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Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research methodology and procedures used in

the study. Aside from the research method, seven main areas were discussed

here: research design, setting of the study, respondents, sampling

design/technique, research instrument, gathering of data, and statistical

treatment of data.

Research Design

This study employed the experimental method, specifically the quasi-

experimental method. This method is a basic, straightforward, efficient type of

research that can be applied across a variety of disciplines. The researcher

chose this method for it is one of the most powerful research methodologies a

researcher can use. Of the many types of research, it is the best way to establish

cause and effect relationships between variables and attempt to influence a

particular variable. It is the most appropriate way for drawing causal conclusions,

regarding interventions or treatments and establishing whether or not one or

more factors cause a change in an outcome.

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Particularly, this study Graduate
employed theSchool
one-group experimental design or the

pretest-posttest design. In the one-group experimental design, a single group of

research participants or subjects is pretested, given some treatment or

independent variable manipulation, then post tested. If the pretest and posttest

scores differ significantly, then the difference may be attributed to the

independent variable (Oxford Reference, 2018).

According to Devin Kowaiczyk (2015), a pretest-posttest design is usually

a one-group experimental design where participants are studied before and after

the experimental manipulation. In a pretest-posttest design, there is only one

group and all of them are in the experimental condition.

The researcher believed that this type of research design was the most

appropriate type for it served the results in the best conditions which this study

aimed for.

Research Locale

The research locale was Dalandanan National High School in the Division

of City Schools-Valenzuela. The school is known for its commitment in providing

quality education for the people of Valenzuela. The school’s teaching force with

174 teachers is working collaboratively in nurturing the students to become God-

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fearing, well-rounded and globally School
competitive individuals. For several years, the

school has been able to achieve outstanding recognition in terms of academic

excellence. The school is continuously improving itself to provide quality services

to its clientele.

Population and Sample of the Study

The student-respondents of this study were selected Grade 10 students in

Dalandanan National High School for School Year 2017-2018 with total

population of 982. The group of respondents was composed of 200 students.

These student-respondents belonged to the classes handled by the researcher.

To accomplish the objectives of this study, the representative samples

were chosen using the following sampling techniques:

a. Purposive sampling. The researcher selected the subject on the basis

of a certain criterion – that the student-respondents were Grade 10

students in Dalandanan National High School. The researcher

presumed the respondents to be the best persons to satisfactorily

respond to the problem raised in the investigation.

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b. Quota Sampling. This technique includes the selection of a sample that
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is a replica of the population to which one wants to generalize; hence,

the notion that represents the population.

Research Instrument

The researcher utilized three research instruments: the Division Reading

Assessment Test which was a multiple-choice type of test with fifteen (15)

questions, the Survey of Reading Strategies (SORS) which was a 30-item

inventory, and the learning exemplar which was developed by the researcher.

The Division Reading Assessment Test is being administered every

quarter and implemented in the Division of City Schools-Valenzuela City for

almost six years. The test determined the level of performance of the student-

respondents in the pretest and posttest.

The Survey of Reading Strategies (SORS) is a 5-point Likert scale

inventory that was developed by Mokhtari and Sheorey. This inventory, which

determined the extent of use of metacognitive strategies of the student-

respondents in reading, consists of reading strategies.

The Learning Exemplar, with activities focusing on the use of

metacognitive strategies, was developed by the researcher to serve as

intervention to enhance the students’ reading comprehension skills.

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Validation of Research Instrument School

The Division Reading Assessment Test was considered a validated

instrument since it has been used as a standardized test in the Division of

Valenzuela City for almost six years.

The researcher sought the permission of the author of the Survey of

Reading Strategies (SORS) through an e-mail, and the researcher was fortunate

to be granted the permission (see appendix E). The SORS was validated

(Cronbach’s alpha=0,93) in different studies (Mokhtari and Sheorey, 2002;

Sheorey & Mokhtari, 2001). In addition, the survey had been used by many

researches on reading strategies; thus, it could be regarded as a validated

instrument.

The Learning Exemplar was evaluated by the Head Teacher of the

English Department, one (1) Master Teacher II, two (2) Master Teachers I, and

two (2) Teachers of Grade 10 English. The evaluation tool used was the

Evaluation Rating Sheet for Print Resources provided by Department of

Education (DepEd) (see appendix H). The evaluation focused on content, format,

presentation and organization, and accuracy and up-to-dateness of information.

Also, the research instruments were first administered to 50 Grade 10

students who were not part of the study for validation purposes.

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Data Gathering Procedure Graduate School

The researcher asked for the permission of the Schools Division

Superintendent through a formal letter before the conduct of the study to the

student-respondents of Dalandanan National High School.

The researcher administered the pretest using the Division Reading

Assessment Test. Then, the researcher used the developed learning exemplar

as intervention. After series of conducting the study, the researcher

administered the posttest using the same Division Reading Assessment Test and

the Survey of Reading Strategies (SORS) to determine the student-respondents’

extent of use of metacognitive strategies in reading. Then, the results were tallied

and recorded. The results of the pretest and posttest determined the level of

performance of the student-respondents in reading.

Statistical Treatment of Data

The statistical tools used to interpret the gathered data were:

1. Frequency count. This was used to specify the number of

observations/responses.

2. Weighted Mean. This was used to determine the extent of use of

metacognitive strategies in reading by the student-respondents.

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3. T-test. This was used to determine the significant difference between
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the pretest and posttest mean scores of the student-respondents.