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Chapter 3

METHODOLOGY

Research Design

The study utilized the descriptive-correlational

research design to find out the factors that influenced the

listening skills of the second year education students in

Samar College during the school year 2011-2012.

Descriptive method was used to provide description of

the personal characteristics of the student-respondents

including their age and sex, average monthly family income,

academic performance in the subject, and attitude towards

the subject, Speech and Oral Communication with Play

Production. It also described the listening skills of the

student-respondents in terms of word recognition,

vocabulary, and comprehension.

Correlational research design was used to determine

relationship between the factors such as age, sex, average

monthly family income, academic performance in the subject,

and attitude toward the subject, Speech and Oral

Communication with Play Production influenced the student-

respondents’ listening skills.

In addition, comparative analysis was conducted in

order to determine the significant differences in listening

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skills of the student-respondents’ along word recognition,

vocabulary, and comprehension according to sex.

Instrumentation

The researchers utilized researcher-made questionnaire,

and a Listening Test to gather the needed data of this

study.

Questionnaire. This was used as one of the main data-

gathering instruments. It contained items about the student-

respondents’ personal factors such as age, sex, average

monthly family income, academic performance in the subject,

which is the final grade in the subject, Speech and Oral

Communication with Play Production and attitude towards the

subject.

Listening Test. This was a 50-item multiple-choice type

of listening test which focused on word recognition-10

items, vocabulary-20 items, and comprehension-20 items.

This was used to determine the listening skills of the

student-respondents of this study.

Validation of Instruments

There were two instruments used in this study, the

questionnaire and the listening skill test.

Questionnaire. The questionnaire was validated through

expert validation and test-retest method.

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As far as the questionnaire was concerned, the

researchers submitted a draft to the Dean of the College of

Education, who was also the researchers’ teacher in their

subject Methods of Research for expert validation. After

incorporating the suggestions, the questionnaire was

finalized and test-retest was conducted to 25 third year

education students last week of November 2011. This was done

because the last item in the questionnaire was attitude-

checklist which needed to be validated by expert and by

test-retest using respondents which had at least similar

characteristics with the target respondents. The computed r

yielded a value of 0.88, which value was interpreted as

“Fairly high, adequate for individual measurement”, and so

the questionnaire was finalized and piloted to the target

respondents - 50 second year education students of Samar

College, Catbalogan City during the school year, 2011-2012,

it was distributed to the target respondents on January 31,

2012 together with the Listening Skill Test.

Listening Skill Test. The listening skill test was a

standard instrument, it therefore was pre-validated and so

no further validation was conducted.

Sampling Procedure
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In this study, the researchers planned to use total

enumeration as sampling technique but instead they used

simple random sampling technique so the sample respondents

consisted of the 50 second year education students of Samar

College. This was to save time, money and effort.

Data Gathering Procedure

A letter requesting permission to conduct the study and

administer the research instruments was secured from the

Dean, College of Education, Samar College and the Speech

Laboratory Coordinators for the said school. Upon their

approval, the researchers conducted the survey using the

questionnaire and administer the listening test to the

second year education students.

A documentary analysis was utilized for gathering data

(final grade) of the student-respondents’ performance in the

subject, Speech and Oral Communication with Play Production.

The administration of the research instruments was

conducted during class hours to facilitate easy and complete

retrieval.

Statistical Treatment
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The study employed both descriptive and inferential

statistical tools such as frequency count, percentage, mean,

t-test for independent samples, Pearson Product Moment

Coefficient of Correlation (Pearson r), and Fisher’s t-test.

Frequency Count. This was used in reporting the number

of student-respondents of the same age, sex, average monthly

family income, and others.

Percentage. This was used in the analysis and

interpretation of data on age, sex, average monthly family

income, and others.

Mean. This statistical measure was used to determine

the quantitative characteristics or profile of the

respondents like age, average monthly family income,

academic performance in the subject, Speech and Oral

Communication with Play Production, scores in the listening

test.

t-test for Independent Samples. This statistical tool

was used to test the hypothesis that there is no significant

difference in the listening skills of the student-

respondents’ according to sex along word recognition,

vocabulary, and comprehension. The following t-test formula

by Bartz (1981:382) was utilized.

_ _
(X1 - X2) - 0
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t = ___________________________________________
________________________________
/ N1S12 + N2S22 1 1
/ _______________ [ - + - ]
\/ N1 + N2 -2 N1 N2

Where:

t = refers to the computed t-value;

_
X1 = refers to the mean of the perceptions of the
female students with respect to the extent of
listening skills;
_
X2 = refers to the mean of the perceptions of the male
students with respect to the extent of
listening skills;

S1 = refers to the standard deviation of the

perceptions of the female students;

S2 = refers to the standard deviation of the perception

of the male students;

N1 = refers to the number of female students;

N2 = refers to the number of the male students.

Pearson r. This statistical tool was used to determine

the relationship between two independent variables, namely:

listening skills of the student-respondents along word

recognition, vocabulary, and comprehension, and factors such

as the student-respondents’ age, sex, average monthly family

income, academic performance in the subject, Speech and Oral

Communication with Play Production, and attitude towards the

subject, Speech and Oral Communication with Play Production.

NSxy - (S x)(S y)
r =
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__________________________
\/ [NSx²-(Sx)²][NSy²-(Sy)²]

Where:

r = the computed statistical value;

X = the independent variables (factors);

Y = the predicted variable (listening skills);

N = number of cases;

Σ = the summation notation

Fisher’s t-test. To test for the significance of the

coefficient of correlation between a set of paired variables

at α = 0.05 level of significance, the Fisher’s t-test

(Walpole, 1982:383) formula was used as follows:

______________
/ N - 2
t = r / ___________
\/ 1 – r2

The following rules provided for interpreting the

obtained correlation in this study:

Coefficient Relationship

±.00 to ±.20 Indifferent or Negligible

±.20 to ± .40 Low Correlation Present

± . 40to ±.69 Moderate Correlation

±.70 to±1.00 High Correlation

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The reliability of the computed correlation was

interpreted using the following scale:

Reliability Degree of Reliability

0.95 – 0.99 - Very high, rarely found among teachers

made test

0.90 – 0.94 - High, equaled by few test

0.80 –0.89 - Fairly high, adequate for individual

measurements

0.70 – 0.79 - Rather low, adequate for group

measurement but not very satisfactory

for individual measurements

below 0.70 - Low entirely inadequate for individual

measurement although useful for group

average and school survey.

The hypotheses were tested at level of significance

set at .05 using two-tailed test.