Philippine Christian University

Transnational Education and Extension Program

Samar Campus Graduate School Extension
BAF VALLE FUNCTION
Pob. Norte, San Isidro Northern Samar
Masters of Educational Management (MMEM)
First Semester – S.Y. 2021-2022

RESEARCH AND STATISTICS

NAME: MERINO, CATHLYN A.

COURSE: MMEM-V
SUBJECT INSTRUCTOR: DANNY G. UMOSO

ACTIVITY - 1

1. Discuss the current project/research/problem you are currently developing /conducting/

experiencing in your company. Discuss how you have established the validity and reliability of
your gathered or needed data then discuss how this data can affect your framework formulation
and/or decision making.

Research is a process of systematic inquiry that entails collection data; documentation of critical
information; and analysis and interpretation of that data/information. In accordance with suitable methodologies
set by specific professional fields and academic disciplines. Research is conducted to evaluate the validity of a
hypothesis or an interpretive framework, to assemble a body of substantive knowledge and findings for sharing
them in appropriate manners and to help generate questions for further inquiries.

The research that I am working on is about THE IMPACT OF MODULAR DISTANCE

LEARNING APPROACH TO GRADE 4 – HONESTY PUPILS OF GINAGDANAN ELEMENTARY
SCHOOL, SAN ROQUE, NORTHERN SAMAR.

“Learning is a treasure that will follow its owner everywhere.” (Chinese Proverb)

Learning is always given to the learners. It is a tool for their personal growth and a way of acquiring knowledge
from their mentors. Learning is essential to all the learners. Every day, they are learning and feeding their minds
with ample of information from learning ion the classroom. The basic source of their knowledge is found in the
classroom where teachers are teaching. And that routine in learning changed because of the pandemic. The
ways of learning of the pupils which is in the classroom has been banned by the government to protect the
pupils from being infected of the disease.
 The greatest challenge of today’s education is the learning of the pupils. The question is, where will the
students get knowledge of their subject if they are not allowed to go to the school? And how can the teachers
impart their knowledge to the pupils if they are not also allowed to go to the school?

This study is about knowing the impacts of Modular Learning to Grade 4 – Honesty pupils of
Ginagdanan Elementary School. The specific objective of this study was to know the impact of Modular
Learning to the Grade 4 – pupils. The specific sample involved a total of 10 correspondents. The instruments
used is the Modules in different subject area and a checklist to be answered by the pupils and parents.

The department of Education currently implemented modular distance learning and blended
learning to cater the learning of the students because of this global pandemic. Because pupils were not allowed
to enter the school premises of Ginagdanan Elementary School, the modular distance learning - print was
implemented. That is why this study is formulated to know the impact of modular distance learning approach to
the academic performance of the child.

The respondents of this study will be randomly selected to complete the target population of 10
pupils. The respondents will be selected among the 32 pupils of Grade 4 – Honesty at Ginagdanan Elementary
School. Along with the 10 pupils are their parents to answer the given questions about their child’s learning on
modular distance learning.

Figure 1 shows the relationship between the independent and dependent variables. The
independent variables are the scores of the pupils in the module, the performance of the pupils according to
their parents and the profile of the students. The academic performance and the attitudes of the students is the
dependent variable. The figure 1 represent that there is significant relationship between the profiles of the
student to their attitudes, relationship between the profiles of the students to their academic performance,
relationship between the attitude of the students to their academic performance. There is significant difference
between the scores of the pupils in the modules and the performance of the pupils according to their parents in
terms of modular distance learning.
As illustrated in figure 1, the researcher assumed that there is a significant relationship between the
profiles of the student to their attitudes, relationship between the profiles of the students to their academic
performance, relationship between the attitudes of the students to their academic performance. Assumed that
there is significant difference between the scores of the pupils in the printed module and the performance of the
pupils according to their parents in terms modular learning.

1.8 Paradigm of the study

Profile
age Academic performance

sex Scores of the

pupils in the
printed module

Performance of
the pupils
Attitudes according to
toward the their parents
modular
distance
learning
Figure 1. A schematic diagram showing the concept of the study.

A descriptive correlation will be employ in this study to describe the impact of modular distance
learning approach in the academic performance of the Grade 4 – Honesty pupils of Ginagdanan Elementary
School and to examine the relationship between those variables.

A descriptive correlational study is a study in which the researcher is primarily interested in describing
relationships among variables, without seeking to establish a casual connection. Descriptive research is research
designed to provide a snapshot of the current state of affairs. Correlational research is research designed to
discover relationships among variables and to allow the prediction of future events from present knowledge.
Sometimes the data in a descriptive research project are based on only a small set of individuals, often only one
person or a single small group. These research designs are known as case studies- descriptive records of one or
more individual’s experiences and behavior. Sometimes case studies involve ordinary individuals, as when
developmental psychologist Jean Piaget used his observation of his own children to develop his stage theory of
cognitive development. More frequently, case studies are conducted on individuals who have unusual or
abnormal experiences or characteristics or who find themselves on particularly difficult or stressful situations.
The assumptions is that by carefully studying the individuals who are socially marginal, who are experiencing
unusual situations, or who are going through a difficult phase in their lives, we can learn something about
human nature.

2. Discuss when you were involved in a research that implemented a covert observation, how were
you able to successfully conduct your research? Discuss the problems or difficulties you have experienced
in implementing such type of observation. (Note: If you’ve not been involved in such type of observation
then discuss base on your projection and anticipation, what possible problem/s you might encounter in
covert observation and explain what are the pros and cons of Overt and Covert observations.)

Observation, as the name implies, is a way of collecting data through observing. This data collection
method is classified as a participatory study, because the researcher has to immerse herself in the setting where
her respondents are, while taking notes and/or recording. Observation data collection method may involve
watching, listening, reading, touching, and recording behavior and characteristics of phenomena.

Observation as a data collection method can be structured or unstructured. In structured or systematic

observation, data collection is conducted using specific variables and according to a pre-defined schedule.
Unstructured observation, on the other hand, is conducted in an open and free manner in a sense that there
would be no pre-determined variables or objectives.

Moreover, this data collection method can be divided into overt or covert categories. In overt
observation research subjects are aware that they are being observed. In covert observation, on the other hand,
the observer is concealed and sample group members are not aware that they are being observed. Covert
observation is considered to be more effective because in this case sample group members are likely to behave
naturally with positive implications on the authenticity of research findings.

If you've spent some time watching police dramas or thrillers, you've probably seen at least one story in
which a detective has to go undercover as part of a criminal organization. In movies and real life, the detective
does this to monitor the activities of a group or get information without their knowing that he or she is a police
officer. You may be surprised to learn that this is also an approach that researchers sometimes take in order to
study a particular group.

This kind of approach to research is called covert observation, which is when the researcher joins the
group of participants without them knowing that they're being studied. There are different reasons why a
researcher would use this methodology but, as with undercover police officers, it's usually in an attempt to gain
unrestricted access that allows them to gather evidence, data, or other information. Covert observation is a kind
of qualitative methodology because it's used to gather in-depth information through, among other things,
interviews and observations.

Covert research and the use of covert methods have always been contentious, on the grounds that they
may involve the deliberate misleading of the public or other study participants. However, they offer researchers
access to information that is otherwise unavailable, and from a scientific perspective they offer the prospect of
collecting objective data while minimising Hawthorne effects and other biases. Social desirability bias, for
example, has been shown to particularly affect the measurement of health behaviours, including self-reports of
diet, smoking and alcohol consumption, physical activity and sexual behaviour .

But there are also challenges that we encounter in the covert observation, this includes:

The problem of taking field notes – it is almost impossible to take notes as you go when in a covert role. In his
study of football hooligans, Pearson had to take notes as soon after the matches as possible, but admits that
much information was probably forgotten.

You can’t use other methods – if you’re in a covert role, you have to act as the natives do without raising
suspicion, and you can hardly whip our your social survey or start doing probing-interviews, because that’s not
normal. (unless you’re researching social researchers who spend their lives researching each other).

Stress – the covert researcher is under constant pressure due to having to ‘maintain a front’ (frontstage, if you
like) and on top of this has to then record data back-stage – it’s like working two jobs. Add to this the worry of
having your cover blown, and the fact that if this happens, the entire project may be down the drain, and that’s a
lot of stress.

Ethical problems – Covert research does not allow for the participants to give informed consent, because it
involves deception. There is also the issue of privacy being violated, and the fact that some researchers may
have to engage in criminal acts in order to not blow their cover, as in the case of Pearson’s research with
football hooligans.

Covert observation is when the study is carried out undercover, and the researcher’s real identity and
purpose are kept a secret. Overt observation is the complete opposite where the researcher makes their true
identity and purpose known to those being studied
 Overt non-participant observation can be biased through the observer effect, when people change or
seek to improve an aspect of their behavior just because they are aware of being observed. Covert non-
participant observation refers to observing research subjects without them knowing that they are being
observed at all.

They can be participant or non-participant and can be covert or overt. Overt observation is where those
being observed are aware of the fact. The researcher may still participate in the activity being observed (overt
participant observation) or might play no part and simply observe (overt non-participant observation).

Overt PO is more objective and can be ethical. The participants are aware that the data is for a study and
publication and they are less likely to withdraw. This means that the data from covert PO may go unpublished
and the researcher may have to reconduct another research method, wasting time and energy.

3. Identify one department or company project or research you plan conduct in the future then select and
discuss which of the following is most effective analysis to be used (Analytic Induction, Thematic Analysis
or Priori Content Analysis)

If there is one research I want to study in the future, I want to conduct research about the reading
competency of the learners. I want to know the factors that affect the pupils to become a non-reader. I want to
make an effective and easy intervention that would help decrease the number of non-readers in our school. The
children didn’t choose to be a slow performer in class, there might have been some problems and difficulties
that they are encountering and it might be given full attention. That is why if I am going to conduct this study, I
would need to have an effective analysis method about this problem.

In this research study, I would use Thematic Analysis as a method/approach in conducting the research
study.

Thematic analysis is a method of analyzing qualitative data. It is usually applied to a set of texts, such
as an interview or transcripts. The researcher closely examines the data to identify common themes – topics,
ideas and patterns of meaning that come up repeatedly.

There are various approaches to conducting thematic analysis, but the most common form follows a six-
step process: familiarization, coding, generating themes, reviewing themes, defining and naming themes, and
writing up.

This process was originally developed for psychology research by Virginia Braun and Victoria Clarke.
However, thematic analysis is a flexible method that can be adapted to many different kinds of research.

Thematic analysis is a good approach to research where you’re trying to find out something about
people’s views, opinions, knowledge, experiences or values from a set of qualitative data – for example,
interview transcripts, social media profiles, or survey responses.

Thematic analysis is one of the most popular qualitative analysis techniques we see here at Grad Coach
– and for good reason. Qualitative thematic analysis can be a very powerful analysis technique when used
correctly. In this post, we’ll break thematic analysis down using plain language so that you can conquer your
analysis with confidence.

Thematic analysis is the study of patterns of meaning. In other words, it’s about analysing the themes within
your data set to identify meaning. Most importantly, this process is driven by your research questions, so it’s not
necessary to identify every possible theme in the data, but rather to focus on the key aspects that relate to your
research questions.

Although you’ll begin your study with research questions, it’s important to remember that these
questions are not necessarily fixed. As thematic analysis tends to be a bit of an exploratory process, research
questions can evolve as you progress with your coding and theme identification.

Thematic analysis is about analyzing the themes within your data set to identify meaning, based on your
research questions.

When should you use thematic analysis?

There are several ways that you can analyze a set of data. For example, by using content analysis,
discourse analysis, or narrative analysis. So why use thematic analysis?

When working with large bodies of data, thematic analysis is highly beneficial as it allows you to divide
and categorize large amounts of data in a way that makes it far easier to digest. Thematic analysis is particularly
useful when looking for subjective information such as a participant’s experiences, views, and opinions, which
is why it is usually conducted on data derived from, for example, surveys, social media posts, interviews, and
conversations.

Your research questions can also give you an idea of whether you should use thematic analysis or not.
For example, if your research questions were to be along the lines of:

 How do learners perform their study habits?

 What are students’ experiences with the shift to online learning?
 What opinions do health professionals hold about the learning abilities of the pupil’s?
 How is gender constructed in an elementary school classroom setting?

These examples are all research questions centering on the subjective experiences of participants and
aim to assess experiences, views, and opinions, and thus thematic analysis is a possible approach.

In short, thematic analysis is a good choice when you are wanting to categorize large bodies of data
(although the data doesn’t necessarily have to be large), and particularly when you are interested in subjective
experiences.