UNIT III: Collecting Data session

Stage 1 - D E S I R E D RESULTS
TRANSFER
CONTENT STANDARDS In the long run and on your own, you will be able to complete and defend the proposed research title according to their track and interest.
The learners will be understanding the following:
MEANING
1. quantitative research design
ESSENTIAL UNDERSTANDINGS: ESSENTIAL QUESTIONS
2. description of sample
3. instrument development 1. Apply and Develops critical thinking in constructing instruments to collect data and
At the end of the unit, you will have explored the
4. description of intervention (if applicable) analysis procedures such as questionnaire, survey, observation and interview. answers to:
5. data collection and analysis procedures such as survey, 1. What are the types of research design?
interview and observation 2. How to collect data using different
6. guidelines in writing research methodology instrument?
3. How to write research methodology?
PERFORMANCE STANDARDS
The learners shall be able to complete chapter 1, 2, and 3 for title
defence. ACQUISITION
KNOWLEDGE SKILLS ATTITUDE
FORMATION STANDARDS
The learners will: At the end of the unit, you will know the: At the end of the unit, you will be able to: At the end of the unit, you will:
1. C1.4 Think critically and creatively. 1. Research Design 1. Chooses appropriate quantitative research design
1. Infer the importance of data
2. C1.7 Seek meaningful application of knowledge and skills to 2. Sampling procedure and 2. Describes sampling procedure and sample
collection and procedures.
life situations. sample 3. Constructs an instrument and establishes its validity
3. C3.7 affirm the glory of God in the beauty of the created 3. Instrument and establishes and reliability
universe and resolves to care for the natural environment. its validity and reliability 4. Describes intervention (if applicable)
4. Data collection procedure 5. Plans data collection procedure
5. Data analysis using statistical 6. Plans data analysis using statistics and hypothesis
and hypothesis testing testing (if appropriate)
6. Research methodology Presents written research methodology
 GROUP CRITERIA Stage 2 - E V I D E N C E GRADE
GROUP
ASSESSMENT MEMBERS
EVIDENCE PRESENTATION Knowledge of Ability to
EVALUATIVE Ability to
CRITERIA TOTAL
20%
Performance Task: Present the Chapter 1, 2, and 3 for title defence the subject answer the express 100%
matter questions ideas
Goal: your task is to Present and defence your research title Chapter 1, 30%
2, and 3 30%
Title: 20%
1
Role: you are a ________________________________________________________________________________
2 Evaluator: __________________________________ Date & Time:
Audience: 3 ______________________________
Situation: 4
5 Part I INDIVIDUAL GRADING SHEET
Product, Performance, and Purpose:
6
7
Part II RATING OF THE PAPER
8
9 CRITERIA RATING GRADE
10 CHOICE OF TOPIC/PROJECT 10% ___________
PRESENTATION
Clarity and Creativity 20% ___________
Completeness 20% ___________
ANALYSIS
Depth and Substance 20% ___________
Style and Approach 20% ___________
VALUE INTEGRATION 10% ___________
TOTAL 100%

Remarks:
_____________________________________________________________________________

_____________________________________________________________________________
(Note: 75% is the passing grade)

________________________________
Evaluator’s Signature

OTHER EVIDENCES
1. Quiz
2. Activity
 Stage 3: LEARNING PLAN
Research Design
Refer to the Handout
Session 7 Chooses appropriate quantitative research design
Gaining attention
Rearrange the letters to form words that refer to specific types of quantitative research. Write your answer on the blanks.

1. VRESUY _________________
2. AUSQI XPEERMTANLEI _________________
3. ORERALOITNC __________________
4. MODRAN __________________
5. HMOONEUGOSE ___________________
Informing learner of lesson objective(s):
Chooses appropriate quantitative research design

Stimulating recall of prior learning: Referring to the Gaining Attention

What words you know?

Presenting stimuli with distinctive features

Definition of terms
Research Design Vocabulary Builder:
To understand educational research, we will explore some distinguishing features that are the research
designs, that we can use to collect, analyse, and interpret data using quantitative and qualitative research.

Three research design

1. Experimental designs
2. Correlational designs
3. Survey designs

Experimental research designs

An experimental design is the traditional approach conducting quantitative research. In an experimental, you
test an idea to determine whether it influences an outcome or dependent variable. You first decide on idea
with which to “experiment,” assign individuals to experience it and then determine whether those who
experienced the idea performed better on some outcome than those who did not experience it.
You use an experimental when you want to establish possible cause and effect between your independent
and dependent variables.

Types of Experimental research design

a. True experimental design
A design is considered a true experiment when the following criteria are present:
The researcher manipulates the experimental variables.
The researcher has control over the independent variables, as well as the treatment and the subject.
There must be one experimental group and one comparison or control group.
Subjects are randomly assigned either to the comparison or experimental group.
The control group is a group that does not receive the treatment.
b. Quasi-experimental
A design in which either there is no control group or the subjects are not randomly assigned to
groups.
c. Pre-experimental
This experimental design in considered very weak because the researcher has little control over the
research.

What are key characteristics of experiments?

1. Random assignment
2. Control over extraneous variables through:
Pretest and posttest
Covariates
Matching of participants
Homogeneous samples
3. Manipulation of the treatment conditions:
4. Outcome measures
 5. Group comparisons
6. Threats to validity

What are the steps in conducting experimental research?

Steps 1 decide if an experimental addresses your research problem

Step 2 form hypothesis to test cuase and effect relationships
Step 3 select an experimental unit and identify study participants
Step 4 select an experimental treatment and introduce it
Step 5 choose a type of experimental design
Step 6 conduct the experiment
Step 7 organize and analyse the data
Step 8 develop an experimental research report

4. Correlational Research Designs

In correlational research design, investigators use the correlation statistical test to describe and
measure the degree of association (or relationship) between two or more variables or sets of scores.

A correlation is a statistical test to determine the tendency or pattern for two (or more) variables or
two sets of data to vary consistently.

In the case of only two variables, this means that two variables share common variance, or they co
vary together. To say that two variables co-vary has a somewhat complicated mathematical basis.

When do you use correlational research?

You use this design when you seek to relate two or more variables to see if they influence each
other.
You also use this design when you know and can apply statistical knowledge based on calculating
the correlation statistical test.

Two types of correlational designs.

1. Explanatory
2. Prediction

Explanatory research design is correlational design in which the research is interested in the extent
to which two variables (or more) Co-vary, that is, where changes in one variables are reflected in
changes in the other. Explanatory designs consist of a simple association between two variables or
more than two.

Prediction design
Is to identify variables that will predict an outcome or criterion. In this form of research, the investigator
identifies one or more predictor variables and a criterion (or outcome) variables.

3. Survey Research designs

Are procedures in quantitative research in which investigators administer a survey to a sample
or to entire population of people to describe the attitudes, opinions, behaviors, or
characteristics of the population Survey designs differ from experimental research in that they
do not involve a treatment given to participants by the researcher?

When do you use survey research?

1. You use survey research to describe trends, such as community interest in school.
2. You also use survey research to determine individual opinions about policy issues, such
as whether students need a choice of school to attend.
3. Surveys help identify important beliefs and attitudes of individuals, such as college
students’ beliefs about what constitutes abusive behaviors in dating relationships.

5. Providing learning guidance - Provide students with clues to help them understand and remember what they are to learn
Through messenger find a pair and make a topic outline and graphical presentation of the categories of quantitative research designs.
1. Outline
Quantitative Research Designs

2. Graphical presentation
Quantitative Research Designs.

Elicit performance - Gives students an opportunity to demonstrate that they have learned the new information to this point and are
ready to proceed to the next part of the lesson
U: what should you be thinking of before designing your research?
U: what do you mean by experimental and control group?
Provide feedback - Give students information about the adequacy of their responses in the "elicit performance" event
. Through the use of messenger try to answer the following question Refer on the power point
Assessing performance -Assess whether the students have achieved the objectives of the session or unit
(Paper and Pen Test – Sample Assessment Items:
Direction: Circle the letter of the correct answer.
1. Designing a research is thinking ________
a. Critically c. literally
b. Skillfully d. imaginatively
2. To design a research is seeing the research process in your_______
a. Paper c. literally
b. Mind d. book
3. Preparing in your mind how to find answer to your research questions is ________
a. Deciding on your research topic c. designing your researahc
b. Controlling your emotions d, asking research question
4. Central to experimental design in analyzing relationship that are _____________.
a. Specific c. hypothetic
b. Causal d. stable
5. A quantitative research design that is equated with qualitative design is ____________.
A. True-experimental c. non-experimental
B. Semi-experimental d. quasi-experimental
Enhance retention and transfer -Allow students to review and extend a new so that it is available for subsequent application
Directions: in the space provided, present the correct flow chart of the experimental research design stages.

Experimental Research Design stages.

 Stage 3: LEARNING PLAN
Sampling procedure and Sample
Refer to the Hand-out
Session Describes sampling procedure and sample
Gaining attention

“Picture Meaning”
Discuss how the images relate to quantitative research.

population

target population

sample

Informing learner of lesson objective(s):

Chooses appropriate quantitative research design

Stimulating recall of prior learning: Referring to the Gaining Attention

How will you find the sample size in the population?

What steps will you going to use to find the sample?

Presenting stimuli with distinctive features

This element of the research methodology discusses how the subjects or respondents of the study are
selected and how an appropriate sampling method is chosen. In this part of the research, the Vocabulary Builder:
subject/respondents are introduced to the readers through their basic profiles. Subjects can be individuals or
groups to which interventions or processes are applied. In some studies, the subjects are the respondents
themselves, but in other researchers, the subjects are not necessarily the respondents. The participants or
respondents are individuals or group of people that serve as the sources of information during data collection.

Sample is a subset of individuals from a larger population. Sampling means selecting the group that

you will actually collect data from in your
research. For example, if you are researching
the opinions of students in your university, you
could survey a sample of 100 students.

In statistics, sampling allows you to test a

hypothesis about the characteristics of a
population.

Samples are used to make inferences

about populations. Samples are easier to collect
data from because they are practical, cost-
effective, convenient and manageable.
Population is composed of persons or objects that possess some common characteristics that are of interest
to the researcher. There are two groups of population: the target population and the accessible population.
The target population consist of the entire group of the people or objects to which the findings of the study
generally apply. Meanwhile, the accessible population is the specific study population. For example, in a study
about the common difficulties encountered by senior high school students in the technical-vocational track in
their on the job-training in reqion VIII, all senior high school students enrolled in the technical-vocational track.
In region VIII are the target population while the senior high school students who are enrolled within the school
district and even those who are in the division are the target population.
  The population is the entire group that you want to draw conclusions about.
 The sample is the specific group of individuals that you will collect data from.

A parameter is a numeric characteristics of a population.

A sample is a subsets of the entire population or a group of individuals that represents the population and
serves as the respondents of the study.
A statistic is a numeric characteristics of sample. A single member of the sample is called an element.
Example senior high school student technical-vocational track in region VIII, if there is a total of 13,000 is
enrolled. 13000 is called the parameter. Out of the 13000, only 3000 senior high students are enrolled in the
division of leyte, after computing statistically, the sample derived is 500 senior high school students. This
number, 500, is called a statistic.

Determine the sample size.

An important task of the research is to determine the acceptable sample size. The larger the sample, the more
reliable the result of the study. Hence it is advisable to have a large enough sample for it will yield more
reliable results.

Factors to consider in determining the sample size

1. Homogeneity of the population. The higher the degree of variation within the population, the smaller
the sample size that can be utilized.
2. 2. Degree of precision desired by the researcher. A larger sample size will result in greater precision
or accuracy of results.
3. Types of sampling procedures. Probability sampling utilizes smaller sample sizes than non-
probability sampling.
4. The use of formulas
a. Slovin’s formula
It is used to compute for sample size (sevilla, 2003).this formula is used when you have limited
information about the characteristics of the population and are using a non-probability sampling
procedure.
Where:
n= a sample size
N= population size
e= desired margin of error

Example: the parameter of the population is 8000 at 2% margin of error or 98% accuracy.

N
n=
1+ Ne 2
8000
2
1+ 8000(.02)
8000
1+ 8000(.0004)❑
8000
1+ 3.2❑
8000
4.2
n=1905

b. Calmorin’s formula
Ss- sample size
N- population size
V- standard value (2.58) of 1% of probability with 0.09 reliability
Se-sampling error
P- the largest possible from a parameter of 800

NV + [ ( s e ) 2 x (1− p) ]
Ss=
NS e [ v 2 x p(1− p) ]
800(2.58)+ [ ( 0.01 ) 2 x (1−0.50) ]
Ss=
800(0.01)❑ + [ 2.58❑ x 0.5 p (1−0.50) ]
 2064+ ( 0.0001 ) (0.5)
8+6.66 (0.05)(0.5)
2064.0005
8+1665
=214

computed sample sizes using calmorin’s formula

N n N n N n N n

150 122 400 182 650 205 900 218

200 141 450 188 700 208 950 220

250 155 500 194 750 211 1000 221

legend: N-population n- sample

5. other considerations:
a. Sample sizes as small as 30 are generally adequate to ensure that the sampling distribution of
the mean will approximate the normal curve.
b. When the total population is equal to or less than 100, this number may serve as the sample
size. this is called universal sampling
c. the following are the acceptable sizes for different types of research
descriptive- 10%-20% may be required
correlational research -30 subjects or respondents
comparative research -15 subjects/group
Experimental design-15-30 subjects per group.
KINDS OF SAMPLING
1. Probability sampling: is a sampling technique where a researcher sets a selection of a few criteria and
chooses members of a population randomly. All the members have an equal opportunity to be a part
of the sample with this selection parameter.

For example, in a population of 1000 members, every member will have a 1/1000 chance of being
selected to be a part of a sample. Probability sampling eliminates bias in the population and gives all
members a fair chance to be included in the sample

2. Non-probability sampling: In non-probability sampling, the researcher chooses members

for research at random. This sampling method is not a fixed or predefined selection
process. This makes it difficult for all elements of a population to have equal opportunities
to be included in a sample.

1. Probability Sampling. This is a type of sampling in which all members of the population are
given a chance of being selected. This is also called scientific sampling.
a. Simple random sampling. This is a method of choosing samples in which all the
members of the population are given an equal chance to be selected as respondents.
It is an unbiased way of selection as samples are drawn by chance. There are
various ways of getting the samples through simple random sampling. These include
the roulette wheel, fishbowl technique, and the use of the table of random numbers.
b. Stratified random sampling. The population is first divided into different strata then
the sampling follows. Age gender, and educational qualifications are just some of the
criteria used in dividing the population into strata. Example: the researcher will study
the common cause and effects of smoking among senior high school students. Equal
representations of respondents are selected from various sample from public and
private school (first stratum). Then, in the selected public and private schools, sample
are chosen from each grade level (second stratum). Finally, samples are chosen by
gender (third stratum). The sampling process is done in stage starting from the first
stratum up to the last stratum.
c. Cluster sampling. This is used in large-scale studies in which the population is
geographically spread out.
In these cases. Sampling
procedures may be difficult
and time-consuming.
Example: a researcher
wants to interview 100
senior high honor students
to have enough
representatives of the
different public school
within the division. If there
are 10 public schools in the
division, each cluster or
school must have 10
samples to complete the
 total statistics of 100.
d. Systematic sampling. It is a method of selecting every nth element of the population
(e.g., every fifth, eight, ninth, eleventh element). After the size of the sample has
been determined, the selection of the sample follows.

2. Non-probability sampling. This is process of selecting respondents in which the members

of the population do not have an equal chance of being selected as samples. There are
cases in which a sample is given priority instead of other members. This is also termed as
none—scientific sampling.
a. Convenience sampling. It is also called accidental or incidental sampling. For
example, after you have already determined the size of the sample from your
population of elementary pupils, the elementary pupils who are at the moment
present during of elementary pupils, the research visit will be chosen as respondents.
b. Quota sampling. It is somewhat similar to stratified sampling in which the population
is divided into homogenous strata and then sample elements are selected from each
stratum.
For example the researcher desires to have 50 male students. The first 50 male
students, who are approached by the researcher as respondents will be asked to
participate in the survey in the case.
c. Purposive sampling. It involves the handpicking of subjects. This is also called
judgmental sampling. For example in a study involving diabetic patients, the
researcher uses a list of diabetic patients and choose the necessary number of
respondents.
d. Snowball sampling is a sampling method that researchers apply when the
subjects are difficult to trace.
For example, it will be extremely challenging to survey shelter less people or illegal
immigrants. In such cases, using the snowball theory, researchers can track a few
categories to interview and derive results. Researchers also implement this sampling
method in situations where the topic is highly sensitive and not openly discussed—for
example, surveys to gather information about HIV Aids. Not many victims will readily
respond to the questions. Still, researchers can contact people they might know or
volunteers associated with the cause to get in touch with the victims and collect
information.

e. Voluntary response sampling Similar to a convenience sample, a voluntary response

sample is mainly based on ease of access. Instead of the researcher choosing
participants and directly contacting them, people volunteer themselves (e.g. by
responding to a public online survey). Voluntary response samples are always at
least somewhat biased, as some people will inherently be more likely to volunteer
than others.
 Example You send out the survey to all students at your university and a lot of students decide to
complete it. This can certainly give you some insight into the topic, but the people who responded are more
likely to be those who have strong opinions about the student support services, so you can’t be sure that their
opinions are representative of all students

5. Providing learning guidance - Provide students with clues to help them understand and remember what they are to learn

Elicit performance - Gives students an opportunity to demonstrate that they have learned the new information to this point and are
ready to proceed to the next part of the lesson
U: how ill you describe the population and the parameter of your study?
U: How will you do the sampling? List down the steps?
Provide feedback - Give students information about the adequacy of their responses in the "elicit performance" event
. Through the use of messenger try to answer the following question Refer on the power point
Assessing performance -Assess whether the students have achieved the objectives of the session or unit
(Paper and Pen Test – Sample Assessment Items:
Direction: Circle the letter of the correct answer.
1. This is also called judgmental sampling.
a. Purposive sampling c. Convenience sampling
b. Quota sampling d. Systematic sampling
2. Sample simply includes the individuals who happen to be most accessible to the researcher.
a. Purposive sampling c. convenience
b. Systematic d. quota
3. In this case each individual is chosen entirely by chance and each member of the population has an equal chance,
or probability, of being selected.
a. Simple random c. cluster
b. Stratified d. systematic
4. This method of sampling is often used by market researchers. Interviewers are given a quota of subjects of a
specified type to attempt to recruit.
a. Quota c. systematic
b. Stratified d. convenience
5. Is a method in which the researcher divides the population into smaller groups that don’t overlap but represent the
entire population?
a. Systematic c. stratified
b. Cluster d. simple random
Enhance retention and transfer -Allow students to review and extend a new so that it is available for subsequent application
 Stage 3: LEARNING PLAN
Validity and reliability
Refer to the Hand-out
Session Constructs an instrument and establishes its validity and reliability
Gaining attention
Discuss the following question
1. How do you know if you have chosen the correct instrument?
2. Who are the people who can help you devise a good instrument?
3. What do you think are the characteristics of an acceptable research instrument?
Informing learner of lesson objective(s):

Constructs an instrument and establishes its validity and reliability

Stimulating recall of prior learning: Referring to the Gaining Attention

Presenting stimuli with distinctive features

Validity is the ability of an instrument to measure what it intends to measure. When a study investigates the Vocabulary Builder:
common causes of absences, the content of the instrument must focus on these variables and indicators.
Similarly, when a researcher formulates a problem about the behaviour of nursing students during their clinical
duty, the instrument must consist of the indicators or measures of the behaviour of nursing students on clinical
duty.

Types of validity
1. Face validity also known as logical validity, face validity involves an analysis of whether the
instrument is using a valid scale. The procedures calls only for intuitive judgment. The researcher
determines face validity by looking at the features of the instrument. It includes the size of the font or
 typeface, spacing, size of the paper used, and other necessary details that will not distract the
respondents while answering the questionnaire.
2. Content validity. This is determined by studying the questions to see whether they are able to elicit
the necessary information. An instrument with high content validity has to meet the objectives of the
research. This type of validity is not measured by numerical index, but relies instead on logical
judgment as to whether the test measure what it is to measure. This judgment is based solely on a
systematic comparison of the test to the behavior it is intended to measure. In general, it is any
information that makes one aware of whether the results from the test correspond to what the
researcher expects.
Content validity is measured by subjecting the instrument to an analysis by a group of experts who
are knowledgeable about the subject both in theory and practice.
3. Construct validity. This refers to whether the test corresponds to its theoretical construct. It is
concerned with the extent to which a particular measure relates to the other measures and its
consistency with the theoretically-derived hypothesis. Therefore, the process of construct validation
is theory-laden. Factor analysis, a refined statistical produce, is used to analyze the
interrelationship of behavioral data and is particularly relevant to construct validity.

4. Criterion-related validity or equivalence test. This type of validity is an expression of how scores
from the test are correlated with an external criterion.
a. Concurrent. It deals with measures that can be administered and validated at the same
time. It is determined by administering both the new test and the standardized test to a
group of respondents, then finding the correlation between the two sets of the scores.
Validity is established with an accepted and availed second test that measures what the
researcher is trying to measure.
b. Predictive. It refers to how well the test predicts some future behavior of the examinees.
This is particularly useful and important for aptitude tests which attempt to predict how well
test-takers will do in some future setting.
Reliability
Refers to the consistency of results. A reliable instrument yields the same results for individuals who take
the test more than once.

Methods in establishing reliability

1. Test-retest or stability test. The same test is given to a group of respondents twice. The scores in
the first test are correlated with the scores in the second test. When there is a high correlation index,
it means that there is also a high reliability of the test. Problems to consider here are 1) that some
students may remember some of the items during the first test administration and 2) that the scores
may differ not only because of the unreliability of the test but also because the students themselves
may have changed in some ways.
2. Internal consistency. If the test in question is designed to measure a single basic concept, it is
reasonable to assume that a respondent who gets one item right is likely to correctly answer another
item that is similar. In other words, items sought must be correlated with each other and the test
should be internally consistent.
a. Split half. It is a method of establishing internal consistency wherein a test is given only once to
the respondents. If, for example, the test has 100 items, it is divided into either a first half and
second half containing all odd-numbered items and the other half containing all even-
numbered. The scores of the two halves are then correlated using the spearman-brown
prophecy formula:

2r
Rsb = where: r- the correlation coefficient computed for split halves
1+ r
R sb – the estimated reliability of the entire test

b. Kuder-Richardson test. This method measures the extent to which items in one form of a test
commonalities with one another as do the items of an equivalence test form. This is also called
item-total correlation. It requires one administration of the test, a determination of whether an
individual test-taker correctly answers each item or not, and the computation of the standard
deviation of the distribution. When the reliability coefficient is high, the test items are said to be
homogenous. The internal consistency of test scores is determined over different parts of the
test.

Kuder-richardson formula 20 (catane, 2000),

n SDt 2−∑ pq
Rtt = ( )
n−1 SD t 2

Where Rtt= reliability coefficient of the whole test

 n= number of items in the test
SDt = standard deviation of the scores of the test
∑pq = tabulating the proportion of persons who answered correctly (p) and persons
who did not answer correct (q) each item.

Other criteria for assessing quantitative measures

1. Sensitivity. The instrument should be able to identify a case correctly (i.e., screens or diagnoses a
condition correctly.
2. Specificity. The instrument should be able to identify a non-case correctly (i.e., to screen out those
without the conditions correctly).
3. Comprehensibility. Subjects and research should be able to comprehend the behavior required to
secure accurate and valid measurements.
4. Precision. An instrument should discriminate between people who exhibit varying degrees of an
attribute as precisely as possible.

5. Providing learning guidance - Provide students with clues to help them understand and remember what they are to learn
Through messenger find a pair,
Elicit performance - Gives students an opportunity to demonstrate that they have learned the new information to this point and are
ready to proceed to the next part of the lesson
U: what
Provide feedback - Give students information about the adequacy of their responses in the "elicit performance" event
. Through the use of messenger try to answer the following question Refer on the power point
Assessing performance -Assess whether the students have achieved the objectives of the session or unit
(Paper and Pen Test – Sample Assessment Items:
c.
Enhance retention and transfer -Allow students to review and extend a new so that it is available for subsequent application