RESEARCH:

EXPLORING HORIZONS
NATURE OF
RESEARCH
 Research is a systematic process of collecting, analyzing, and
interpreting information in order to increase our understanding of a
phenomenon about which we are interested or concerned (Leedy &
Ormrod, 2013).
 works with a system or unbiased; all angles
method presented

Research is a systematic and objective

creation of knowledge.
(Creswell, 2013)
a creative
process
Present the
answer Collect data to
answer to the
Defining question
Pose a
Research question
QUANTITATIVE
AND QUALITATIVE
VARIABLES
Variables
arequantities that may take anyone of a
specified set of values.
VARIABLES CAN BE CLASSIFIED
AS:
1. QUALITATIVE VARIABLE
2. QUANTITATIVE VARIABLE
QUALITATIVE VARIABLES
are non-measurable
characteristics that cannot
assume a numerical value but
can be classified into two or
more categories
KINDS OF QUALITATIVE
VARIABLES
1. DICHOTOMOUS VARIABLES – are
variables that may take one of the two values.
(Eg. Gender: Male or Female)
2. TRICHOTOMOUS VARIABLES – are
variables which may take one of the three
values. (In an opinion poll: “For”, “Against”,
or “Undecided”)
3. MULTINOMOUS VARIABLES – are
variables which may take one of the several
situations. (Eg. Smoking Habits: Very Often,
Often, Seldom, Very Seldom, Never)
QUANTITATIVE VARIABLES
are those quantities that can
be counted with your bare
hands or can be measured
with the use of a
mathematical formula.
KINDS OF QUANTITATIVE
VARIABLES
1. DISCRETE VARIABLES – are actual
values obtained by counting. (Ex. Number
of students in Statistics class.)
2. CONTINUOUS VARIABLES – are
obtained by measurements usually with
units or evaluating values using a formula.
(Ex. Height in meters; Final Grades; Weight
in Kgs.)
INDEPENDENT AND DEPENDENT VARIABLES
 Those variables having cause and effect
relationships are called independent and
dependent variables.
 INDEPENDENT VARIABLE
(Experimental variable) – is a variable that
is being manipulated in an experiment.
 DEPENDENT VARIABLES (Outcome
variable) – the effect being observed caused
by the independent variable
Identify the Dependent and Independent
Variable
LEARNER-
ACADEMIC
STEM 12 A CENTERED PERFORMANCE
STRATEGY

TEACHER-
ACADEMIC
STEM 12 B CENTERED PERFORMANCE
STRATEGY
Identify the Dependent and Independent
Variable
FOOD
QUALITY
CUSTOMER
SATISFACTIO
N

CUSTOME
R
SERVICE
RESEARCH:
EXPLORING HORIZONS
QUALITATIVE
AND
QUANTITATIVE
RESEARCH
WHAT IS QUALITATIVE
RESEARCH?
Qualitative research is the systematic
collection, analysis, and
interpretation of comprehensive
narrative data in order to gain
insights into a particular phenomenon
of interest.
WHAT IS QUANTITATIVE
RESEARCH
Quantitative research is the systematic
empirical investigation of observable
phenomena via statistical,
mathematical or computational
techniques.
QUALITATIVE AND
QUANTITATIVE
APPROACHES TO
RESEARCH
 ORIENTATION QUANTITATIVE QUALITATIVE
Assumption about A single reality, i.e., can Multiple realities
the world be measured by an
instrument
Research Purpose Establish relationships/ Understanding a
differences between social situation from
measured variables participants’
perspectives.
Research Methods Deductive in nature Inductive in nature
and Processes A hypothesis is A hypothesis is not
formulated before needed to begin
research can begin. research.
 ORIENTATION QUANTITATIVE QUALITATIVE

Researcher’s role The researcher is The researcher

ideally an objective participates and
observer who neither becomes immersed in
participates in nor the research/social
influences what is setting.
being studied.

Generalizability Universal and Detailed and context-

context-free based generalizations
generalizations
 SOURCES OF QUANTITATIVE QUALITATIVE
DIFFERENCE
When to use it? • To get socio- • When in-depth
demographic understanding of a
characteristics of specific issue is
the population required.
• To correlate • To understand
between different behavior,
issues. perception and
• When accurate priorities of
and precise data affected
are required community
 SOURCES OF QUANTITATIVE QUALITATIVE
DIFFERENCE
Data Format Data can be counted Data can be observed
or measured. but not measured.
Questions Questions are closed. Questions are
generally open-ended.
Questionnaire Tool Predetermined Open questions
Types questionnaire with (Interview Guide)
sequence and
structure
(Survey
Questionnaire)
SOURCES OF QUANTITATIVE QUALITATIVE
DIFFERENCE
Analysis • Use Deductive • Use Inductive
Reasoning Reasoning
• Descriptive • Involves
Statistics developing
• Inferential generalizations
Statistics from a limited
number of specific
observations or
experiences.
• Analysis is purely
descriptive.
QUALITATIVE
AND
QUANTITATIVE
RESEARCH
QUANTITATIVE
DESIGNS
WHAT IS A RESEARCH
DESIGN?
A research design is a set of methods
and procedures used in collecting,
analyzing and interpreting variables
specified in the research problem.
 Quantitative Research Designs

Manipulating
Studying Correla Experi conditions and
relationships tional mental studying effects
Non-
experimental
research
Descrip
Describing tive
characteristics
Quantitative Research Designs
Descriptive Examples:
What are the sleeping
Research habits of SHS students in
DLSAU?
Sometimes called survey
research, it aims to What factors affected the
describe systematically SHS track choice of SHS
the facts and students?
characteristics of a given
population or area of
interest, factually and
accurately
Examples of Research Questions for
Descriptive Research

What do teenagers
What is the level
consider when buying
of marketability of
a new phone?
personalized
phone cases on
What are the most
DLSAU students?
common stressors
that affect professors?
Quantitative Research Designs
Correlational
Research Examples:
Does wearing school
uniform have any
aims to describe and relationship with
measure the degree of students’ ability to
association between two participate?
or more variables or sets of
scores. Is there a relationship
between phone brand
and Facebook usage
among teens?
Examples of Research Questions for
Correlational Research

Is there a
Does mathematical relationship between
competence have any a student’s attitude
relationship with a towards research
person’s willingness to do and his/her real
business? world problem
solving skills?
Quantitative Research Designs
Experimental
Research Variables that cause
change in the subject.
Independent
An experiment tests an idea variable
to determine whether it
influences an outcome.
Used when the researcher
wants to establish possible Dependent
cause and effect between variable Variables that bear or
variables. manifest the effects
caused by the
independent variable.
 Examples of Research Questions for
Experimental Research

Does the use of audio-

visuals in class have any
effect on students’ Does a meme-based ad
memory? on social media improve
a product’s name recall
Does playing indie pop as compared to an
music improve students’ ordinary ad?
ability to solve Math Can peer counseling
problems while in class? improve a person’s
school anxiety?
QUANTITATIVE
DESIGNS
 RESEARCH PARADIGM,
CONSTRUCTING TITLE and
STATEMENT OF THE
PROBLEM
 HOW TO START WITH
RESEARCH?
Identify your research topic
1
Choose whether qualitative or
2 quantitative research (w/
design)

3 Frame the research paradigm

4 Construct the title

Make the Statement of the

5 Problem
 NOTE Distinguishing among Topic, Research
Problem, Purpose, and Research Questions

RESEARC PURPOSE RESEARC

TOPIC H STATEME H
broad subject PROBLEM NT QUESTION
matter a general the major intent narrows the
addressed by educational issue, or objective of purpose into
concern, or the study specific questions
the study. controversy that the researcher
addressed in would like to
research that answer in the
narrows the topic. study.

Depression Suicidal Tendencies What are the

of Depressed To identify the
suicidal tendencies common reasons
Students why depressed
of depressed
students students tend to
RESEARCH PARADIGM
Research Paradigm

It is a diagrammatic
representation which
illustrates in figure the
flow of the research.
QUANTITATIVE AND
QUALITATIVE RESEARCH
PARADIGM
QUANTITATIVE RESEARCH
PARADIGM
(EXPERIMENTAL) Dependent Variable
LEARNER-
ACADEMIC
STEM 12 A CENTERED PERFORMANCE
STRATEGY

TEACHER-
ACADEMIC
STEM 12 B CENTERED PERFORMANCE
STRATEGY
Independent Variable
QUANTITATIVE RESEARCH
PARADIGM
(CORRELATIONAL)
Independent Variable Dependent Variable
Profile of the Respondents
-Sex
-Age
-General Average

Productivity in
Internet Usage Learning
1) Academic Works
2) Non-Academic Works

Sleep Duration
CONSTRUCTING THE TITLE
 Click icon to add picture
FRAMING THE TITLE
What is the attitude towards work of What are the standards in writing the
SHS students of families who are 4Ps research title?
(Pantawid Pamilyang Pilipino Program) A research title must…
beneficiaries?
SHS students of Pantawid 1 list key variables
Pamilyang Pilipino Program
be written in scientific or
families and their attitude towards 2 technical style
work
be concise (no more than 12
Does social media usage possess any 3 words) and non-repetitive
relationship with a SHS student’s
attention span in class? 4 reflect SHS students’ context
SHS students’ use of social media provide reference to the
and their attention span 5 research design
QUANTITATIVE RESEARCH
PARADIGM
(CORRELATIONAL)
Independent Variable Dependent Variable
Profile of the Respondents
-Sex
-Age
-General Average

Productivity in
Internet Usage Learning
1) Academic Works
2) Non-Academic Works

Sleep Duration

SUGGESTED TITLE:
Internet Usage and Sleep Duration in
relation to Productivity in Learning
STATEMENT OF THE
PROBLEM
 Click icon to add picture

STATEMENT OF
THE PROBLEM
This section contains the purpose
statements and the research question(s).

“This study (or research)

aims to…(make congruent
with title).”
“Specifically, this research
(or study) seeks to answer
the following questions:” 4
7
QUANTITATIVE RESEARCH
PARADIGM
(CORRELATIONAL)
Independent Variable Dependent Variable
Profile of the Respondents
-Sex
-Age
-General Average

Productivity in
Internet Usage Learning
1) Academic Works
2) Non-Academic Works

Sleep Duration

SUGGESTED TITLE:
Internet Usage and Sleep Duration in
relation to Productivity in Learning
SUGGESTED TITLE:
Internet Usage and Sleep Duration in
relation to Productivity in Learning

Research Questions:
1. How may the profile of the respondents
be described in terms of:
1.1) Sex;
1.2) Age; and
1.3) General Average?
SUGGESTED TITLE:
Internet Usage and Sleep Duration in
relation to Productivity in Learning

Research Questions:
2. How may the internet usage of the
respondents be described in terms of
academic works and non-academic works?
3. How may the sleep duration of the
respondents be described?
4. How may the productivity of learning of
the respondents be described?
SUGGESTED TITLE:
Internet Usage and Sleep Duration in
relation to Productivity in Learning

Research Questions:
5. Is there a significant relationship between
the profile of the respondents and internet
usage?
6. Is there a significant relationship between
the profile and sleep duration?
7. Is there a significant relationship between
the profile and productivity in learning?
SUGGESTED TITLE:
Internet Usage and Sleep Duration in
relation to Productivity in Learning

Research Questions:
8. Is there a significant relationship between
internet usage and sleep duration?
9. Is there a significant relationship between
internet usage and productivity in learning?
10. Is there a significant relationship between
sleep duration and productivity in learning?
RESEARCH
FORMAT
PRELIMINARY PAGES
Title Page
Approval Sheet
Acknowledgments
Research Abstract
Table of Contents
CHAPTER 1: THE PROBLEM
AND ITS SETTING
 Introduction and Review of Related Literature
 Conceptual Framework (with research paradigm)
 Statement of the Problem
 Scope and Delimitation
 Significance of the Study
 Operational Definition of Terms
CHAPTER 2: RESEARCH
METHODOLOGY
Research Design
Research Locale
Respondents of the Study (with Table if necessary)
Sampling Technique
Research Instrument
Data Gathering Procedure
CHAPTER 3: RESULTS AND
DISCUSSION
(THIS CHAPTER
CHRONOLOGICALLY/LOGICALLY
PRESENTS THE DATA GATHERED FROM
THE INTERVIEW)
CHAPTER 4: SUMMARY, CONCLUSIONS,
AND RECOMMENDATIONS
Summary of Findings
Conclusions
Recommendations
REFERENCES
It is a list of all of the sources which have been
used in the study.
APPENDICES
Letter to conduct the study
Interview Guide Question
(Researchers’ Biography)
INTRODUCTION
AND REVIEW OF
RELATED
LITERATURE
YOU MAY INCLUDE THE FOLLOWING
IN YOUR INTRODUCTION AND RRL:
Observation
Legal Basis
Spiritual Basis
Statistical Basis
Previous Research Basis
Journal or Literature Basis
 Review of This is a written summary of journal articles,
books, and other documents that describes the
Related past and current state of information on the
topic of your research study.
Literature
to justify your choice of to prove researchers’
research question, familiarity with significant
theoretical or conceptual and/or up-to-date research
framework, and method; relevant to the topic; and
to establish the to establish your study as
importance of the topic; one link in a chain of
to provide background research that is developing
information needed to knowledge in your field.
understand the study;
Rolling
RRL out your
Writing the Review of Related Literature

Critically Organize Write a

Identify key Locate evaluate and
the literature
terms literature select the
literature literature review
writing your RRL
Use the statement of Use appropriate format
problem as guide to for citations and
structure and sequence of references
topics
In-text citations should be
Avoid ‘copy/cut and congruent to bibliography
paste; all literature cited entries
must form a coherent
whole
 respecting
theWORKof APA Referencing Style

others
If you refer to a work in the text of your paper, place the
author's last name and the year of publication of the work
in parentheses at the end of the sentence.

APA In-text Citation Ex. The research conclusively proved a correlation between
the results (Mullane, 2006).
Book
Andreasen, N. C. (2001). Brave new brain: Conquering mental illness in the era of the genome. Oxford, England: Oxford University Press.

Journal
Potente, S., Anderson, C., & Karim, M. (2011). Environmental sun protection and supportive policies and practices: An audit of outdoor recreational settings in NSW coastal
towns. Health Promotion Journal of Australia, 22, 97- 101.

Website
Satalkar, B. (2010, July 15). Water aerobics. Retrieved from http://www.buzzle.com

If you use the name of the author(s) in your

writing, place the year of publication of the work in
parentheses after the author ’s name.

Ex. Mullane (2006) conducted research into the

effect of…
SAMPLE OF
INTRODUCTION AND
REVIEW OF RELATED
LITERATURE
 SHS Students’ Social Media Usage and Their
Attention Span in Class
Introduction and Review of Related Literature
Over the past decade, social media has drastically increased its breadth in
terms of the number of people who use it significantly. In fact, Facebook alone, as
of January 2017 has reached a record high of approximately 1,850,000,000 active
users as compared to 400 million in 2012 (Smith, 2017). This exponential
increase in social media activity has fueled the interest of various researchers on
the effect of social media usage. Social media are forms of electronic
communication devices through which users create online communities to share
information, ideas, personal messages, and other content (Merriam-Webster,
2017).

68
 Due to this, several studies have examined the effect of
social media on student academics (Matthews, 2014; Johnson
& Johnson, 2016), its relationship with stress (Santos, 2015;
Chan, 2016), and attention span (Microsoft Corp., 2014;
Jackson, 2016)

According to a study funded by Microsoft in 2014, people

now generally lose concentration after eight seconds,
highlighting the affects of an increasingly digitalized lifestyle
on the brain. Attention span, as defined by Webster (2011) is
the amount of concentrated time a person can spend on a task
without becoming distracted. 69
 Microsoft found that since the year 2000 the average
attention span dropped from 12 seconds to eight seconds.
That is less than the nine-second attention span of the
average goldfish.

In the Philippines, there is still a limited number of

literature that directly links the use of social media to
attention span, especially those that look into the Senior
High School (SHS) students and their ability to maintain
concentration. Furthermore, the international researches
conducted on this topic does not provide evidence that the
results transcend through different cultural backgrounds
and age groups. It is in this light that the purpose of this 70
 Over the past decade, What do you notice about
social media has drastically
increased its breadth in terms the opening paragraph of
of the number of people who the Background of the
use it significantly. In fact,
Facebook alone, as of January Study?
2017 has reached a record
high of approximately
1,850,000,000 active users as
This is what you call the
compared to 400 million in NARRATIVE HOOK.
2012 (Smith, 2017). This
exponential increase in social
media activity has fueled the
interest of various researchers 71
 Over the past decade, social
NARRATIVE media has drastically increased its
breadth in terms of the number of
HOOK
It serves the important function of people who use it significantly. In
drawing the reader into a study. fact, Facebook alone, as of January
2017 has reached a record high of
cause the reader to approximately 1,850,000,000
pay attention active users as compared to 400
elicit emotional or attitudinal million in 2012 (Smith, 2017).
responses, This exponential increase in social
spark interest, and media activity has fueled the
interest of various researchers on
encourage the reader to
the effect of social media usage.
continue reading.

72
CHAPTER 1: THE PROBLEM
AND ITS SETTING
Introduction and Review of Related Literature
 Conceptual Framework (with research paradigm)
 Statement of the Problem
 Null Hypothesis
 Scope and Delimitation
 Significance of the Study
 Operational Definition of Terms
CONCEPTUAL
FRAMEWORK
 A basic structure or

Conceptual
frame of reference
which is designed to
support or enclose

Framework something

skeleton
A diagrammatic
presentation of the
study also called as
the research
paradigm
 This is a diagram that connects variables of the
Conceptual study with lines (correlations) or arrows (cause-
effect relationships)
Framework

start with text and clearly Include in the diagram

cite the diagram. the variables which may
ensure congruence with have values or sub-
research questions. variables.
Rule of thumb: number of use the diagram to explain
research questions is at research framework. Justify
least equal to the number each variable (and sub-
of lines /arrows in variable) and each line or
conceptual framework. arrow using logic and
synthesized studies.
SHS Students’ Social Media Usage and Their Attention Span in Class in Relation to
Academic Performance

Conceptual Framework

Figure 1 below illustrates the conceptual framework of the research. The

paradigm presents the variables that were considered in the research.
PROFILE OF THE
RESPONDENTS

ACADEMIC
SOCIAL MEDIA USAGE PERFORMANCE

ATTENTION SPAN
 In this study, the researchers described the profile of the
respondents in terms of sex, age, and strand through
frequency and percentage distribution. Afterwards, the
researchers described the social media usage, attention span
and academic performance of students through weighted
mean. Lastly, the researchers identified the significant
relationship among profile of the respondents, social media
usage, attention span and academic performance through
Pearson r.
 Click icon to add picture

STATEMENT OF
THE PROBLEM
This section contains
the purpose statements
and the research
question(s).

7
9
SHS STUDENTS’ SOCIAL MEDIA USAGE
AND THEIR ATTENTION SPAN IN
RELATION TO THEIR ACADEMIC
PERFORMANCE
STATEMENT OF THE PROBLEM
This study aimed to identify how social
media and attention span are related to the
academic performance of Senior High School
Students during the Academic Year 2020-2021.
SHS STUDENTS’ SOCIAL MEDIA USAGE
AND THEIR ATTENTION SPAN IN
RELATION TO THEIR ACADEMIC
PERFORMANCE
Specifically, this study sought to answer the following
questions:
1) How may the profile of the respondents be described in
terms of:
1.1) Sex;
1.2) Age; and
1.3) Strand?
2) How may the social media usage of the students be
described?
SHS STUDENTS’ SOCIAL MEDIA USAGE
AND THEIR ATTENTION SPAN IN
RELATION TO THEIR ACADEMIC
PERFORMANCE
3) How may the attention span of students be
described?
4) How may the academic performance of students be
described?
5) Is there a significant relationship between profile of
the respondents and social media usage?
6) Is there a significant relationship between profile of
the respondents and their attention span?
SHS STUDENTS’ SOCIAL MEDIA USAGE
AND THEIR ATTENTION SPAN IN
RELATION TO THEIR ACADEMIC
PERFORMANCE
7) Is there a significant relationship between profile of
the respondents and their academic performance?
8) Is there a significant relationship between social
media usage and attention span?
9) Is there a significant relationship between social
media usage and academic performance?
10) Is there a significant relationship between attention
span and academic performance?
NULL
HYPOTHESIS
 HYPOTHESIS
 In terms of quantitative research, a hypothesis (hypotheses –
plural) is an educated guess regarding the significant
relationship between two variables.
 TWO TYPES OF HYPOTHESIS:
 Alternative Hypothesis – is a positive hypothesis regarding a
significant relationship between two variables. (Ex. There is a
significant relationship between social media usage and attention
span.)
 Null Hypothesis – is a negative hypothesis regarding a significant
relationship between two variables. (Ex. There is no significant
relationship between social media usage and attention span.)
SHS STUDENTS’ SOCIAL MEDIA USAGE
AND THEIR ATTENTION SPAN IN
RELATION TO THEIR ACADEMIC
PERFORMANCE
STATEMENT OF THE PROBLEM
This study aimed to identify how social
media and attention span are related to the
academic performance of Senior High School
Students during the Academic Year 2020-2021.
SHS STUDENTS’ SOCIAL MEDIA USAGE
AND THEIR ATTENTION SPAN IN
RELATION TO THEIR ACADEMIC
PERFORMANCE
Specifically, this study sought to answer the following
questions:
1) How may the profile of the respondents be described in
terms of:
1.1) Sex;
1.2) Age; and
1.3) Strand?
2) How may the social media usage of the students be
described?
SHS STUDENTS’ SOCIAL MEDIA USAGE
AND THEIR ATTENTION SPAN IN
RELATION TO THEIR ACADEMIC
PERFORMANCE
3) How may the attention span of students be
described?
4) How may the academic performance of students be
described?
5) Is there a significant relationship between profile of
the respondents and social media usage?
6) Is there a significant relationship between profile of
the respondents and their attention span?
SHS STUDENTS’ SOCIAL MEDIA USAGE
AND THEIR ATTENTION SPAN IN
RELATION TO THEIR ACADEMIC
PERFORMANCE
7) Is there a significant relationship between profile of
the respondents and their academic performance?
8) Is there a significant relationship between social
media usage and attention span?
9) Is there a significant relationship between social
media usage and academic performance?
10) Is there a significant relationship between attention
span and academic performance?
 SHS STUDENTS’ SOCIAL MEDIA USAGE
AND THEIR ATTENTION SPAN IN
RELATION TO THEIR ACADEMIC
PERFORMANCE
NULL HYPOTHESES
1. There is no significant relationship between
profile of the respondents and social
media usage.
2. There is no significant relationship between
profile of the respondents and their attention
span.
 SHS STUDENTS’ SOCIAL MEDIA USAGE
AND THEIR ATTENTION SPAN IN
RELATION TO THEIR ACADEMIC
PERFORMANCE
NULL HYPOTHESES
3. There is no significant relationship between
profile of the respondents and their
academic performance.
4. There is no significant relationship between
social media usage and attention span.
 SHS STUDENTS’ SOCIAL MEDIA USAGE
AND THEIR ATTENTION SPAN IN
RELATION TO THEIR ACADEMIC
PERFORMANCE
NULL HYPOTHESES
5. There is no significant relationship between
social media usage and academic
performance.
6. There is no significant relationship between
attention span and academic performance.
CHAPTER 1: THE PROBLEM
AND ITS SETTING
Introduction and Review of Related Literature
Conceptual Framework (with research paradigm)
Statement of the Problem
Null Hypotheses
 Scope and Delimitation
 Significance of the Study
 Operational Definition of Terms
SCOPE AND
DELIMITATION
SCOPE AND DELIMITATION In writing this section,
• cite the research design
This presents the coverage of
the research in terms of • identify school involved,
location, time, respondents, etc., number of classes, their
and the potential weaknesses or grade/year level, number
problems with the study of participants (or
identified by the researcher. respondents, subjects),
and topics of lessons
covered (if applicable).

95
SCOPE AND DELIMITATION
The study is a correlational research describing SCOPE: Identify the
and finding a significant relationship among the boundaries of the study
profile of the respondents, their social media usage, in terms of respondents,
objectives, facilities, area,
attention span and academic performance. time frame, and the issues
to which the research is
focused.
Furthermore, the study delimits itself to
attention span in class and will not attempt to DELIMITATION: State the
measure this variable in other environment. Social delimiting factors of the
study by geographic
media use will be limited to the use of social location, age, sex,
networking sites and exclude the use of the internet population size, etc.
by the respondents for educational purposes.

96
SIGNIFICANCE OF
THE STUDY
Click icon to add picture

SIGNIFICANCE
OF THE STUDY
States the audience who may benefit from
a study of the problem and explains how
exactly will the results be significant to
them.
In writing this section,
In paragraph form, cite beneficiaries (e.g.,
students, professors or teachers,
university administrators, parents) of
results of study.
For each beneficiary group, specifically
describe how it will benefit from the
findings. 98
SIGNIFICANCE OF THE STUDY
This study may be beneficial to the following:

• STUDENTS. They may be aware of the impact of social media usage

to their attention span and active participation in the class.
• PARENTS. As parents, this study may increase their awareness to
regulate and discipline their children on the moderate use of social
media.
• TEACHERS. As second parents in school, this research may provide
a deeper call to the teachers to regulate the use of social media in
school and during class discussions.
• FUTURE RESEARCHERS. This study may provide information for
their future reference.
99
DEFINITION OF
TERMS
 Variables and sub-variables or values in conceptual framework are defined,
Definition except very common variables like grade level, gender, school type where
the values are indicated in the framework itself.
of Terms
TWO TYPES OF DEFINITION
Conceptual Definition – original author’s
qualitative definition.
Operational Definition – how the term was used
in the study.

NOTE: Arrange the terms in alphabetic order.

OPERATIONAL DEFINITION OF TERMS
The following terms were defined as used in the study:

• Attention - …………….
• Attention Span - ………….
• Social Media - …………….

(LIST ALL THE KEY VARIABLES AND VAGUE TERMS FOUND IN

THE CHAPTER 1 AND DEFINE THOSE TERMS HERE.)

1
 CHAPTER 2
RESEARCH
METHODOLOGY
CHAPTER 2: RESEARCH
METHODOLOGY
Research Design
Research Locale
Respondents of the Study
Sampling Technique
Research Instrument
Data Gathering Procedure
Statistical Treatment of Data
RESEARCH DESIGN
A research design is a set of methods
and procedures used in collecting,
analyzing and interpreting variables
specified in the research problem.
 Quantitative Research Designs

Manipulating
Studying Correla Experi conditions and
relationships tional mental studying effects
Non-
experimental
research
Descrip
Describing tive
characteristics
Quantitative Research Designs
Descriptive Examples:
What are the sleeping
Research habits of SHS students in
DLSAU?
Sometimes called survey
research, it aims to What factors affected the
describe systematically SHS track choice of SHS
the facts and students?
characteristics of a given
population or area of
interest, factually and
accurately
Examples of Research Questions for
Descriptive Research

What do teenagers
What is the level
consider when buying
of marketability of
a new phone?
personalized
phone cases on
What are the most
DLSAU students?
common stressors
that affect professors?
Quantitative Research Designs
Correlational
Research Examples:
Does wearing school
uniform have any
aims to describe and relationship with
measure the degree of students’ ability to
association between two participate?
or more variables or sets of
scores. Is there a relationship
between phone brand
and Facebook usage
among teens?
Examples of Research Questions for
Correlational Research

Is there a
Does mathematical relationship between
competence have any a student’s attitude
relationship with a towards research
person’s willingness to do and his/her real
business? world problem
solving skills?
Quantitative Research Designs
Experimental
Research Variables that cause
change in the subject.
Independent
An experiment tests an idea variable
to determine whether it
influences an outcome.
Used when the researcher
wants to establish possible Dependent
cause and effect between variable Variables that bear or
variables. manifest the effects
caused by the
independent variable.
 Examples of Research Questions for
Experimental Research

Does the use of audio-

visuals in class have any
effect on students’ Does a meme-based ad
memory? on social media improve
a product’s name recall
Does playing indie pop as compared to an
music improve students’ ordinary ad?
ability to solve Math Can peer counseling
problems while in class? improve a person’s
school anxiety?
RESEARCH DESIGN
Example:
The researchers used the descriptive and
correlational research design. According to Creswell
(2013), descriptive research is focused on describing
systematically a given set of variables. Furthermore,
Valdez (2014) stated that correlational research deals
with the association and significant relationship
between two or more variables.
RESEARCH LOCALE

It refers to the location or

place where the research was
conducted.
RESEARCH LOCALE
Example:
This study was conducted at Nueva
Ecija Senior High School.
 3RD PARAGRAPH -
RESPONDENTS
Respondents are those persons who have
been invited to participate in a particular
study and have actually taken part in the
study.

NOTE: Include the number of the respondents and

their common characteristic.
RESPONDENTS
Example:
The respondents were the 10 Senior
High School Students of Nueva Ecija
Senior High School who have
experienced the phenomenon of bullying.
 Population and Sample
Getting a fraction to understand the whole

Sample
A subgroup of the target population
that the researcher plans to study for
generalizing about the target
population.
Population
a group of individuals who
have the same characteristic
 Population and Sample
Getting a fraction to understand the whole

Sample
A subgroup of the target population
that the researcher plans to study for
generalizing about the target
population.
Population
a group of individuals who
have the same characteristic
SAMPLING
TECHNIQUE
WHAT IS SAMPLING
TECHNIQUE?
Sampling Technique is defined as the
process of selecting certain members
or a subset of the population to estimate
characteristics of the whole population.
 Sampling Techniques
Non-Probability Sampling

QUOTA SAMPLING
The number of samples
is decided by the
researcher and
3 selection is also made
out of availability of
the respondent.
Sampling Techniques
Probability Sampling

STRATIFIED RANDOM
SAMPLING
a process in which certain
subgroups, or strata, are
selected for the sample in
the same proportion as they
exist in the population
 SLOVIN’S FORMULA:
Identifying the sample size of the
respondents
(Stratified Proportional Sampling)
SLOVIN’S FORMULA

n= N
1+Ne 2
where:
n – sample size
N – population size
e – margin of error
MARGIN OF ERROR
AND CONFIDENCE
LEVEL
SLOVIN’S FORMULA
Compute the sample
size of 256 ABM students
of Araullo University
using 5% margin of
error
 SLOVIN’S FORMULA
Compute the sample
size of 562 STEM students
of Wesleyan University
using 90% confidence
level
 Sampling Techniques
Probability Sampling

SYSTEMATIC RANDOM
SIMPLE RANDOM
SAMPLING
SAMPLING
Drawing randomly from a list of the  
population (e.g.: names from a hat,
using a matrix of random numbers).
 Sampling Techniques
Non-Probability Sampling

CONVENIENCE PURPOSIVE
SAMPLING SAMPLING
is selecting a group of Using researcher’s judgment to
individuals who are select a sample that they believe,
conveniently available based on prior information, will
for study provide the data they need.
Think of this
A researcher wants to conduct a
practical research in order to
determine the effectiveness of peer
counseling on the decreasing the
truancy of his classmates. Of his 56
classmates, he has selected 20
respondents whose residences are
within a kilometer’s radius from the
school.

What sampling techniques did the

researcher use?
Example:
The researchers used the purposive sampling
technique wherein they chose those students
who have experienced to be bullied in school or
anywhere. Purposive Sampling is a technique
wherein the researchers use judgment to select a
sample that they believe, based on prior
information, will provide the data they need.
CHAPTER 2: RESEARCH
METHODOLOGY
 Research Design
Research Locale
Respondents of the Study
Sampling Technique
Research Instrument
Data Gathering Procedure
Statistical Treatment of Data
DATA GATHERING
PROCEDURE
Data gathering procedure is defined as
the procedure of collecting,
measuring and analyzing statistical
data in order to arrive at a systematic
and logical conclusion.
Example:
For a systematic data gathering and with the approval to finally
conduct the study from the researcher’s adviser, the researchers
sought a written permission and approval from the Office of the
Principal of Nueva Ecija Senior High School.
The researchers personally sent to the respective respondents
the google form link which contains the survey questionnaire that
will be used in this study. Afterwards, the researchers used the
different statistical tools in order to arrive at a definite and
appropriate conclusion. Lastly, the researchers drew conclusions
based on the statistical analysis of the data.
CHAPTER 2: RESEARCH
METHODOLOGY
Research Design
Research Locale
Respondents of the Study
Sampling Technique
Research Instrument
Data Gathering Procedure
Statistical Treatment of Data
RESEARCH
INSTRUMENT
WHAT IS A RESEARCH
INSTRUMENT?
Research instrument refers to
the data gathering tool to be
constructed, validated and
administered.
 RESEARCH
QUANTITATIVE QUALITATIVE
SURVEY INTERVIEW GUIDE
QUESTIONNAIRE
VALIDITY AND STRUCTURE SEMI-
RELIABILITY D STRUCTURED

VALIDITY
QUANTITATIVE:
SURVEY
QUESTIONNAIRE
QUANTITATIVE USES SURVEY
QUESTIONNAIRE
SURVEY QUESTIONNAIRE is a type of
data gathering method that is utilized to collect,
analyze and interpret the different views of a
group of people from a particular population.
EXAMPLE:
A survey questionnaire was formulated by the researchers using
Google Form. The first part of the questionnaire was the profile
variables of the respondents. The second part was about the food
quality of Filipino and Korean restaurants. The third part was
focused on identifying the service quality of Filipino and Korean
restaurants. The fourth part was about the level of contentment of the
customers’ in Filipino and Korean restaurants. The questionnaire was
validated by the researchers’ adviser and the panel during the pre-
oral defense.
BASIC STEPS TO CONSIDER
1. Define your research aims
2. Identify the population and sample
3. Decide how to collect replies
4. Design your questionnaire
5. Run a pilot survey
6. Carry out the main survey
7. Analyze the data (using statistics)
8. Summarize the data
 The Instrument
The Key to Finding the Answers

A survey questionnaire is a commonly used

type of instrument in research that lists
questions about a topic with spaces for
responses.

Yes/No Coding/Likert Scale

Do you consider research to be important? I use my phone during class.
___ 4 Always
___ 3 Often
Recognition
___ 2 Seldom
Which of the following do
___ 1 Never
you consider in buying a
phone?
___ brand name
___ price TYPES of
___ specs
___ others, please specify QUESTIONS
VALIDITY AND RELIABILITY
VALIDITY – the interview guide (quali) or
survey questionnaire (quanti) can answer all
the research questions chronologically.
RELIABILITY - (For Quanti only) by
identifying the Cronbach alpha value, the
survey questionnaire shows that the items are
consistent with each other. The questionnaire
can still be used in the next five years.
BASIC STEPS TO CONSIDER
1. Define your research aims
2. Identify the population and sample
3. Decide how to collect replies
4. Design your questionnaire
5. Run a pilot survey
6. Carry out the main survey
7. Analyze the data (using statistics)
8. Summarize the data
LET US TRY TO DESIGN A SURVEY
QUESTIONNAIRE (OBSERVE VALIDITY)
1. How may the profile of the respondents be described in terms of:
1. Sex;
2. Age; and
3. General Average?
2. How may the financial problems of the respondents be described?
3. How may the self-esteem of the respondents be described?
4. Is there a significant relationship between profile of the respondents and
their financial problems?
5. Is there a significant relationship between profile of the respondents and
self-esteem?
6. Is there a significant relationship between financial problems and self-
esteem?
RELIABILITY
If Cronbach alpha value is below .70, the
survey questionnaire is NOT RELIABLE.
If Cronbach alpha value is equal or above .
70, the survey questionnaire is
RELIABLE.
BASIC STEPS TO CONSIDER
1. Define your research aims
2. Identify the population and sample
3. Decide how to collect replies
4. Design your questionnaire
5. Run a pilot survey
6. Carry out the main survey
7. Analyze the data (using statistics)
8. Summarize the data
 CRONBACH ALPHA FORMULA

α= n__ S - ΣS 2
y
2

Where:
n–1 S 2y
n = no. of items
ΣS2 = the sum of the variances for each item.
S2y = the variance of the total column.
LET’S TRY

TEST IF THE SELF-ESTEEM

(LIKERT SCALE) IS RELIABLE
ITEM NO. 1 ITEM NO. 2

Subject 1 3 1

Subject 2 4 4
ACTIVITY
TEST IF THE LEADERSHIP SKILL
(LIKERT SCALE) IS RELIABLE
ITEM NO. 1 ITEM NO. 2 ITEM NO. 3

Subject 1 3 4 2

Subject 2 4 3 1

Subject 3 4 2 2
STATISTICAL
TREATMENT OF
DATA
EXAMPLE
The data gathered were analyzed and interpreted in
the light of frequency and percentage distribution,
weighted mean and t-test.
The frequency and percentage distribution were
used to describe the profile of the respondents during
the First Semester of Academic Year 2018-2019.
EXAMPLE (CONTINUATION)
Weighted mean was used to determine the food
quality, service quality and customers’ level of
contentment in Filipino and Korean restaurants.
Table 2
Range Distribution

RANGE VERBAL DESCRIPTION

3.25 – 4.00 Strongly Agree
2.50 – 3.24 Agree
1.75 - 2.49 Disagree
1.00 – 1.74 Strongly Disagre
EXAMPLE (CONTINUATION) (FOR
CORRELATIONAL)
Finally, Pearson r was employed to identify
the significant relationship between: 1) Food
Quality and Customer Service; 2) Food Quality
and Customer Satisfaction; and 3) Customer
Service and Customer Saisfaction.
EXAMPLE (CONTINUATION) (FOR
COMPARATIVE)
Finally, T-test was employed to identify the
significant difference between: 1) Food quality
between Filipino and Korean restaurants; 2)
Service quality of Filipino and Korean
restaurants; and 3) Customers’ level of
contentment between Filipino and Korean
restaurants.
 STATISTICAL TREATMENT OF DATA
158

Putting Puzzle Pieces Together

This section indicates how the data will be
analyzed and reported; it should specify the To answer the questions presented under the Statement
qualitative and/or quantitative methods that of the Problem, the following statistical tools will be
will be used in analyzing the data gathered employed:
for the research. 1. Frequency and Percentage will be used to present and
analyze data regarding the demographic profile of the
Describe analysis to be done for respondents.
1 each research question, following 2. Weighted mean will be computed to represent the
sequence in Statement of Problem. responses of each respondent to the questionnaire
and their attention span score while standard
State if tests of hypotheses will be
2 done and for what purpose.
deviation will be used to determine the degree of
variability in these values. This mean shall be
interpreted as follows:
Add scoring system for instruments. 3. The Pearson Product Moment Correlation Coefficient
3 will be used to determine the degree of relationship
between social media use and attention span.
Avoid giving formulas or standard
4 procedures for statistical tools.
 WEIGHTED MEAN:
Descriptive Statistics
 Weighted Mean

WM = SUM
Number
TAKE NOTE:
Same with getting the average
LET US TRY!
 Customer Service Weighted Mean Verbal Description
Example 1) My food order
was accurate.
? ?

2) The servers ? ?
are approachable.
3) The food was ? ?
Legend: served on time.
1 – Strongly Disagree 4) Sauces, ? ?
2 – Disagree utensils,
napkins, etc.
3 – Agree were available.
4 – Strongly Agree 5) Employees are ? ?
friendly and
courteous.
AVERAGE WEIGHTED ? ?
MEAN

How may the Customer Service of Café La Tea

be described?
1) Compute the Scale of Interval
Scale of Interval = HLS – LLS
NoLS
Where:
HLS – Highest Likert Scale
LLS – Lowest Likert Scale
NoLS – Number of Likert Scale
WHAT IS THE SCALE OF INTERVAL?
Scale Verbal
Legend: Description
1 – Strongly Disagree 4 ? Strongly Agree
2 – Disagree 3 ? Agree
3 – Agree
2 ? Disagree
4 – Strongly Agree
1 ? Strongly
Disagree
WHAT IS THE SCALE OF INTERVAL?
Scale Verbal
Legend: Description
1 – Strongly Disagree 4 3.25 – 4.00 Strongly Agree
2 – Disagree 3 2.50 – 3.24 Agree
3 – Agree
2 1.75 – 2.49 Disagree
4 – Strongly Agree
1 1.00 – 1.74 Strongly
Disagree
2) Compute the Weighted Mean
Customer Service Weighted Mean Verbal Description
1) My food order ? ?
was accurate.
2) The servers ? ?
Legend: are
1 – Strongly Disagree approachable.
2 – Disagree 3) The food was ? ?
served on time.
3 – Agree
4) Sauces, ? ?
4 – Strongly Agree utensils,
napkins, etc.
were available.
5) Employees are ? ?
friendly and
courteous.
AVERAGE WEIGHTED ? ?
MEAN
2) Compute the Weighted Mean
Q1 Q2 Q3 Q4 Q5
Respondent 1 2 3 1 3 4
Respondent 2 3 3 1 2 4
Respondent 3 4 4 2 3 4
Respondent 4 3 3 1 4 3
Respondent 5 2 3 1 3 4
Respondent 6 1 2 2 3 3
Respondent 7 2 3 1 2 4
Respondent 8 1 4 2 3 1
Respondent 9 2 3 4 3 4
Respondent 10 3 4 1 2 4
Weighted Mean ? ? ? ? ?
2) Compute the Weighted Mean
Q1 Q2 Q3 Q4 Q5
Respondent 1 2 3 1 3 4
Respondent 2 3 3 1 2 4
Respondent 3 4 4 2 3 4
Respondent 4 3 3 1 4 3
Respondent 5 2 3 1 3 4
Respondent 6 1 2 2 3 3
Respondent 7 2 3 1 2 4
Respondent 8 1 4 2 3 1
Respondent 9 2 3 4 3 4
Respondent 10 3 4 1 2 4
Weighted Mean 2.30 3.20 1.60 2.80 3.50
3) Compute the Average Weighted Mean
Customer Service Weighted Mean Verbal Description
1) My food order 2.30 ?
was accurate.
2) The servers 3.20 ?
Legend: are
1 – Strongly Disagree approachable.
3) The food was
2 – Disagree served on time.
1.60 ?

3 – Agree 4) Sauces, 2.80 ?

4 – Strongly Agree utensils,
napkins, etc.
were available.
5) Employees are 3.50 ?
friendly and
courteous.
AVERAGE WEIGHTED ? ?
MEAN
3) Compute the Average Weighted Mean
Customer Service Weighted Mean Verbal Description
1) My food order 2.30 ?
was accurate.
2) The servers 3.20 ?
Legend: are
1 – Strongly Disagree approachable.
3) The food was
2 – Disagree served on time.
1.60 ?

3 – Agree 4) Sauces, 2.80 ?

4 – Strongly Agree utensils,
napkins, etc.
were available.
5) Employees are 3.50 ?
friendly and
courteous.
AVERAGE WEIGHTED 2.68 ?
MEAN
4) Using the Scale of Interval,
apply the proper verbal description
Customer Service Weighted Mean Verbal Description
1) My food order 2.30 ? Scale Verbal
was accurate. Description
2) The servers 3.20 ? 3.25 – 4.00 Strongly Agree
are
2.50 – 3.24 Agree
approachable.
1.75 – 2.49 Disagree
3) The food was 1.60 ?
served on time. 1.00 – 1.74 Strongly
Disagree
4) Sauces, 2.80 ?
utensils,
napkins, etc.
were available.
5) Employees are 3.50 ?
friendly and
courteous.
AVERAGE WEIGHTED 2.68 ?
MEAN
4) Using the Scale of Interval,
apply the proper verbal description
Customer Service Weighted Mean Verbal Description
1) My food order 2.30 Disagree Scale Verbal
was accurate. Description
2) The servers are 3.20 Agree 3.25 – 4.00 Strongly Agree
approachable.
2.50 – 3.24 Agree
3) The food was 1.60 Strongly Disagree
served on time. 1.75 – 2.49 Disagree
4) Sauces, 2.80 Agree 1.00 – 1.74 Strongly
utensils, napkins, Disagree
etc. were
available.
5) Employees are 3.50 Strongly Agree
friendly and
courteous.
AVERAGE WEIGHTED 2.68 Agree
MEAN
LET’S RECAP THE PROCESS

1. Compute/Make the Scale of Interval.

2. Compute the Weighted Mean
3. Compute the Average Weighted Mean
4. Using the scale of interval, apply the
proper verbal description
 ANALYZING PEARSON r
USING Statistical Package for
Social Sciences (SPSS)
 WHAT IS PEARSON r

Pearson r – or Pearson’s correlation

coefficient is the test statistics that
measures the statistical
relationship between two
variables.
Two kinds of Hypothesis
Alternative Hypothesis – a positive
statement regarding the relationship of
two variables. (THERE IS A SIGNIFICANT
RELATIONSHIP BETWEEN ………..)
Null Hypothesis – a negative statement
regarding the relationship of two variables.
(THERE IS NO SIGNIFICANT RELATIONSHIP
BETWEEN …………)
Two kinds of Interpretation
Positive Interpretation – As one
variable (X) increases, the other
variable (Y) also increases.
NEGATIVE RELATIONSHIP – As one
variable (X) increases, the other
variable (Y) decreases and vice versa.
 Two Variables
  AGE
GENDER Pearson
Correlation .303*
Sig. (2-
.032
tailed)
N 315
Interpretation
Positive or Negative Relationship
No. of Respondents
Result:
There is no significant relationship (Accept the null hypothesis)
There is a significant relationship (Reject the null hypothesis)
   AGE
GENDER Pearson
Correlation .303*
Sig. (2-
.032
tailed)
N 315

FIRST STEP:
Identify if there is a significant or no
significant relationship.
   AGE
GENDER Pearson
Correlation .303*
Sig. (2-
.032
tailed)
N 315

If sig. (2-tailed) is more than 0.05, there is no significant relationship

If sig. (2-tailed) is less than 0.05, there is a significant relationship
If sig. (2-tailed) is less than 0.01, there is a highly significant
relationship
   AGE
GENDER Pearson
Correlation .303*
Sig. (2-
.032
tailed)
N 315

SECOND STEP:
(ONLY) IF THERE IS A SIGNIFICANT
RELATIONSHIP, interpret the
relationship. (POSITIVE OR NEGATIVE?)
   AGE
GENDER Pearson
Correlation .303*
Sig. (2-
.032
tailed)
N 315
Try to interpret:
Suppose that:
For Gender, 1 – Male and 2 – Female
For Age, number is encoded based on their real age.
  AGE
GENDER Pearson
Correlation .303*
Sig. (2-
.032
tailed)
N 315

LAST STEP:
MAKE THE CONCLUSION.
LET’S TRY:
Academic
  Performance
Financial Pearson
-.431*
Problem Correlation
Sig. (2-
.021
tailed)
N 205

Suppose that:
For Financial Problem,
1 – SD, 2 – D, 3 – A, and 4 – SA
For Academic Performance, the number is encoded
based on their real general average.
LET’S TRY:
  Gender
Level of Pearson
Awareness Correlation .753*
on Social Sig. (2-
Issues in the .002
tailed)
Philippines N 125

Suppose that:
For Level of Awareness,
1 – SD, 2 – D, 3 – A, and 4 – SA
For Gender, 1 – Female and 2 - Male
LET’S TRY: Academic
  Performance
Self-Esteem Pearson
.633*
Correlation
Sig. (2-
.102
tailed)
N 75

Suppose that:
For Self-Esteem,
1 – SD, 2 – D, 3 – A, and 4 – SA
For Academic Performance, the number is encoded
based on their real general average.
 ANALYZING T-Test
USING Statistical Package for
Social Sciences (SPSS)
 WHAT IS T-Test?

A T-test is a type of inferential

statistic used to determine if there
is a significant difference between
the means of two groups, which
may be related in certain features.
Variable Two Groups No. of Respondents
Std.
N Mean Deviation
Food Lamarang 149 3.0013 .61049
Quality
Rustica Mean
149 3.4765 .61098
t-test for Equality of Means
  t df Sig. (2-tailed)
Food Quality Equal
variances -1.062 296 .029
assumed
Equal
variances not -1.062 296.000 .029
assumed

Result:
There is no significant difference (Accept the null hypothesis)
There is a significant difference (Reject the null hypothesis)
 Std.
N Mean Deviation
Food Lamarang 149 3.0013 .61049
Quality
Rustica 149 3.4765 .61098
t-test for Equality of Means
  t df Sig. (2-tailed)
Food Quality Equal
variances -1.062 296 .029
assumed
Equal
variances not -1.062 296.000 .029
assumed

FIRST STEP:
Identify if there is a significant or no
significant difference.
 Std.
N Mean Deviation
Food Lamarang 149 3.0013 .61049
Quality
Rustica 149 3.4765 .61098
t-test for Equality of Means
  t df Sig. (2-tailed)
Food Quality Equal
variances -1.062 296 .029
assumed
Equal
variances not -1.062 296.000 .029
assumed

If sig. (2-tailed) is more than 0.05, there is no significant difference

If sig. (2-tailed) is less than 0.05, there is a significant difference
If sig. (2-tailed) is less than 0.01, there is a highly significant
difference
 Std.
N Mean Deviation
Food Lamarang 149 3.0013 .61049
Quality
Rustica 149 3.4765 .61098
t-test for Equality of Means
  t df Sig. (2-tailed)
Food Quality Equal
variances -1.062 296 .029
assumed
Equal
variances not -1.062 296.000 .029
assumed

SECOND STEP:
(ONLY) IF THERE IS A SIGNIFICANT DIFFERENCE,
interpret which between the two group is better.
 Std.
N Mean Deviation
Food Lamarang 149 3.0013 .61049
Quality
Rustica 149 3.4765 .61098
t-test for Equality of Means
  t df Sig. (2-tailed)
Food Quality Equal
variances -1.062 296 .029
assumed
Equal
variances not -1.062 296.000 .029
assumed

SUPPOSE: 1
2
– Strongly Disagree,
– Disagree.
3 - Agree
4 – Strongly Agree
 Std.
N Mean Deviation
Food Lamarang 149 3.0013 .61049
Quality
Rustica 149 3.4765 .61098
t-test for Equality of Means
  t df Sig. (2-tailed)
Food Quality Equal
variances -1.062 296 .029
assumed
Equal
variances not -1.062 296.000 .029
assumed

LAST STEP:
MAKE THE CONCLUSION.
LET’S TRY:
Std.
N Mean Deviation
Customer Lamarang 149 3.5819 .56089
Service Rustica 149 3.1913 .58053
t-test for Equality of Means
  t df Sig. (2-tailed)
Customer Equal
Service variances -.142 296 .007
assumed
Equal
variances not -.142 295.650 .007
assumed

SUPPOSE: 1
2
– Strongly Disagree,
– Disagree.
3 - Agree
4 – Strongly Agree
LET’S TRY:
Std.
N Mean Deviation
Customer Lamarang 149 3.8906 .60240
Satisfaction Rustica 149 3.0020 .82940
t-test for Equality of Means
  t df Sig. (2-tailed)
Customer Equal
Satisfaction variances -1.327 296 .001
assumed
Equal
variances not -1.327 270.154 .006
assumed

SUPPOSE: 1
2
–
–
Strongly Disagree,
Disagree.
3 - Agree
4 – Strongly Agree