METHOD OF

RESEARCH
JONNY S. VIRAY
Teacher III, Masantol High School
Sample Research
■ What is the achievement of grade 8 students before
and after exposing them to differentiated
instruction?
■ Is there a significant difference in the achievement
of grade 8 students before and after exposing them
to differentiated instruction?
■ What are the effects of authentic tasks on
Mathematics interest of grade 9 students?
Experimental Research

■ Most powerful design

■ Used to establish cause and effect by
manipulating (influencing) an IV (independent
variable, aka treatment or experimental
variable) to see its effect on a DV (dependent
variable ,aka criterion or outcome variable)
■ Goes beyond description and prediction
Experimental Research

■ Comparison of groups [at least two groups of subjects,

called experimental (treatment) and control groups]
■ Manipulation of the IV (experimenter changes something for
the treatment group that’s different than the control group)
■ Randomization (true experiments require random
assignment into treatment/control conditions…after
random selection of subjects to participate in study)
Experimental Research

■ Groups should be equivalent (any difference is due

to chance)
■ Randomization eliminates threats from extraneous
variables
■ Groups must be sufficiently large to be equivalent
Experimental Research
(Group Designs)
■ Weak Designs(Pre experimental
Designs)

■ True Experimental Designs

■ Quasi Experimental Designs

Pre-Experimental Designs

■ Do not adequately control for the problems associated with

loss of external or internal validity
■ Cannot be classified as true experiments
■ Often used in exploratory research
■ Three Examples of Pre-Experimental Designs
– One-Shot Design
– One-Group Pretest-Posttest Design
– Static Group Design
Pretest-Posttest Control Group Design
■ A.K.A., Before-After with Control
■ True experimental design
■ Experimental group tested before and after treatment
exposure
■ Control group tested at same two times without exposure to
experimental treatment
■ Includes random assignment to groups
■ Effect of all extraneous variables assumed to be the same
on both groups
■ Do run the risk of a testing effect
Posttest-Only Control Group Design
■ A.K.A., After-Only with Control
■ True experimental design
■ Experimental group tested after treatment exposure
■ Control group tested at same time without exposure to
experimental treatment
■ Includes random assignment to groups
■ Effect of all extraneous variables assumed to be the same on
both groups
■ Do not run the risk of a testing effect
■ Use in situations when pretest cannot be done
 Quasi-Experimental Designs

■ More realistic than true experiments

■ Researchers lacks full control over the scheduling of experimental
treatments
■ They are unable to randomize
■ Includes
– Time Series Design
– Multiple Time Series Design
■ Same as Time Series Design except that a control group is
added
Methods of Control
■ Physical manipulation-gumawa ng im’ s na
pinapagamit lang sa isang section. You only do the
innovation to the experimental group
■ Selective manipulation
– Matched pairs and block designs
– Counterbalanced designs

■ Statistical techniques
Physical Manipulation

■ Best way to control extraneous variables

■ Researcher attempts to control all aspects of the
research, except the experimental treatment
■ Difficult to control all variables
– Some variables cannot be physically controlled
Selective Manipulation
■ Intent is to increase likelihood that treatment groups
are similar at the beginning of study
■ Matched pairs design
– Participants are matched according to some key
variable and then randomly assigned to
treatment group
– Block design – extension of matched pairs to 3
or more groups
■ Counterbalanced design
– All participants receive all treatments, but in
different orders
Statistical Techniques

■ Applied when physical manipulation or selective

manipulation is not possible
■ Differences among treatment groups are known to
exist at beginning of study
– Groups may differ on initial ability
■ Analysis of covariance (ANCOVA)
– Adjusts scores at the end of the study based
upon initial differences
Common Sources of Error
■ Many possible sources of error can cause the results of a
research study to be incorrectly interpreted. The following
sources of error are more specific threats to the validity of a
study than those described previously
■ Selected examples:
– Hawthorne Effect-
– Placebo Effect
– John Henry Effect
– Rating Effect
– Experimenter Bias Effect
Hawthorne Effect

■ A specific type of reactive effect in which merely

being a research participant in an investigation may
affect behavior
■ Suggests that, as much as possible, participants
should be unaware they are in an experiment and
unaware of the hypothesized outcome
Placebo Effect

■ Participants may believe that the experimental

treatment is supposed to change them, so they
respond to the treatment with a change in
performance
John Henry Effect

■ A threat to internal validity wherein research

participants in the control group try harder just
because they are in the control group
■ Do not inform the students about the research
Rating Effect

■ Variety of errors associated with ratings of a

participant or group
– Halo effect
– Overrater error
– Underrater error
– Central tendency error
Experimenter Bias Effect

■ The intentional or unintentional influence that

an experimenter (researcher) may exert on a
study
■ Manipulating the data..
Correlation Research
(Predicting Outcomes
Through Association)
Correlation Research
(Predicting Outcomes Through Association)
■ Correlational research involves study of existing
relationships between two variables
■ Descriptive in nature
■ Often a precursor to experimental research
■ Positive correlation is Hi/Hi and Lo/Lo (coeff. +r)
■ Negative correlation is Hi/Lo and Lo/Hi (-r)
■ Purpose is to explain relationships or to predict outcomes
Correlation Research
(Predicting Outcomes Through Association)

■ Explanatory studies examine relationship to identify

possible cause/effect
■ Relationship might or MIGHT NOT mean causation
■ The stronger the correlation the better the prediction
Correlation Research
■ General guidelines:
+.75 to +1.0 Very strong relationship
+.50 to +.75 Moderate strong relationship
+.25 to +.50 Weak relationship
+.00 to +.25 Low to no relationship
■ Need .5 or better for prediction of any use, and .65
for accurate predictions
■ Reliability coefficients should be .7 up
Causal Comparative Research
(Ex Post Facto)
■ Determines cause (or effect) that has occurred and looks for
effect (or cause) from it
■ Start w/ differences in groups and examine them
■ Examples: Difference in math abilities of male/female students
■ No random assignment to treatment (it already occurred)
■ Associational like correlation but primarily interested in
cause/effect
■ IV either cannot (ethnicity) or should not (smoking) be
manipulated
Survey Research
(Used to describe what people think/do/believe)
Types
■ Cross sectional provide a snapshot in time
■ Longitudinal collect data at different points in time to study changes
over time
■ Trend study - random sample each year on same topic
■ Cohort study - sample from same cohort members year after year
■ Panel study - same individuals surveyed year after year (mortality a
problem over long time periods)
■ Often surveys are the data collection instrument in correlation studies
Steps to conduct Survey Research
■ Define the problem
Must be based on clear objectives
■ Identify the target population
Defined by sample unit or unit of analysis
Unit can be a person, school, classroom, district, etc.)
Survey a sample or do a census of the population
Respondents should give enough time to complete the
survey
Survey Research
(Steps to conduct survey research)
Methods of data collection
Direct administration to a group (such as at a meeting) - good
response rate, limited generalize.
Mail survey (inexpensive way to get large amount of data from
widespread pop) - lower response rates, not in-depth info, illiterate
missed
Telephone survey (cheap/fast) - response rates higher due to
encouragement (“I’m not selling…”); miss some pop members,
interviewer bias possible
Personal interviews (face-to-face has good response rate but time
and cost high) - lack anonymity, interviewer bias
Survey Research
(Steps to conduct survey research)
■ Select the sample (randomly, but check to see respondents
are qualified to answer)
Pilot test can indicate likely response rate and problems
with data collection or sample
■ Prepare instrument (questionnaire and interview schedule)
 Appearance important - look short and easy
 Clarity in questions is essential
Survey Research
(Steps to conduct survey research)

■ Question types (same questions need to be asked of all

respondents)
 Closed ended (multiple choice) - easier to complete,
score, analyze
 Categories must be all inclusive, mutually exclusive
 Open ended - easy to write, hard to analyze and hard on
respondents
How to Write the
Research Method?
• Revisit your STATEMENT OF THE PROBLEMS
Type of Research
1. State what you will use.
2. Define what you will use.
3. State the reason
Type of Research
This study will employ the quasi-experimental
design in which the researcher will use a control and
experimental group as part of the study. Quasi-
experimental designs identify a comparison group that
is as similar as possible to the experimental group in
terms of baseline characteristics (White and
Sabarwal, 2014). Quasi-experimental will show the
effectiveness of Quipper School (independent
variable) to the academic performance of Grade 4
pupils.
Respondents and Sampling Method
1. Who are the respondents?
2. What is the name of the school?
3. Who are the respondents in each group?
4. Why did you choose the group?
5. What will happen to the two groups?
Respondents and Sampling Method
The participants in this study will be the two
sections in Grade 8 of San Juan High School in the
Division of Pampanga.
The control group has 22 males and 21 females,
while the experimental group has 21 males and 22
females.
Respondents and Sampling Method
The two groups are chosen based on their
academic performances in their first grading period.
Data reveals that the two groups have the lowest
academic performances ranging from 75-78, which
made them the most appropriate respondents for the
study. Table 1. Participants of the study
CONTROL GROUP EXPERIMENTAL GROUP
MALE FEMALE TOTAL MALE FEMALE TOTAL
22 23 45 23 24 47
ACADEMIC PERFORMANCE ACADEMIC PERFORMANCE
75 to 78 75 to 78
Respondents and Sampling Method
The experimental group will be exposed to Quipper
School (intervention) for 10 weeks during the third
grading period. The experimental will be taught using
the ICT-based instruction of Quipper School, while the
control group will be taught using the traditional method
of teaching.
Instruments
There are two kinds of instruments:
1. The test that you are going to use
2. The intervention that the researcher will use to the
experimental group

Yung test na hawak nyo ay for pre test

Sa post test kailangan ay iba sa pre test same
competencies.
Instruments
The researcher will use the standardized test from
Division Office/Regional Office/Central Office to
determine the academic performances of the two
groups in terms of their pretest and posttest.

Note:
You may also use a teacher-made test.
Instruments
As part of the quasi-experimental design, the
experimental group will be exposed to Quipper School
(intervention), which is an ICT-based approach of
teaching. Quipper School is a website in which a teacher
portal and student portal will be used as part of the
discussion. The teacher will be able to give activities
and assessment using the Quipper School.
Data Collection Procedure and Ethical Considerations

1. Discuss the process of collecting the data

2. Revisit the SOP
Data Collection Procedure and Ethical Considerations

Initially, the division-made test will be used to

determine the baseline level of the academic
performance of the two groups as their pretest. The
pretest scores of the participants from the control and
experimental groups will then be compared using
appropriate statistical procedures to ensure baseline
comparability.
 Data Collection Procedure and Ethical Considerations

Grade and Section 8 - Marangal 8 - Magalang

Average (Grade) 76.22 76.19
Pretest 19 22
22 23
18 17
17 19
16 20
20 19
22 27
Data Collection Procedure and Ethical Considerations
The control group will be taught using the
traditional method of teaching, while the experimental
group will be taught using the Quipper School
(intervention) for 10 weeks. After 10 weeks of exposure,
the two groups will take the second periodic
examination as their posttest.
Result of the posttest will be treated using
(statistical tool) to check the difference between the
performances of the control and experimental group.
LAST MESSAGE
PROBLEMS
Grades
Records
Health
Management
If I KNOW there is
a PROBLEM, and I
DO NOTHING to
solve the problem,
then I AM PART OF
THE PROBLEM.