Chapter 2
DESIGN AND
METHODOLOGY
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This chapter presents the methodology
and procedures which were employed in this study. It includes the locale and
population of the study, data gathering tool, reliability and validity of
research instrument, data gathering procedure and statistical treatment of
data.
Research
Design
The researcher made used of the descriptive
survey method of research with the use of a questionnaire checklist as the main
instrument in gathering the needed data for the study. The study made used of the
descriptive type of research utilizing survey technique. The research method
made used of descriptive survey because it describes the present status or
condition of the topic investigated on.
The
descriptive design is chosen for the reason that this type of design delved
into what it is. This research design is appropriate for studies that aim to
find out what prevails in the present conditions or relationships, held
opinions and beliefs, process and effects, and developing trends. Knowledge or
familiarization of any of these is not the only concern of descriptive research.
It also seeks to determine relationship between variables, explores causes of
phenomena, tests hypotheses, and develops generalizations, principles, or
theories based on its findings (Calmorin, 2010).
Locale and Population of the
Study
The
study was conducted in the public secondary schools in Tadian District,
Division of Mt. Province for school year 2017-2018. The respondents of this
study was total enumeration of thirteen (13) school heads and one hundred
twelve(112) teachers with a total of one hundred twenty-five (125) respondents.
The distribution of the respondents is
shown in the table below
Table
A
Distribution
of Respondents
Name of School Tadian District
Head teacher
Teacher
SUBABA NHS
1
7
MASLA NHS
1
9
LUBON NHS
1
10
LUBON NHS MabaliteExtention
1
8
Tadian School of Arts and Trades
4
36
BUNGA NHS
1
6
BALAOA NHS
1
7
CAGUBATAN NHS
1
14
DACUDAC NHS
1
8
AM-AN NHS
1
7
TOTAL
13
112
Data
Gathering Instrument
The main tool that wasused in
gathering the data was a questionnaire augmented with observation,
participation, library reading and informal interviews. Before constructing the
questionnaire, the researcher studied the specific problems of the study to
determine the answer required by each specific problem. Based on the results of
the problem analysis, the questions were formulated. To be sure that questions
formulated were gathered the needed data or answer of the problem, it compared
the formulated questions with the specific problems.
Reliability and Validity of the
Research
The researcher read modules, online
theses, research journals and unpublished theses and consulted knowledgeable
teachers and peers to get the ideas on questionnaire making regarding the
study. The researcher furthershown to the panel members for comments and
suggestions. The researcher incorporated the suggestions and recommendations
for the final draft of the questionnaire, and was evaluated by the researcher’s
adviser as to clarity, conciseness and relevance.
To validate the questionnaire, the
first draft was presented to the researcher’s professor, panel members and
readers during the thesis proposal. Then it was pretested to five (5) female
andfive (5) male public secondary teachers in Bauko District, Division of Mt. Province, who were
not the real respondents.
The obtained coefficient reliability of
0.95 has a descriptive equivalent of very high reliability, thus the
questionnaire was considered reliable for use in the study. Please see Appendix
F for the questionnaire’s reliability computation.
The data gathered was subjected to Kuder-Richardson 21 to
determine the reliability of the instrument.
The
formula used was (Subong, 2006).
Kuder-
Richardson Formula
KR21= Ns2-m (N-m)
S2 (N-1)
Where:
N = number of
items in the questionnaire
M = mean
s2=variance
s = number of
items in the questionnaire answered by each pre-test respondent
Data
Gathering Procedure
The researcher requested permit to
float questionnaire from the Dean of the Graduate School of Baguio Central
University and the Schools Division Superintendent of Mt. Province.
The
questionnaires were floated and retrieved by the researcher with the help of
her friends in the district.
During
the distribution and retrieval of the questionnaire informal interviews were
conducted to some teachers and expert teachers in programs regarding the study
for further information, clarification or verification.
Statistical
Treatment of Data
After the retrieval of the copies of
the questionnaires, the responses were tallied accordingly to the specific
problems. The data were categorized in appropriate tables containing all the
items of each problem, numerical values, statistical limits, descriptive
equivalents and symbols used.
The statistical treatment used in the
study were frequency count, weighted mean, and t-test.
The frequency count wasused in
determining the number of responses for each question.
The weighted mean was used to determine
the weight of responses. The formula was (Subong, 2006).
WM
=
Where:
WM= weighted mean
? = summation
f = frequency
n= nominal value
The
obtain weighted mean will be interpreted with the use of the following three
(3) point scale statistical limits:
1. Level of applicability of Information and Communication
Technology (ICT) in teaching Home Economics.
Numerical
Value
Statistical
Limits
Descriptive
Equivalent
Symbols
3
2.34- 3.00
Very
Applicable
VA
2
1.67 -2.33
Moderate
Applicable
MA
1
1.00 -1.66
Least
Applicable
LA
2. Extent of benefits of Information
and Communication Technology (ICT)in teaching Home Economics.
Numerical
Value
Statistical
Limits
Descriptive
Equivalent
Symbols
3
2.34- 3.00
Much
Benefit
MB
2
1.67 -2.33
Moderate
Benefit
MoB
1
1.00 -1.66
Least
Benefit
LB
3. Effect of factors affecting the use
of Information and Communication Technology (ICT)in teaching Home Economics,
Numerical
Value
Statistical
Limits
Descriptive
Equivalent
Symbols
3
2.34- 3.00
Very
Serious
VS
2
1.67 -2.33
Moderately
Serious
MS
1
1.00 -1.66
Least
Serious
LS
4. Degree of recommendations to improve
the use of Information and Communication Technology (ICT) in teaching Home
Economics.
Numerical
Value
Statistical
Limits
Descriptive
Equivalent
Symbols
3
2.34- 3.00
Much Needed
MN
2
1.67-2.33
ModeratelyNeeded
MoN
1
1.00 -1.66
Least
Needed
LN
Independent t-test (Calmorin and
Calmorin, 2010) was used to test the null hypothesis. The computed t-value was
compared with the critical t-value at five (5%) percent level of significance.
t-test formula:
tcomp
=
1 –
2
Ö
åX12
+åX22
1 + 1
N1
+ N2 – 2 N1 N2
Where:
N1 = number of respondents in the first group
N2 = number of respondents in
second group
1, =average computed mean of the
first group
2 = average computed mean of the second
group
åX1 =summation of the processed
responses of
the first
group
åX2 =summation of the processed
responses of
the second group
åX12 = summation of the squares of the
processes
responses of the first group of
respondents
åX22 =summation
of the squares of the
processed responses of the second group
of respondents
1, 2 = constant
