CHAPTER 3

Methodology
Research Design
The study used descriptive and experimental method in gathering the necessary
Data in the proposition of The Use of Cooperative Learning in Enhancing the Academic
Performance of Grade 11 Students in Organization and Management; Basis for
Proposed
Information Reading Material at Boystown.
According to McCombes (2019), the goal of descriptive research is to precisely
and methodically describe a population, circumstance, or phenomena. What, where,
when, and how inquiries can be answered, but why questions cannot. A descriptive
research strategy can study one or more variables using a wide range of research
techniques
Tanner (2018) claims that experimental research is carried out when a
researcher
wants to determine the causes and effects of specific factors. The type of experimental
design selected has a substantial impact on the inferences that can be legitimately
derived from experimental results, and there are severe limitations on causal inference
in
experimental research.
Population and Sampling
The research study will use a purposive and stratified random sampling method
to
Obtain the required number of respondents for the study.
Kassiani Nikolopoulou (2022) Purposive sampling is a type of non-probability
sampling method where researchers deliberately choose specific units or individuals to
be part of the sample based on certain characteristics that are relevant to the research
question. The selection is done purposefully to fulfill the objectives of the study.
Van L. Parsons (2017) Stratified sampling is a method of sampling that is
commonly used in surveys. In this method, the population being studied is divided into
groups called strata, where each stratum consists of similar elements with respect to
certain important characteristics. This helps ensure that the sample is representative of
the entire population and can provide more accurate results.

Table 1. Distribution of Students Respondents in Valeriano E. Fugoso Memorial High

School

Respondents No. of Respondents Total

Male Female
Frequency % Frequency % Frequency %

Controlled 7 46.67 8 53.33 15 50.00

Treatment 9 30.00 6 20.00 15 50.00
Total 17 56.67 13 43.33 30 100.00

The table shows the distribution of 11th grade of GAS responses from Valeriano
E. Fugoso Memorial High School. There were “7” or “46.67” percent are male
respondents from Controlled group and “8” or “53.33” percent are female with a total of
“15” or “50.00” percent. Furthermore, there were “9” or “30.00” percent are male and
“6” or “20.00” are female in the respondents from the treatment group, for total of “15” or
“50.00” percent. Finally, there are 30 subjects’ respondents in all.

Table 2. Distribution of Teacher Respondents for the Acceptability on the Proposed

Informational Reading Material

Respondents No. of Respondents Total

Male Female
Freq % Freq % Freq %
OIC of Different
Department 3 37.50 5 62.50 8 40.00

SHS Teachers 5 41.67 7 58.33 12 60.00

Total 8 40.00 12 60.00 20 100

According to the table, "3" or "37.50" percent of male teachers and "5" or "62.50"
percent of female teachers were identified as OICS in various departments, making up
a total of "8" or "40.00" percent of all teachers respondents. In addition, "5" or "41.67"
percent of male teachers and "7" or "58.33" of female teachers were SHS teachers,
accounting for "12" or "60.00" percent of all teacher respondents. Moreover, there are a
total number of "8" male teacher respondents, and a total of "12" female teacher
respondents. A total of 20 teacher respondents.
Respondents of the study
The subject respondents of the study were the GAS 11 students with “17” male
Students and “13” female with a total of “30” students’ respondent in Valeriano E.
Fugoso Memorial High School.
The “3” male and “5” female teachers were identified as OICS in various
departments, making up a total of “8” of all teacher’s respondents. In addition, “5” male
teachers and “7” female teachers were SHS teachers, accounting for “12” of all teacher
respondents. Moreover, there are a total number of “8” male teacher respondents, and a
total of “12” female teacher respondents. Having a total of “20” teacher respondents.
Research Instrument Used
The study of survey questionnaires was the main tool that used to gather data
for the study. The survey questionnaires were administered by Grade 11 students of
GAS in Valeriano E. Fugoso High School.

The pre-test and post-test were given to the students which we provide then

collect

and analyze the data from our respondents. So, we can use to collect their personal

overview and how did conceptual understanding affect their learning and to conduct on

our study on The Use of Conceptual Understanding in Statistics and Probability to

Improve Grade 11 Students Academic Performance: Basis for a Proposed Informational

Reading Material.

Data Gathering Procedure

The following procedures were adopted by the researchers to gather the needed data
for the study.
1. A letter of permission to the School Principal, Mr. Bernal A. Lamban to conduct

the study.

2. After the approval of the request from the School Principal, the letter was sent

to their research adviser, Mr. Lito B. Diaz.

3. The proposed survey questionnaires and reading material were constructed by

the researchers and the questionnaire checklists were formulated.

4. Upon the completion of the survey questionnaires and reading materials, the

researcher began to teach the lesson about Cooperative Learning

5. The pre-test was given to the students and the post-test was given after

conceptual understanding was introduced to the students

6. Suggestions from the research adviser were considered for the improvement

of the paper.

7. Questionnaires were retrieved and the data consisting the assessment for the

students were tabulated and analyzed.

8. Finally, the results of the pre-test and post-test were treated statistically to find

out if there is significant difference between the two tests. Also, the results of the

acceptability of the proposed informational reading material was treated

statistically.
Statistical Treatment of Data

The acquired data and results were analyzed and understood using statistical
methods.

1. Percentage is calculated by taking the frequency in the category divided by

the total number of participants and multiplying by 100%.

f
P= x 100
n
Where:

f = frequency

N = total number of respondents

100 = constant factor

2. Mean. This refers to the arithmetic mean (average) of the distribution.

X=
∑x
n
Where:
X = is the mean
x = the class mark
n = the total frequency

3. Weighted mean is used to calculate the average value of the data.

W1 X1 + W2X2 + ••• + Wn Xn
X̅ = ————–—–————————
 W1 + W2 + …+ Wn

Where:

X = weighted mean

W1 X1 + W2X2 + ••• + Wn Xn = are the group of numbers or scores

W1 + W2 + …+ Wn =denotes the number of times occurred

4. Likert Scale Method. Was utilized as the criterion to interpret the data. The

Scales that were utilized were as follows:

Assessment of the of the Proposed Informational Reading Material on the Use of

Cooperative Learning in the subject Organization and Management to improve

Grade 11 students Academic Performance.

For Introduction, Objectives, Application, Presentation, Language and Style,

Organization and Usefulness of the Proposed Informational Reading Materials.

Option Equivalent Verbal Interpretation Symbol

5 4.20 – 5.00 Strongly Agree SA

4 3.40 – 4.19 Agree A

 3 2.60 – 3.39 Moderately Agree MA

2 1.80 – 2.59 Disagree D

1 1.00 – 1.79 Strongly Disagree SD

For acceptability

Option Equivalent Verbal Interpretation Symbol

5 4.20 – 5.00 Very High Acceptable VHA

4 3.40 – 4.19 High Acceptable HA

3 2.60 - 3.39 Acceptable A

2 1.80 – 2.59 Less Acceptable LA

1 1.00 – 1.79 Not Acceptable NA

5. Standard Deviation. Standard deviation is used to measure the degree of

Difference between the pre-test and post-test mean scores of the subject

respondents.

S = √∑ ¿ ¿ ¿ ¿

Where:
σ = standard deviation

X = score for each variable

X = mean

n = number of cases
 6. T-test for dependent sample, this measured the significance difference

between the pre-test and post-test mean scores of the subject respondents.

x1− X
𝑡= √¿ ¿ ¿ ¿
2

Where:

t = t-test for dependent sample

X1 = mean of Controlled group

X2 = mean Treatment group

N1 = sample size of Controlled group

N2 = sample size of Treatment group