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By:
JANUARY 2024
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CHAPTER 3
METHODOLOGY
gathering and analyzing data which are relevant to this study. This chapter includes
Research Design
and Grage 10 Kamagong regarding the use of offline videos in teaching and learning
mathematics.
design looks like experimental research but is not true experimental research. In the
true experiment, where all the variables are fully controlled, according to Cook and
Campbell (1979) in the quasi-experiment even though the independent variables are
controlled, the participants of the study are not randomly subjected to specified
the participants in this study were already grouped into sections. Additionally, the
emotional, and psychological states for both the controlled and experimental groups.
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Although such factors may affect the result of the study, the researchers disregarded
this.
Participants
The participants of this study were Grade 10 students from Eduardo Barretto
Sr. National High School. There were total of four sections of Grade 10 where the
researchers chose two as suggested by the teacher based on the students previous
first and second period grades in mathematics. These sections were handled by only
one teacher. The researchers computed for the mean of the two grades of each
student as a single data and used z-test to determine if there was a significant
difference between the mean grades of the two groups. The result of the test showed
the z-computed value of -0.2157 was within the z-critical value of 1.96, therefore the
decision was do not reject the null hypothesis, thus there was no significant
difference between the grades of the two groups. This implied that these two groups
from Grade 10 Kamagong as their samples. The number of sample gathered was
based on their presence at the day of the administration of the pre-test and their
mean grades of at least 75. The students who had the mean grade of 75 were
excluded as sample. The total number of sample was 46 out of the total population
Hussin (2018) about the Education 4.0, they were digital learners who can learn
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anytime and anywhere and have unlimited access to new information. They were
also into the use of digital tools- they believed that the tools and gadgets were at the
tip of their fingers anytime they needed them. This was needed since the study
The table 1 shows the number of population and sample sizes of the
participants. The total number of samples was 46 out of the total population of 85
Sampling Technique
participants. The respondents were selected and grouped into the control or
match the sample to the goals and objectives of a research, thus improving the
accuracy and validity of the study and reliability of the data and results.
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Research Locale
The researchers conducted this study at Eduardo Barretto Sr. National High
School during the school year 2019-2020. The research site was located at Barangay
Pansol, Calamba City, Laguna. This school was founded in 1972. Students of this
mathematics. Despite the small size compared to others, this school has been
competing internationally and achieving recognition. For gathering best result of this
used for the study. Since needed, it was convenient for the researchers to create
requirements for their studies. An example is that, this school was used by the
researchers as their observation locale and training ground during their field studies.
As their depth of gratitude and obligation to give back, they wanted to contribute to
the future and further development of this school in terms of mathematics through
Instrumentation
consisted 30 items which fell under the remembering, understanding, application and
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Rule and Conditional Probability. This assessment was used as the pre-test. The test
included 30 questions. According to the table of specification made, in line with the
The same set of questions were used for the post-test. Another instrument
about the participant’ perception on the utilization of offline videos in the teaching
approach used during the study. This set of perception questions were administered
Eduardo Barretto Sr. National High School and one mathematics professor from the
City College of Calamba to ensure the correctness, clarity and the alignment of the
questions and the questionnaire itself to the lesson plans of the cooperating teacher
The videos used in this study were created by the teacher with the help of the
researchers. The same teacher who appeared in the videos for the experimental
group taught the lessons in the control group. The teacher had the knowledge of the
content of each lesson to be included in the videos which had the same content as
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the materials used in the traditional way of teaching. Furthermore, the content was
from the lesson plans validated by the school mathematics head and the principal.
Before the experimentation proper and gathering data about the use of the
teaching approach, the researchers prepared a letter of request for the current
principal of the school where the study was conducted. After the letter was
The discussion between the researchers and the cooperating teacher about
the topics to be discussed, the materials to be used, and the participants for the
The participants of the study were the Grade 10 Acacia and Grade 10
Kamagong as suggested by the cooperating teacher since they have the same level
of mathematical abilities based on the students’ first and second grading period. The
Addition Rule, Multiplication Rule and Conditional Probability. Based on the lesson
plan made, these were covered in the two weeks plan of the researchers to gather
data. The videos used as the lecture had an average of 10 minutes duration.
The pre-test was then given to both the experimental and the control group.
After the pre-test was collected, the teacher shared the first video of the lesson to
the experimental group. The students could watch the video more than once and the
The first day of intervention took place on the same day of the first day of
teaching the same lesson in the control group. Every day after before the class
ended, the teacher shared one video to the experimental group to be watched at
home. For two weeks, the control group was taught with the traditional method of
the teacher while the experimental group was taught using the flipped classroom
approach.
After the intervention, the researchers with the help of the cooperating
teacher gave the participants the post-test after which the perception questionnaire.
Ethical Considerations
Every action related to the study done in the school was known by the school.
This was possible by giving letters addressed to the school management to make
sure that every process had their permission to happen. The researchers made sure
that the school management and Mathematics Department signed these letters
Before the administration of the pre-test, the researchers allowed both the
control and the experimental group know that the researchers were making a study
about a teaching strategy and that they were selected to be their respondents. The
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researchers, in addition, stated that the scores would be kept confidential and would
must have a device where the lecture videos could be watched. This is one of the
limitations in this study, wherein not all the students were equipped with mobile
phones. To overcome this limitation, these students were allowed by the researchers
and the teacher to watch the lecture videos on the television available inside their
classroom before the class starts. That way, all the students of the experimental
group had watched the video before the class started. Furthermore, not only the 22
samples were allowed to watch the videos, but all the students of the experimental
group.
All of the students from both the control and experimental group were given
the post-test, even though the researchers were to gather results from the
respondents who took the pre-test. Everyone was given the opportunity to have their
Data Analysis
1. Mean
The mean formula was used to determine the performance of the samples
gathered from the pre-test and post-test of both experimental and controlled group.
2. Independent t-test
This statistical treatment was used in this study to test whether there is a
significant difference between the scores in the pre-test of the experimental and the
greater than the t-critical, do not accept the null hypothesis. Otherwise, accept the
s_x^2 and s_y^2 are the standard deviations of two independent samples.
3. Two-Samples Z-Test
This statistical treatment was used in this study to test whether there is a
significant difference between the mean grades of the first and second quarter of the
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experimental and the control groups, and if they were valid to be the respondents for
the research.
greater than the z-critical, do not accept the null hypothesis. Otherwise, accept the
z =(x̅-y̅)/√((σ_x^2)/n_x + (σ_y^2)/n_y ),
and σ_x^2 and σ_y^2 are the standard deviations of two independent samples.
4. Paired t-test
This statistical treatment was used in this study to test whether there is a
significant difference between the scores in the pre-test and post-test of the
value is greater than the t-critical, do not accept the null hypothesis. Otherwise,
t =(d̅)/√(s^2/n) ,
5. Pearson’s R test
This statistical treatment was used in this study to test whether there is a
correlation between the scores of the experimental group and their perception of the
r = (n(Σxy)-(Σx)(Σy))/√(〖[nΣx〗^2-(Σx)^2][〖nΣy〗^2-(Σy)^2]) ,
6. Likert Scale
express their feelings about a certain statement- whether they agree or not.
For the researchers to relate the scores and the perception of the participants
with the use of the flipped classroom approach in this study, the researchers used a
four-point scale to avoid the getting undecided answers form the respondents.
References