Chapter 3

METHODOLOGY

This chapter presents the research design, the location and respondents,

the instruments, data-gathering procedures and data analysis tools used in the

study.

Research Design

The study used descriptive-evaluative research design with an evaluation

tool as the main instrument in gathering results of the effects of course

preferences among the Grade 11-HUMSS of St. Nicholas Academy, Castillejos

INC. Most research in the literature focuses on the relationship between

measurement and evaluation and learning and recommends using formative

assessment to contribute to students preferences

Respondents and Sampling Technique

The respondents of the study were Grade 11-HUMSS (1) students of The

St. Nicholas Academy of Castillejos Inc.

The respondents were chosen through purposive-comprehensive

sampling technique. Purposive sampling is based on selecting individuals as

samples according to the purposes of the researcher. An individual is selected

mainly to survey different course preferences of the Grade 11-HUMSS (1)

students.
Table 1 shows the preferences and career choices students have for their

futures.

Table 1
Frequency and Percent Distribution of the Student-Respondents
School No. of Respondents Percent
St. Nicholas Academy of
Castillejos Inc.
32 100.0

The student-respondents were asked to accomplish an evaluation tool

questionnaire to assess the Grade 11-HUMSS (1) In how their career choices

affects them.

Research Locale

The study was conducted in the one selected private high school in

Castillejos during the school year 2018-2019.St. Nicholas Academy is located at

Brgy. San Juan, Castillejos, Zambales, This private school is located in southern

Zambales.

Figure 2. Map Showing the Research Locale.

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Research Instrument

The researcher used a research-modified evaluation tool which served as

the main instrument in gathering the data. It is composed of three parts.

The first part consists of the demographic profile of the respondents. The

profile of the student include age; gender; School they attend to; financial status;

Civil status of their parents; how many siblings they have; and their religion.

The second part is the assessment of the Students of the Grade 11-

HUMSS (1). It consists of 20 items which how they are choosing their careers.

The third part is an open-ended question which consists of 2 items about

the problem have encountered by students in choosing their career and

recommendations in deciding careers for their colleges who are still undecided

on planning their future careers.

The evaluation tool was adopted and modified based on the assessment

tool of Prince Edward Island (2008), the purpose of which is to expand upon the

general criteria for selection of learning resources as stated in the Guidelines for

the Evaluation and Selection of Learning Resources document, as well as to

expound upon specific selection criteria in the areas of content, instructional

design, technical design, and social consciousness.

Items in the survey questionnaire were subjected to Cronbach alpha

reliability analyzes in SPSS version 20. Table 2 shows the corresponding

reliability indices.

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Data Gathering Procedure

The study was guided by the following processes as shown in Figure 3.

Phase 1 Phase 2
Constructing and Validating of Securing asking permission to
the Questionnaire adviser of chosen section

Phase 4
Phase 3
Analysis and Interpretation of
Administration of the Survey
Data Gathered
Questionnaires.

Phase 5
Writing of the Research Report

Figure 3. The Data Gathering Process

Phase 1. Development and validation of the research questionnaire. The

evaluation tool was adopted and modified based on the assessment tool of

Prince Edward Island (2008). One expert were selected to check the consistency

of each item in the research tool used. For reliability testing, there were 32

respondents who were part of the study were selected from St. Nicholas

Academy of Castillejos, Inc. (See Appendix B).

Phase 2. Securing of permission and approval from the principal of the

school we wanted to have a survey which is (SNACI). The letter of permission

was given to the chosen school. (See Appendix C).

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 Phase 3. Administration of the survey questionnaires. The survey

questionnaires were piloted to the students of the school based on the date set

by the school. A total of 32 out of 32 survey questionnaires (100.0%) were

retrieved from the respondents (See Appendix D).

Phase 4.Writing of the research report. The researcher used frequency

and percent distribution, mean, standard deviation, personal correlation, Anova

and thematic analysis in data analysis. After the data analysis, the researcher

interprets all the results. Using these results, the researcher was able to

formulate conclusions and recommendations. The research paper was check by

the grammarian (See Appendix F) and processed in Turn it in Originality Report

to check the authenticity (See Appendix G).

Data Analysis

The computer software Microsoft word 2010 was used for the processing

of data. The statistical tools used in the analysis and interpretation of data and

hypotheses testing include the following.

Frequency and Percent Distribution. This was employed to determine

the frequency counts of the demographic profile of the respondents.

Mean. This was utilized to determine the average of the responses. The

survey questionnaire responses were analyzed using the rating scale analysis

below:

Rating Scale Analysis of the Evaluation Tool

Gender Symbol Verbal Description
Male 11 4 Strongly Agree
Female 21 3 Agree
Lesbian 0 2 Disagree
Bisexual 0 1 Strongly Disagree

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 Standard Deviation. Since the mean was chosen as the measure of

center, this was used to measure the spread of how far the observations are from

the mean.

Pearson r Correlation Analysis. This was used to investigate the

correlation (r) of the assessment variables.

Qualitative Interpretation of the Computed Pearson Correlation Coefficient r

Pearson Correlation Coefficient Verbal Interpretation
±0.81 to ±1.00 Very High Correlation
±0.61 to ±0.80 High Correlation
±0.41 to ±0.60 Moderate Correlation
±0.21 to ±0.40 Low Correlation
0.00 to ±0.20 Slight Correlation

ANOVA. This was used in determining if there is a significant difference

between two or more groups of respondents.

Thematic Analysis. This was used to analyze the answers in the open-

ended questions thematically. The researcher used HUMSS XI (1) as the coding

for the participants in the thematic analysis (See Appendix H).

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