Module 5 Writing Chapter III

(Methodology)
Overview

In the previous module, you learned about the parts of Chapter II where you grouped your literature
according to the different topics spelled out in your objectives and variables. You also learned how to
prepare the citations of your literature.

Learning Outcome

After learning the module, you are expected to write the parts of Chapter III of the research
proposal based on your approved title.

-------------------------------------------------------------------------------------------------------------------------------------------

Lesson 5.1 THE LOCALE

This section presents the description of the locale of the study, or the place where the study is
conducted.

1. If the locale is a school, a brief history of the school, and the VMGOs of the School could be
included. Curricular offerings and the area in hectares and population can also be indicated.
2. If the locale is political unit like a barangay, town, or province, the brief history of the creation of the
unit could be included.

A map could also be included. If map is to be used, contain only the necessary feature/s.

Lesson 5.2 RESEARCH DESIGN

This section indicates the research design utilized in the study. The research design is the specific
format and procedures for data collection and data analysis and interpretation, the blueprint research
where logical model of proof guides the investigator in the various stages of research, the manner of
drawing inferences about the causal relations among the variables under investigation, the scheme for
obtaining interpretations and formulating generalizations that can be applied to other situations.
This section must answer the “why this research design” and not the definition of the research
design. Make a justification why you are going to use it, why you think it is appropriate, how you are going
to do it, etc. Cite authorities to support your choice of research design.
There are three main research designs – quantitative, qualitative, and mixed methods research
design.

A. Quantitative Research
• Characterized by the use of statistical tests
• Data are numerical
• Three basic research objectives are to describe, to compare, (differences and
relationships) and to attribute causality.
• The research design could either be descriptive, comparative, or experimental.

B. Qualitative Research
• Has root in the research of the social sciences, like anthropology and sociology.
• Basic research objective are to describe, to interpret, to verify and to evaluate.
Instruments are the researchers themselves.
• Data are verbal

Modules in Methods of Research 23 Dr. Ronato S. Ballado

 C. Mixed Methods

Mixed methods research is the type of research in which a researcher or team of researchers
combines elements of qualitative and quantitative research approaches (e.g., use of qualitative
and quantitative viewpoints, data collection, analysis, inference techniques) for the purposes of
breadth and depth of understanding and corroboration.

Examples of mixed method researches are when:

1. a researcher collects data on quantitative instruments and on qualitative data reports based on
focus groups to see if the two types of data show similar results but from different perspectives.
2. a researcher collects data using quantitative survey procedures and follows up with interviews
of a few individuals who completed the survey to help explain the reasons behind and meaning
of the quantitative survey results.
3. a researcher explores how individuals describe a topic by conducting interviews, analyzing the
information, and using the findings to develop a survey instrument. This instrument is then
administered to a sample of a population to see if the qualitative findings can be generalized to
a population.
4. a researcher conducts an experiment in which quantitative measures assess the impact of a
treatment on an outcome. Before the experiment begins, the researcher collects qualitative
data to help design the treatment, to design the standard care condition, and to better design
strategies to recruit participants to the trial.
5. a researcher wants to develop several in-depth analyses of cases—for example, small family
medicine clinics. It is important to compare how these clinics treat patients’ cardiovascular
disease. The researcher collects quantitative data on patients from their health records and
also gathers qualitative interview data from the doctors, nurses, and medical assistants. When
these quantitative and qualitative data are compared, it is apparent that some practices have
strong procedures and some weak procedures
6. a researcher seeks to evaluate a program that has been implemented in the community. The
first step is to collect qualitative data in a needs assessment to determine what questions
should be addressed. This is followed by the design of an instrument to measure the impact of
the program. This instrument is then used to compare certain outcomes both before and after
the program implementation. Based on this comparison, follow-up interviews are conducted to
determine why the program did or did not work. This multiphase mixed methods study is often
found in longterm evaluation projects.

Zulueta & Costales (2003) states that to choose a suitable research design,
1. compare the objectives, expected outcomes and procedures of the different types of research
design
2. look into the problem statement, hypotheses and objectives of the research and the available
resources of time, money, and access to information
3. evaluate the research concerns on the type of research

Lesson 5.3 VARIABLES

This section describes the variables, and their general categories such as independent and the
dependent variables and their components. There is no need of indicating the detailed description,
definition or categorization of every variable. In this part, present all the variables, according to the
sequencing in your paradigm.

Lesson 5.4 POPULATION AND SAMPLING

Population refers to a group of people, objects or events while sample is a part of the population.
Sampling is the process of selecting a representative portion of the population that can be the source of
data to test the hypothesis.

Modules in Methods of Research 24 Dr. Ronato S. Ballado

 In this section, the sampling technique and procedure used must be very well-described. Steps in
the selection must be presented in detail. The nature and characteristics of the sampling groups as well
as the rationale for their choice must be well explained. Make sure the determination of the samples and
identification of your respondents will be done following the scientific procedures and not subjective
judgment.

Steps in Sampling

1. Determine the population of individuals, or items, codes where to find the data needed.
2. Determine the kind of sample you want to have.

Example: Population : total population of priest

Sampling Unit: parish
Sample: a priest

3. Find out the appropriate sample size.

• A sample size of at least 30 is needed for statistical laws of probability

• A “large sample” is useful when the population is small, “a small sample” is needed when the
population is large.
• In determining the number of samples, we can use Slovin’s formula:

n= N__
1+Ne2

Where N= population size

n = sample size
e = margin of error

However, other sources reveal a formula of Taro Yamane (1967) which states a similar formula.

• Minimum acceptable sample sizes (Gay, 1976)

❖ Descriptive Research: 10 percent of the population, for smaller population, 20 percent
❖ Correlational research: 30 subjects
❖ Experimental research: 30 subject per group
❖ Causal research: 15 subjects per group

4. Find the appropriate sampling

• Probability Sampling. In probability sampling, each of the units in the target population has
the same chance of being included in the sample.
1. Simple Random Sampling (fishbowl/lottery technique, table of random numbers )
2. Systematic Sampling
3. Cluster Sampling
4. Multi-stage sampling

• Non-Probability Sampling. In non-probability sampling

1. Purposive Sampling
2. Accidental or Convenience Sampling
3. Quota Sampling
4. Snowball sampling

Example:

Computing sample size for a population of 1200 at 5% margin of error. Using Slovin’s or Yamane’s formula:

Modules in Methods of Research 25 Dr. Ronato S. Ballado

 n = N__
10+Ne2
n = 1200__
1+ (1200)(.05)2
n = 1200__
1+ (1200)(.0025)2
n = 1200__
1+3
n = 1200_
4
n = 300

Lesson 5.5 THE RESPONDENTS

In this section, describe your respondents; their characteristics and profile and how you are going
to identify them. Present a table depicting your total respondents, type, number, frequencies and
percentages, unless these data are part of your objectives.

There should be delineation of terms used: subjects of the study for experimental; informants or
research participants of the study for qualitative; and respondents of the study for surveys.

Lesson 5.6 THE RESEARCH INSTRUMENT

A questionnaire is a set of orderly arranged questions, carefully prepared to answer the specific
problems of the study. Content of questions must provide answer to the research problems and be stated
in words whose meaning is understood the same way by the respondent and researcher.

Some points to be considered in this section are:

• Decide on type of research instruments that will best gather data and information needed in your
study. Will you use the questionnaire, opinionnaire, interview guide, observation? Will you use the
triangulation method or a combination of other research methods? From whom will you adopt your
research instruments? Have they been validated? If so, are they reliable and valid? Is there a need
to validate them?
• The research instrument must be very adequately presented.
• State if it is researcher made, standardized and adopted from whom/where/what study.
• Acknowledge and properly document the source.
• Explain briefly the parts of the research instrument/s.
• Make sure the instructions in the instruments are clear and explicit. Erroneous instructions will
affect the respondents’ responses and likewise our data.

Kinds of Instruments

A. Questionnaires

• Categories of Questions

1. Factual – questions about demographic data like sex, age, marital status, income, etc.
2. Opinion – questions to draw out attitudes, values, ideas, feelings, beliefs
3. Probe – questions that elicit further information and clarify answer

• Types of Questions

1. Open-ended – does not provide possible answer to choose from

2. Close-ended – respondents are offered a set of answer to choose

Modules in Methods of Research 26 Dr. Ronato S. Ballado

 • Format of Questions

1. General Format – format to give the open-ended question and leave blanks for the
answer; or in close-ended questions, give the answers and provide for boxes or blanks
to check

Example: Civil Stats: ( ) Single ( ) Married

( ) Divorced ( ) Others

2. Rating Format – format where the answers to the questions are in the form of a
hierarchy or a gradation of the intensity of a response

Example: Respondents indicate their answer as Strongly agree, Agree, Uncertain,

Disagree or (e) strongly disagree

3. Matrix questions – method for organizing a large set of rating questions that have the
same response categories.

Semantic Differential – measures the respondents’ reaction to some object or

concepts in term of ratings on bipolar scales defined with contrasting adjectives at the
end.

Example: Good ____ ____ ____ ____ ____ ____ ____ Bad
3 2 1 0 1 2 3

4. Ranking – measuring the degree of priority or place of the importance of the items.

Example: Rank the following problems (from 1-5, 1 being the most pressing one)

Unemployment ( ) Power shortage ( )

Pollution ( ) Floods ( )
Inflation ( )

5. Card Sort – statements are placed on cards, respondents are asked to sort and place
the cards in several boxes.

B. Interview

- Structural interview
- Non- Structural interview

Types of Interview

1. Personal Interview
2. Group Interview - focus group discussion
3. Telephone Interview
4. Intercept interview

C. Observation

Types of Observation

1. Participant Observation
2. Non- Participant Observation

D. Documents – used to secure secondary data. Examples are Form 138/137, PRC List of
Performance in Licensure Examination

Modules in Methods of Research 27 Dr. Ronato S. Ballado

Lesson 5.7 SCORING AND INTERPRETATION

This section presents how the variables are scored/categorized. The range and how the scores will
be interpreted or the meaning of the data are indicated in this part. This section may include comparison
with and in the light of all previous researches, therefore, documentation or citing the source is important.

Some other points to consider are:

• Describe your scoring or point – system for every variable. Your data quantification should help
you in your statistical analysis.
• Mention the source or author of the scoring pattern you adopted, if there is.
• Explain how your data will be interpreted.

Lesson 5.8 VALIDATION OF THE INSTRUMENT

To write this part, consider the following:

• Explain in this section how, where, to whom (the valuators) the research instrument is
validated.
• Decide on how you are going to validate your instruments. Will you employ field testing? Expert
validation? Or a combination of these techniques?
• If you are going to frame your testing instruments, will you subject the test items to item analysis?
• Cite justification why you will not anymore validate a certain instrument.
• Where will you validate the instrument? Who will be your pretest group? How many will be
involved?
• Research instruments which have been adopted from previous studies usually do not need to be
validated. But when changes or revisions have been made to suit the needs of the study, there is
a need revalidate the instrument.
• Researcher made instruments need to be validated.
• It must be comprehensively discussed especially how validity and reliability indices are established.
• If the research instrument is standardized and no longer needs validation, state the reason why
validation is no longer necessary.

Lesson 5.9 DATA GATHERING PROCEDURE

Consider the following in presenting the data gathering procedure.

• Steps in the data gathering must be well-explained. Point out the control employed to insure the
validity of the results, environmental conditions, and other occurrences.
• Describe the step-by-step process in your data gathering, what you actually intend to do and the
in the individuals who will act as a research aid.
• Take note of unusual evets, occurrences, or comments of the respondents in the course of your
data gathering.
• Present adequate explanation how the data is gathered.

Lesson 5.10 STATISTICAL TREATMENT

In writing this part,

• See to it that the statistical measures used are appropriate for the kind of data used. Present the
statistical tools, reasons for using such statistical tests, and explanation on the scoring, weighing
of scores and other essentials.
• Describe the statistical tools you are going to use and for what purpose you are going to use them.
• The formulas need not be written in this part.

Modules in Methods of Research 28 Dr. Ronato S. Ballado

 • The level of significance must be stated in cases where the treatment requires hypothesis
testing.

Concept In reference to your approved title, write the parts of Chapter III of your
proposal
Check 5

SUMMARY

In this module, you learned the how to prepare the write-up for Chapter III. You were taught on how
to prepare the different parts of the chapter.

After this part, you will learn the intricacies of writing the presentation and analysis of the data
gatheredn.

REFERENCES

Creswell, J. W. & Clark, V. P. (2018) Designing and Conducting Mixed Methods Research. Sage
Publications
Guidelines in Thesis/Dissertation Writing. Graduate Studies, University of Eastern Philippines
Librero, F, et al. DevC204 (Modules in Communication Research and Evaluation). University of the
Philippines – Open University
Zulueta, F.M. & Costales, N.E.B. (2005) Methods of Research, Thesis Writing and Applied Statistics.
Mandaluyong City: National Bookstore, Inc.

Modules in Methods of Research 29 Dr. Ronato S. Ballado