Research Tips for aspiring researchers in the field of Philippine public education

1. Presented by Loida C. Mangangey Ph.D (Science Head Teacher VI)
for
Bakakeng National High School
https://www.facebook.com/BakakengNatHS/

2. Learning Outcomes
2
1.Nature of Quantitative R.
2.Paradigm of Quantitative R.
3.Quantitative research designs
4.Research Instruments
5.Appropriate statistical tools
6.Validity & Reliablity
7.Statistical Software

3. Quanti or Quali?
3
Type of data
Involvement of
mathematical/statistical
models

4. Mixed Methods
4
Qualitative methods might be
used to understand the meaning of
the conclusions produced by
quantitative methods.
Using quantitative methods, it is
possible to give precise and testable
expression to qualitative ideas.

5. Role of Statistics in Quanti
5
Statistics  handmaiden
tool of Quantitative research

6. 6
Statistics
Research Designs
Successful
Quantitative
Research
Quantitative Research

7. Quantitative Research
1
2
3
7
4

8. Quantitative Research
1 •Problem
2
3
8
4

9. Quantitative Research
1 •Problem
2 •Research design
3
9
4

10. Quantitative Research
1 •Problem
2 •Research design
3 •Data Collection
10
4

11. Quantitative Research
1 •Problem
2 •Research design
3 •Data Collection
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4
• Analysis &
Interpretation

12. Sample Quanti. Study
12
“Teaching and Learning
Challenges Encountered by
Teachers of Students with
Visual Impairment
Enrolled in Regular
Schools”

13. Research Problem
13
Identify the teaching and
learning challenges (TLC)
encountered by teachers of
students with visual
impairment enrolled in
regular schools.

14. Research Questions
14
1. What are the teaching and
learning challenges (TLC)
encountered by teachers of
students with visual
impairment along:

15. Research Questions
15
a. generalization of skills;
b. concrete and abstract learning;
c. attention span and distractibility;
d. auditory and visual learning;
e. tactile defensiveness and tactile
exploration; and
f. passive and active learning?

16. Research Questions
16
2. What is the degree of
seriousness of the TLC
encountered by teachers of
students with visual
impairment?

17. Research Questions
17
3. Is there a significant
difference in the mean ratings
of the respondents on the
degree of seriousness of the
TLC encountered by teachers
when they are grouped
according to:

18. Research Questions
18
a. Gender
b. Age
c. Training accomplishment
d. Level taught; and
e. School?

19. Research Questions
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4. Is there a significant
relationship bet. the degree of
seriousness of the TLC
encountered by the teachers of
students and the extent of
effectiveness of the teaching
strategy that they employ?

20. Research Questions
20
5. Is there a significant effect
of the following variables to
the ratings of the teacher
respondents on the
effectiveness of the teaching
strategy that they employ?

21. Research Questions
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a. Age;
b. Number of years of service;
c. Number of years in
teaching students with
visual impairment

22. Research Questions
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5*. Is there a significant
association of the following
variables with the ratings of
the teacher respondents on
the effectiveness of the
teaching strategy that they
employ?

23. Research Questions
23
a. Age;
b. Number of years of service;
c. Number of years in
teaching students with
visual impairment

25. Sir R.A. Fisher:
25
Data set  gold ore
“The finest analysis could only
extract the proportion of gold
contained in the ore. But a
good design could yield a
sample with more gold!”

26. Research Design
26
Blueprint
Methodology & procedures
“A good design ensures
that the research problem
is addressed effectively.”

27. Quanti. Research Designs
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I. Descriptive
II. Correlational
III.Semi-experimental
IV.True Experimental

28. Descriptive Designs
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Naturalistic Observation
Case study
Survey
Descriptive Designs in
General

29. Correlational Studies
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Case-control study
Observational Study
Cohort study
Longitudinal study
Correlational Studies in
General

30. Semi-Experimental
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Field experiment
Quasi-experimental
Twin studies

31. True Experimental D.
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Completely Randomized
Designs (C.R.D.)
 Randomized Block Designs
Factorial Designs

32. C.R.D
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Randomized two-group
Pretest-posttest two-group
Solomon four-group
Single-factor
Repeated measures
Counterbalanced measures
Matched subjects

33. Randomized Block D.
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RCBD
Incomplete Block Design

34. Factorial Designs
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2 𝑘
designs

36. Research Instrument
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Survey
Test or examination
Questionnaire
Etc.
Measurement device:

37. Research Instrument
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A. ACADEMIC CHALLENGES NS SS MS VS
Concrete and Abstract Learning
1. Difficulty using real objects outside the natural
environment when learning in the actual
environment is not possible.
1 2 3 4
2. Difficulty providing or making models when
concrete objects are unavailable (such as
dinosaurs) or inaccessible (like elephants that
are too large and constellations that are not
tactilely accessible).
1 2 3 4
3. Difficulty providing ample time for students
with visual impairment to explore concrete
objects fully using all the available senses
1 2 3 4
4. Difficulty avoiding the use of models as
substitute for concrete objects …
1 2 3 4

38. Research Instrument
38
B. TEACHING STRATEGIES NE SE ME VE
Small-Group Instruction
1. Brainstorming 1 2 3 4
2. Cooperative Learning 1 2 3 4
3. Debate 1 2 3 4
4. Interview/Survey 1 2 3 4
5. Multimedia Instruction 1 2 3 4
6. Peer Coaching/Tutoring 1 2 3 4
7. Problem Solving 1 2 3 4

40. Likert Scales
Likert, Rensis (1932).
"A Technique for the
Measurement of
Attitudes". Archives of
Psychology 140: 1–55.
40

41. Likert Scales
Ordinal?
or
Interval?
41

42. Ordinal vs Interval Data
Treating ordinal data as
interval (or even ratio)
can both mislead and
misrepresent the findings
of a research.
42

43. Likert Scales
1. The individual indicators
are called Likert items.
2. Likert scale (whole
construct) is the sum or
average of Likert items.
43

44. Likert Scales
3. Likert scale contains
multiple items and is
therefore more reliable
than single items.
4. Likert items are ordinal.
5. Likert scales are interval.
44

46. Validity & Reliability
46

47. Measures of Validity
1. Katz’s Percentage (1958)
2. Aiken’s V content-validity
coefficient (1985)
3. Content Validity Ratio
(Lawshe,1975)
4. Klein & Kosecoff’s Correlation (1975)
5. Penfield’s (2003) Score Interval
47

48. Measures of Validity
1. Katz’s Percentage (1958)
2. Proportion Agreement using Likert
Scale
3. Aiken’s V (1985) content-validity
coefficient
4. Content Validity Ratio (Lawshe,1975)
5. Klein & Kosecoff’s Correlation (1975)
6. Penfield’s (2003) Score Interval
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49. Measures of Validity
Number of experts to
validate  3
49

50. Classes of Reliability
1.Inter-Rater Reliability
2.Test-Retest Reliability
3.Parallel-Forms
Reliability
4.Internal Consistency
Reliability
50

51. Classes of Reliability
1.Inter-Rater Reliability
2.Test-Retest Reliability
3.Parallel-Forms
Reliability
4.Internal Consistency
Reliability
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52. Internal Consistency Rel.
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Cronbach's Alpha (α)
Kuder-Richardson
Formula (KR-20 or KR-21)
Split-Half Reliability
Guttman Reliability

53. # of Respondents
  30
OR
 10% of the sample
size
53

54. Threshold
0.70
54

56. Statistical Tools
Note:
“A research question can
never be BOTH
quanti & quali!!!”
56

57. Statistical Tools
Parametric?
or
Non-parametric?
57

58. Statistical Tools
Parametric:
Normality
Non-parametric:
Distribution-free
58

59. Statistical Software
59

60. Statistical Software
Free?
Analysis ToolPak
 Real Statistics
Resource Pack (RealStats)
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61. Real Statistics Resource P.
- variety of supplemental
functions and data analysis
tools not provided by standard
M.S. Excel
- Downloadable from the internet
for free:
- www.real-statistics.com
61

62. Analysis ToolPak
-Available component of
standard M.S. Excel
-Just needed to have it
activated
62

63. RealStats vs A. ToolPak
-Almost the same
Outputs
-The same procedure
-RealStats: more
complete
63

64. RealStats vs A. ToolPak
-Analysis ToolPak:
HandoutH.O. Page
5.docx
-RealStats:
HandoutH.O. Page
7.docx
64

65. Activating A. ToolPak
-HandoutH.O. Pages
2-4.docx
-DATA (SPED).xlsx
65

66. Installing RealStats
-HandoutH.O. Pages
5-7.docx
-DATA (SPED).xlsx
66

67. Steps: RealStats
-HandoutH.O. Pages
7-8.docx
67

68. Statistical Treatment
-Research Problems:
HandoutH.O. Page
1.docx
68

69. Problem 1
-Results of preliminary
investigation
-Literature review
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70. Problem 2 (Degree …. )
-Mean
70
Mean Description
3.25 – 4.00 Very Serious
2.50 – 3.24 Moderately Serious
1.75 – 2.49 Slightly Serious
1.00 – 1.74 Not Serious

71. Problem 3 (Difference …)
Two groups:
Indep.-sample t-test
Mann-Whitney U
Kolmogorov-Smirnov
71

72. Problem 3 (Difference …)
More than 2 groups:
ANOVA (F-test)
Kruskal-Wallis H
Welch’s ANOVA
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73. Problem 3 (Difference …)
Multiple Comparisons:
Tukey’s test
Scheffe’s test
Games-Howell test
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74. Problem 4 (Relationship…)
Correlation
Pearson
Spearman
Kendall's tau
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75. Problem 5 (Effect…)
Linear Regression
Simple L.R.
Multiple L.R.
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76. Problem 5 (Association…)
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Age
(X)
Degree of
Seriousness
(Y)
50 & Above V. S. (4)
40 – 49 M. S. (3)
30 – 39 S. S. (3)
20 – 29 N. S. (1)

77. Problem 5 (Association…)
77
Years of
Service
Experience w/
Vis. Impaired
More than 15 More than 15
11 – 15 11 – 15
5 – 10 5 – 10
Less than 5 Less than 5

78. Problem 5 (Association…)
CROSSTABS
Chi-square test
Fisher’s Exact test
Kendall’s Tau
Cramer’s V
78

79. References
 Jim T. Ballena, P. (2016). Quantitative Research-Baguio
City Research Conference . Baguio City.
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