Republic of the Philippines

LA CARLOTA CITY COLLEGE

La Carlota City, Negros Occidental
OFFICE OF THE GRADUATE SCHOOL
Telefax: (034) 4602-303; Email: lcctcollege@yahoo.com
http://www.lacarlotacitycollege.edu.ph

ED. 97 Methods of Research in Education

FINAL EXAMINATION

BARRION, IVY M.
MAED-ECE

1. Define the following:

a. Research
Research is a formal, scientific and systematic process that used to search
various information about a specific topic, used in the collection of data,
documentation of critical information, analysis and interpretation of data or
information in accordance with suitable methodologies set by specific
professional fields and academic disciplines.

b. Theory
Theory is a critical, systematic description and explanation, a model or
framework for observation and understanding used to help design a research
question, guide the selection of relevant data, interpret the data, and propose
explanations of causes or influences. Theory explains and predicts relationship
between variables. It is empirically relevant and always tentative.

c. Variable
A variable is a factor or a property that is measured, controlled or manipulated
by the researcher. It also pertains to set of characters, attributes or quantities
that can be measured and counted. It is also the changing quantity or measure
of any factor, trait or condition that can exist in different amount or type.

d. Hypothesis
Hypothesis is a specific statement of prediction that introduces a research
question and proposes an expected result. It is an integral part of the scientific
method that forms the basis of scientific experiments. It usually predicts the
tentative relationship between two or more variables under study. It translates
a research question into a prediction of expected outcomes. It is testable to be
true or false through research study findings.

Hypothesis is commonly used in an experiment-type research, formulated

particularly before the conduct of an experiment-quantitative research. It is also
considered as intelligent guess on two variables- the dependent and
independent variables. It is after the experiment or intervention that the
researcher can finally assess if his or her guess is correct or not. When the
result of it is the same as the hypothesis, then it is accepted; if it is the exact
opposite, then the hypothesis is rejected.
 e. Validity
Validity is the degree to which the tool actually measures what it claims to
measure. It refers to the credibility or integrity of your research. It helps answer
whether the results are generalizable to other situations or contexts.

f. Reliability
Reliability is the degree to which a specific research method or tool is capable
of producing consistent results from one test to the next. It concerns the degree
of consistency in the results if we repeat the test over and over.

g. Sampling
Sampling is the process of selecting a subset from a population, and it’s an
important component in research. It impact the validity, reliability, and
generalizability of the data. It is basically a statistical analysis technique that
can apply for selecting the predetermined number of a sample from a large
population having similar characteristics. Sampling is the procedure that can
use for selecting a few people from a large population as participants in
research.

h. Population
Population is a set or group of people which possess variable characteristic
under study and for which findings of research can be generalized. It may
clearly be defined in statement of the problem. It is the entire group that want
to draw conclusions about.

i. Respondents
Respondents refers to the ones who answer or respond to written or oral
questions. Also, respondents are the one who are responding to the research
questions which are typically structured and close-ended in format.

j. Data
Data refers to gathering and measuring information to various sources, in a
way that enables to find answers to the real questions, and to gain new insights
that would not otherwise be immediately obvious. Data are facts,
observations or experiences on which an argument or theory is constructed or
tested. Data may be numerical, descriptive, aural or visual. Data may be raw,
abstracted or analyzed, experimental or observational.

2. What is the purpose of reviewing related literature and studies? How can it help in
problem identification? When should it start and why?

The purpose of reviewing related literature is to obtain and improve an understanding

of the existing research and debates relevant to a particular topic or area of the study, and
to present that knowledge in the form of a written report. Also, it update the readers on the
research topic. Moreover, it makes the research study objective and empirical. Conducting
a literature review helps build knowledge in our respective field. Learning about important
concepts, research methods, and experimental techniques that are used in the field of
research.
 Review of related literature and studies helps in defining problem, identifying variables,
framing objectives and hypotheses, linking it with methodology, formulation of data
collection tool and selecting appropriate statistical technique, discussion on finding and
giving suggestions.
We should start review of related literature and studies while the research problem is
still being conceptualized. In identifying and defining the research problem, the researcher
must be able to show evidences that the problem really exists and is worth investigating.
It is important that the researcher knows what is already known about the problem or what
earlier researchers have found about it and what questions still need to be answered
before the research questions or objectives are finalized. Theories which the researchers
use to explain the existence of a research problem and used as bases in analyzing
relationships between variables can be generated from reference books on theories or
from related studies. The researcher therefore, must have already read adequate literature
at the start of the research activity.
Review of related literature and studies are important for it helps the researchers
identify and define a research problem. Also, it helps justify the need for studying a problem
and it prevents unnecessary duplication of a study as well as it can be a source of a
theoretical basis for the study. Specifically, it enables the researcher to learn how to
conceptualize a research problem and properly identify and operationally define study
variables. Moreover, it helps formulate and refine research instruments and finally, it
provides lesson for data analysis and interpretation.

3. Explain the function/s and content/s of each of the following research parts:

a. Significance of the Study

So that the reader know the importance of the study, significance of the study is
written. It is a part of Chapter 1 that identifies the beneficiaries and the benefits will give
when the problem is being solved. We should consider Statement of the Problem in
writing Significant of the Study. This way, we can clearly define the contribution of our
study. We must see to it that the research should answer the question- “What are the
benefits or advantages of the study based on the Statement of the Problem?” It is
essential to document our significance of study clearly so that our reader should know and
understand very well what our research is all about. We can start with the general purpose
to specific one. Thus, it is better to give an idea on how to help our research to the society,
then to individual. It is the proof that the study is really beneficial and worth it for the effort
and time.

b. Definition of Terms
An alphabetical list of important terms or acronyms that we define, particularly
ambiguous terms or those used in a special ways. It is an important part of research
paper in which the keys, jargons or important terms in the study are clarified and clearly
defined for the readers. It is necessary to mention the cite sources from where the
definitions borrowed.

c. Validity and Reliability of the Research Instrument

Validity and Reliability of the research instrument used to assess the quality of
research. Research should be both reliable and valid in order to make sense and
provide with quality results. Instrument selection is important for validity because
instruments are used to collect data and reliability is the consistency and stability of
 the scores obtained in measuring instrument. A measure can be reliable without being
valid, but it cannot be valid without being reliable.

d. Summary of Findings
In this section, we should summarize our findings and emphasizing the most
important findings in our research study. It is the time to interpret and explain our
findings in simple language as much as possible for easy understanding of our readers
and some of non-researchers. We may refer our findings to our research hypothesis
or research questions. We should describe how the results are being related to the
topic in general. Most importantly, all explanations should be supported by the results
of the data analysis.

4. Compare and contrast the different methods/techniques of data collection.

When it comes to conducting research and collection of data, we’re going to
work with its two types: Quantitative and Qualitative Data. Each of them requires
different collection and analysis methods, so the difference between quantitative and
qualitative data are: Quantitative data is countable or measurable, relating to numbers
while qualitative data is descriptive, relating to language. Also, quantitative data tells
us “how many”, “how much”, or “how often” while qualitative data can help us to
understand the “why” or “how” behind certain behaviors, or it can simply describe a
certain attribute. Moreover, quantitative data is fixed and “universal,” while qualitative
data is subjective and dynamic. In addition, quantitative data is gathered by measuring
and counting while qualitative data is collected by interviewing and observing. Finally,
quantitative data is analyzed using statistical analysis, while qualitative data is
analyzed by grouping it in terms of meaningful categories or themes.

5. Formulate a research problem and make the following elements of the research
process:
a. Background of the Study
b. Theoretical Framework
c. Conceptual Framework
d. Statement of the Problem
e. Hypothesis of the Study
f. Significance of the Study
g. Scope and Limitations of the Study
h. Definition of Terms
 Parents as Modular Learning Facilitators: Challenges, Prospects
and Intervention

CHAPTER 1

Background of the Study

The education system in the Philippines has changed due to the COVID-19 pandemic,

which leads to a new normal society. This pandemic has drastically altered the education

landscape and revealed old and new challenges such as the digital divide (Altbach and De

Wit, 2020; HESB, 2020) – a term coined for lack of appropriate gadgets, internet

inaccessibility, teachers’ “learning by doing set-up,” and other hybrid online opportunities. At

present, there are no “face-to-face” classes. Instead, the Department of Education (DepEd)

implemented the “distance/blended learning” program of the Department of Education

(DepEd).

According to the DepEd, Modular Distance Learning features individualized

instructions that allow learners to use Self-learning Modules (SLMs) in print or digital

format/electronic copy, whichever applies to the learner. In the modular learning approach,

Filipino students are situated to learn in the comfort of their homes. For this reason, parents

will have to play an active role in their children's learning process.

Parents and guardians encounter challenges in fulfilling their roles as modular learning

facilitators. One of the challenges lies in the fact that parents have different capabilities and

abilities, knowledge, and qualifications to function well as tutors and learning facilitators. Since

education is no longer held within the school, parents serve as partners of teachers in

education. Parents play a vital role as home facilitators. Their primary role in modular learning

is to establish a connection and guide the child. (FlipScience, 2020). Parents need to offer

support and help their children. They need to be a positive role model for their children;

therefore, having parental self-efficacy and showing good behaviors will help shape the child’s

perceptions and attitudes about learning.

 The prospects of being responsible parents as modular learning facilitators are

overwhelming to guide their children on the learning program. Parents need to be educated

enough to communicate with their children well, thus confidently teaching their children.

Parents shall also make specific activities such as keeping a routine for them to change and

improve their children’s risk, attitudes, behavior, and awareness.

These lead the researcher to investigate and explore the teaching process of parents.

Henceforth, this study will focus on the challenges encountered, prospects, and interventions

programs to help parents as modular learning facilitators.

Theoretical Framework

The theoretical reasons and justification for education and training parents in tutoring

knowledge, skills, and instructional strategies go beyond matters on immediate expediency

that parents want help or give importance to parents and their perception in their capabilities

as successful modular learning facilitators (Gallagher, M.W, 2012), to the universal notion that

education and training confer benefits upon the self-indirect ways, and collaterally upon

significant other (Laosa, 1982’ Schaefer, 1991’ Voyadanoff, 1987).

Self-efficacy is defined as ‘people’s beliefs about their capabilities to produce

designated levels of performance that exercises influence over events that affect their lives’

(Bandura, 1994). In terms of parental self-efficacy, Bandura proposes that individuals high in

parental self-efficacy can guide their children through the developmental stages they face

without serious problems or undue strain on their relationship with their spouse -or partner

(1997, in Sanders & Woolley, 2005, p. 66). According to self-efficacy theory, parental self-

efficacy should include (1) knowledge regarding parenting behaviors; (2) a degree of

confidence regarding one’s ability to perform parenting behaviors (Coleman & Karraker,

1997).

Parent involvement is often considered a pathway through which schools enhance the

achievement of underperforming children (Berger, 1991). Thus, parent involvement is

encouraged by teachers, childcare providers, policymakers, parents, and researchers (Duch,

2005; Sheldon & Epstein, 2005).

It is also possible that the parent does not have a great deal of interest in the school

or his child’s education. The parent may not feel that education is essential (Vandergriff &

Greene). Another reason for lack of involvement is an embarrassment in which parents may

be illiterate or unable to speak English.

Conceptual Framework

In this study, the researcher gathered the profile of respondents that includes age, sex,

educational background, and occupation. The researcher designed and administered a

questionnaire for the survey conducted to the respondents as well.

Figure 1 shows the schematic diagram of the conceptual framework of the study.

Profile of
Respondents:
Design and Proposed Parents as
Age, Sex, administration of Intervention Effective Modular
Educational questionnaire program Facilitators
Background and
occupation

Statement of the Problem

This study sought to determine the challenges, prospects, and intervention of

Parents as Modular Learning Facilitators. Specifically, it requires to answer the following

questions:

1. What is the profile of the respondents when grouped according to:

A. Age
 B. Sex

C. Educational Background

D. Occupation

2. What are the challenges encountered by parents as modular learning facilitators?

3. What are the prospects of parents as modular learning facilitators?

4. What are the intervention programs to help the respondents as Modular learning

facilitators?

Hypothesis of the Study

To give direction to this study, the hypothesis below is formulated:

1. There is a significant difference as parents as modular learning facilitators when

grouped according to:

A. Age

B. Sex

C. Educational Background

D. Occupation

2. Several interventions, such as seminar workshop or training kit of all the skills included

in the essential learning competency for parents as modular learning facilitators as well

as the conduct of Learning Action Cell and Focus Group Discussion to capacitate

parents as home learning partners about the module before distributing and retrieving

modules.

Significance of the Study

The study results should be beneficial. They may contribute new perspectives of

parents’ teaching process on their children, learn different behaviors of parent-facilitator

towards teaching, and determine the participants' prospects, challenges, and interventions.

Furthermore, it might be significant to the following stated below:

Teachers. This study is essential to educators for them to be aware of different

approaches and behaviors of parents towards their teaching process. This study determines

other prospects, interventions, and challenges encountered by parents, which will give the

teachers an outlook of how parent-facilitators approach the teaching and learning process.

Parents. The study results could be beneficial to the parents as they would understand

their roles as modular learning facilitators in a new normal. This study states the importance

of the self-efficacy theory of parental involvement in school. This study will help them learn

how to approach, communicate, teach, and handle their children better. These benefits

enabled parents to know how to establish a connection and guide their children in their ways

regarding self-efficacy theory.

Grade I pupils. The students establish a connection with their parents as they will

collaboratively work with their given homework. They could receive the best educational

experience possible with the help and teaching process of their parents.

Future Researchers. This would support future researchers' information concerning

parents' challenges, prospects, and intervention as Modular Learning Facilitators regarding

Self-efficacy theory on parental involvement in child’s education.

Scope and Limitation

In this study, the researcher focused on how self-efficacy theory on parents as modular

learning facilitators affects their children’s learning performance. This study was only limited

to Grade 1-4 parent-facilitator in the school year 2020-2021. The researcher prepared a survey

for the Grade I-4 parents. This study sought to determine the significant difference among the

challenges, prospects, and interventions on well-educated and not educated parent-

facilitators.
Definition of Terms

The following terms are hereby defined to be understood by the readers of this

research study.

Challenge. In this study, a challenge is an action to engage with a more significant problem

or issue.

Facilitator. In this study, a facilitator is a parent or guardian who guides, teaches, orients,

motivates, and gives advice the student throughout the learning process and assists the

development of knowledge and competencies of children.

Interventions. In this study, intervention is the act or way of a person to improve the function

of something.

Prospect. In this study, the meaning of prospect is an expectation of someone to happen in

a future event.

Modular learning. In this study, modular learning means distant learning that is easy and

most convenient, especially in rural places.

Parent. In this study, a parent is the one who guides through his/her child’s learning process.