PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

CHAPTER 3

RESEARCH METHODOLOGY

3.1. Research Design

This research is a qualitative and quantitative study of the assessment practices

and strategies of the Senior High language teachers in Agusan del Sur. The use of

qualitative and quantitative research aims to examine the Senior High language teachers’

performance- based assessment practices and strategies. Their use of the different

formative and alternative assessment practices and strategies were the focused of the

researchers in giving questionnaires to be filled and answered by the respondents and in

conducting the interview after.

3.2 Participants/ Respondents of the Study

The respondents of the study are the Senior High language teachers in the selected

Senior High Schools in Agusan del Sur who are chosen through purposive sampling.

These language teachers are specifically from the schools of Trento National High

School, Agusan del Sur National High School, Prosperidad National High School Sur

and Bayugan National Comprehensive High School- STEM.

3.3 Setting of the Study

This study will take place at the selected Senior High Schools in Agusan del Sur

of the A.Y. 2017-2018. These Senior High Schools are: Trento National High School,

located at Poblacion, Trento, Agusan del Sur, Agusan del Sur National High School,
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The National Center for Teacher Education
specifically located at 5 Pan-Philippine Hwy, Barangay 5, San Francisco, Agusan del Sur,

Prosperidad National High School located at Purok- 22 Poblacion, Prosperidad, Agusan

del Sur and Bayugan National Comprehensive High School situated at Narra Ave.

Poblacion, Bayugan City, Agusan del Sur.

3.4 Research Instrument

To obtain the data on a topic of interest from the chosen research subject, the

researchers used several research instruments. Research instruments are tools used to

collect, measure, and analyze data related to your subject. These tools are most commonly

used in sciences, social sciences, and education to assess patients, clients and students.

They can be tests, surveys, questionnaires, or even checklists.

In this case, the researchers have chosen two instruments in their research:

questionnaires and interview since this research is considered as a survey research. A

survey is defined as a brief interview or discussion with individuals about a specific topic.

The term survey is often used to mean 'collect information.' The research has been

classified as both quantitative and qualitative type of research.

Survey research may use a variety of data collection methods with the most

common being questionnaires and interviews. Questionnaires may be self-administered or

administered by a professional, may be administered individually or in a group, and

typically include a series of items reflecting the research aims. Questionnaires may

include demographic questions in addition to valid and reliable research instruments

(Costanzo, Stawski, Ryff, Coe, & Almeida, 2012; DuBenske et al., 2014; Ponto, Ellington,

Mellon, & Beck, 2010).

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The National Center for Teacher Education
The questionnaires used by the researchers contains three parts. The first part is

about the English Language Teachers’ Record Keeping as Assessment Practice in a form

of checklist which gathers the information about the frequency on how many times do the

following assessment practices is used inside the classroom in the process of teaching.

This part emphasizes the questioning and discussion between teachers and students as

part of the assessment. Teachers are going to check the frequency of the following

teaching assessment, rate the effectiveness of the practice in improving student’s learning,

and their knowledge as to when would a certain assessment practice shall be used.

The assessment practices that were mentioned in the checklist are as follows:

1. Asked student questions to determine how well they understood a concept,

idea, or strategy.

2. Asked questions of individual students by name.

3. Asked questions of the class as a whole.

4. Asked questions specifically of students I felt were not paying attention.

5. Asked questions of students I thought would be more likely to respond well.

6. Asked questions of reticent students to help improve their participation.

7. Asked questions requiring brief responses (e.g. a word or phrase)

8. Asked questions requiring more elaborated responses (e.g. a few sentences)

9. Asked questions intended to stimulate a general discussion.

10. Used paired or small group (2-4 students) discussion to determine how well

students understood a concept, idea, or strategy.

11. Used large group to determine how well students understood a concept, idea,

or strategy.
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The National Center for Teacher Education
12. Used whole- class discussion to determine how well students understood a

concept, idea, or strategy.

The rating involves numerical representation with a corresponding meaning: 0 =

extremely ineffective, 1 = very ineffective, 2 = moderately ineffective, 3 = moderately

effective, 4 = very effective and 5 = extremely effective. This will determine the

performance of the students in the assessment being practiced if they belong to lower,

average or higher performing students, as well as its effectiveness in their learning.

Aside from the questioning and discussion assessment between students and teachers, the

checklist also includes the assessment as feedback. These are the assessments done to

follow-up the learning of the students. This assessment comprises reviewing, giving

feedback and making rubrics as a form of a feedback.

The follow-up assessments pointed out as a form of a feedback are as follows:

1. Reviewed and gave feedback (oral or written) on students’ think/ response

papers.

2. Reviewed and gave feedback (oral or written) on students’ dialogic journals.

3. Reviewed and gave feedback (oral or written) on students’ portfolio of their

writing.

4. Reviewed and gave feedback (oral or written) on students’ draft versions of a

writing assignment.

5. Reviewed and gave feedback (oral or written) on students’ final versions of a

writing assignment.

6. Used a rubric or rubrics for informal feedback to students on their writing.

7. Used a rubric or rubrics for formal feedback to students on their writing.

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The National Center for Teacher Education
8. Gave students targeted written feedback about their writing, such as comments

on certain parts of their assignment.

9. Gave students general or holistic written feedback about their writing, such as

comments at the end of an assignment about how they did overall.

10. Wrote questions when giving feedback to students on their writing to help

prompt their thinking and develop their writing skills.

11. Corrected students’ spelling, grammar, and the other mechanical errors when

giving them feedback on their writing.

12. Gave oral feedback to multiple students at once about their writing (e.g.

discussing strategies with groups or with the entire class)

13. Conferenced with individual students about their writing to give them

feedback and to review and discuss their work.

Space are also provided in the questionnaire where the teacher can state the

assessment that they have been practicing in their teaching if those assessments were not

aforementioned above.

The second part of the tool is about the English Language Teachers’ Assessment

Strategies. These strategies are formative assessments or the in-process evaluations of

student learning that are typically administered multiple times during a unit, course, or

academic program. The general purpose of formative assessment is to give educators in-

process feedback about what students are learning or not learning so that instructional

approaches, teaching materials, and academic support can be modified accordingly.

Formative assessments are usually not scored or graded, and they may take a variety of

forms, from more formal quizzes and assignments to informal questioning techniques and

in-class discussions with students.

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The National Center for Teacher Education
Researchers have selected few of the formative assessment tools to evaluate the

teachers’ strategies implementing prowess. These tools include: written work, oral work,

educators determine learners’ knowledge on content, learners get assignment, assessing

FGD (Focused Group Discussion), the educator gives learners projects, experiments, the

educators looks at behavior of the learners and flexible learning acts/ online activities.

This is to identify the frequency of the usage of the formative assessment tools by the

teacher in the classroom.

The third part of the questionnaire is the English Language Teachers’ Record

Keeping as Assessment Practice. In here, the assessment tool provided are for tracking

contributions made by individual students in the classroom, for assessing students, for

informing students and parents about growth over time, and for setting goals—by both

students and teachers. Keeping track of the students with classroom observations and

systematic notes yields information that cannot possibly be gleaned from a traditional

checklist, report card, or standardized test.

Information from classroom record keeping may be shared with parents

throughout the year so that they too can see specific examples of student progress. The

sharing of information from anecdotal notes, field notes, or other forms of record keeping

enables teachers and administrators to assess student progress on a larger scale— within a

district, for example.

The researchers also provide a data sheet in getting the teachers’ profile that are

subjected in this research. This asks for the name of the teacher, the gender,

specialization, number of years teaching, number of years teaching a particular English

subject, school locale, number of students in particular English subject and the interview

date.
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The National Center for Teacher Education
Supplemental questions are given after the profiling that aims to get the

information about the teachers’ purpose of the assessment which recognize their basis as

to how did they choose a particular assessment practice. It also intends to obtain their

perception about the intertwining roles of assessment and instruction and how did they

determine the assessment practices that they have used.

3.5 Data Gathering Procedure

For the purpose of this research, profile and questionnaires were used, with the

aim of measuring the effectiveness of the teachers’ instructional practice in the

assessment of learning with a more balanced approach using not only the assessment of

learning but also assessment for learning. Thus, questionnaires are designed to answer

questions to obtain overall measure of the attitudes and opinions of the respondents. An

interview will also follow after the respondents are done with the questionnaires already.

The researchers will administer request form to the principals of the delimited

senior high schools. Respondent’s profile will also be supervised followed by the

questionnaires.

In gathering the data of the study, the following phases were taken:

Phase 1: Writing Letter of Permit to the Respondents. The researchers asked permission

and approval to the respondents if they are willing to take part in the study.

Phase 2: Filling up the Profile and the Questionnaire. The respondents were given profile

and questionnaire and asked then to answer in complete honesty the given profile and

questionnaire by the researchers. The profile was more about their name, gender, number

of years teaching, number of years teaching a particular English subject, school locale and

number of particular English subject. While the questionnaire was more about the

teacher’s perception of effectiveness of given practices to improve student learning.

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The National Center for Teacher Education
Phase 3: Retrieval of the Instruments. The collection of respondents' profile and

questionnaire was collected by the researchers to ensure high percentage of retrieval.

In the interview, the respondents will be asked further questions relating to their

assessment practices and strategies. Their answers will be written down and will be

recorded.

The last phase is the interpretation and analysis of data. The data and results that

will be gathered from the profiles, questionnaires, and interview will be analyzed and

discussed.

3.6 Data Analysis

Analysis of data was based on the research questions. This research was a survey

through the use of questionnaire and interview. The methods of this research were

qualitative and quantitative. For the qualitative data, the researchers use a simple statistic

calculation in order to support the findings as well as coding of all the data. Whereas the

analysis model used was the deductive type which started from looking into the research

questions to group the data and then look for similarities and differences as of the data

gathered. Data analysis in this phase of the research will start after transcribing the

recorded interview. On the other hand, quantitative data is gathered through the Likert

Scale. For the analysis of the data, the researchers summarized and get the mean

frequency scores out from the given answers in the questionnaire. Through calculating the

total number of the repeated answer from the survey, the researchers able to analyze and

to identify the effective and ineffective performance-based assessment practices of the

language teachers in SH.

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The National Center for Teacher Education
Before giving the questionnaires and conducting the interview, the researchers

met the respondents and explained to them the purpose and the significance of the

conducted study. After that, the researchers distributed the questionnaires and conduct the

interview. The participating SH language teachers took 20 minutes in answering the

questionnaires after the researcher collected it and the interview was done informally.

When the researchers conducted an interview to the participants, they record and

take down notes so that they will not forget the important points. When the time they had

finished the interview, the researcher explained and discussed the important points in

order to have a comprehensive data.