Session 2A Understanding Data and Ways to Systematically Collect Data

Session 2A: Understanding Data and Ways to Systematically Collect Data SHS Mass Training of Teachers, Practical Research 2 U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y Collect Data Standards and Competencies Content Standards: The learner demonstrates understanding of: (1) quantitative research designs; (2) description of sample; (3) instrument development; (4) description of intervention (if applicable); (5) data collection and analysis procedures; and (6) guidelines in writing research methodology Performance Standards: The learner is able to: (a) describe adequately quantitative research designs, sample, instrument used, intervention (if applicable), data collection, and analysis procedures, or (b*) apply imaginatively art/design principles to create artwork Word hard. Study Harder. U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y Collect Data Standards and Competencies Learning Competencies The learner… 1. chooses appropriate quantitative research design 2. describes sampling procedure and the sample; 3. constructs an instrument and establishes its validity and reliability; 4. describes intervention (if applicable); 5. plans data collection procedure; 6. plans data analysis using statistics and hypothesis testing (if appropriate); and 7. presents written research methodology. Word hard. Study Harder. Let’s get critical. Identifying critical competencies in the curriculum guide Understanding Data and Ways to Systematically Collect Data Finding Answers Through Data Collection Reporting and Sharing Findings • For 6 minutes, examine the first three content units (all under the first quarter) of the curriculum guide for the learning competencies. • Determine exactly 2 competencies per content unit that your group finds to be MOST DIFFICULT TO TEACH or MOST CRITICAL TO LEARN. • Follow the color coding of the content units at the right. • Write your main concern through a question or a statement below the LC code. • Post answers on your station. Chapter Content Chapter III METHODOLOGY Research Design The Sample The Instruments Intervention Data Collection Procedure Data Analysis Procedures Research designs are the specific procedures involved in the research process: sampling, data collection, and data analysis. Research Design The first step leading to the process of collecting quantitative data is to identify the people and places you plan to study. This involves determining which group of people will you study, who, specifically, these people are, and how many of them you will need to involve. The Sample Identifying the representative group that will take part in the study is an important aspect of the research that you need to specify.  description of the subjects, number, and grade level (for students), naming school and its location, unless with confidentiality conditions. Otherwise, only location, type, and size of school are stated;  number of classes, class size, and number of teachers are indicated;  how students and teachers are selected (sampling procedure) is described. The Sample  After data collection, put actual sample: sample size, distribution of subjects by sex and average age.  If applicable, describe relevant characteristics of teachers like sex, teaching experience, educational attainment, and related training. Sampling Techniques Probability Sampling Techniques SYSTEMATIC SAMPLING SIMPLE RANDOM SAMPLING Drawing randomly from a list of the population (e.g.: names from a hat, using a matrix of random numbers). Taking every kth element in the population as a sample, where Sampling Techniques Probability Sampling Techniques 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 CLUSTER SAMPLING The selection of groups, or clusters, of subjects rather than individuals Sampling Techniques Non-probability Sampling Techniques 3 QUOTA SAMPLING CONVENIENCE SAMPLING is selecting a group of individuals who are conveniently available for study The number of samples is decided by the researcher and selection is also made out of availability of the respondent. Sampling Techniques Non-probability Sampling Techniques PURPOSIVE SAMPLING Using researcher’s judgment to select a sample that they believe, based on prior information, will provide the data they need. SNOWBALL SAMPLING One sample leads on to more of the same kind of sample. Thin k of this A teacher wants to conduct an action research in order to determine the effectiveness of homebased family counseling on the attendance of students. Of her 56 students, she has selected 20 whose residences are within a kilometer’s radius from the school. What sampling technique did the teacher use? Do you agree on the strategy she has employed? The Instrume nt  This refers to the questionnaire or data gathering tool to be constructed, validated and administered.  If the instrument is prepared by the researcher, it should be tested for validity and reliability. However, if the instrument is standardized, the student should indicate its description as to its items, scoring and qualification.  The researcher must explain its parts, and how the instrument will be validated. The instrument to be used should be appended (except for standardized). CRITERIA for CHOOSING a GOOD INSTRUMENT  Is it recent?  Is it widely cited? Are reviews available?  Is it reliable?  Is it valid? The Instrume nt  Does the procedure for recording data fit the research questions in your study?  Does the instrument contain accepted scales of measurement? Creswell, 2012 Think A group of Grade 12 students is doing a research to know if Facebook can be used to encourage SHS students to of thisdiscuss more actively their lessons in Math. They decided to do a series of activities by posting several problems on Facebook and asking students to freely discuss by commenting on the problem. To assess how effective this activity was, they required their participants to “like” the Facebook post if they feel like doing so. It was found out that of the 100 participants, 95 “liked” the post. The group therefore concluded that Facebook is an effective way to encourage active discussion. the extent to which the content or topic of the test is truly representative of the content of the course. Construct Validity the degree to which the test agrees or correlates with a criterion set up as an acceptable measure Types of Validity Predictive Validity Content Validity the extent to which the test measures a theoretical construct or trait Criterion Validity how well predictions made from the test are confirmed by evidence gathered at some subsequent time Example: validation of an achievement test based on contents of the CG. Construct Validity Example: validation of a teachermade achievement test by comparing it to a validated NAT. Types of Validity Predictive Validity Content Validity Example: validation of an IQ test … should gauge high IQ in ones with high IQ and low in those with low IQ. Criterion Validity Example: validation of questionnaires used for review by comparing performance of exam takers during review using the reviewer and the actual exam. Content validation refers to the process of establishing validity of an instrument (FrankStromberg, 2004). Lawshe’s model can serve this purpose. This involves a panel of subject matter experts rating items as “essential”, “useful, but not essential”, or “not necessary.” Establishi ng Validity Items deemed “essential” by a critical number of panel members are then included within the final instrument, with items failing to achieve this critical level discarded (Ayre, 2014). Visualizing Content Validity through Expert Validation Establishi ng Validity For instance, the teacher wishes to validate a test in English. He requests experts in English to validate if his test items measure the knowledge, skills, and values they are supposed to measure as stated in the course content/syllabus/curriculum guide. To validate each item, the experts check the options: 3 (retain), 2 (revise), or 1 (delete). If the mean per item is 2.5 to 3, the item is retained; if 1.5 to 2.4, revised; and if 1.0 to Example: Retain 3 Revise 2 Delete 1 1. He (hears, hear) mass every day. 3 2 1 2. His daily allowance of Php 50 (is, are) not enough. 3 2 1 3. Joyce (buy, buys) apples. 3 2 1 4. Yvonne (give, gives) alms to beggar. 3 2 1 5. Kylie (puts, put) flowers in the vase. 3 2 1 Questions Establishi ng Validity Measurin g Reliabilit y Teachknowlog y Cronbach’s alpha (α) is a test of reliability technique that requires only a single test administration to provide a unique estimate of the reliability for a given test. It is computed as the average value of the reliability coefficients one would obtain for all possible combination of items when split into two half tests (Gliem & Gliem, 2003). Coefficient normally ranges between zero and one. However, there is actually no lower limit to the coefficient. The closer Cronbach’s alpha coefficient is to 1.0, the greater the internal consistency of the items in the scale. Teachknowlog y The Instrume nt  Enumerate instruments to be used. Indicate if researcher-made, adopted or modified (give author, year, & reliability coefficient).  Quickly describe pilot-testing of instruments.  Indicate how researcher-made instruments will be content-validated.  Indicate computing reliability coefficient, commonly Cronbach alpha, for rating scale and tests.  Add structure/parts and number of items of each instrument.  Add Table of Specifications for researchermade tests.  Add details of content validation: who the experts are without naming them.  Add details of pilot-testing (when and who), and describe group (similar to group to which instruments will be eventually administered). The Instrume nt The Interventi on  Clearly and completely describe how the intervention will be implemented, such that the reader can replicate the intervention.  Describe what happens in comparison group. Data Collectio n Procedur e  Quickly describe whose permission will be sought and arrangements to make to administer instruments.  Describe when instruments will be administered and who will administer them.  Add details on arrangements and administration of instruments, if needed. This section indicates how the data will be analyzed and reported; it should specify the qualitative and/or quantitative methods that will be used in analyzing the data gathered for the research. Data Analysis Procedur e In writing this section,  Describe analysis to be done for each research question, following sequence in Statement of Problem.  State if tests of hypotheses will be done and for what purpose.  Indicate that tests of hypotheses will be done at . 05 level of significance.  Level of significance or p value = no. of cases out of 100 cases that results are due to chance alone.  Add scoring system for instruments. Data Analysis Procedur e  Avoid giving formulas or standard procedures for statistical tools (reader is expected to know these or look them up in statistics references). Data Analysis Procedur e BULLYING INCIDENCE AND GRADE 11 STUDENTS’ ATTENDANCE Research Design This research used correlational design. The Sample Alangalang National High School, Alangalang, Leyte Region 8 is purposively selected due to its big size. One section with a class of forty (40) Grade 11 students is randomly selected. The study will be accomplished for the School Year (SY) 2017-2018. The Instruments Sample There will be one (1) self-made questionnaire for the study with three (3) questions. The first questions is based on bullying experience, second is on the type of bullying experience, and the third is the number of absences. The questionnaire will be pilot tested to five students who are not Data Collection Procedure The researchers will seek written permission from the principal of Alangalang Senior High School for the conduct of the study. An inform consent will also be provided to the students. The parents will also be asked through a written permission. The respondents will be oriented on the research objectives and outcomes. The researchers will administer the following the self-made questionnaire. Data Analaysis Sample All the data will be compiled and treated based on parametric and non-parametric measures. The data on the frequency of bullying incidence and attendance will be treated to simple percentage and will be presented through a bar graph. The test of difference on two groups will be based on one-paired T-test for WORKSHOP, CHAPTER THREE Methodology Research Design The Sample The Instruments Intervention Data Collection Procedure Data Analysis Procedures Write Chapter III of your mock research. (30 minutes) End of session 2A. THANK YOU! Revisit the Park n’ Go Area