CHAPTER 3

RESEARCH METHODOLOGY

Research Design

This research design is a quantitative correlational study. Was to identify relationship

between level of confidence and academic performances. Correlational research is a type of non-

experimental research method in which the researchers measures two variables of level of

confidence and academic performances understand and asses the disagree of the statistical

relationship that exists between them with no influence from any extraneous variable. The

researchers chose this design because it best served the question and the purposes of the study

Research Settings

The study will be conducted at Our Lady of Fatima University, Quezon City Campus. This

place was selected for quantifying the level of confidence and academic performance of the Senior

high school students because it has the qualified needed for the study. Furthermore, it is the most

accessible site to the researchers to conduct their survey.

Research Subject

The senior high students from Our Lady of Fatima University will be the respondents in

this study. The respondents will be composed of a total of fifty (50) students, in senior high

students. With the letter of consent provided by the researchers, the students who were willing to

participate will be included in this study by answering the questionnaires given to them.
 Moreover, Convenience Sampling Technique will be used in this study. Convenience

Sampling is a type of Non-Probability Technique wherein it involves getting respondents wherever

you can find them and typically whenever is convenient. Respondents are selected based on

availability and willingness to take part.

Research Ethics

The researchers conducting a Level of Confidence refers to a condition in which the

researcher knows the identity of a research subject, but takes steps to protect that identity from

being discovered by others. Most human subject’s research requires collection of a sign consent

agreement from participants, and thus researchers are aware of the identity of their subjects. In

such cases, maintaining confidentiality is a key measure to ensure the protection of private

information. Will be guided by legal and ethical principle that centers the welfare of all participant

in this study. The permission to the pursuance of the study is hereby sought out for prevention of

encountering any obstacle during the entire process. The researchers are obligated to follow

research ethics in order to construct an ethical research for the study.

Research Instrument

For this study, the researchers will use Sander & Sander's Academic Behavioral

Confidence Scale (ABC). The Academic Behavioral Scale is a psychometric means of assessing

the confidence that undergraduate university students have in their own anticipated study

behaviors in relation to their degree programmed, this study aims to analyze the factor structure of

the ABC scale. Pre-existing data sets were combined into a large composite data set (n = 865) of
undergraduate student respondents to the ABC scale. Exploratory factor analyses using SPSS, and

confirmatory factor analysis in AMOS were carried out. A reduced, 17-item ABC scale can be

considered as having four factors, grades, verbalizing, studying and attendance. The item content

of the ABC lends itself well to targeting specific academic behaviors and student confidence

associated with achieving them. Furthermore, provided refinement, it's factorial structure appears

stable. However the scale test-retest reliability and validity requires further investigation and

careful, independent, scrutiny. In its current form, the ABC maybe the greatest use as a measure

of confidence related to discrete academic behaviors rather than as a combined scale of academic

confidence.

Data Gathering Procedure

The researchers seek to find the Level of Confidence and Academic Performance of Senior

High Students of Our Lady of Fatima University. To start the process, they will use correlational

type of method to gather information. The method o be used is measurable by number and focuses

more on the significance questions included in the survey questionnaires. The researchers will

consider the use of correlational type for convenient type for convenient translation and

interpretation of findings from their survey. We the researchers will utilize a standardized scale –

Academic Behavioral Confidence Scale. The test to be used by the researcher is uncomplicated

and easy use for the survey.

After pilot testing and all necessary modifications, the researchers will go to different in

sections which they will present consent letters first to the professors and then proceed to conduct

the survey. The survey questionnaire will be administered to the chosen sample for the study. A
total of 50 students will serve as the subject of this study who will fill out 24 item Academic

Behavioral Scale test. Fifty of the questionnaires will be given out and will be successfully

completed and returned. Academic grades will be observed as criteria in choosing the rightful

respondents. There will be no allotted time in answering the questions and the researchers will

spread out to answer all the inquiries of the respondents.

Successful retrieval of the entire questionnaire will be the result of the researcher's

colleagues helping hand. The opposite will be the case if the researcher will take the lonely task of

going around the university to collect the questionnaire. The next step is to apply certain statistical

Treatment to determine if there is a direct relationship between the level of stress and the academic

confidence of the students. After utilizing statistical Treatment, innuendo and recommendations

will be developed.

Statistical Treatment of Data

The data gathered through the survey will be analyzed using the following

statistical tools:

Strongly Disagree Neither Agree Strongly

Disagree Agree or Agree
Disagree
SPEAKING
1. I am confident about talking to people
who I didn’t know
2. I join in class or group discussion
3. I ask questions when I don’t
understand some part of the discussion

4. I feel nervous when I speak in front of

the class
5. I feel confident about my speaking skills

RECITING
1. I am comfortable giving a talk or
presentation to a group
2. I am comfortable about sharing my
own thoughts about something
3. I enjoy group or class recitation

4. I cooperate in group or class recitation

5.i feel shy in sharing my own answer in

front of the class
REPORTING
1. I easily explain the topic when
reporting
2. I feel confident about my pronunciation

3. I easily find information about the topic

when reporting
4. I am more active in reporting than
reciting
5. I feel confident when reporting in front
of the class