Practical Research 2 Quantitative: CG Topic 4: Understanding Data and Ways To Systematically Collect Data

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PRACTICAL RESEARCH 2

QUANTITATIVE

CG TOPIC 4: UNDERSTANDING DATA AND WAYS TO


SYSTEMATICALLY COLLECT DATA
Questions!!! (Ms. Q and A way!)
1. How did your students react when you introduce
COLLECTION, PRESENTATION, AND
ANALYSIS OF DATA?
2. How did your students understand the data?
3. How did your students cope and make themselves
comfortable in dealing with data collection and
analysis?
OBJECTIVES: Participants are expected to
• Understand the critical contents in the curriculum guide;

• Execute of strategies on how to teach Quantitative


Research to the learners specifically in the collection,
interpretation and analysis of data;

• Appreciate the importance of quantitative research for


student’s lifelong learning.
CRITICAL CONTENT NO. 2
DEPARTMENT OF EDUCATION
Content Standards
The learner demonstrates understanding of:

1.Quantitative research designs


2.Description of sample
3.Instrument development
4.Data collection
5.Data analysis procedures
6.Writing the research methodology

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Performance Standard
Describe adequately quantitative research designs,
sample, instrument used, data collection, and analysis
procedures

FAMILIARIZATION
Curriculum, Learners, and Management Division
DEPARTMENT OF EDUCATION
Learning Competencies Code
1. Chooses appropriate quantitative research CS-RS12-IIa-c-1
design

2. Describe sampling procedure and the sample CS-RS12-IIa-c-2


3. Constructs an instrument and establishes its CS-RS12-IIa-c-3
validity and reliability

4. Plans data collection procedure CS-RS12-IIa-c-5


5. Plans data analysis using statistics and CS-RS12-IIa-c-6
hypothesis testing

6. Presents written research methodology CS-RS12-IIa-c-7


Curriculum, Learners, and Management Division
DEPARTMENT OF EDUCATION
ACTIVITY 1
Complete the table by suggesting different teaching strategies and
assessment strategies for each learning competencies
Learning Competencies Teaching Strategies Assessment Strategies
1. Chooses appropriate quantitative research
design

2. Describe sampling procedure and the sample


3. Constructs an instrument and establishes its
validity and reliability

4. Plans data collection procedure

5. Plans data analysis using statistics and


hypothesis testing

6. Presents written research methodology


Curriculum, Learners, and Management Division
DEPARTMENT OF EDUCATION
TEACHING STRATEGIES

1. Explaining key concepts and providing guidelines for


methodology and its parts: Research Design, The Sample, The
Instruments, Data Collection Procedure, and Data Analysis
Procedure
2. Give examples
3. Oral participation of students
4. Practice activity

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

ASSESSMENT STRATEGIES

1.Critiquing of a research journal


2.Deciding for an appropriate
research design for a specific topic

Curriculum, Learners, and Management Division


QUANTITATIVE RESEARCH DESIGNS
DEPARTMENT OF EDUCATION

Curriculum, Learners, and Management Division


What is Research Design?
DEPARTMENT OF EDUCATION

RESEARCH DESIGNS

A plan that represents how the


researcher intends to study an
empirical question (Johnson &
Reynolds, 2012)

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Descriptive Experimental
Research Design Research Design

QUANTITATIVE RESEARCH DESIGNS

Correlational Quasi-Experimental
Research Design Research Design

Curriculum, Learners, and Management Division


Type of Design DEPARTMENTIntervention
Description OF EDUCATION Research Topic
Applied

Descriptive • Observational None TechVoc:


• Describe the
status of an Factors resulting
identified accidents inside Bread
variable such and Pastry Practicum
as events, Laboratory
people, or
subjects

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION
Type of Design Description Intervention Research Topic
Applied

Correlational • Estimate the None ABM:


extent to which
different Prevalency of
variables are Instagram (IG) and
related to one Twitter as the
another in the dominant marketing
population of sites.
interest
• Relationship
between
variable

Curriculum, Learners, and Management Division


Type of DEPARTMENT OF
Description EDUCATION
Intervention Research Topic
Design Applied

Experimental • Uses the scientific YES Comparison between


method actual demonstration
• Establishes a cause- and digital aided
effect relationship
among group of instruction in learning
variables dismantling
• Dependent and electronic parts of
independent home appliances
variables

Curriculum, Learners, and Management Division


Type of Description Intervention Research Topic
Design Applied

Quasi- • Prone to bias by YES Effects of an after


Experimental purposive selection school YouTube
of participants tutorial on Senior
• None-adherence to
random selection of High School baking
participants skills.
• Results are
compared with
results from groups
not exposed to the
variable

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

SAMPLING
• Process of getting information from
a proper subset of population.
• Describe the population
characteristics through the values
obtained from a sample as
accurately as possible.
Curriculum, Learners, and Management Division
Slovin’s Formula
• 
N
S = ------------------
1+N
Where: s = sample size
N = Total population
e = margin of error
Activity 3: Compute for the sample size:

Population sample size

6 789

5 500

25 500

8 890

7 700
DEPARTMENT OF EDUCATION

Probability
Sampling
SAMPLING
TECHNIQUES
Non-Probability
Sampling

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Probability Sampling
Refers to sampling techniques which samples
are obtained using some objective chance
mechanism, thus involving randomization

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Types of Probability Sampling


1.Simple random sampling
2.Systematic random sampling
3.Stratified random sampling
Curriculum, Learners, and Management Division
DEPARTMENT OF EDUCATION

Simple Random Sampling


• Table of random numbers
• Lottery Technique

POPULATION

SAMPLE

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Systematic Random Sampling


• Regular intervals
• Random Order
POPULATION

SAMPLE

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Stratified Random Sampling


Assures the researcher that the sample will be representative of
the population in terms of certain critical factors that have been
used as the basis of stratification

POPULATION
SAMPLE
c
c
c c c c

c c
c c c
c

Curriculum, Learners, and Management Division


Topic Research Design Sampling Method

ABM: Correlational Stratified Random


Prevalence of Sampling
Instagram (IG) and
twitter as the
dominant marketing
sites
DEPARTMENT OF EDUCATION

Types of Non-Probability Sampling

1. Accidental sample
2. Purposive sampling or judgement sampling
3. Quota sampling

Curriculum, Learners, and Management Division


 
Activity 2: With the research title you formulated in your group. Identify the following sections in the table
below.
 
Title of the Research Research Design of the Study Sampling Technique Sample Size Remarks/Reaction

         
   
   
   
   
   
   
   
   
   
   
   
   
   
 
DEPARTMENT OF EDUCATION

DATA COLLECTION METHOD


1.Interview
2.Questionnaire
3.Observation
4.Test
5.Experimentation (Laboratory/Scientific)
6.Secondary data

Curriculum, Learners, and Management Division


specific
and
relevant simple
objective and
clear

neatly In
printed CHARACTERISTICS OF A good
GOOD QUESTIONNAIRE order

clearly
attractive
arranged

short
Specific Questions Corresponding Questionnaire

   
1.What is the profile of the respondents in terms of : Part 1. Profile of the Respondents
1.1 age; 1.1 Age:_______
1.2 gender 1.2 Male_______ Female______
1.3 civil status 1.3 Single ______
Married _____
Legally Separated______
  Widow/Widower_______
 
 

   
 2. What is the self esteem level of the students- Part II. ( You may use the Rosenberg’s Self-Esteem
respondent? Scale)
 
  www.wwnorton.com/college/psych/media/rosenberg
 
 
  or you can create your own questionnaire
  provided it will be validated and piloted.
 
 
Activity 4

With your Statement of the


problem at hand, formulate a
questionnaire that will answer your
specific questions.
DEPARTMENT OF EDUCATION

Writing the Methodology


This section provides methods and procedures used in your
research study. The researcher should provide detailed
information on the research design, participants, equipment,
materials, variables, and actions taken by the participants.
Should provide enough information to allow other
researchers to replicate the study.

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

ACTIVITY
If it is a good practice in writing a methodology

X if it is not a good practice in writing a methodology

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

1. Always write the method section in the past tense


in your manuscript

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

2. Provide enough details that another researcher


could replicate the experiment.

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

3. Avoid unnecessary detail that is not relevant to the


outcome of the experiment

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

4. Use proper citation


- APA
- MLA
- Chicago

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

5. Take a rough draft of the method section with the


research adviser for additional assitance

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

6. Proofread the paper for typos, grammar problems,

and spelling errors

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Activity 5
Using a Venn Diagram, differentiate the following:
Group 1: Research Design from Research Method
Group 2: Population from Sample
Group 3. Random from Non-random Sampling

Curriculum, Learners, and Management Division


CRITICAL CONTENT 3
DEPARTMENT OF EDUCATION

PRACTICAL RESEARCH 2
QUANTITATIVE

CG Topic 5: Finding Answers


through Data Collection

Curriculum and Learning Management Division


DEPARTMENT OF EDUCATION
Finding Answers through Data Collection

STANDARDS AND COMPETENCIES


Content Standards: The learner Learning Competencies
demonstrates understanding of:
The learner…
(1) data collection procedures and
1. Collects data using appropriate
skills using varied instruments;
instruments
(2) data processing, organizing, and
2. Presents and interprets data in
analysis.
tabular and graphical forms
Performance Standards: The
3. Use statistical techniques to
learner is able to gather and
analyze data – study of
analyze data with intellectual
differences and relationships
honesty, using suitable techniques
limited for bivariate analysis

Curriculum and Learning Management Division


DEPARTMENT OF EDUCATION

Activity Write your concise learning about


the following:
1. Data analysis of quantitative methods
2. Quantitative data gathering strategies
3. Steps in data processing
4. Purposes of data analysis
5. mean
6. Frequency distribution
7. graphs: bar, line, pie, scatterplot
8. Standard deviation
9. Test on correlation

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Quantitative data collection


Data rely on random sampling and structured
Gathering data collection instruments that fit diverse
experiences into predetermined categories.
They produced results that are easy to
summarize, compare and generalize.
It is a process of gathering and
measuring information on variables of
interest, in an established systematic
fashion enabling one to answer the stated
research questions.

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Data
Gathering Ways of Gathering Data

Interviews
Structured questionnaires
Observations
Experiments

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Content In reporting the results, the


researcher stays close to the
statistical findings without drawing
broader implications or meaning
from them. Further, this section
PRESENTATION AND
includes summaries of the data
ANALYSIS OF DATA
rather than the raw data (e.g., the
actual scores for individuals). A
results section include tables,
figures, and detailed explanations
about the statistical results

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION
PRESENTATION AND ANALYSIS
OF DATA

When writing this chapter, consider:

1. intended audience;
(your teacher or research
panel)
2. teacher’s requirements for the
subject.

Begin with a brief background on how you gather your data. Ensure the smooth
flow of ideas in your presentation.

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Before writing this section,


 Rewrite Chapters 1-3 before or after
Rewriting
data analysis and before writing
Initial Parts
Chapter 4.

 Rewrite Chapters in past tense,


wherever applicable, and make
corrections for actual data collection
and data analysis procedures.
Curriculum, Learners, and Management Division
DEPARTMENT OF EDUCATION

1 Score the data


(Coding)
Preparing
2 Select a statistical
Data for
program (e.g. SPSS).
Analysis
3 Input the data
4 Clean and account for
Assigning a numeric score
to each response category
for each question in the missing data.
instrument used

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Describe trends in the data to a


1 single variable or question on
your instrument.
2 Compare two or more groups on
the independent variable in
How to Analyze terms of the dependent variable.
Quantitative 3 Relate two or more variables.
Data Test hypothesis about the
4
differences in the groups or the
relationships of variables.

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

To interpret results:
1. Mean, Median, Mode
How to
interpret 2. Standard deviation
results 3. Test of correlation

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION
In writing this chapter,
 Label section headings based on
research questions and follow their
sequence
How to  Determine parts of the data you
collected that focused on each of the
State variables. One subsection should be
Results devoted to presenting data relevant to
each variable. Use tables and graphs in
presenting statistical data.
 Put greater emphasis on significant
results. Results that are sidelights should
not receive equal weight.
Curriculum, Learners, and Management Division
DEPARTMENT OF EDUCATION
 Do not state any differences were present
between groups unless a significant p-value is
attached.
 Select statistics and place them in the most
reasonable order
How to  Include
• tables, graphs, figures for quantitative
State study
Results • statistical results of hypotheses tested
• possible explanations of unexpected
results
• Implications of results to existing situation

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Quantitative data are organized & summarized in


tables and figures or in frequency distribution.

Information shown in tables and figures is


elaborated in the text.
Tables and
Figures
Present results of hypothesis test in tables using
statistical format, e.g., t value and level of
significance (p-value).

Curriculum, Learners, and Management Division


Table 1
Frequency and Percentage Distribution of Instagram and Twitter User According to
Gender

Net
Sites INSTAGRA % TWITTER % Total
Gender M
57% 39 43% 88
MALE 49

FEMALE 64% 77 36% 212


135

169 56% 130 44% 300


Total
Interpretation:

The table shows that the highest percentage user of Instagram are
females. Out of 312 respondents 135 uses Instagram, only 77 uses
Twitter ,while out of 88 male respondents only 49 are Instagram users.
It can be gleaned from the table that male prefer twitter as their social
media platform compared to female,43% and 36% respectively. The
table also shows that out of 300 respondents 169 or 56% uses
Instagram only 44% of the respondents uses twitter as their social
media platform. It can be deduced that the respondents are visual
consumers.
DEPARTMENT OF EDUCATION

Distribution of Grade 4 Students’


To compare Level of Reading Skill

Choosing proportions and


9
relative amounts
Graph
14
(How big?), use a
Types pie chart, a
horizontal bar
chart, or a table
27

Frustration Instructional
Independent

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Distribution of Learners by Reading Level over the course of the


Intervention Program

27
26
25 25

Choosing 19

Graph 14
16

13

Types 9
12

8
6

Start of the Program Week 1 Week 2 Week 3

Frustration Instructional Independent

To show trends (How do things change over


time?), use a column chart or line graph

Curriculum, Learners, and Management Division


DEPARTMENT OF EDUCATION

Grade 4 Learners’ Reading Test Scores and Hours


Spent on Reading per Week
14

Hours Spent on Reading per Week


12
Choosing 10

Graph 8
6
Types 4
2
0
0 5 10 15 20 25 30
Reading Test Score

To show correlations (how well does one thing predict


another?), use a scatterplot or multiplot chart.
Curriculum, Learners, and Management Division
Activity

1.There are 40 sample students who took the 50-item Mathematics Achievement Test. With data collected from the samples,
construct a frequency distribution table (group). Below is the result of the test.

39 45 48 37 25 20 25 26

42 38 35 45 25 20 27 38

37 36 28 32 20 19 29 30

32 34 24 22 23 25 45 44

43 44 48 49 47 26 33 35
Interpret this table.
 
Table 1
Frequency and Percentage Distribution of the Teacher-Respondents
According to the Length of Service

LENGTH OF SERVICE FREQUENCY PERCENTAGE

19- above 4 20.0

16-18 2 10.0

12-15 4 20.0

9-11 1 5.0

6-8 2 10.0

3-5 5 25.0

Less than 3 2 10.0

Total 20 100.0

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