CHAPTER III

RESEARCH DESIGN

Reynaldo D. Dadulla
Teacher III
 WHAT IS RESEARCH DESIGN?
It is the researcher's plan of how the study will
be conducted, the type of data that will be collected,
and the techniques or the means to be used to obtain
these data, the reasons for the choice of the subjects,
the manner of determining sample size,the
instruments to be used and their validation, and the
data analysis scheme w/c includes the application of
statistical tools for treatment of data arising from the
study.
 CHARACTERISTICS OF
RESEARCH DESIGN
1. A detailed explanation of
techniques and procedures for
data collection & analysis
(RESEARCH DESIGN).
 CHARACTERISTICS OF
RESEARCH DESIGN
2. A description of the target
population, the location or setting
of the study & the procedure for
the choice of samples or
respondents (SAMPLING DESIGN
OR PROCEDURE).
 CHARACTERISTICS OF
RESEARCH DESIGN
3. A clear description of tools &
instruments to be used & the
statistical treatment of data to be
applied (INSTRUMENTATION &
STATISTICS).
 CRITERIA FOR CHOICE
OF RESEARCH DESIGN
1. Logically sound
2. Comprehensive enough to solve the
problem
3. Reasonably clear & precise
4. Clearly spelled out
5. Free from weakness
 ELEMENTS TO CONSIDERED IN
THE CHOICE OF RESEARCH
DESIGN
1. The total population from w/c to select
the study samples
2. The method of selecting the samples or
study respondents
3. The statistical treatment of data, using
various tools.
 BASIC RESEARCH
DESIGN/METHODS
1. Historical Research
2. Descriptive Research
3. Experimental Research
4. Causal-Comparative
5. Participatory
 DESCRIPTIVE
RESEARCH/METHOD
A study that describes the nature
of the phenomenon under
investigation after a survey of current
trends, practices & conditions that
relate to that phenomenon.
 DESCRIPTIVE
RESEARCH/METHOD
Descriptive studies involves
analysis of an extremely broad range
of phenomena, its result is a
comprehensive presentation &
interpretation of statistical tabulations
of data yielded by a survey.
 DESCRIPTIVE
RESEARCH/METHOD
It answers questions & satisfies
curiousity about a certain
phenomenon. It also describes &
elaborates the nature & causes of an
existing phenomenon at the time of
the study.
 DESCRIPTIVE
RESEARCH/METHOD
Moreover, descriptive studies are
concerned with existing conditions, its
meaning & significance & then making
adequate & accurate interpretations of
these data with or without the aid of
statistics
 EXAMPLE OF
CHAPTER III
THEORY OF CONSTRAINTS AS
A TOOL FOR IMPROVING THE
TEACHING PERFORMANCE IN
A PHILIPPINE SECONDARY
SCHOOL
 CHAPTER III
RESEARCH METHODOLOGY
Research Design
The descriptive type of research was used
in this study. Descriptive since it involved
describing, recording, analyzing and
interpreting data. All figures were presented in
tabular forms to simplify analysis and
explanation.
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Research Design
The quantitative data were
supplemented by follow up interviews as
well as answers to open-ended items
placed in the questionnaire.
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RESEARCH METHODOLOGY
Research Environment
This study was conducted at Bartolome
Sangalang National High School of Guimba,
Nueva Ecija. It is a public secondary school
which belongs to the Department of
Education – Division of Nueva Ecija. It
catered to at least 2 864 students.
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Grade 7 composed of 400 boys and 381
girls with a total of 781. Grade 8 on the other
hand constituted of 335 boys 417 girls that
had a total of 752. The Grade 9 students
comprised of 343 boys and392 girls with a
total of 735. The Grade 10 students composed
of 285 boys and 311 girls which sums up to
596 students.
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Research Respondents
The respondents of this study were the
high school teachers of Bartolome R.
Sangalang National High School in Guimba,
Nueva Ecija who were currently teaching and
holds various subject areas of the prescribed
curriculum, within the SY 2015-2016.
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RESEARCH METHODOLOGY
Research Respondents
The respondents of this study were the
high school teachers of Bartolome R.
Sangalang National High School in Guimba,
Nueva Ecija who were currently teaching and
holds various subject areas of the prescribed
curriculum, within the SY 2015-2016.
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RESEARCH METHODOLOGY
The researcher was able to retrieve only 84%
(80 respondents) of the administered survey
tool from the 95 total number of respondents.
The respondents who were not included were
those who were on maternity leave and on
official business during the time when the
questionnaire was administered.
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A.Demographic Profile of the
Respondents Across Fields of
Specialization
Table 4.1.1. Gender Profile of the
Respondents
Across Fields of Specialization
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Table 4.1.1. Gender Profile of the Respondents
Across Fields of Specialization
Field of Male Female Total Respondents
Specialization f % f % N %
1. Filipino 2 25.00 6 75.00 8 100.00
2. Science 6 54.55 5 45.45 11 100.00
3. Mathematics 4 40.00 6 60.00 10 100.00
4. English 2 12.50 14 87.50 16 100.00
5. Araling Panlipunan 4 44.44 5 55.56 9 100.00
6. ESP 1 20.00 4 80.00 5 100.00
7. TLE 4 33.33 8 66.67 12 100.00
8. MAPEH 2 22.22 7 77.78 9 100.00
Total 25 31.25 55 68.75 80 100.00
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Table 4.1.1.shows the gender profile of the
respondents across their fields of specialization. Most
of the respondents come from the English Department
followed by the TLE majors with 12 respondents.
Science Department has 11 teachers while 10
respondents come from the Math Department. Both
Araling Panlipunan and Music, Arts, Physical
Education, and Health (MAPEH) have 9 teachers
while Filipino represents 8 respondents.
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The Edukasyon sa Pagpapakatao (ESP)
has the least respondents with 5 teachers.
Generally, most of the respondents are
female comprising of 68.75% of the total
population while the male respondents
have 31.75% or 25 teachers out of 80
respondents.
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Table 4.1.2. Civil Status Profile of the Respondents
Across Fields of Specialization
Field of Single Married Total
Specialization Male % Female % n Male % Female % n (N)
1. Filipino 1 7.69 4 21.05 5 1 8.33 2 5.56 3 8
2. Science 4 30.77 2 10.53 6 2 16.67 3 8.33 5 11
3. Mathematics 3 23.08 2 10.53 5 1 8.33 4 11.11 5 10
4. English 2 15.38 4 21.05 6 0 0.00 10 27.78 10 16
5. Aral. Pan 0 0.00 2 10.53 2 4 33.33 3 8.33 7 9
6. ESP 1 7.69 3 15.79 4 0 0.00 1 2.78 1 5
7. TLE 1 7.69 1 5.26 2 3 25.00 7 19.44 10 12
8. MAPEH 1 7.69 1 5.26 2 1 8.33 6 16.67 7 9
Total 13 100.00 19 100.00 32 12 100 36 100.00 48 80
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Table 4.1.2. represents the civil status of
the respondents across their fields of
specialization. Teachers from the English and
TLE Departments have the most number of
married as their status with 10 while
respondents from Araling Panlipunan and
MAPEH followed with seven from each
department.
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Similarly, teachers from Science and
Math departments have five married
respondents, while the least numbered of
married teachers came from the Filipino
and ESP departments with 3 and 1
respectively.
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On the other hand, Science and
English respondents have both six single
teachers while Filipino and Math teachers
both represent five. Four single teachers
were from the ESP department and two
from the Science, Math, and MAPEH
teachers were not yet married.
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To sum it up, most of the respondents
were married comprising of 36 and 12 for
female and male respectively, while 19
female and 13 male teachers were single.
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Table 4.1.3. Length of Service Profile of the Respondents
Across Fields of Specialization
Field of Legend:
Specialization A B C D E F n %
1. Filipino 5 2 0 0 1 0 8 10.00 YEARS IN SERVICE
2. Science 2 5 2 0 2 0 11 13.75 A 0-5
3. Math 6 0 1 2 0 1 10 12.50 B 6 - 10
4. English 7 3 2 1 2 0 15 18.75 C 11 - 15
5. Aral. Pan 6 2 0 1 0 0 9 11.25 D 16 - 20
6. ESP 4 0 0 1 0 0 5 6.25 E 21 - 25
7. TLE 6 2 1 1 0 3 13 16.25 F 26 - 30
8. MAPEH 3 2 2 0 1 1 9 11.25
Total 39 16 8 6 6 5 80 100.00
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Table 4.1.3. represents the length of
service of the teachers across their fields
of specialization. 39 out of 80 respondents
have 0-5 years in service while 16
teachers have teaching experienced
between 6-10 years. Teachers with 11-15
years in service had 8 respondents.
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Six teachers had served 16-20 in service
the same is through with 21-25 length of
service. The least length of service
rendered by the respondents is 26-30
years with five teachers out of the 80
respondents.
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Table 4.1.4. Highest Educational Attainment Profile of the
Respondents
Across Fields of Specialization
Field of Bachelor's Degree Master's Degree Doctorate Degree
N
Specialization f % f % f %
1. Filipino 5 6.25 3 3.75 0 0.00 8
2. Science 5 6.25 5 6.25 1 1.25 11
3. Math 8 10.00 2 2.50 0 0.00 10
4. English 10 12.50 6 7.50 0 0.00 16
5. Aral. Pan 8 10.00 0 0.00 1 1.25 9
6. ESP 5 6.25 0 0.00 0 0.00 5
7. TLE 6 7.50 5 6.25 1 1.25 12
8. MAPEH 3 3.75 5 6.25 1 1.25 9
Total 50 62.50 26 32.50 4 5.00 80
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Table 4.1.4. shows the distribution of the
respondents according to their highest
educational attainment across their fields of
specialization. The English Department had 10
teachers with a Bachelor’s degree as their
highest educational attainment, and 6 out of the
16 respondents finished their Master’s degree.
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Eight out of nine teachers from the Araling
Panlipunan Department were bachelor’s
degree holder and only one of the nine
finished his doctorate degree. Math
Department had eight teachers who attained
their bachelor’s degree and two master’s
degree holder with a total of 10 respondents.
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Of the eight respondents from the Filipino
department, five of them holds bachelor’s
degree and three finished their master’s
degree. Science teachers who had a total
11 respondents comprises of five
bachelor’s degree, five masters and one
doctorate degree.
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Science teachers who had a total 11
respondents comprises of five bachelor’s
degree, five masters and one doctorate
degree. On the other hand, six, five, and
one from the TLE department finished
their bachelor’s, masters and doctorate
level respectively.
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MAPEH department had three bachelors,
five masters and one doctorate as its
breakdown on the highest educational
attainment. None of the ESP department
had finished their post graduate studies
but five bachelor’s degree holder.
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To sum it up, only 5 % of the 80
respondents had doctorate level. 32.50 %
attained their master’s degree and 62.50
% finished their bachelor’s degree.
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Table 4.1.5. Designation Profile of the Respondents
Across Fields of Specialization
Field of Teacher - I Teacher - III Master Teacher I/II
N
Specialization f % f % f %
1. Filipino 6 7.50 1 1.25 1 1.25 8
2. Science 2 2.50 6 7.50 3 3.75 11
3. Math 6 7.50 2 2.50 2 2.50 10
4. English 8 10.00 6 7.50 2 2.50 16
5. Aral. Pan 8 10.00 0 0.00 1 1.25 9
6. ESP 4 5.00 1 1.25 0 0.00 5
7. TLE 5 6.25 4 5.00 3 3.75 12
8. MAPEH 3 3.75 5 6.25 1 1.25 9
Total 42 52.50 25 31.25 13 16.25 80
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Table 4.1.5. shows the current
designation/position of the respondents across
their fields of specialization. Based from the
table, three from the 11 Science teachers hold
Master Teacher I as their current position, six
were Teacher – III, and two holds Teacher – I.
Similarly, TLE teachers composed of three
Master I, four Teacher – III, and five Teacher – I
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Filipino, Araling Panlipunan and MAPEH had
one Master Teacher each; one, zero and five
Teacher – III; six, eight and three Teacher – I
positions respectively. On the other hand, both
English and Math had two Master Teachers,
two and six Teacher – III; six and eight
Teacher – I designation respectively as their
breakdown.
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And for the ESP department, four out of
five holds Teacher - I position and only
one was designated as Teacher – III.
Generally, of the 80 respondents, 13
are Master Teachers, 25 Teacher – III
holders, and 42 are designated as
Teacher – I.
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Research Instruments
This study used a self-made - survey
questionnaire which was validated to
determine its reliability and validity to
gather the necessary and relevant data
needed, based from the literature on
theory of constraints.
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The formulated questionnaire was
grouped according to the different kinds of
constraints namely: (a) resource
constraints, (b) financial constraints, (c)
competence constraints, (d) policy
constraints and (e) time constraints.
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To determine the extent of constraints, the
responses of the respondents may be checked
as: 1 – Not a Constraint, 2 – Minor Constraint, 3
– Moderate Constraint, and 4 – Serious
Constraint.
To provide answers which were not cited as
options in the checklist, a follow up interview
was also done by the researcher.
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Data Gathering Procedure
The data gathering procedure of this study was
made up of three stages as illustrated below:
Phase I Phase II Phase III
Preparation
Administration Analysis and
Pre-testing of the
self-made tool for of the Research Interpretaion of
validity and Instrument Data
realibility
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In the preparation stage, the
respondents and the research
environment was identified. To
determine its validity and reliability, the
researcher administered the said
instrument to the teachers of three
neighboring public secondary schools –
Manacsac High School,
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Galvan National High School and at Dr.
Ramon De Santos National High School as
suggested by the panelists during the thesis
proposal. After seeking the approval of the
Schools Division Superintendent of the
Division of Nueva Ecija, the researcher went
to the above mentioned schools in which the
concerned teachers were given ample time
to answer the self-made questionnaire.
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In the second stage, upon
finalizing the tool based from the
statistician’s suggestion and
recommendation, the self-made survey
questionnaire was administered to the
teachers of Bartolome Sangalang
National High School, Guimba,
NuevaEcija on February 2016.
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Upon retrieval, the researcher encoded the raw
data, after which, seek the help of the university
statistician for its statistical validity and with a
reliability. Applying the Cronbach’s reliability, the
overall reliability test for the 26 – item was
0.928 which means the self-made survey tool
was highly reliable to be administered to the
actual respondents ( see appendix C ).
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The data gathered was collated, tallied
and interpreted in the final stage. The
researcher used frequency count,
percentage on the profile of the
respondents, while weighted mean,
standard deviation and qualitative
description were used along the areas of
constraints and lastly, ranking in the
weakest links on constraints.
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Statistical Treatment of Data
The data gathered was quantitatively
described and analyzed through the use of
the following treatments:
Frequency Count and Percentage–
these were used to determine the
demographic profile of the respondents
along their fields of specialization.
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Mean - this was used to determine
the average of responses of the
respondents in each statement along
the areas of constraints.
Standard Deviation–this was used
to determine the homogeneity of the
responses of the respondents in each
statement along the areas of
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Scoring Procedure
The following will be the interpretation of the
scores in determining the extent of constraint with
its qualitative description:
Scale Mean – Range Qualitative Description

1 1.00 – 1.49 Not a Constraint

(very little)

2 1.50 – 2.49 Minor Constraint

3 2.50 – 3.49 Moderate Constraint

4 3.50 – 4.00 Serious Constraint