Naga College Foundation

Naga City

Methods of Research

Final Exam

Name: Razel R. Responde Course: M.A.Ed. Educational Management

1.The purpose of research is to inform action.  Thus, your study should seek to contextualize its
findings within the larger body of research.  Research must always be high quality in order to
produce knowledge that is applicable outside of the research setting with implications that go
beyond the group that has participated in the research.  Furthermore, the results of your study
should have implications for policy and project implementation.  

2. There are 7 Steps in the Research Process

First, you have to answer the question, what's the research problem or question? Then you
have to know the background of the study you need to conduct. Then, you need to find if there
are past & current researches of the study that you will be conducting. Like books and
dissertation. Then find the if there are also past & current research like Articles. Find
Government Research & Open Access Articles. Collect, Read, Evaluate & Write. Validate and
interpret the result then cite what you found.

3 Validity and reliability concerns will help alleviate usability, truthfulness, trustworthiness of
issues. For now, we can identify five usability considerations:

How long will it take to administer?

Are the directions clear?

How easy is it to score?

Do equivalent forms exist?

Have any problems been reported by others who used it?

4. The strengths and weaknesses of qualitative and quantitative research are as follows:

A. Qualitative

Strengths
Sampling focuses on high value subjects.

Holistic focus (looking at the “big picture”).

Multiple sources provide understanding of complex situations and behavior.

Narrative reports more accessible than statistical tables to many non-statisticians.

Triangulation strengthens validity of findings

Weaknesses

Lack of clear evaluation design may frustrate clients.

Lack of generalizability.

Presenting multiple perspectives makes it difficult to reach consensus and provide a neat
executive summary (“bottom line”).

Individual factors not isolated.

Interpretivist methods appear too subjective.

Lack of clear documentation of methods makes it difficult for client/reader to assess validity.

B. Quantitative

Strengths

Study findings can be generalized to the population about which information is required.

Samples of individuals, communities, or organizations can be selected to ensure that the results
will be representative of the population studied.

Structural factors that determine how inequalities (such as gender inequalities) are produced
can be analyzed.

QUANT estimates can be obtained of the magnitude and distribution of impacts.

QUANT estimates can be obtained of the costs and benefits of interventions.

Clear documentation can be provided regarding the content and application of the survey
instruments so that other researchers can assess the validity of the findings.

Standardized approaches permit the study to be replicated in different areas or over time with
the production of comparable findings.
It is possible to control for the effects of extraneous variables that might result in misleading
interpretations of causality (although this can be challenging in the natural settings of
evaluations).

Weaknesses

Many kinds of information are difficult to obtain through structured data collection
instruments, particularly on sensitive topics such as domestic violence or income.

Many groups such as sex workers, drug users, illegal immigrants, squatters and ethnic
minorities are always difficult to reach, but the problems are often greater for QUANT data
collection methods.

Self-reported information obtained from questionnaires may be inaccurate or incomplete.

There is often no information on contextual factors to help interpret the results or to explain
variations in behavior between households with similar economic and demographic
characteristics.

The administration of a structured questionnaire creates an unnatural situation that may

alienate respondents.

Studies are expensive and time-consuming, and even the preliminary results are usually not
available for a long period of time.

Research methods are inflexible because the instruments cannot be modified once the study
begins.

Reduction of data to numbers results in lost information.

The correlations produced (e.g., between costs and benefits, gender, and access to services or
benefits) may mask or ignore underlying causes or realities.

Untested variables may account for program impacts.

Errors in the hypotheses tested may yield misimpressions of program quality or influential
factors.

Errors in the selection of procedures for determining statistical significance can result in
erroneous findings regarding impact.

6. Education research is the scientific field of study that examines education and learning
processes and the human attributes, interactions, organizations, and institutions that shape
educational outcomes. Scholarship in the field seeks to describe, understand, and explain how
learning takes place throughout a person’s life and how formal and informal contexts of
education affect all forms of learning. Education research embraces the full spectrum of
rigorous methods appropriate to the questions being asked and also drives the development of
new tools and methods.  While Applied research refers to scientific study and research that
seeks to solve practical problems. Applied research is used to find solutions to everyday
problems, cure illness, and develop innovative technologies. Psychologists working in human
factors or industrial/organizational fields often do this type of research.

7. The selection of instruments that will be used to collect data is a crucial step in the research
process. Validity and reliability of the collected data and, above all, their potential comparability
with data from previous investigations must be prioritized during this phase. We present a
decision tree, which is intended to guide the selection of the instruments employed in research
projects. Studies conducted along these lines have greater potential to broaden the knowledge
on the studied subject and contribute to addressing truly socially relevant needs.

8. First, you have to defi ne the level of measurement of each variable to be

included in the analysis.  Your variables will be categorical or nominal, ordinal or
rank-ordered, interval, or rati o-level.   This needs to be done for both your
independent and dependent variables.  A nominal level variable is a variable where
the categories just have names, such as male/female, race. In a qualitative study, the
instrument used to collect data may be created by the researcher or based on an existing
instrument.  If the instrument is researcher created, the process used to select the questions
should be described and justified. If an existing instrument is used, the background of the
instrument is described including who originated it and what measures were used to validate it.
If a Likert scale is used, the scale should be described. If the study involves interviews, an
interview protocol should be developed that will result in a consistent process of data collection
across all interviews. Two types of questions are found in an interview protocol: the primary
research questions, which are not asked of the participants, and the interview questions that
are based on the primary research questions and are asked of the participants. Instruments
should be placed in an appendix, not in the body of the text. Most qualitative studies include
both a demographic survey to develop a picture of the participants, and an interview protocol.
If the instrument is researcher created, a pilot study should be conducted to test the
instrument.

References:

http://www.statisticssolutions.com/how-to-select-the-appropriate-statistical-analysis/

htt ps://www.google.com.ph/
#q=what+to+consider+in+deciding+a+stati sti cal+treatment&*
9. Teachers’ Self- Efficacy, and Classroom Management and Student Achievement

A. and B. Statement of the main problem and sub- problems

a. What is the profile of the teachers along;

a. Age
b. Gender
c. Civil Status
d. Highest Educational Attainment
e. Years in Service

b. Is there any significant association between teachers’ profile and teaching efficiency.

C. Hypothesis of the Study

Ho = There is a significant association between teachers’ profile and teaching efficiency.

Ha= There is no significant association between teachers’ profile and teaching efficiency.

D. Respondents

The respondents of the study will be directly from the members of the faculty of Naga
College Foundation in every department.

E. Statistical Treatment

1. Frequency of the data and percentage technique will be used to determine the profile of the
respondents.

x
x 100 = p
n

2. Chi- square will be used to know if there are any significant association between teachers’
profile and teaching efficiency.

2 ( O−E ) 2
X E
E

10. Problem: Is there a significant association between teachers’ profile and teaching
efficiency?