CHAPTER 3

METHODS OF RESEARCH AND PROCEDURES

This chapter focuses on the research instruments and techniques, sampling
procedure and the treatment of data. This also involved the preparations made by the
researcher on how the computations using the data gathered from the respondents were
done and what formulas were used to analyze and interpret the gathered data.
RESEARCH INSTRUMENTS AND TECHNIQUES
Preparations.
After reading and studying some samples of questionnaire from different
sources, the researcher prepared her own questionnaire. Before collecting data, the
researcher checked her own questionnaire and see to it that there were enough items to
collect data to cover all aspects of the problem and to answer all the specific questionsin
the statement of the problem. Then she submits the questionnaires to her adviser for
correction ad after editing she submits again for final correction.
Administration.
The researcher asked the permission of the principal of CAA National High
School Annex-B to conduct survey at the said school. When the letter was approved, the
researcher asked the head teacher of the English Department for the schedule of
conducting the survey.

Description.
In the normative survey which consists of three (3) parts. Part 1 has something
to do with the students demographic profile and family income; part 2 is concerned with
the students attitude towards writing and part 3 is a comparative survey about free
composition writing and controlled composition writing .
Instrument.
The instrument used in collecting data were questionnaire and non-standard
test. The researcher used the Part 1 and 2 of the survey which is about the demographic
profile and attitude of the students towards writing. The respondents were on their own
and they have enough time to think reflectively of their replies making them more
accurate than the results of interview where they usually pressured for an immediate
reply. The comparative survey is used in collecting data in Part 3 then the researcher
made two non-standard tests: free composition writing and controllled composition
writing activities and were given separately to two (2) sections. Only one topic
administered separately to the respondents. This is to test the achievement level of the
students in terms of composition writing.
On the free composition writing and controlled composition writing activty,
they were asked to answer one question and write the settings, characters and plot of their
own. Except only in controlled composition wherein the respondents need to compose
not less than 150-200 words within an hour. A composition ranking scale was used to

determine the rate of the respondents based on the composition writing activity that was
given to them.
Procedure.
The questionnaires were given separately to two sections among Grade 9
students. The first sections activity was the controlled composition writing. The
researcher introduced first result, name of the school where she is studying and the
researcher. After distributing the questionnaires, the researcher explained the instruction
and how it will be done the second sections activity was the free composition writing
and then researcher did the same procedure as in the first section.

SAMPLING PROCEDURE
In this data, non=probability sampling, specifically, judgemental or purposive
sampling is used as a method in selecting a sample size (n) from universe (N) whereas the
researcher chose fifty (50) students, top twenty-five (25) within two (2) sections. This
was purposely choose based on the achivement level of the students in terms of English.
RESEARCH METHOD
Descriptive method was used in this study. The process of descriptive research
goes beyond mere gathering and formulation of data. It involves the elements or
interpretation of the meaning or significance of what is described. Thus, description is

often combined with comparison and contrast involving measurements, classifications

interpretations and evaluation. Since the present study has something to do with the
comparison of free vs. controlled composition writing among Grade 9 students of CAA
National High School Annex-B of the First Quarter School Year 2014-2015, the
descriptive research was the most appropriate method to use.
RESEARCH INSTRUMENT
In order to gather the data, the researcher made the survey questionnaires and
two non-standard tests.
The researcher made her own survey questionnaires based on the past studies
that she researched. The questionnaire consists of two (2) parts: the respondents
demographic profile and their attitude towards writing. Non-standard tests were also
formed to test the measurement of the two methods in composition writing: free and
controlled composiiton wriitng.
Scoring the Questionnaire.
The questionnaires were scored based on the 5-points Likert Scale. The scale,
range and description that is used are indicated below:
Scale

Range

Description

4.51-5.00

Strongly Disagree

3.51-4.50

Disagree

2.51-3.50

Neurtal

1.51-2.50

Strongly Agree

1.00-1.50

Agree

POPULATION UNIVERSE
Top twenty-five (25) students from Grade 9 of CAA National High School
Annex-B were engaged in this study.
Research Procedure
The researcher ask the permission of the Principal of CAA National High
School Annex-B to conduct the survey. After obtaining the approval, the reseacrher
proceed to the head teacher of the English Department for the schedule of the survey.
From the followed schedule, the researcher begin to gather the data by distributing the
survey to the respondents.

TREATMENT OF DATA
The following responses from the questionnaires were treated by frequency and
percentages. The researcher used a composition ranking scale to rate or score the
composition writing activities of the respondents.

There were also formulas used by the researcher for analization and interpretation of data
that can be seen below:
1. Correlation Coefficient. Since the present study is concerned with the
comparison of two composition writing, the researcher decided to use this formula
to compute the scores based on the content, structure, grammar, mechanics and
vocabulary of the respondents.

Where:
N = Number of values or elements
X = First Score
Y = Second Score
XY = Sum of the product of first and Second Scores
X = Sum of First Scores
Y = Sum of Second Scores
X2 = Sum of square First Scores
Y2 = Sum of square Second Scores

2. Seeing that the percentage will be use to analyze the data, the formula for
computation is written below:

Where:
P= percentage
f= frequency
n= total number of respondents
3. Likewise, the formula in computing for the average grades which are the mean,
median and mode are all written below:

MEAN

(
MEDIAN

(
MODE

COMPOSITION RATING SCALE

Components

Content

Content is
accurate, focused
and consistent;
exhibits control in
development of
ideas; unified wth
a fresh insight.

Content is
somewhat vague
or only loosely
related to the
writing task; at
times may be off
topic or too
broad with
limited support.

Content
unclear; lapses
in coherence or
no relation to
writing task;
offers
simplistic,
undeveloped
support for
ideas.

Structure

Methods of
organization is
well-suited to the
composition; clear
intro, body, and
conclusion with
effective
transitions.
The writer uses
vivid words and
phrases. The
choice and
placement of
words seems
accurate, neutral
and not forced.

Content is
somewhat
accurate and
fairly clear; offers
solid but less
accurate
reasoning;
contains some
appropriate
details and/or
examples.
Sequence of ideas
could be
mproved.

Some signs of
logical
organization.
May have abrupt
or illogical shifts
and ineffective
flow of ideas.

The writer uses

vivid words and
phrases. The
choice and
placement of
words is
inaccurate at
times and/or
seems overdone.
Most sentences
are well
constructed and
have varied
strcuture ang
length. The
author makes a
few errors in
grammar and/or

The writer uses

words that
communicate
clearly, but the
writing lacks
variety.

Poorly
organized or
demostrates
serious
problems with
progression of
ideas; a written
form of speech.
The writer uses
a limited
vocbulary.
Jargon or
cliches may be
present and
detract from the
meaning.

Vocabulary

Grammar

All sentences are

well constructed
and have varied
structure and
length. The writer
makes no errors in
grammar, and/or
spelling.

Most sentences
are well
constructed, but
they have a
similar strcuture
and/or length.
The writer
makes several
errors in

Sentences
sound awkward,
are distractingly
repetitive or are
difficult to
understand. The
author makes
numerous errors
in grammar

Score

Mechanics

No punctuation or
mechanical errors.

spelling, but they

do not interfere
with
understanding.

grammar, and/or
spelling that
interfere with
understanding.

and/or spelling
that interfere
with
understanding.

Few punctuation
or mechanical
errors.

Too many
punctuation
and/or
mechanical
errors.

No use of
punctuation
and/or
mechanical to
sentences that
was suppose to
have those.