METHODOLOGY

COMPONENTS OF METHODOLOGY

Research Design

Research Instruments

Research Setting

Sampling Design

Data: Nature, Collection Method, Problem Encountered

Data Analysis
 TYPES OF RESEARCH METHODS
Qualitative Research

It is primarily exploratory research used to gain an understanding of

underlying reasons, opinions, and motivations. It provides insights
into the problem or helps to develop ideas.

Quantitative Research

It is used to quantify the problem by way of generating numerical

data. Generalize results from a larger sample population. Quantitative
Research uses measurable data to formulate facts and information.
 QUALITATIVE RESEARCH VERSUS
QUANTITATIVE RESEARCH
Qualitative Quantitative
• Subjective • Objective
• Constructed by the individuals • Can be measured by using
involved in the research situation. questionnaire or an instrument.
• Interaction may be in the form of • The researcher is independent.
living with or observing informant • Cause and effect.
over a long period of time or actual
collaboration.
• Biased • Value – free and unbiased
• Uses words • Uses numerical data
• Qualitative words – “understanding, • Quantitative words – relationship
discover and meaning”. and comparison.
• Inductive process. • Deductive process.
• Accurate and reliable through • Accurate and reliable through
verification. validity and reliability.
 II. RESEARCH INSTRUMENTS
It the general term that researchers use for a measurement device

Survey Test
Questionnaire
Checklist

Specific statistical test should be used and analysis of results to establish reliability
of the instruments.
 III. RESEARCH SETTING
This section discusses briefly the place where the study is conducted

Field
Laboratory

Offices School

Crowd

Construction site Marketplace

 IV. SAMPLING DESIGN
A. Common Qualitative Sampling Research

1. Purposive (judgmental, selective, or subjective) sampling - The

researcher considers subject’s characteristics and his potential to
generate useful data.
IV. SAMPLING DESIGN
A. Common Qualitative Sampling Research (cont’d)

2. Snowball Sampling/Chain Referral Sampling – a type of

purposive sampling wherein participants use their social
networks to refer the researcher to other people who could
potentially participate in the study. This sampling technique will
lead the researcher to “hidden populations” or samples that are
not easily accessible.
IV. SAMPLING DESIGN
A. Common Qualitative Sampling Research (cont’d)

3. Criterion Sampling – a strategy that selects all cases that meet

some criterion. When considering quality assurance issues, this
strategy is appropriate for in this strategy, the researcher choose
cases that are information–rich and that might reveal a major
system weakness.
IV. SAMPLING DESIGN
A. Common Qualitative Sampling Research (cont’d)

4. Homogenous sampling – the researcher brings together people of

similar experiences and background. This strategy reduces
variation, simplifies analysis and facilitates group of discussion.
IV. SAMPLING DESIGN
A. Common Qualitative Sampling Research (cont’d)

5. Convenience sampling – selects sample based on ease of

accessibility to the researcher. This strategy saves time, money
and effort but yields the poorest information compared to other
sampling strategy.
IV. SAMPLING DESIGN
B. Sample Size for Qualitative Designs

Research Approach Rule of Thumb

Biography/Case Study Select one case or one person
Phenomenology Assess 10 people. If you reach saturation prior
to assessing 10 people you may use fewer
Grounded theory/ethnography/ Assess 20 – 30 people, which typically is
action research enough to reach saturation
IV. SAMPLING DESIGN
B. Sample Size for Qualitative Designs (cont’d)

Research Approach Rule of Thumb

Biography/Case Study Select one case or one person
Phenomenology Assess 10 people. If you reach saturation prior to
assessing 10 people you may use fewer
Ethnography Assess 20 – 30 people, which typically is enough to
reach saturation
IV. SAMPLING DESIGN
C. Common Quantitative Random Sampling

1. Simple Random Sampling – is a basic probability sampling

design in which each of the sampling units of the population is
given an equal chance of being included in the sample (Nachmias
& Nachmias, 1996, p. 598)

2. Systematic Sampling – is a probability sampling method where

every kth element in the total list is systematically selected and
included in the sample (Nachmias & Nachmias, 1996; Babbie,
2001, p. 197)
IV. SAMPLING DESIGN
C. Common Quantitative Random Sampling (cont’d)

3. Stratified Sampling – is a probability sampling which involves

dividing the population into homogeneous strata within each of
which sapling in undertaken (Nachmias & Nachmias, 1996)

4. Cluster Sampling – is a type of probability sampling that

requires selecting layer clusters and choosing sampling units
from each cluster. (Nachmias & Nachmias, 1996)
IV. SAMPLING DESIGN
D. Sample Size for Quantitative Designs

Sample Size Formula (small sample):

𝑠 2 𝑠
𝑛= 𝑒=
𝑒 𝑛
n = sample size
s = standard deviation of the variable under study
e = standard error of the mean. The common error that is tolerated is 2%

(Nachmias & Nachmias, 1996, p. 198)

IV. SAMPLING DESIGN
D. Sample Size for Quantitative Designs

Sample Size Formula (large sample):

n
n1 = n
1+
N

n1 = optimal sample size

n = sample size
N = sample size

(Nachmias & Nachmias, 1996, p. 199)

V. DATA: NATURE, COLLECTION
METHOD, PROBLEM ENCOUNTERED
A. Nature

Primary data are information collected by the researcher at first

hand. Secondary information is obtain from published work and other
artifacts.
V. DATA: NATURE, COLLECTION
METHOD, PROBLEM ENCOUNTERED
B. Collection Method

Discussion must include details as to what types of data

collection methods were used and how data were collected. Common
information found in this section are the methods and their
corresponding materials or instrument used for data collection, how
these were administered or distributed the start and end date of the
data collection, and the geographic location, among others.

Include a discussion of the strength and weakness of each type of

collection method. This will enable future researchers to replicate the
study to establish its objectivity.
V. DATA: NATURE, COLLECTION
METHOD, PROBLEM ENCOUNTERED
C. Problems Encountered

Details about problems were encountered in data collection and

how these were managed are likewise included. Side from offering
interesting and vivid, experiences, these subjective views of the
researcher may help future researchers to effectively deal with similar
problems in their studies.
VI. DATA ANALYSIS
A. Analyzing Quantitative Data

• Descriptive statistics (frequency counts, percentages, mean,

standard deviation)

• Inferential statistics (normality, interval measurement of

variables)
- Pearson Product – Moment Correlation Coefficient
- Biserial Correlation Coefficient
- Tetrachoric Correlation
- ANOVA
- ANCOVA
- MANCOVA
VI. DATA ANALYSIS
B. Analyzing Qualitative Data

• Repetition – More likely that a concept is a theme when the same

concept occurs and reoccur in one’s data

• Indigenous Typologies or Categories – look for local terms that

may sound unfamiliar or are used in unfamiliar ways.

• Metaphors and Analogies – It has been observed that people

express their thoughts, behaviour, and experiences with analogies
and metaphor. Analysis since then involves the research of
metaphors in rhetoric and deducing the underlying themes that
might produce those metaphors.
VI. DATA ANALYSIS
B. Analyzing Qualitative Data

• Transition – Shifts occurring naturally may be markers of theme.

Pauses, change in voice tone, of the presence of particular
phrases that indicates a topic transition are possible markers of
themes to note of in terms of speech. New paragraph in the
written text may also indicate shift in topic.

• Similarities and Differences – To find themes, the researcher

searches for similarities and differences by making systematic
comparison across unit of data.

• Linguistic Connectors – To find themes, be watchful of the native

speaker’s ability to grasp meaning in a text by his use of
metaphors, transitions and connectors.
VI. DATA ANALYSIS
B. Analyzing Qualitative Data

• Missing Data – Much can be learned from qualitative data by

what is not mentioned; be alert of topics that the subject either
intentionally or unintentionally avoids.

• Similarities and Differences – Researchers are interested in

understanding how qualitative data radiate questions of
importance to the research field. Examining the data from a more
theoretical perspective, researcher must find more than what they
are looking for.
 RESEARCH METHODOLOGY
a. What will be done, how and why?
b. With respect to how and why, there is typically more than one
way to do something, and you must explain.
c. The methods should have clear connections to the hypothesis
d. In general, proceed from broad to specific, but also ensure that
the context is clear. For example, don’t describe specific test
method before you’ve even explained the overall approach and
the different independent and dependent variables.
e. For widely- used generally accepted approaches, just summarize
with reference to the literature. For other approaches, more
explanation and justification are needed.
 SOME GENERAL TIPS IN MAKING
RESEARCH METHODOLOGY
a. Each paragraph proceeds from general to specific
b. Some have suggested that reading the first sentence of every
paragraph in the documents should convey the essential meaning
of the whole.
c. Vary the structure of your sentences and paragraphs.
d. Use transitions between paragraphs (either the last sentence of
the proceeding one or the first sentence of the subsequent one,
should tie the two together).
e. Avoid one-sentence paragraphs (generally at least 3 sentences
comprise a paragraph)
f. Consider optional presentation methods. Often the same thing
can be conveyed by text, graphs, tables, diagrams, etc. Pick what
is the most effective, but avoid duplication.
 SOME COMMON MISTAKES
TO AVOID
a. Repetitive sentence structure (The… The… The… or … However,
… Additionally, …. Therefore, ….)
b. Avoid complex words, where simpler ones will convey the
information (like utilize vs. use; cognizant vs. aware; though
personal style always has a role)
c. There is no advantage to be gained by making something
obscure. The scientific value is not enhanced by complicated
words.
 REFERENCES
https://www.thoughtco.com/purposive-sampling-3026727

https://www.statisticssolutions.com/qualitative-sampling-techniques/

https://www.educationtopia.net/grammar/qualitative-and-quantitative-adjectives

https://tw.123rf.com/photo_21922081_%E4%B8%80%E5%80%8B%E5%8D%A
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