TARLAC AGRICULTURAL UNIVERSITY

Camiling, Tarlac

RESEARCH METHODOLOGY

•Research Designs
•Statistical Tools

ENGR. ARNOLD E. VELASCO

LECTURER
 COMMON RESEARCH
DESIGNS
1. Descriptive Survey
This is applicable wherever the
subjects vary among themselves and
one interested to know the extent to
which different conditions and
situations are obtained among these
subjects. The word survey signifies
the gathering of data regarding
present conditions.
2. Descriptive-Normative
Survey
This survey is made to ascertain the
normal or typical condition for practice or
to compare local test results with a state
or national norm.
The results/findings of the study is
compared with the norm or standards.
3.
Descriptive-Comparativ
e
This is used when the researcher
considers two or more variables and
establishes a formal procedure to
compare and conclude that one is better
than the other/s.
4.
Descriptive-Correlation
al
This is designed to determine the
relationship (association) or influence
(contribution) of two or more variables.
5.Desriptive–comparative-corre
lational
This design involves the description,
comparison, and relationship/influence of
the subjects/variables of the study.
 APPROPRIATE STATISTICAL TOOLS
FOR VARIED RESEARCH DESIGNS
For Descriptive Survey & Descriptive
Normative Survey
Sample Problems:
1.How may the CED faculty be described in terms of their
educational attainment and academic rank?
2.How may the level of job satisfaction of the TAU
faculty be described?
3.How may the level of compliance of BSE curriculum be
described?
4.How may the Grade VI pupils be described in terms of
their level of achievement in Math?
Statistical Tools:
For Problem No.1. Frequency and percentage will be used.
For Problem No. 2. Weighted mean will be used.
For Problem No. 3. Frequency and percentage will be used.
For Problem No. 4. Mean and standard deviation, frequency
and percentage will be utilized.
 For Descriptive-Comparative Design
Sample Problems:
1.How may the level of Mathematics achievement of
freshmen students of TAU be described?
2. How may the SUCs III be described in terms of the
academic rank of their faculty?
3.To what extent do BEEd and BSE students differ in terms
of their English proficiency?
4.To what extent do TAU, BASC, TSU, PAC and CLSU
students vary in terms of their Accreditation Level?
Statistical Tools:
For Problem 1. Mean, standard deviation, frequency and
percentage will be used.
For Problem 2. Frequency and percentage will be used.
For Problem 3. t-test or z-test will be used.
For Problem 4. F-test or ANOVA single factor will be
used.
 For Descriptive-Correlational Design
Sample Problems:
1.How may the personal characteristics of teachers be
described in terms of age, educational attainment, and
in-service trainings attended?
2.To what extent do the teachers’ personal characteristics
relate to their teaching performance?
3.To what extent do socioeconomic status of the family and
teachers’ personal characteristics influence the students’
academic performance?

Statistical Tools:
For Problem 1. Frequency and percentage will be used.
For Problem 2. Multiple linear correlation will be used.
For Problem 3. Multiple linear regression will be used.
For Descriptive-Comparative-Correlational Design

Sample Problems:
1. How may the leadership styles of the College Deans in TAU
be described?
2.To what extent do the pre-test and post-test scores in
Methods of Research of MAEd students differ?
3.To what extent does job satisfaction relate to job performance
of TAU employees?
4.To what extent do school factors and teacher factors
influence the students’ academic performance?

Statistical Tools:
For Problem 1. frequency and percentage will be used.
For Problem 2. t-test or z-test will be used.
For Problem 3. Multiple linear correlation will be used.
For Problem 4. Multiple linear regression will be used.
THANK YOU
VERY MUCH!