CHAPTER III
METHODOLOGY
This chapter reveals the methods of research to be employed by the researcher in conducting the
study which includes the research design, population of the study, research instrument and its
development establishing its validity and reliability, data gathering procedures, and the appropriate
statistical treatment of data.
RESEARCH DESIGN
This study was made by means of quantitative methods of researcher. The researcher tried to
get answers to the afore mentioned problem and to justify and satisfy the study's objectives.
Likewise, it also attempted to know the different impact to their lifestyle.
According to Sis International Research (n.d.) quantitative research is a structured way of
collecting and analyzing data obtained from various sources. Quantitative research involves the
use of computational, statistical, and mathematical tools to derive results. It is conclusive in its
purpose as it tries to quantify the problem and understand how prevalent it is by looking for
projectable results in a larger population.
Qualitative research is more explorative, a type of research that is dependent on the collection
of verbals, behavioral or observational data that can be interpreted in a subjective manner.
LOCALE OF THE STUDY
The study was conducted in a public university in north-eastern Philippines. The university
has eight (8) campuses, which are strategically located in a province. These campuses offer
diverse academic programs that are congruent with the different tracks and strands of the K to
12 Program. Campus A is the seat of the university governance where the four (4) tops
performing and highly accredited academic programs (Medical Laboratory Science, Respiratory
Therapy, Accountancy, and Teacher Education) are located, and it ranks second in terms of
student enrolment. Campus B has a niche program on fishery and marine biology. Campus C
has the highest enrolment, budget, faculty population, and number of program offerings in a
regional center. Campuses D and H are in coastal municipalities with niche programs on
agriculture and criminology. Campuses E and G offer agricultural programs focused on animal
husbandry while Campus F has the smallest land area and student-faculty population with
industrial technology as its banner program
The Respondents of the study
The questionnaire was used as the main data-gathering instrument. The instrument to be
prepared focused on answering the statement of the problem. The positive and negative
impact of Oplan Rody. The questionnaire contains forty (40) questions. The questionnaires will
be distributed to the respondent.
The data gathering instrument was structured as a scale ranging from 1-4. Where in the (1) is
strongly disagree, (2) is disagree, (3) is agree and the last one is (4) strongly agree. This legend
will help the researchers to analysis the result of conducting date-gathering.
Sampling Procedure
Out of the 8,601 first-year student population for the School Year 2019-2020 in the
respondent-university, 7,533 (88%) were chosen as respondents of the study because they
were K to 12 graduates. The twelve (12) percent were not included in the study because they
were either graduates of Alternative Learning System (ALS) or Revised Basic Education
Curriculum (RBEC) who are also considered student returnees.
The CRT was administered by researchers with the assistance of at least 25 university faculty
members, 8 guidance counselors, and 8 psychometricians. The test administration was
scheduled and conducted for each campus. There was a 100% response rate because the
university officials provided an enabling environment for the respondents to take the CRT such
as proper scheduling and conduct of brief orientation.
Research Instrument
The CRT was designed and validated by the Project Research Team of the Discovery and
Applied Research and Extension Trans/interdisciplinary Opportunities (DARE TO) Research
Grant. It consisted of 200 items measuring the learning competencies defined in the CRS. It
covered seven (7) learning areas, namely, English, Filipino, Literature, Mathematics, Science,
Social Studies, and Humanities. Each learning area was composed of 28 to 30 items of which
thirty percent (30%) measured content standards (knowledge and comprehension) and seventy
percent (70%) measured performance standards (application, analysis, evaluation, testing
assumptions, hypotheses, and relevant information). Moreover, it had a difficulty index of
65.64, discrimination index of 0.22, distractor efficiency of 68.91%, and inter-item consistency
of r=0.796.
The CRT was administered by researchers with the assistance of at least 25 university faculty
members, 8 guidance counselors, and 8 psychometricians. The test administration was
scheduled and conducted for each campus. There was a 100% response rate because the
university officials provided an enabling environment for the respondents to take the CRT such
as proper scheduling and conduct of brief orientation.
The data on CAT were obtained from the University Admissions Office of the respondent-
university. The CAT is a norm-referenced test developed by experts in Psychological Assessment
and Evaluation of the University of Philippines. It measures the aptitude of K to 12 graduates
necessary in pursuing a baccalaureate degree. As such, it has been used by the respondent-
university as a tool to determine the college readiness of incoming first year students for the
past two (2) academic years. It consisted of 300 items with five (5) subtests, namely, English,
Mathematics, Science, Verbal Reasoning, and General Information. It had an index of difficulty
ranging from .21 to .34 and inter-item consistency of .89.
Data Gathering Procedure
After establishing the validity and reliability on how gather-data, formulating questions
appropriate for the study and all doing necessary modification to the chosen respondent. Eighty
(80) copies of questionnaires distributed will be successfully completed and returned. Thus,
their corresponding answers to the question are kept in accordance with the agreement of the
respondents and the researchers.
The data gathered was organized and tabulated according to the result of the statistical
treatment done. In this stage, the service of a statistical consultant was needed.
Statistical Analysis
When combined, education and technology can build dynamic teaching and learning
experiences that are tailored to developing and transforming the educators and learners
needed to power the digital economy. For some reasons, however, there is still a big chunk of
people especially students who aren’t ready yet to embrace the technological change in the
field of education. This study aims to determine the factors affecting students’e-learning
technology acceptance particularly on Learning Management Systems (LMS) in the Filipino
context. A conceptual model was proposed based on the Technology Acceptance Model (TAM)
which was extended through the inclusion of Internet Connectivity Experience (ICE), Social
Media Influence (SMI), Integrated Multimedia Instruction (IMI), System Interactivity (SI) and
Perceived Quality Work of Life (PQWL) as additional predictor values. The constructs were
determined according to the three-tier use model (3-TUM) which was characterized to explore
users’ attitudes towards IT at three levels. The target population in this research was Filipino
students from colleges that are considered as promoters of elearning integration in the
educational sphere in the Philippines. The collected data from 629 Filipino college students
were analyzed using structural equation modeling (SEM) technique based on AMOS methods.
Finally, a path model was created to examine the relationships between the factors to explain
students’ adoption of e-learning technology from the information systems acceptance point of
view. As a result, it provided practical and technical implications applicable for local and global
school environments that could help educational leaders, educational technologists, educators
and learners in their development, implementation, and acceptance of e-learning technology
like LMS.
