CHAPTER III

METHODOLOGY

Research Design

This study used the Descriptive Correlation Research Design to

determine the significant relationship of Information Technology Literacy

and Module Perception and Motivation of the Bachelor of Secondary

Education major in English students of Agusan del Sur State College of

Agriculture and Technology, Trento External Studies Center. As defined

by Best and Khan (2008) Descriptive Correlation Research is devoted to

the gathering of information about prevailing conditions or situations for

the purpose of description and interpretation. This type of research

method is simply tabulating fact that include proper analysis,

interpretation, comparison, identification of trends and relationship since

this study focused on finding if there is significant relationship between

the Information Technology Literacy and Module Perception and

Motivation. This research design is applicable to attain the main objective

of this paper.

Research Respondents

The respondents of this study were the Bachelor of Secondary

Education Major in English students of Agusan del Sur State College of

Agriculture and Technology, Trento External Studies Center who were

officially enrolled for the academic year 2021-2022. The researchers have

employed Quota Sampling technique due to the uncontrollable

phenomenon and with the new normal set up in the school caused by the
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COVID-19 pandemic. As the survey was administered via online, the

Quota sampling was considered. This method is a type of non-randomly

selected technique which the selection is with controls, ensuring that

specified numbers are obtained from each specified population subgroup

(Elder, 2009). In addition, Gacula Jr. and Rutenbeck (2006) stated that

the commonly cited sample size of 30-100 respondents would be enough

to exact relevant data. There were 60 selected Bachelor of Secondary

Education students in different year levels who have participate through

an online survey. There were 20 respondents from 1st year, 20

respondents from 2nd year, 20 respondents from 3rd year.

Research Instruments

This study has utilised three set of research instruments; the

questionnaire for Information Technology Literacy, the questionnaire for

Modular Perception, and questionnaire for Motivation. The Information

Technology Literacy was adapted from Topaloglu and Tekkanat (2014). It

is composed of four indicators namely; Basic Information Technology

Skills, (7 items of questions), Analysis and Development Skills, (7 items

questions), Information and Internet Skills (10 items questions), and

Problems Solving Skills (4 items questions). The Module Perception was

adopted from S. Ian Robertson (2004). It is composed of three indicators

namely: The Module (5 items question), The Module Content (10 items

questions), and the Transferable skills (4 items questions). The Motivation

questionnaire was adopted from Saheb (2014) it is composed of eight

indicators namely: Instrumental Motivation (4 items questions),

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Integrative Motivation (5 items of questions), Intrinsic Motivation

(confidence) (3 items of questions), Intrinsic Motivation (integrative

orientation) (3 items of questions), Extrinsic Motivation (instrumental

orientation) (3 items questions), Extrinsic Motivation (Teacher and Peers

Students) (3 items of questions), External Encouragement (3 items of

questions), and Personal Assessment (3 items of questions).

The Likert Scale was used to interpret the data in order to

determine the level of Information Technology Literacy, Module

Perception, and Motivation using the table shown.

Likert Scale on the level of Student’s Information Technology Literacy

Rate Intervals
Interpretation
5 4.21 - 5.00
4 3.41 - 4.20
3 2.61 - 3.40
Descriptive
Descriptive Meaning
This means that Information
Very High Technology Literacy is very
highly favourable.
This means that Information
High Technology Literacy is highly
favourable.
This means that Information is
Average favourable.

This means that Information

2 1.84 – 2.60 Low Technology Literacy is
moderately favourable.
This means that Information
1 1.00 – 1.80 Very Low Technology Literacy is less
favourable.
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Likert Scale on Students’ Module Perception

Descriptive
Rate Intervals Descriptive Meaning
Interpretation
This means that Module
5 4.21 - 5.00 Very High perception is extremely
effective for learning.
This means that Module
4 3.41 - 4.20 High perception is highly effective
for learning.
This means that Module
3 2.61 - 3.40 Average perception is effective for
learning.
This means that Module
2 1.84 – 2.60 Low perception is less effective for
learning.
This means that Module
1 1.00 – 1.80 Very Low perception is ineffective for
learning.

Likert Scale on Students’ Motivation

Descriptive
Rate Intervals Descriptive Meaning
Interpretation
This means that Motivation is
5 4.21 - 5.00 Very High very highly observed for
learning.
This means that Motivation is
4 3.41 - 4.20 High highly observed for learning.
This means that Motivation is
3 2.61 - 3.40 Average observed for learning.

This means that Motivation is

2 1.84 – 2.60 Low observed occasionally for
learning.
This means that Motivation is
1 1.00 – 1.80 Very Low
not observed for learning.
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Data Gathering Procedure

The researchers asked permission from the Campus Administrator

of Agusan del Sur State College of Agriculture and Technology - Trento

External Studies Center and had ask approval to conduct the study. After

the consent, researchers validated the names of Bachelor of Secondary

Education Major in English students who have internet connections who

were currently enrolled in the Bachelor of Secondary Education Major in

English students for the academic year 2020-2021. In line with the new

normal approach due to the situation bought by the pandemic, the survey

questionnaires have been conducted to the respondents via Google form,

and sent via messenger. After ten days the survey questionnaires were

collected, tallied, analyzed and interpreted the data.

Statistical Treatments

The following statistical tools were used to address the objective of

the study. The Weighted Mean was used to answer the objective 1, 2, and

3 which were to determine the level of Information Technology Literacy,

Module Perception, and Motivation. While objective number 4 and 5 used

Spearman’s Rho, to determine the significant relationship among the

Information Technology Literacy, Module perception and Motivation of the

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Bachelor of Secondary Education major in English students in Agusan del

Sur State College of Agriculture and Technology.

The descriptive interpretation of Celikkol (2015) is provide below in

inferring the size of correlation.

Size of Correlation Interpretation

0.90 to 1.00 (-90 to -1.00) Very High positive (negative)

correlation

0.70 to 0.90 (-0.79 to -0.90) High positive (negative) correlation

0.50 to 0.70 (-0.50 to -0.70) Moderate positive (negative)

correlation

0.30 to 0.50 (-0.30 to -0.50) Low positive (negative) correlation

0.00 to 0.30 (-0.00 to -0.30) Negligible correlation