CHAPTER 3

METHODOLOGY

Research Design

Descriptive design, particularly, Correlational survey is used in this study.

Correlational survey is used to determine the relationship of two variables X and Y whether

the relationship is perfect, very high, high, moderate, slight or negligible.

Correlational design is the most appropriate to use in this study because it determines

the relationship between two variables in the learning efficiency of grade ten junior high

school students, namely, mastery of the lessons and scores achieved, participation and scores

achieved, collaborative activities and scores achieved, participation and mastery of the lesson,

collaborative activities and mastery of the lesson, and participation and collaborative

activities.

Determination of Sample Size

In this study, sampling is relevant due to the population of Grade 10 students of

Sacred Heart School being more than 100.

The following formula was presented to have scientific determination of sample size:

Where Ss stands for sample size, N total number of population, V standard value (2.58) at 1

percent level of probability with 0.99 reliability, Se sampling error (0.01), and p largest

possible proportion (0.05).

The total population of Grade 10 students of Sacred Heart School is 103 at 0.01 level

of probability with 0.99 reliability to a proportion of 0.05 and having the sample size of 99.

Only 76 percent of the sample size was taken for the respondents as the survey contains skill

tests for 5 subjects.

Sampling Design and Technique

In this study, scientific sampling particularly unrestricted random sampling is the

most appropriate sampling design due to no restrictions imposed, and every member in the

population had an equal chance of inclusion in the sample.

In this sampling design, lottery technique is used because of being useful when the

population is small. The process of selecting the respondents is done through the website

named, Wheel of Names. Since there are three sections in the Grade 10, it is divided into

three. Starting from St. Mary with 36 students, all of the student’s names are set on the wheel

and spun 25 times for the respondents. The process is unchanged with the other two sections,

St. Mechtilde and St. Michael.

The Subjects

The subjects are taken from selected Grade Ten High School Students of Sacred Heart

School with 75 percent of the sample size or 25 students from each of the three sections.

Table 2 shows the distribution of the subjects.

Table 2. Distribution of Subjects

Selected Sections Frequency Percentage

Gr. 10A - St. Mary 25 33.33%

Gr. 10B - St. Mechtilde 25 33.33%

Gr. 10C - St. Michael 25 33.33%

Total 75 100%
Research Instrument

The researchers use the questionnaire with the help of a survey through Google Forms

to gather data regarding the impact of online distance learning on the learning efficiency of

the selected grade ten junior high school students from Sacred Heart School. The

questionnaire included lessons and topics from previous quarters and test items from

textbooks.

The questionnaire consists of three parts. The first part aims to gather personal data

from the grade ten students such as honors received, sex, socio-economic status, learning

resources at home, and internet connection. The second part of the questionnaire focuses on

skill tests to measure the student’s mastery of the lesson and scores achieved. The skill test

has five major subjects; Mathematics, Science, English, Filipino, and Araling Panlipunan.

The test consists of multiple-choice, identification, a true and false portion, and essay parts to

assess the learning efficiency of the students. The last part of the questionnaire has a five-

rating scale which corresponds to the observation of the students as regards to the scores

achieved, mastery of the lesson, participation, and collaborative activities. For the five-rating

scale, 5 is always, 4 is often, 3 is sometimes, 2 is seldom, and 1 is never. On the other hand,

the general interpretation is as follows: 4.5-5 means that online distance learning (ODL) very

strongly affects the learning efficiency of grade ten junior high school students, 3.5-4.4 states

that ODL strongly affects the learning efficiency of grade ten junior high school students,

2.5-3.4 means that ODL moderately affects the learning efficiency of grade ten junior high

school students, 1.5-2.4 means that ODL slightly affects the learning efficiency of grade ten

junior high school students, and 1-1.4 states that ODL does not affect the learning efficiency

of grade ten junior high school students at all.

Validation of the Research Instrument

 To ensure the validity of the research instrument, the first draft of the questionnaire is

submitted to the researchers’ adviser for corrections and recommendations. Most indicators

are retained while some items are improved. The revised form of the questionnaire is then

validated. Each item on the questionnaire has option 3, retain; 2 needs improvement; and 1

delete. A weighted mean of 2.5 to 3 will be retained; mean of 1.5 to 2.4 will be revised; and

mean of 1.0-1.4 will be discarded. The questionnaire was revised twice. Based on the

response of the researchers’ adviser, the mean is 3 it means that all items of the questionnaire

are retained. Therefore, the questionnaire is valid and ready for administration.

Data Gathering Procedure

Once the questionnaire is proven to be accurate and reliable, the researchers are

granted permission by the principal of Sacred Heart School to allow the researchers to

conduct the study. After the permit had been approved by the principal, the researchers

administer the questionnaire to 75 grade ten junior high school students as the subjects of the

study. The retrieval of the questionnaire is done on the fourth and final day of the

administration. It is expected that retrieval of questionnaire is 100 percent. The subjects are

gathered via Zoom and the session lasted for four days. For the first day, the profile and self-

evaluation were taken by the respondents. The second day was allotted for Math and Filipino

skill tests, while Science and

Data Gathering Method

After the retrieval of the questionnaires, the researchers tabulate and process the data

by machine. The data gathered through the questionnaires are organized and analysed. The

researchers make an assessment of the overall impact of online distance learning (ODL) to

the learning efficiency of grade ten junior high school students in Sacred Heart School. The

responses are categorized first as a whole; second by the profile of the students such as
honors received, sex, socioeconomic status or monthly salary of the parents, learning

resources at home, and internet connection then as to the overall impact of online distance

learning (ODL) in terms of scores achieved, mastery of the lesson, participation, and

collaborative activities.

Statistical Treatment

The statistical techniques that are used in analyzing and interpreting the data and

testing the alternative hypotheses of the study included the frequency and percentage

formula, weighted arithmetic mean, and Pearson product moment correlation coefficient.

Frequency-Percentage formula is used to determine the percentage of each frequency

obtained in the profile of the grade ten junior high school students in Sacred Heart School.

The formula is as follows:

where FP stands for frequency percentage, f for the frequency and n stands for number of

cases.

Weighted arithmetic mean is used to determine the overall impact of online distance

learning (ODL) to the learning efficiency of grade ten junior high school students in Sacred

Heart School. The formula is as follows:

where X̅ stands for weighted arithmetic mean, ∑ x sum of the scores of the samples and n

number of samples.

Pearson product moment correlation coefficient is used to determine the relationship

between variables in the overall impact of online distance learning (ODL) to the learning

efficiency of grade ten junior high school students in Sacred Heart School. The formula is as

follows:
 rxy= N(∑ xy)− (∑x)(∑y) √[N ∑ x 2−(∑x) 2][N∑ y 2−(∑y) 2

where rxy stands for correlation between X and Y, ∑ x sum of variable X, ∑ y sum of

variable Y, ∑ xy sum of the product X and Y, N total number of cases, ∑ x 2 sum of squared

X variable and ∑ y 2 sum of squared Y variable.

Content Accuracy 5/5

Coherence 5/5
Citation of Reference 5/5
Timeliness 5/5
TOTAL 20/20