Chapter 2

METHOD

In this chapter, the researchers present the methods and the procedures

applied in this study. The following are discussed in details: research design,

respondents, sampling design, research instruments, data gathering procedure, data

analysis, and ethical considerations.

Research Design

This section presents and discusses the research design used in the study.

Polit and Hungler (2000) described the research design as a "blueprint" or "outline"

for conducting the study in such a way that maximum control will be exercised over

factors that could interfere with the validity of the research. The research design is the

researcher's collective procedures for attaining results for the suggested hypothesis.

McCombes (2018) also stated that research design is a framework for study

planning and answering questions about the study. It sets the project's parameters. It

describes the criteria by which your outcomes will be evaluated and how the

conclusions are drawn. The study's reliability and validity rely on how the information

is collected, measured, analyzed, and interpreted. Given the objectives of the study,

the statement of the problem, and the scope and limitations of the study, a

correlational research design had been chosen.

The study made used of a non-experimental research design utilizing a

comparative and correlational research analysis. Non-experimental surveys are

usually strictly observational and the findings are designed to be solely descriptive.
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Most non-experimental designs are retrospective in nature and are sometimes

referred to as "ex post facto" (after reality) studies. Because a retrospective study is

examining operations that have already happened, it is not feasible to manipulate

independent variables and randomize them. In fact, the dependent variable (i.e. the

result) happened prior to the initiation of the research (Thompson & Panacek, 2007).

Comparative research seeks to achieve conclusions beyond single instances

and explains differences and similarities between objects of study and connections

between objects in the context of their contextual circumstances (Esser & Vliegenthart,

2017). A latest synthesis by Esser and Hanitzsch (2012) found that comparative

communication research includes a comparison of at least two macro-level instances

(systems, cultures, markets or their sub-elements) in which at least one object of

inquiry is important to the field of communication. While correlational research

describes what exists at the moment (conditions, practices, processes, structures,

etc.). It aimed to determine the nature, degree and direction relationships between

variables or using these relationships to make predictions (Creswell, 2002).

Bold (2001) observed that a correlation study aims to determine whether two

or more variables are linked. Also, Creswell (2002) described correlation as a

statistical test for two variables to create trends. The statistical analysis of the research

question can be carried out through a progression or sequence of analyses using a

normal correlation test that generates an outcome called "r." In a method known as

the Pearson Correlation Coefficient, the r coefficient is recorded with a decimal

number (Cooper & Schindler, 2001).

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With those definitions, the proponents aim to understand the relationship

between socio-economic status and socialization of senior high school students. This

design will help the proponents understand the study in a holistic view, therefore

making them better comprehend and make conclusions about the research.

Respondents

This section discusses the respondents of the study and the criteria for

choosing them. This section also demonstrates the sample size of the respondents

and the process of arriving in it.

The researchers, considered the senior high school students of Davao City

National High School to participate in our study. They were the chosen respondents

because their generation is dependent on socializing by groups. Moreover, according

to Myers & Sadaghiani (2010), millennial depict as self-centered, unmotivated,

disrespectful, and disloyal, contributing to widespread concern about how

communication with Millennials will affect organizations and how they developed

relationships with other organizational members (Myers & Sadaghiani, 2010).

Besides, in choosing them the researchers used seven income groups

including the middle class, based on multiples of the country's official poverty lines.

The middle class pertains to those with annual per capita income between two and

fifteen times the official poverty lines – equivalent to a monthly indicative family income

ranging between PHP 15,780 to PHP 118,350 as our criteria to identify if they are fit

to be our respondents (Albert et. al. 2015).

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Determining the sample size is significant because the fact that samples are

too large is a waste of time and money, while samples that are too small may lead to

wrong outcomes. According to Krejcie & Morgan (2004), the ever-increasing demand

for research has created a need for an efficient method of determining the sample size

needed to be representative of a given population.

For this study, a 95% level of confidence had to be determined to know the

resources like time availability and finance. It is evident that to attain a level of

confidence of at least 95 percent, keeping in mind the complete population of senior

high school learners (2206 in the 2019 school office) at Davao City National High

School. It is also essential to note that the complete number of senior high school

learners in Grade 11 as of 2019 is 1031 and the number of Grade 12 learners is 1175.

For the proponents to obtain the number of samples needed, the formula of the

Pearson Correlation Coefficient: Sample formula

x2 𝑁𝑃(1−𝑃)
𝑆 𝑑2 (𝑁−1)+𝑥 2 𝑃(1−𝑃) is applied, where N is the total population, x is the chi-square

value of 1.96, P is the population proportion of 0.05 and is the degree of accuracy

which is 0.05. Executing the said formula, the total sample size for the number of

learners participating in the research was determined to be 327 senior high school

students who were given primary data collection questionnaires but the actual sample

size is innovated to 50 as instructed to us.

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Sampling Design

This section presents and discusses the sampling design used in the study.

According to Lavrakas (2008), a sampling design is a structure, or road map, which

serves as the basis for a survey sample selection and impacts many other significant

elements of a study. Survey scientists are interested in acquiring some sort of data in

a wide context through a survey of interest to some population, or universe. A

sampling frame must be defined that reflects the interest population from which a

sample must be taken. The sampling frame may be the same as the population, or it

may only be part of it and is therefore subject to some under coverage, or it may have

an indirect relationship with the population.

Crossman (2019) defines the stratified random sample as a sampling technique

in which the investigator splits the entire target population into various subgroups or

strata and then selects the final topics proportionally from the various strata. This sort

of sampling is used when subgroups within the population are highlighted by the

investigator. The sampling area is spatially subdivided into distinct strata in stratified

random sampling, and random sampling is applied to each stratum. If the study region

has previous data, it can be used to create the strata.

Strata may be sampled equally or in proportion to the area; however, if the

target of interest is rare in the population, it may be preferable to sample the strata

equally (Franklin and Miller, 2009). Stratified random sampling is used instead of

simple random sampling when the categories of the strata are thought to be two
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distinct and too important to the research interest, and/or when investigators wish to

oversample a particularly small group of interest (Agresti & Finlay, 2008).

The sample size was distributed by following the given formula. First, the

overall total population of senior high school students is added and solved. Second,

the total population from each strand is also added and solved. Third, the total

population by strand is divided by the overall total population of senior high school

students and is then multiplied by 100. After that, the percentage of population by

each strand will be the sum of it. Lastly, the percentage of population by each strand

is multiplied by 50% which results to the sample size for each strand and is divided by

2 for Grade 11 and 12 and again divided by 2 for male and female. When all summed

up the total number of respondents was 327 which is the sample size.

Distribution Table of Sample Size

Groupings Population Percentage No. of
Respondents
Accountancy and 685 31.05% 101
Business Management
Arts & Design 91 4.12% 13
Humanities and Social 376 17.04% 56
Sciences
Science, Technology, 300 13.6% 46
Engineering, and
Mathematics
Technical-Vocational- 754 34.2% 111
Livelihood
Total 2,206 100% 327

Each respondent is a senior high school student of Davao City National High

School. The table shows the groupings, population and sample size of the survey

conducted. It shows how the actual sample size which is 327 was distributed. Through

the use of stratified random sampling, the sample size is distributed to each strand
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accordingly. A total of 101 students from Accountancy and Business Management

strand. A total of 13 students from Arts & Design strand. While for Humanities and

Social Sciences strand there are a total of 56 students. In Science, Technology,

Engineering, and Mathematics strand there are a total of 46 students, For the

Technical-Vocational-Livelihood strand, there are a total of 111 students.

However, the researchers are instructed to innovate the sample size and due

to the lack of resources and time the actual sample size which is 327 was innovated

to 50. It takes a lot of time as the bigger sample size is distributed in the way the

population is distributed and therefore gathering information from the whole sample

will take a lot of time compared to lower sample sizes. The expenditure engaged in

the information collection method is also greater than the expenditure that could be

incurred in a tiny sample size due to its wider coverage (Bacchetti, 2002).

This innovated sample size is then distributed to all the strands with a total of

16 students from Accountancy and Business Management strand. A total of 2 students

from Arts & Design strand. While for Humanities and Social Sciences strand there are

a total of 9 students. In Science, Technology, Engineering, and Mathematics strand

there are a total of 6 students. For the Technical-Vocational-Livelihood strand, there

are a total of 17 students.

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Research Instruments

This section presents and discusses the research instrument used in the study.

Walliman (2011) stated that research instruments are tools that researchers conduct

while carrying out any inquiry or investigation. Various instruments can be used to

manage numerous investigations (Wallman, 2011; Cohen et al. 2007). It is the duty of

the researcher to select the most suitable tool for this research (Wilkinson &

Birmingham, 2002). Meanwhile, according to Joppe (2000), validity determines

whether the study specifically measures that which it was designed to evaluate or how

accurate the findings of the study are, while reliability is the extent which the findings

are clear and consistent over time and the accuracy of the overall population.

The research instrument used in this study is the survey questionnaire form

from which the researchers adopted this technique. The said instrument used to

explore the connection between students' socio-economic status and how it

influenced their socialization abilities. The test was composed of 18 survey questions

and was administered to senior high school students respectively, and was collected

after they had been filled by the respondents. Before the distribution of questionnaires

to the actual respondents the researchers conduct a pilot testing 10 each per strand.

After the pilot testing the revision of questionnaire follows eliminating the questions

which has below .7 Cronbach’s alpha if item deleted.

The first set of questionnaires is constructed from Albert, Santos & Vizmanos

(2018) journal entitled "Profile and Determinants of the Middle-Income Class in the

Philippines" which is set to determine the socio-economic status of the selected

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respondents and is part of the demographic profile of students. It is composed of

seven choices ranging from Php 7,890 to 157,800 per month of parent's income. The

second set of the questionnaire is adapted from Cohen & Hoberman (1983) which is

set to determine how socio-economic status affects students' socialization.

All answers are given on a 4-point scale where 1 is Definitely False, 2 is

Probably False, 3 is Probably True and 4 is Definitely True. The adapted questionnaire

in determining the level of socialization of senior high school students has a .867

Cronbach's Alpha while the Cronbach's Alpha we got from the reliability testing

through Statistical Package for Social Sciences is .701 which concludes that the

survey questionnaire is reliable.

According to Saunders et al., (2003) it is necessary to pay attention to validity

and reliability to decrease the likelihood of receiving inaccurate responses. The issue

of validity is whether the results are really about what they seem to be about (Saunders

et al., 2003). Validity defined as the degree to which the method or techniques of

information collection measure properly what was expected to be measured. Steps

were taken to guarantee the validity of this study. The information required was

gathered in the format of a structured questionnaire intended based on innovation

adoption literature. Pre-tested the questionnaires. A questionnaire pilot test was

performed (Saunders et al., 2003).

The survey questionnaires were validated by experts in the field which was

carefully chosen to assure that all our questions were free from any grammatical

errors, are friendly, does not try to invade personal space of the respondents and
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answers the research questions of our study. As Tapia (2018) proposes, that the

researchers should ask an editor or validator to correct and check the questions and

if there are any questions they would like to add to the list.

The following scale is the foundation for the assessment and interpretation of

the level of socio-economic status and socialization. It consists of three (3) levels,

depending on their scale and having their own description and interpretation.

Ordered Intervals of Senior High School Student’s Socio-economic Status Level

Scale Descriptive Interpretation
equivalent
0-2.33 Low class Parents are earning less than Php 7,890
or between Php 7,890 to Php 15,780 per
month.
2.34-4.67 Middle class Parents are earning between Php 7,890
to Php 118,350 per month.
4.68- 7.01 High class Parents are earning Between Php
118,350 to Php 157,800 per month.

Table above provides the scale of senior high school students' socio-economic

status. It demonstrates and explains the descriptive equivalent of each scale. The

researchers are attempting to assess the level of socio-economic status acquired by

senior high school students in this research.

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Ordered Intervals of Senior High School Student’s Socialization Level

Scale Descriptive Interpretation
Equivalent
He/she is not capable to learn to be a
member of a group or society and
0-1.33 Poor incorporate new members into social
groups.
He/she is capable to learn to be a
member of a group or society and
1.34-2.67 Fair incorporate new members into social
groups.
He/she is highly capable to learn to be a
member of a group or society and
2.68-4.01 Excellent incorporate new members into social
groups.

Table 3 above shows the socialization scale of senior high school students. It

demonstrates and explains the descriptive equivalent of each scale. The researchers

are attempting to assess the level of socialization acquired by senior high school

students in this research.

This study aimed to determine the relationship between socio-economic status

and socialization. The information below displays the equivalence of the r values and

its interpretation.

Correlation Values Interpretation

±0.91 to ±1.00 Very Strong
±0.71 to ±0.90 High
±0.41 to ±0.70 Moderate
±0.21 to ±0.40 Small but definite relationship
±0.00 to ±0.20 Slight, almost negligible

According to Ganti (2019), the coefficient of correlation is a statistical measure

that calculates the power of the connection between the relative movements of the

two variables. Values range from -1.0 to 1.0. There is slight, almost negligible
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relationship between the two variables if the correlational value lies from ±0.00 to

±0.20. On the other hand, if the correlational value falls from ±0.21 to ± 0.40, there is

a small but definite relationship. If it lies from ±0.41 to ±0.70, the relationship indicates

a moderate correlation. But, if the value falls from ±0.71 to ±0.90 there is a high

relationship. Lastly, there is a very strong positive or negative relationship between

two variables if the correlational value varies from ±0.91 to ±1.00.

Data Gathering Procedure

This section elaborates the procedures done in gathering the data. The

researcher applied the methods of data collection techniques. This was done to collect

adequate and relevant data to address the research objectives of this study.

Nonetheless, the researcher used quantitative research method. The researchers had

spent enough time and effort to conduct the study in determining the effects of socio-

economic status in socialization among the senior high school students to ascertain if

there is a significant relationship between the two variables. As for our study, we made

sure the result is valid and accurate to establish better understanding of socio-

economic status affecting the interactions of the students towards there co-peers. The

following procedures observed in gathering the data.

Asking Permission from the School Head to Conduct the Study. The

school administration allows us to have Senior High School students as respondents.

The approval was granted; therefore, student participants will complete the survey in

a classroom or other quiet setting in the school site. The researcher will develop and

prepare the instruments to be used by the respondents.

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Asking Permission from the Respondents to Conduct the Study. We

humbly asked the participation of the respondent through informed consent. The

researchers made sure that the respondent has voluntarily participated and not by

force. The findings of the survey will be pooled for the operation of the study and the

findings of this research will stay completely confidential and anonymous.

Drafting of the Schedule. Schedules were drawn up to accommodate the

different operations of the college and to observe the limitation that no interruptions of

courses should be permitted in the behavior of the research. Schedules were

completed and performed every after class between 3:45-4:45 PM in 5 successive

days.

Administering the Questionnaires. The researchers made sure that the

adopted questionnaires are in line with the study. The only relevant question is asked

during the conduct to ensure the result of the study. Questionnaires are check and

validated by the professionals.

Retrieving of Questionnaires. Only pooled findings will be recorded if this

research is released. The school or individual participants will not occur any expenses.

The result of the study will be kept private and confidential. Only the researcher has

the authority to check the data gathered.

Scoring of Questionnaires. The test outcomes were calculated based on the

conventional scoring system after the information was collected. Specified statistical

instruments were used to evaluate interpretation information in accordance with the

issues posed in the issue statement.

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Tabulating, Checking, Tallying and Recording of the Data. The socio-

economic status and socialization of the senior high school students were checked

and scored. Data were encoded in excel for easy encoding in the Statistical Package

for Social Sciences. Moreover, it also thoroughly observed the matching of the results.

Finally, it strictly observed that the demographic characteristics of the students

perfectly matched with that of the students' scores in the two different questionnaires.

The data gathered were tallied based on the goal of this investigation and will be

treated using the appropriate statistical tools. Analysis and interpretation of the

findings were done, followed by the drawing of the conclusions and the

recommendations.

Data Analysis

This section discusses how the data was analyzed. The results were presented

in the form of interpretation and the analysis followed thereafter. Data analysis focused

on answering each of the research questions by focusing on the data collected from

all three methods of data collection. The field information gathered have been

evaluated. In answering the study questions, statistically weighted mean was used.

The instrument's reaction possibilities were weighted as shown in our questionnaire.

The popular statistical software Statistical Package for Social Sciences was used to

analyze data for the questionnaire. All issues were evaluated separately, taking all

accessible variables into consideration and endorsed by descriptive and inferential

assessment.
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Frequency and Percentage Distribution. It refers to a display of data that

specifies the percentage of observations that exist for each data point or grouping of

data points. It is a particularly useful method of expressing the relative frequency of

survey responses and other data (Saphio, 2008). These were used to address the

answers of the respondents to the given questionnaire.

Mean and Standard Deviation. According to Hargrave (2019), it refers to a

statistic that measures the dispersion of a dataset relative to its mean and is calculated

as the square root of the variance. It is calculated as the square root of variance by

determining the variation between each data point relative to the mean. If the data

points are further from the mean, there is a higher deviation within the data set; thus,

the more spread out the data, the higher the standard deviation. This was used to

describe the resiliency level of respondent.

T-test for Independent Samples. The t-test is described as a testing

hypothesis about the variations between means when the sample size is low

(Schewedge, 2007). Therefore, it is the t-test statistical analysis used to test the null

hypotheses used in this research. This was used to know the statistical

differences between the means of two groups.

Pearson r. The correlation measures to be developed, it is also the most

commonly used measure of association. All subsequent correlation measures have

been developed from Pearson’s equation and are adaptations engineered to control

for violations of the assumptions that must be met in order to use Pearson’s equation

(Burns & Grove, 2005; Polit & Beck, 2006). The researcher made used Pearson’s r to
 45

measure the strength, direction and probability of the linear association between two

interval or ratio variables.

One-way ANOVA. A hypothesis testing method used to assess the equality of

two or more variables (or therapy) implies by examining sample variances. ANOVA

enables one to determine whether the sample variations are merely due to random

mistake (sampling mistakes) or whether there are systematic therapy impacts which

cause the mean in one group to vary from the mean in another group (Brown, 2007).

Descriptive statistics were generated on each question. These descriptive statistics

included the mean scores for each question, as well as the frequency distributions for

each response. These means were then analyzed using a univariate ANOVA to

determine the significance of the change over time. The researchers used One-way

ANOVA method in order to look for the significant difference of three or more variables

grouped in the study with its significance level of α= 0.05.

Ethical Consideration

This section presents the ethical standards used in the study. This section also

discusses how these standards are applied in conducting the study.

Respect for Person. People should be treated with autonomous. The word

autonomous implies an individual can decide on what to do and what to agree to.

Researchers must respect people having to make their own informed choices about

participating in studies. To treat individuals as independent, full data about research

must be given to individuals and they must decide on their own whether to enroll

(Principles of Research Ethics, 2017).

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The researchers ensured that the respondents were treated with respect and

were not forced to participate in the study. The researchers also ensured that by

requesting their demographic profile involuntarily, their identity would not be disclosed

or exposed in our research. Through the given questionnaires with written consent

regarding their participation, withdrawal, and rights, the respondents willingly

participated in the study securing their signatures with it. All the respondents who

participated in the study are treated autonomously. According to Principles of

Research Ethics (2017) people with diminished autonomy should be protected. Some

individuals in society may not be able to create informed choices about what they are

doing or what is happening to them. These individuals should be protected in such

cases and should only be included in research under specific circumstances as they

cannot make a real informed decision on their own.

Beneficence. The definition of beneficence is an action that is done for the

benefit of others. Don't do any damage. Principles of Research Ethics (2017) stated

that research aims to uncover fresh data that would help society. Research should

never be aimed at hurting anyone or finding information at the expense of others.

Maximize participants 'benefits and minimize participants' hazards. This implies that

respondents may be subjected to certain harms or hazards. Researchers are obliged

to do their utmost to minimize these potential hazards and maximize participants'

advantages.
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The respondents of the study are informed and aware of the potential benefits

of the study. They are also ensured with safety in participating in the study. The

questionnaires are also distributed to the respondents in a safe and harm-free

environment. They are not forced to write their names with the inclusion of their

signature and the respondents are well informed of their rights and the purpose of the

study.

Justice. This principle deals with the fairness notion. Researchers designing

tests should consider what is reasonable in terms of participant recruitment and place

choices for conducting a trial. This includes questions about who benefits from studies

and who bears the study hazards. It offers the structure to think fairly and equitably

about these choices. In this study the researchers avoid any injustice actions, all

respondents are treated the same all with fairness. The respondents are not chosen

just because of their status but all are chosen fairly without any bias. The respondents

have also informed of the potential benefits this study which can provide them and

society.

People who are included in research should not be included merely because

they are a population that is easy to access, available, or perhaps vulnerable and less

able to decline to participate. The principle of justice also shows that issues in trials

should be relevant to the participating groups in the research (Principles of Research

Ethics, 2017).