Chapter 3
METHODOLOGY
This chapter presents the research design of the study, the research locale or the venue
of the study, the respondents, and the instrumentation, the procedure in gathering the needed
data or information, and the statistical tools (major and minor) that will highlight the result or
findings as basis in improving the reading comprehension skills of Grade III pupils using
noting details.
Research Design
This study employed the Quasi-experimental Research Design that systematically
shown the effect of reading comprehension using noting details is usually observed and
recorded over some time, to aid researcher in drawing a reasonable conclusion regarding the
relationship of improving reading comprehension skills using noting details.
According to Babbie Earl 1998, an experimental research is a study that strictly
adheres to a scientific research design. It includes a hypothesis, a variable that can be
manipulated by the
researcher, and variables that can be measured, calculated, and compared. Most importantly,
experimental research is completed in a controlled environment. The researcher collects data
and
results will either support or reject the hypothesis. This method of research is referred to a
hypothesis testing or a deductive research method. Experimental research seeks to determine a
relationship between two (2) variables—the dependent variable and the independent variable.
After completing an experimental research study, a correlation between a specific aspect of an
entity and the variable being studied is either supported or rejected. Data in experimental
research
must be able to be quantified or measured. Shadish, Cook, and Campbell 2000, define an
experiment as “a study in which an intervention is deliberately introduced to observe its
effects”. Shadish and colleagues distinguish two broad types of experiments: randomized
experiments and quasi experiments. The central difference between these two types of
techniques is the use of random assignment to the levels of the hypothesized cause variable.
The term “experimental research design” is centrally concerned with constructing research that
is high in causal (or internal) validity. Causal validity concerns the accuracy of statements
regarding cause-and-effect relationships. Staff Writer 2020, believed experimental research,
researchers use controllable variables to see if manipulation of these variables has an effect on
the experiment's outcome. Additionally, subjects of the experimental research are randomly
assigned to prevent bias or error. Experimental research uses manipulation of variables in a
controlled testing environment to gain an understanding of the causal processes associated with
the subject matter. In many cases, experimental research uses randomly assigned test subjects
assigned to either an experimental group or a control group. Researchers manipulate specific
variables involved with the testing to determine if changing these variables has any effect on
the experiment's outcome. Usually, but not always, researchers restrict changes to one variable
at a time.
Research Locale
The study was conducted in H. J. Atienza Elementary School, which is located in
Baseco, Port Area, Manila of District V. The respondents are the selected Grade III pupils in
morning session with seventy- four(74) pupils.
Sample and Sampling Technique
In determining the sample of this study, the researcher used a non- probability sampling
technique specifically the Convenience Sampling Technique. This technique employed since
the respondents are pupils who are the subjects in this study. A Convenience Sampling
according to Blay (2015), is a process where subjects are selected because of their convenient
accessibility and proximity to the researcher. Such a technique allows the researcher to have its
own people because they are available.
Research Instruments
The researcher adopted and modified the standardized test in reading from the
Philippine Informal Reading Inventory (PHI-IRI) questionnaire used in gathering data. It
consists of two passages to be read and there are sets of questions in every reading passages.
The total number of questions is 12 items. The test will require 1 hour of answering. The
instrument can be considered valid and reliable.
The sample are the selected Grade III pupils in morning session with seventy- four(74)
pupils of H. J. Atienza Elementary School.
The questions are categorized according to the level of reading comprehension Literal,
Interpretative, Applied, and Concept Mapping. The study used the Likert type which has 12-
point scales such as: 9-12- Exceeds Expectation, 6-8 – Meets Expectation, 0-5 – Needs
Improvement.
Content Validity
The survey tool part of this study was subjected to validity and reliability testing. In the
validity of the survey, the researcher seeks helped to the master teacher specialized in English
subject to check the content and context of each indicator in the survey questionnaire. The tool
was informed to the adviser and to the master teacher which was used for test of reliability.
Data Gathering Procedure
The researcher constructed a questionnaire, validity by the master teacher in English
subject then the questionnaire is distributed. The researcher conducted the research in H. J.
Atienza Elementary School Baseco, Port Area, Manila selected Grade 3 pupils morning session
only through sample questionnaire, because of the suitability of the research study. The
researcher explains the instructions of the questionnaire and the importance of their response to
the study. The researcher clarifies some terms to the respondents so that the respondents can
answer the questionnaire with full knowledge of the responsibility as the subject of the study.
The researcher requested the respondents to answer all the items the best way they can. The
researcher uses a non- probability sampling technique specifically the Convenience Sampling
Technique, the researcher believes that this method is the most appropriate in choosing sample
for the research. After the respondents answered the questionnaire, the researcher collected and
evaluated the scores for interpretation. Based on the data the researcher comes up with
conclusions and recommendations for the study.
Statistical Analysis
A weighted mean used to determine the mean value that will describe the improving
reading comprehension using noting details with the following dimensions: Literal,
Interpretative, Applied, and Concept mapping.
Items in the questionnaire with useful insight frequencies greater than or equal to the
weighted mean will be considered as major level in the improvement of reading
comprehension skills using noting details of grade three pupils. Items in the questionnaire with
weighted mean lower than the weighted mean will be considered as minor level of the
respondents in reading comprehension skills using noting details. In short, the respondents
attained the level of reading comprehension skills using noting details as reflected in their
answer’s questionnaire. The formula is:
Weighted Mean = Summation of the Weighted Frequencies
Number of Cases
(No. of items in the questionnaire)
The Likert scale was interpreted using the following criteria:
Rating Interpretation
9.00 – 12.00 Exceeds Expectation
6.00 – 8.00 Meets Expectation
0.00 – 5.00 Needs Improvement
In answering the questionnaire of grade level passage rating sheet, the researcher used
the Philippine Informal Reading Inventory (Phil-IRE) sample as a tool in utilizing t- test.
References
Babbie, Earl 1988. The Practice of Social Research. 8th ed. Detroit: Wadsworth Publishing
Company.
Experimental Research Design - Ojmarrh Mitchell 02 October 2015
https://doi.org/10.1002/9781118519639.wbecpx113
Dixon, B., Mainville, S., Farquer, T.&Gray,T.(2012). Common Core teaching and learning
strategies: English and language arts, reading informational text, Grades K-5. Springfield:
Illinois State Board of Education.
http://www.ilclassroomsinaction.org/uploads/1/2/0/9/120982154/ela-teach-strat-read-lit-6-
12.pdf
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