UNIVERSITY OF NORTHEASTERN PHILIPPINES

SCHOOL OF GRADUATE STUDIES

Iriga City

PERSONAL INFORMATION

NAME : JEANNITTE GELOS ONAN

ADDRESS : Zone 2, Pamukid, San Fernando, Camarines Sur
SUBJECT : ED 200 (Methods of Research)
PROFESSOR : ELENA C. PRAXIDES, Ed.D
TIME : 7:00-10:30

FINAL EXAMINATION
1.Differentiate the following
A. Sampling Techniques
Sampling is a process used in statistical analysis in which a predetermined
number of observations are taken from a larger population. The methodology used to
sample from a larger population depends on the type of analysis being performed, but it
may include simple random sampling or systematic sampling.
1. Total Enumeration
Total population sampling is a type of purposive sampling technique that involves
examining the entire population (i.e., the total population) that have a particular set of
characteristics (e.g., specific attributes/traits, experience, knowledge, skills, exposure to
an event, etc.).
2. Random Sampling
In a simple random sample, every member of the population has an equal chance of
being selected. Your sampling frame should include the whole population. To conduct
this type of sampling, you can use tools like random number generators or other
techniques that are based entirely on chance.
3. Systematic Sampling
Systematic sampling is similar to simple random sampling, but it is usually slightly
easier to conduct. Every member of the population is listed with a number, but instead of
randomly generating numbers, individuals are chosen at regular intervals.
4. Convenient Sampling
A convenience sample simply includes the individuals who happen to be most
accessible to the researcher. This is an easy and inexpensive way to gather initial data,
but there is no way to tell if the sample is representative of the population, so it can’t
produce generalizable results.
B. Standardized instrument from a teacher-made questionnaire

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 An evaluation or measurement instrument that is valid and reliable, replicable,
without changes or adaptations in its structure and content, in different populations with
similar characteristics. A standardized questionnaire is one that is written and
administered so all participants are asked the precisely the same questions in an identical
format and responses recorded in a uniform manner. Standardizing a measure increases
its reliability.
2. Compare the following types of presentation of data:
A.1. Textual
Textual presentation of data means presenting data in the form of words,
sentences and paragraphs. Out of the different methods of data presentation, this is the
simplest one. You just write your findings in a coherent manner and your job is done. The
demerit of this method is that one has to read the whole text to get a clear picture. Yes,
introduction, summary and conclusion can help condense the information. The opposite
of textual presentation is graphical presentation of data. Data can be presented in one of
the three forms: text, tables, and/or graphs.
2. Tabular
To avoid the complexities involved in the textual way of data presentation, people use
tables and charts to present data. In this method, data is presented in rows and columns -
just like you see in a cricket match showing who made how many runs. Each row and
column has an attribute (name, year, sex, age and other things like these). It is against
these attributes that data is written within a cell. The main difference among the three is
that tabular uses diagrams and tables to show data while textual uses words to represent
data
3. Graphical
Graphic presentation represents a highly developed body of techniques for
elucidating, interpreting, and analyzing numerical facts by means of points, lines, areas,
and other geometric forms and symbols. The aim of presenting scientific data graphically
is to utilize the power of visual display to communicate information efficiently, while
avoiding deception or confusion. This is important both in how we communicate our
findings to others, and to our understanding and analysis of the data.
B. Validity from reliability of the instrument
The real difference between reliability and validity is mostly a matter of definition.
Reliability estimates the consistency of your measurement, or more simply the degree to
which an instrument measures the same way each time it is used in under the same
conditions with the same subjects. Validity, on the other hand, involves the degree to
which you’re measuring what you are supposed to, more simply, the accuracy of your
measurement. Validity is measuring what is intended to be measured. Reliability is
determined by tests and internal consistency, while validity has four types, which are the
conclusion, internal validity, construct validity, and external validity.
3. Cite and describes atleast 3 statistical tools that can be used to test the hypothesis of
studies
Some of the most common and convenient statistical tools to quantify such comparisons
are the F-test, the t-tests, and regression analysis. 
An F-test is any statistical hypothesis test whose test statistic assumes an F probability
distribution. The F-test is frequently associated with analysis of variance (ANOVA) and is most

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commonly used to test the null hypothesis that the means of normally distributed groups are
equal, although it can be used to test a variety of different hypotheses.
A t-test is a statistical test that is used to compare the means of two groups. It is often used in
hypothesis testing to determine whether a process or treatment actually has an effect on the
population of interest, or whether two groups are different from one another.
Regression analysis is a reliable method of identifying which variables have impact on a
topic of interest. The process of performing a regression allows you to confidently determine
which factors matter most, which factors can be ignored, and how these factors influence each
other.
4. Discuss briefly how the following should be presented:
1. Findings
When crafting your findings, the first thing you want to think about is how you
will organize your findings. Your findings represent the story you are going to tell in
response to the research questions you have answered. Thus, you will want to organize
that story in a way that makes sense to you and will make sense to your reader. You want
to think about how you will present the findings so that they are compelling and
responsive to the research question(s) you answered. These questions may not be the
questions you set out to answer but they will definitely be the questions you answered.
You may discover that the best way to organize the findings is first by research question
and second by theme. There may be other formats that are better for telling your story.
Once you have decided how you want to organize the findings, you will start the chapter
by reminding your reader of the research questions. You will need to differentiate
between is presenting raw data and using data as evidence or examples to support the
findings you have identified.
2. Conclusions
Conclusion is a summary of the discussion or the whole work. You can put there the
main points and results, their factual meaning for the field and a possible further
direction. The conclusion is intended to help the reader understand why your research
should matter to them after they have finished reading the paper. A conclusion is not
merely a summary of your points or a re-statement of your research problem but a
synthesis of key points. When writing the conclusion to your paper, follow these general
rules: State your conclusions in clear, simple language. Do not simply reiterate your
results or the discussion. Indicate opportunities for future research, as long as you haven't
already done so in the discussion section of your paper.
3. Recommendations

No matter how complete your study was, there will always be further research that will
be required to shed more light on the research question, particularly if there is an interest
in generalizing the findings beyond the study’s parameters. You will also have found
areas within the literature itself that have considerable gaps that should be addressed, and
to which your study may or not have contributed. Therefore, a summary section
regarding recommendations for further study is appropriate. If the research was
undertaken on behalf of a client, then it is also important to provide the manager with a
set of recommendations that directly address the management situation that led to the
research being commissioned in the first place. However, as much as the manager may
want far reaching recommendations, care has to be exercised that they are indeed
anchored in the findings of the study and do not exceed its parameters.

5. Illustrate the examples of the following:

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 1. Bar Graph
Bar graphs are good for plotting data that spans a length of time (for example, for
comparing achievement between the beginning and the end of the year) or they can be
used for comparing different items in a related category (for example, achievement
results for different classes).

In this simple bar graph, achievement levels in Letter Identification are being
compared. The left (vertical) axis represents the numbers of students, and the right
(horizontal) axis represents achievement levels. The green bars represent the
achievement of a group of students at school entry and the orange bars after one year
at school. The differences between the two represent the progress made in student
achievement levels over that time.

2. Linear Graph

A line graph is a way of showing the relationship between two interval- or ratio-level
variables. By convention, the independent variable is drawn along the abscissa (x-axis),
and the dependent variable on the ordinate (y-axis). The x-axis can be either a continuous
variable (e.g., age) or time. It is probably the most widely used type of chart because it is
easy to make and the message is readily apparent to the viewer. Line graphs are not as
good as tables for displaying actual values of a variable, but they are far superior in
showing relationships between variables and changes over time.

3. Pie Graph

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 Pie charts are used in data handling and are circular charts divided up into
segments which each represent a value. Pie charts are divided into sections (or
'slices') to represent values of different sizes. For example, in this pie chart, the circle
represents a whole class.

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