Q2 FINALS MODULE 2 LESSON 4 NOV 15-19

Week 6 Learning from Others and

Understanding Data Collection
Review of related literature and studies
 An academic text which provides an overview
of the topic at hand
 already known and
It helps determine what is
yet to be uncovered about the topic.
what is
 References are scholarly works like
o journal articles,
o professional books,
o legit online sources,
newspapers,
o and other specialized
references.
 It provides important information about
the topic, especially in terms of thoroughly defining
the variables, and presenting the
contradictions and similarities among
previous studies with the topic at hand.
 Some points to remember in writing the
review
o Clearly define the variables and
repetitive terms in the study.
o Determine the types of sources
to be used [articles, books, etc.]
o Use well established and
reliable sources [Science Direct, JSTOR,
Google Scholar, Springer, Wiley, Taylor and
Francis, and Sage Publications.]
o Avoid generic websites
(.com, .net, etc.), stick to the
reputable. Other reliable online sources
would also include websites that end in
.gov, .mil, & .edu
Writing the Review (Steps)
1. Drafting the review (To pattern from
another researcher’s style of writing)
1.a. Introductory paragraph
This section contains literature and studies on the
opinions and perceptions of
private and public high school students towards flexible
learning. This includes global,
national, and local references gathered from online
articles, journals, and other periodicals,
theses, news articles, and videos, among other published
materials. These will provide an
exhaustive review of the topic and the essential
background knowledge helpful in the pursuit
of the study.
2. The review is further divided into two
sections
 Conceptual literature (repetitive and
relevant
concepts in the
study)
 Related studies (similar
previous
researches)
3. Arrangement of writing the related studies
 Thematic
o Allows the readers to
understand how your study is
similar to or different from the
previous ones
o The state of physical classes in public schools,
the state of physical classes in private schools,
the state of physical classes in public and
private schools,
the online setting of private and public schools,
the effect of online classes on student
performance
 Chronological
 Typological
o This is specified according to
where the studies were
conducted
o Online classes on a global scale, online classes
on a national scale,
online classes on a local scale
4. Citing Sources

 APA
o Commonly used in business,
education, and social science disciplines
o Best for internet sources
o Uses reference list
o [Citation] can be classified as
either
 Parenthetical; usually used
towards the end of the citation:
(Torres, 2015)
 Narrative; begins with the
author and year, then the cited
text: Torres (2015) stated
that…
o Makes use of ampersand (&) for
two authors
o “et. al.” for more than three
authors
 MLA
o Arts discipline
Commonly used in
o Uses Works Cited
o Best for Physical sources
o Cites the author’s last name and the page
number (Torres 28).
o ampersand (&) for two authors
o “et. al.” for 3+ authors
 Chicago Manual of Style
o Is used in older disciplines
o Uses reference list
o Uses two types of citation; Notes &
Bibliography/author-date styles
o Notes and bibliography include a
superscript number after the
cited text
o It is referenced at the end of
the page
o However, it could also follow the
author-date style similar to APA and MLA:
(Torres 2015, 28) (last name,
year, pg.)
Reference Citation (The second and the following lines should
be indented by 0.5 inches);
 APA; Author’s Last Name, Initial. (Year).
Title. Publisher or Source. (add
retrieved from before a link)
 MLA; Author’s Last Name, First Name.
Title. Edition, Publisher, Publication
Date. [walay Place published]
 CMOS; Author’s Last Name, First Name.
Title. Edition. Place of publication:
Publisher, Year of Publication.
Ethical Standards in Writing the Review; research
requires more than just gathering various sources
 Objectively report the findings of your
cited studies—avoid distorting findings
 Avoid injecting editorial comments, or
manipulating ideas in a study to make it
seem more supportive of your own
claims
 Cite your sources as a way of
acknowledging studies relevant to yours
—this helps exercise academic honesty
 Avoid making up your own data, and
reporting them as real data from a
certain study
 Avoid plagiarism
o Copying an entire paper
without naming the source
(authorship)
o Getting a large portion of a
paper without citing the source
(no in-text citation)
o Copying specific parts of a
paper, such as full sentences
and paragraphs, without
referencing (no reference
citation)
 o Not correctly paraphrasing Samples; is used in order to refrain from using
parts of a paper, such as full the entire population
sentences and paragraphs,
without referencing Sample-size; number of participants
(paraphrased pero no reference
citation); To determine sample-size… Cochran’s formula is
o Incorrectly citing a source, and used in quantitative study
yet heavily taking references
form it (naay in-text citation
pero mali ang format)

STRUCTURE OF THE RELATEED LITERATURE AND

STUDIES

2. Review of Related Literature and Studies

2.1 Introductory Paragraph
2.2 Related Literature
a. Concept 1
b. Concept 2
c. Concept 3
2.3 Related Studies
a. Arrangement 1
b. Arrangement 2
c. Arrangement 3 Non-probability sampling methods; are used for
2.4 Synthesis
qualitative as well as quantitative. Types;
Understanding and Systematically Collecting
 Purposive sampling; identifies the
Data
participants according to some purpose
or some characteristic intend for the
Research design; the overall strategy that a
study.
researcher uses to logically and coherently
 Snowball sampling; is still purposive, yet
integrate the various components of the study.
you only know one person or a few
people with the characteristics you
need for the study. Hence, you ask
those people to refer you to others
whom they know have the same traits
as they have
 Convenience sampling; is another non-
probability methods that pertains to
choosing participants who are simply
easy to reach and who can readily
participate in the study. (non-specific,
just take em)

Probability sampling; is most commonly used by

quantitative research

 Simple random sampling; means every

Sampling; is the process of systematically
individual in the population has an
selecting individuals or groups, to be analyzed
equal chance of being chosen, and that
throughout the duration of the study.
is because the researcher randomly
 selects the participant in a list of the  Three classifications of
entire population. questionnaires
 Stratified random sampling; Same as  Structured
simple random however, the population questionnaires;
into several groups (levels/strata) like contains
age, sex, gender, income, or even by choices already
strand. (percent percent)  Unstructured
 Cluster sampling; invoves grouping a questionnaires;
large and scattered population into contains only
groups or clusters heterogeneously. (ex. the questions,
Rural community can be clustered those which enables
who live near the river, at the foot of the participants
the mountain, and those near the rice to freely input
fields) their answers.
 Systematic sampling; refers to the However, the
selection based on a population list, and researcher
at the same time, on a predetermined usually has a
interval. (Ex. In a population of 567, you rubric as a
need 300 participants, selecting every guide that
fifth person on the list until you reach ensures the
300) participants’
answers are still
Instruments in Data Collection within the
scope of the
 Formulate the instrument after deciding study
the research design, sample size, and  Semi-structured
sampling method questionnaires;
 The instruments could be classified as are a
o Questionnaires combination of
 The most common tool both structured
used in data collection and
because it is the most unstructured
convenient one to date questionnaires.
 It can be given out in These are
typical pen-and-paper usually used to
forms or in today’s gather precise
online forms. and yet still
 Questionnaires are well-supported
usually used in order to answers
identify patterns, o Interviews
factors, causes, and  More of a verbal form
effects. of questionnaires
 It is the most flexible  Face-to-face instead of
and convenient when paper or online
used to measure more  Commonly used in
personal and social data qualitative study as the
participants are able to
 express themselves grouped
according to the topic (stratum)
 It is much more o Test
complicated to quantify  Tests are used to
and narrow down the measure skills,
responses when it characteristics,
comes to quantitative personalities and
study knowledge.
 In order to avoid having  Similar to exams, it
too much information… determine the level of
researchers keep in skill or knowledge
hand their interview  There are a few
schedule/interview compositions of tests,
guide which enlists the such as
questions necessary for  Recall tests
the researcher to ask to (Multiple
the participants. choice)
 It is also important to  Recognition
have a rubric to remain (Identification)
within the scope  Open-ended
 Interviews can be done sections
individually per (essays)
participant or thru small  The usual research
groups designs are descriptive,
 Individual correlational, and
interviews are experimental
more in-depth o Observations
and are most  Least utilized
effective when instrument because it
looking into uses experimental
perception and designs
opinions of a  Best used for
population but descriptive research
it is not time because the researcher
efficient except can simply observe their
when doing surroundings and
case studies describe them at plain
 Small group sight
interviews/focu  It has three
s group classifications
discussions are  Natural
less time- observation
consuming and  Controlled
takes about 6- observation;
10 participants manipulation of
with similar the treatment
profiles to be group
  Participant
observation;
immersion thru
overt/covert
participation

Validity and Reliability

Instrument Validity; refers to the degree which

an instrument measures what it is supposed to
measure Data Collection Procedure

 A pilot-test is to be conducted in order

to examine the potential problems that
might occur during the final instrument
administration after the data-collecting
instruments are formed.
 The pilot sample is 10% of the actual
sample size.
 The researchers need to check whether
it is truly answerable, valid, and reliable.
Consent forms will be given to the
actual participants after verification.

Data Processing

 Prior to data-gathering, the researcher

must establish a coding process for the
data collected from the participants.

Instrument Reliability; refers to the consistency Interview

of an instrument’s content

Structured questionnaires and tests
How coding looks like in the actual data-
colletion
Scoring Guidelines; the proposed way of
quantifying data before the actual data
collection
Data Analysis Procedure
 After data collection methods have
been planned, the next essential step is
to determine how they will be analyzed.
 Data analysis involved the use of
statistical tests, especially in
quantitative research, in order to
address the research objectives.
 Descriptive statistic; presents the
measures of central tendencies, such as
the mean, median, and mode, the
standard deviation or the variability of
the data, and the frequency
distributions of the sample in particular
categories.
 Description; includes profile such as
age, sex and whatever is deemed
necessary for the topic at hand in the
sample
 Descriptive statistics is used for all
research design but is the only data
analysis procedure for descriptive
research designs
 Inferential statistics; several statistical
tests would be used depending on the
research design.
 Although not highly recommended, the
researcher may do statistical tests
manually. Using data analysis tools is
preferrable (MS Excel, SPSS, or Jamovi).
Hypothesis Testing
 It is also important to establish whether
the hypotheses of the study are
statistically significant other than
running data through statistical tests.
 Hypothesis testing is an essential step
because it is insufficient to only know
whether there are connections,
relationships, and effects among
variables.
 Researchers need to understand if
those results truly are significant
  P-value approach; can be done thru
data analysis tools
o Set the alpha (coefficient of
significance) level for the study,
which is usually 0.05 for the
Social Science
o Determine the p-value of the
results
o Compare the p-value with the
alpha level
o If the p-value is lower than the
set alpha level, then the null
hypothesis can be rejected, vice
versa (results are statistically
significant if the alternate
hypothesis is valid if null is
rejected, vice versa)

STRUCTURE OF THE METHODOLOGY

3. Research Methodology
3.1 Introductory Paragraph
3.2 Research Design
3.3 Research Environment
a. Setting
b. Population
3.5 Sampling Procedure
a. Sample Size
b. Sampling Method
3.6 Data-Gathering Instruments
a. Instrument/s
b. Validity and Reliability Method
3.7 Data-gathering procedure
3.8 Scoring Guidelines
3.9 Statistical Procedure
a. Statistical Instrument
b. Statistical Methods