CHAPTER III

Research Design and Methodology

This chapter is divided into three parts: (1) Purpose of the Study and Research Design, (2)

Methods, and (3) Statistical Data Analysis Procedure.

Part One, Purpose of the Study and Research Design, restates the purpose of the study

describes the research design and enumerates the variables used in the study.

Part Two, Method, describes the participants, the data gathering instrument and the research

procedure employed in the study.

Part Three, Statistical Data Analysis Procedure, discusses the procedure for scoring and

statistical tools used to test the hypotheses.

Purpose of the Study and Research Design

This study will be conducted to determine the relationship among the Higher Order

Thinking Skills, the Structured of Observed Learning Outcomes and mathematical productivity

of Grade 9 Students of Dulangan National High School, Dulangan, Pilar, Capiz, Academic Year

2023-2024.

This study will utilize the survey – correlational research design. According to Brillo, as

cited in Bulos (2020) survey method obtains data to determine specific characteristics of a group.

The purpose of a survey is to get a general picture of the characteristics of a study population at a

particular time. The use of the survey approach is appropriate for most descriptive and

correlational study.

Correlational study, on the other hand, investigates the possibility of relationships

between or among variables (Brillo, 2018 cited in Bulos, 2020).

 In this study, the independent variable is the Higher Order Thinking Skills while the

dependent variables are the Structured of Observed Learning Outcomes and Mathematical

Productivity.

The descriptive statistics will be used in the study were the mean, and standard deviation.

The inferential statistics is Pearson r. The alpha level of significance was set at 0.05.

Method

Participants

The participants of this study were the one hundred four (104) samples randomly selected

from a population of one hundred forty-two (142) Grade 9 students of Dulangan National High

School for the school year 2023-2024.

The participants were chosen using random sampling. Stratified random sampling will be

used by drawing the sample from the population and then drawing separate random samples

from each stratum (Sullivan, 2008). The required number of participants will be determined

using the formula of Slovin. Students are selected at random by means of drawing lots. This

means that all the names of the students are written in rolled slips of paper and placed in a box.

From the box, the required number of respondents was picked, without looking, and then drawn

from the box and served as the participants in the study.

Table 1 below showed the sample size from each section. A sample of twenty-sis (26)

from Diamond, twenty-five (25) from Jade, twenty-five (25) from Sapphire, and twenty-eight

(28) from Emerald.

Table 1

Proportional allocation of the sample size in each section

Dulangan National High School

 Grade 9 Students
Section Population Size Sample Size
Diamond 36 26
Jade 34 25
Emerald 38 28
Sapphire 34 25

Total 142 104

Data - Gathering Instruments

The study will utilize the structured instrument based on the questionnaire developed by

Benjamin Bloom (1956) to classify the levels of intellectual learning. The study will also utilize

two sets of rubrics for measuring the level of quality and productivity of the students.

The questionnaire is based on the Higher Order Thinking Skills: Bloom Taxonomy. This

taxonomy contained three overlapping domains: cognitive, psychomotor, and affective. Within

the cognitive domain, six distinct levels were identified: knowledge, comprehension, application,

analysis, synthesis, and evaluation. Higher order thinking skills refer to the top three levels of

Bloom’s taxonomy (or revised Bloom’s, referred to as RBT): analysis (analyzing), evaluation

(evaluating), and synthesis (creating). This questionnaire contains three indicators and will

measure the critical thinking skills of the students as it is one of the components of HOTS.

The indicators are formulating the problem, analyzing and solving the problem,and

evaluating from mathematical problem. In indicator of formulate the problem, the researcher

expects the students to be able to understand and express the meaning or purpose a mathematical

statement or mathematical are problem. This indicator will be indicated by students being able to

write down all information that is known and the problem that must be solved. In indicator of

analyze and solve the problem, the researcher expects the students to be able to identify the
relationship between the information provided with the problem to be solved and all the

mathematical concepts needed to solve mathematical problem. This indicator will be indicated

by students being able to connect information that is known to their resolution strategies.

In indicator of evaluating, the researcher expects the students to be able to assess the

credibility of statements on mathematical questions from solving mathematical problems that

have been done. This indicator will be indicated by students being able to check the correctness

of the answer whether it is in accordance with the information provided and correct completion.

On the other hand, the two sets of rubrics will assess the level of Structured of Observed

Learning Outcomes and Mathematical Productivity.

Data – Gathering Procedures

Prior to the conduct of the study, the researcher sought permission first from the principal

to conduct the study. Upon the approval of the letter, the researcher personally distributed the

research instruments to the respondents to give them enough time to give their responses. The

students were not allowed to bring the questionnaire as a home assignment.

A timetable will be set to easily facilitate the gathering and retrieving the questionnaire

and other related documents. The data gathered will then be tallied, analyzed, and interpreted.

Statistical Data Analysis Procedures

The following statistical tools employ in the analyses of the data gathered.

Mean. This employs in determining the level of mastery of mathematical rules and

mathematical ability of Grade-9 students.

Standard Deviation. This test will be used to determine homogeneity and heterogeneity

of responses of students in terms of mastery of mathematical rules, and mathematical ability.

 Pearson r. This test was set at .05 alpha level of significance, it is used to determine the

relationships among the mastery of mathematical rules, and mathematical ability of Grade-9

students. This is the tests of relationships and correlation analysis, i.e., Pearson's moment product

correlation (or Pearson's r) if parametric or Spearman's rank correlation if nonparametric.