Chapter 3

METHODOLOGY

This chapter discusses the research design, the respondents of the study, the

determination of the sample size and sampling design, the research instruments and its

validation, the data gathering and lastly, the statistical treatment of the paper. This research study

investigated the integration of arts into a regular classroom setting. This study was conducted by

first reviewing the literature, then conducting interviews with the Grade 8 students of Eastern

Bacoor National High School.

Research Design

The researchers used a qualitative research design since the study aims to determine the

attitude of the student in learning Mathematics. Case study, as described by Stake (2015), is a

strategy of inquiry in which the researcher explores in-depth program, event, activity, and

process of one or more individuals. For this study, the phenomenon under investigation is about

students’ attitude in learning Mathematics if being exposed to an art integrated instruction.

Participants of the Study

The participants of this study came from Grade 8 students of Eastern Bacoor National

High School. For this study, best case events were used since this study aimed to illustrate the

optimum workings of a program or a process. Top students of Grade 8 were chosen as the main

respondents of this study and were used to answer the queries of the study being conducted. In
order to answer the research questions, the researchers interviewed the top five students of the

Grade 8-A which became part of the Mathematics discussion under art-integrated approach.

Research Instruments

To gather data from the respondents, the researchers used the following instruments in

conducting their study.

Student Survey Interview

The researchers used survey interviews to gather data on students’ perception about

Mathematics. These were used before the actual implementation of the lesson plans made. The

survey was done on the top five students of the class and was used as basis in answering the

research questions. Open-ended interview was conducted to have a deeper understanding about

the topic being studied.

Lesson Plan

The researchers used art-integrated lesson plans in teaching Mathematics. The lesson

plans were constructed few days before the actual teaching and were validated by the class

adviser of the respondents of the study. There were five topics wherein arts were being

integrated. Those topics were If-then Statements, Definition of Congruent Triangles, Exterior

Angle of a Triangle, Parallel Lines Cut by a Transversal, and Quadrilaterals.

Observation Rubrics
 The observation rubrics for students’ aimed to determine their attitude in different

aspects. The criteria being rated were the students’ motivation and enthusiasm, collaboration and

responsiveness, engagement to the lesson, self-discipline and respect, focus on class work and

attendance. For each criterion, four actions were to be checked by the implementers and each

rating has a corresponding interpretation. These actions demonstrate the students’ progress after

arts were implemented in Mathematics subject.

Student Journal

The student journals were used to determine how the students perceived Mathematics if

arts were used in teaching. The researchers made guide questions to obtain relevant answers

from the students’ journals. The journals were also used as a guide in answering the research

questions of this paper.

Sampling and Sampling Techniques

The researchers used the quota sampling in order to get unbiased responses for their

study, to provide equal opportunity to the respondents to be chosen as part of the sample. Quota

samplings identify the set of important characteristics of a population and select desired samples

in a non random way. It is assumed that the sample will match the population which regard to the

chosen set of characteristics.

Data Gathering Procedure

 A case study used multiple methods for data collection. For this study, the primary source

of data came from survey interview, students’ journal, and observations. In gathering data from

the respondents, a meaning-making process of inquiry was done. According to Seidman

(1991), telling stories is essentially a meaning- making process. This could be done through

asking questions to the respondents to provide the information needed for this study. According

to Kvale (1996), as cited by Dodge (2011), the purpose of interviewing is to find out what is in

and on someone else’s mind. On the other hand, observing the students’ attitude needs a set of

criteria that are relevant to the topic being studied. This served as the researcher’s guide in

determining how the students performed inside the classroom.

Day 1

The researchers met the participants to conduct a survey interview about the students’

perception on Mathematics. The researchers used the top five students of the class to answer the

survey interview questions and the students’ answers were used as bases in answering the

research questions of this study.

Day 2

The researchers started to have the first implementation of arts in teaching Mathematics

to the students of Grade 8 Anthurium. The topic wherein art was implemented was If-then

Statements. After the discussion, the implementers recorded their observations using the rubrics.

Day 3
 The topic on second implementation of arts was Definition of Congruent Triangles.

Similar to the first day of implementation, the attitude of the students was observed in different

criteria using the rubrics.

Day 4

The lesson discussed on the third implementation was Exterior Angle of a Triangle. The

same routine was done on this day.

Day 5

The lesson discussed on this day was Parallel Lines Cut by a Transversal. Similar to the

previous days of implementation, the researchers recorded their observations through the use of

their rubrics.

Day 6

This was the last day of implementation and the topic discussed was Quadrilaterals. The

same routine was done on this day.

Day 7

The researchers asked the five students to write their insights about their previous

discussions with the use of arts. In writing their insights, the researchers made guide questions

(see appendix B) which helped them obtain relevant information for the analysis and

interpretation of results.

Statistical Treatment of Data

 The statistical treatment of data will be used to determine the numerical and statistical

computation of desired percentage formula and weighted mean. The researchers will be using the

percentage formula in some parts of the survey questionnaire.

The formulas are the following:

Percentage was used to measure the average of the demographic profile of the

respondents and as they are motivated in class in different ways as the professor’s use humor in

class.

𝑭
𝑷 = ( ) 𝟏𝟎𝟎%
𝑵

Where:

P = percentage

F= frequency of number

N= population

Weighted Mean was used to determine the general average of gathered data for each

questions related to the respondents regarding the teacher’s use of humor.

∑ 𝒇𝒙
𝑾𝑴 =
𝑵

Where:

WM= weighted mean

f= frequency
N= number of respondents

x= mean