SANTO TOMAS NATIONAL HIGH SCHOOL SHS 30

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the methods and procedures that will be used in the study.

Specifically, it includes a detailed description of the research design, locale of the study,

respondents and sampling procedures, research instruments, data gathering procedures and

analysis of data.

Research Design

The research study will use the quantitative-descriptive method employing the bivariate

correlational research design since it involves collecting and interpreting the relationship between

two variables of the data to be gathered in order to serves its purpose which is to identify the

barriers disrupting the Grade 12 students’ concentration on studying and their academic

performance at Santo Tomas National High School.

This will ascertain if there is a relationship between the barriers that disrupt the Grade 12

students’ concentration and their academic performance.

Locale of the Study

The study will be conducted in the province of Isabela particularly in Santo Tomas National

High School that offers Senior High School.

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Samples and Sampling Procedure

The respondents of the study will b the Grade 12 students particularly the six sections

namely; Officials, Correspondents, Leaders, Executives, Culinarians and Constructors who were

enrolled at Santo Tomas National High school.

The Slovin’s Formula will be used to compute for the desired sample for the entire

population. With the desired sample, fish bowl sampling will be used to identify who will be the

respondents in each section from the Grade 12 students for the research study.

The population and sample size of the respondents is presented below.

Table 1. Population and Sample Size of the Study

Sections Population Sample

Officials 47 27

Correspondent 48 28

Leaders 48 28

Executives 47 27

Culinarians 46 27
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Constructors 49 29

Total= 285 166

This table represents the total population of the 6 sections in Grade 12 which is equivalent

to 285. Additionally, this table also represents the total samples gathered from the six

sections of Grade 12 which is equivalent to 166.

Research Instrument

The study will elicit the data from the students through the use of questionnaire-checklist,

the primary instrument used in gathering data.

The questionnaire checklist which was published by North Dakota State University (2011)

was gathered from a research study entitled the Study Habits and the Perceived Factors that Distract

the Concentration of La Salle University Freshmen.

This questionnaire checklist was adopted as it has the same goal with our research study in

uncovering the barriers that disrupt the students’ concentration on studying.

It will focus on the barriers that disrupt the concentration of the Grade 12 students on

studying and its relationship on their academic performance. It will compose of two important

phases. Part 1 will comprise of the profile of the respondents which is their average grade for the

first grading during the first semester as a basis for their academic performance. Part 2 will consist

of the barriers that could disrupt the concentration of the Grade 12 students’ concentration on

studying.
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Data Gathering Procedure

The data gathering phase will involve a protocol. The researchers will forward a letter of

request asking permission from the school’s principal and the advisers of the students-

respondents. After which, they will schedule a day for the survey in which the respondents will be

given a questionnaire-checklist for the data needed on the research study.

Since there are six sections, the survey will be done in each class section one after the other

in a given time frame to ensure proper monitoring.

The researchers will go to the classrooms where they will personally administer the

questionnaire-checklist. A few minutes will be allotted in explaining the students the procedures

of answering the questionnaire-checklist.

Before the survey will be conducted on the respondents, the researchers, through the

assistance of the Grade 12 advisers, will explain the process and purpose of the survey to attain

reliability and sincere responses. As this goes on, the researcher will take some photos for

documentary purposes.

After the survey, the researchers will analyze and interpret the data through the assistance of

some teachers.

The questionnaire-checklist that will be answered by the respondents will be noted down by

the researchers for tabulation and further analysis.

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The researchers will also consult the adviser of the Grade 12 respondents to get the needed

data which is their average grade for the first grading on the first semester as a basis for their

academic performance.

Results of the survey will be treated with utmost confidentiality and can be used only for the

purpose of the study.

Analysis of Data

The data that will be collected will be statistically treated to answer the questions posed in

the research study. The statistical tools that will be used in the analysis and interpretation of data

are the following:

Frequency count will be used in the analysis of the demographic of the respondents.

Percentage will be used as "numerical analysis on the distribution of the description of the

personal characteristics of the student- respondents.

Weighted mean will be used to determine the barriers that disrupt the concentration of the

respondents is studying.

Ranking will be used to describe the positional importance of an item in relation to other items.

Pearson product moment correlation will be used to determine the degree of relationship

between and among variables.

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QUESTIONNAIRE CHECKLIST

The aim of this survey questionnaire is to help in identifying and uncovering the barriers
that disrupt the concentration of the Grade 12 students on studying and its effects on their academic
performance. All the data that will be provided will remain confidential. By completing this survey
questionnaire, you are indicating your willingness and voluntarism to participate. Your participation
will be greatly appreciated.
Part I. Profile of the Respondents
Direction:
Please fill out the following questionnaire by putting your average grade for the first grading
during the first semester.
Please indicate your average grade for the first grading during the first semester
Average Grade:
Part II. Barriers Disrupting the Concentration of Grade 12 Students
Directions:
The statements below are the factors or barriers that will disrupt your concentration or
attention in studying. Put a check if you experience these barriers and also put a check based on
the numerical rating on how frequent these barriers occur to you.
As you examine the results, you will discover the barriers disrupting you concentration on
studying and it could help you to be aware on how to avoid and prevent it. The results will have
meaning only if you are honest and respond as accurately as possible.

Use the scale below for your answers.

Numerical rating Respondents
4 Always
3 Often
2 Sometimes
1 Rarely
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STATEMENTS 4 3 2 1
Yes No Physical Environment at Home
1. Younger siblings play and demand for attention
(Ang iyong nakababatang kapatid ay kinukuha ang iyong
atensiyon upang mag-laro)
2. My parents assign me household chores and errands
(Ang iyong mga magulang ay inuutasan kang gawin ang mga
gawaing bahay)
3. Noise is produced by household appliances
(Maingay sa bahay dahil sa mga ginagamit na appliances sa
bahay)
4. The room is dark or dimly lit
(Medyo madilim sa loob ng bahay)
5. The atmosphere is humid and stuffy
(Mainit at walang masyadong hangin sa loob ng bahay)
6. The air smells foul
(May mabahong amoy sa inyong bahay)
Psychological Factors
1. People are chatting in the room
(May mga taong nag-uusap usap)
2. My attention span is shorter
(Madaling mawala ang atensyon o pokus sa isang bagay)
3. I am thinking too much of the upcoming events
(Marami akong iniisip na mga darating na okasyon)
4. I have in mind the embarrassing incident that happened earlier
(Inisip ko pa din ang nakakahiyang pangyayari na nangyari sa
akin)
5. I have too many messages or emails to reply to write and reply
(Madami akong kailangang saguting messages o emails sa phone
ko)
Technological Factors
1. I am too hang up on using social media e.g. facebook,
instagram
(Masyado ako abala sa paggamit ng social media e.g. facebook)
2. I am watching a show
(Nanonood ako ng palabas sa t.v.)
3. I am playing games on my cell phone
(Naglalaro ako ng games sa cellphone ko)
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Personal Factors
1. My interest is low on class
(Wala akong gana o interest sa aking klase)
2. I lack the ability to concentrate due to breakup with
boyfriend/girlfriend
(Wala akong interest o pokus dahil kaka-breakup lang namin ng
girlfriend/boyfriend ko)
3. My home environment is troubled
(May problema sa paligid n gaming bahay)
4. My school environment is troubled
(May problema sa paligid ng aming paaralan)
5. I have fights with my parents
(Mayroon kaming pagtatalo ng aking mga magulang)
6. I have fights with my peers at school
(Nakikipag-away ako sa mga kaklase o kapwa estudyante ko sa
aking paaralan)

Based on the online article published by North Dakota State University (2011)

The questionnaire checklist which was published by North Dakota State University (2011)
was gathered from a research study entitled the Study Habits and the Perceived Factors that Distract
the Concentration of La Salle University Freshmen.
This questionnaire checklist was adopted as it has the same goal with our research study in
uncovering the barriers that disrupt the students’ concentration on studying.

Name of the Respondent:

Signature over printed name