery utilized quantitative non-

experimental research design using correlational technique. This research design

described something that has occurred, or examines the relationships between things.

They are directed toward determining the nature of a situation as it exists at the time

of the study. In like manner, non-experimental research involves no administration or

control of a treatment as is found in experimental research. With the exception of

causal-comparative research, non-experimental research is not generally directed

toward hypothesis testing. The aim is to describe "what exists" with respect to the

variables or conditions in a situation (Anding, 2009; Cheong & Levchenko, 2008;

Cranton, 2010; Gallagher et al., 2009 & Lezotte et al., 2007).

Trochim and Land (1982) defined quantitative research design as the glue that

holds the project together. This design is used to structure the research, to show how

all the major parts of the research project and the samples or groups, measures,

treatments or programs, and methods of assignment work together to try to address

the central research questions. Correlational research is concerned with establishing

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relationships between two or more variables in the same population or between the

same variables in two populations (Leedy & Ormrod, 2010).

Barnes, Burns and Grove (2003) defined a research design as a blueprint for

conducting a study with maximum control over factors that may interfere with the

validity of the findings. Moreover, a research design is the researcher’s overall capacity

to answer the research question or testing the research hypothesis (Polit et. al., 2001).

This study is a cross-sectional research since the data is collected from the research

participants at a single point in time in the year 2018-2019.

Research Locale

The research study took place in one of the colleges in Davao Region,

Philippines.

Population and Sample

The respondents of the study were the College Students of School A. The total

number of respondents in this study was one hundred (100), and they were chosen

from the College of Teacher Education, College of Engineering, College Information

and Communications Technology, College of Business Administration, College of

Hospitality Management, and College of Criminal Justice Education and College of

Nursin. Simple random technique was employed in this study. This technique is

considered as a fair way of selecting a sample from a given population since every

member is given equal opportunities of being selected.

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Frequency Distribution of Respondents

Courses Number of Respondents Percentage

College of Teacher 15 15%

Education

College of Engineering 15 15%

College of ICT 15 15%

College of Business 15 15%

Administration

College of Hospitality 15 15%

Management

College of Criminal Justice 15 15%

Education

College of Nursing 10 10%

TOTAL 100 100%

Research Instrument

There were two sets of survey questionnaire used in the study. The first set of

the research tool evaluated the Instructional Time anchored from Berliner (1990) with

the following domains: allocated time, engaged time, time-on-task, academic learning

time, transition time, waiting time, aptitude, perseverance, and pace. On the other

hand, the second set of the survey questionnaire assessed the level of Teaching

Delivery patterned from Coe, Aloisi, Higgins, & Major (2014) in terms of pedagogical

content knowledge, quality of instruction, classroom climate, classroom management,

teacher beliefs, and professional behavior.

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The scaling used in the questionnaire is the measure of the Instructional Time

and Teaching Delivery of College Instructors which is denoted 1-5 which means from

never to always. In evaluating the level of Instructional Time and Teaching Delivery of

College Instructors, the following scales were utilized:

Range of Means Descriptive Equivalent Interpretation

4.20 – 5.00 Always This means that the item

in Instructional Time and
Teaching Delivery of
College Instructors is
always manifested.

3.40 – 4.19 Often This means that the item

in Instructional Time and
Teaching Delivery of
College Instructors is
oftentimes manifested.

2.60 – 3.39 Sometimes This means that the item

in Instructional Time and
Teaching Delivery of
College Instructors is
sometimes manifested.

1.80 – 2.59 Seldom This means that the item

in Instructional Time and
Teaching Delivery of
College Instructors is
seldom manifested.

1.00 - 1.79 Never This means that the item

in Instructional Time and
Teaching Delivery of
College Instructors is
never manifested.
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Data Collection

The following steps were followed in the conduct of the research study:

First, the researcher asked permission through a formal letter duly noted by the

AVP-Academics & Research in School A to conduct the study. Second, the researcher

distributed the survey questionnaires to the research respondents. Third, the

researcher retrieved the survey questionnaires, collated and tabulated all the data that

was subjected to statistical analysis with the guidance of the statistician. Then, the

results were analyzed and interpreted based on the statement of the problem of the

study.

Statistical Tools

The following statistical tools were used for the data treatment and analysis:

Average Weighted Score or Mean. This was used to determine the level of

Instructional Time and Teaching Delivery of College Instructors.

Pearson Product Moment Correlation Coefficient (Pearson-r). This was

used to determine the relationship between Instructional Time and Teaching Delivery

of College Instructors.