CHAPTER 3

RESEARCH DESIGN

The following are discussed in this chapter: research design and methodology.

The methodology includes the data sources, instrumentation, data-gathering procedure,

and statistical tools to be used.

Research Method

The descriptive-developmental research design was the research design to be used

in this study. It is described as "the systematic study of designing, developing, and

evaluating instructional programs, processes, and products that must meet the criteria of

internal consistency and effectiveness." (Seels & Richey, 1994, p. 127, as cited in 42:

Developmental Research, n.d.) This design could be used in the study of the instructional

design, development, and evaluation process as a whole or of particular process

components (42: Developmental Research, n.d.). Hence, it was an appropriate choice to

examine the math jingles that will be developed by the researchers and evaluated by the

experts according to particular criteria, as well as test their effects on the retention ability,

motivation, and attitude of the students. 

A correlational design is used as well. This research design is used in cases where

there is an interest in identifying the existence, strength, and direction of relationships

between two variables (Events | University of Phoenix Research Hub, n.d.). Bhandari

(2022) defines it as investigating relationships between variables without the researcher

controlling or manipulating any of them. In connection with this, the researchers

determined the significant relationships between retention and attitude and retention and

motivation, along with the reliability or validity of the instruments to be utilized. 

Data Sources

The primary sources were the results of the evaluation of the experts, test scores

results, responses, and journals of the randomly chosen grade 7 students from one section

of the Polangui General Comprehensive High School, and, gather information from

suggestions and recommendations of the teachers through questionnaire method.

The secondary sources were published website articles, published journal articles,

published studies on the internet, an unpublished thesis, a grade 7 math teachers guide,

and grade 7 Most Essential Learning Competencies (MELCs) in Mathematics.

Data Gathering Procedure

First, the researchers selected the topics that would be the basis for developing ten

jingles. Next, we chose one section from the 7th grade level of Polangui General

Comprehensive High School through stratification randomly, which was 7-Charity, as the

respondent of the study. Then, the five selected validators validated all instruments to be

utilized in this study. After validating all instruments, we asked for approval from the

concerned persons to undertake the research.

Per those initial steps, we coordinated with the assigned mathematics teacher of the

chosen section of grade 7 for two to three weeks, the intervention period of this study. In

the said coordination, we asked for approval to use the math jingles that were

incorporated into the lesson in the first three weeks of the third quarter rather than the
first three weeks of the fourth quarter of this school year, 2022-2023. Furthermore, we

administered pre-tests to the students to test their retention ability, motivation, and

attitude. Afterward, in every mathematics class session, we were the ones who

incorporated the math jingles.

Upon implementation, we searched for five jurors, experts, and teachers to

evaluate the ten developed math jingles in terms of pedagogical values, musicality, and

relevance with the use of the Evaluation Sheet for Math Jingles. We collected their

suggestions for improving those math jingles and recommendations for use in teaching

through the questionnaire method as well.

Lastly, we administered posttests to test the effects of the developed math jingles

on their retention ability, motivation, and attitude. Following the posttests, we collected

their students' journals.

Instrumentation

The following were the instruments to be used in gathering data:

An Evaluation Sheet for Math Jingles was a researcher-made evaluation sheet for

evaluating the ten developed math jingles. This evaluation sheet has three criteria:

pedagogical value, musicality, and relevance. Some indicators per criteria were adapted

from DepEd Guidelines and Processes for LMRDS Assessment and Evaluation (2009),

and the rest were from researchers. With the use of the validation sheet of P.M. Veroy,

RN, MAN, it was obtained rating of 4.89 as an Excellent description for face validity of
this instrument, and its validity was supported by an IRR reliability of 0.82 as a reliable

and acceptable interpretation.

The Math 7 Test was a researcher-made retention test to test the retention ability of

the students. It was administered twice, as a pre-test and a post-test. Also, this multiple-

choice type of test covered the topics or learning competencies in the geometry of

Mathematics 7 and at the same time had a connection with ten math jingles. With the use

of the Test Validation Sheet of Hermoso, Raposon, and Nerves (2020), it obtained a

rating of 4.68 as an Excellent rating for face validity and 4.41 as a Highly Relevant rating

for content validity, as well as its validity being supported by KR-20 reliability of 0.72 as

an acceptable reliability interpretation.

A Motivation and Attitude Questionnaire was a researcher-made questionnaire

to test the motivation and attitude of the students. It was administered twice, as a pretest

and a posttest as well. All statements per area were adapted from A.T. Capinding (2022),

M. Tapia (1999), and Ersoy and Oksuz (2015). With the use of the validation sheet of

P.M. Veroy, RN, MAN, it was obtained rating of 4.94 as an Excellent description of the

face validity of this instrument, and its validity was supported by Cronbach's alpha

reliability of 0.89 as a good reliability interpretation.

A Student's Journal was a researcher-made journal to gather the notable

experiences of the students who were exposed to the use of math jingles. With the use of

the validation sheet of P.M. Veroy, RN, MAN, it was obtained rating of 3.37 as a Good

description for face validity of this instrument, and its validity is supported by an IRR

reliability of 0.60 as a moderate reliability interpretation.

Statistical Tools

Here are the statistics to be used in this study to quantitively the data gathered:

A frequency count will use to encode and tally the rate and response from the

experts and grade 7 students. The tally or frequency count is the calculation of how many

people fit into a certain category or the number of times a characteristic occurs

(Frequency Distribution, n.d.).

To determine the experts ’evaluation rating, we utilized the weighted mean.

∑fx
x=
∑f

Where, f is the frequency of the response.

To interpret the results of the weighted mean, we used the table 1 adapted from

Avila and Lavadia (2019), as follows:

Table 1. Rating Scale used for Evaluation of the developed Math Jingles

Rating Scale Verbal Interpretation

4.21 – 5.00 Outstanding
3.21 – 4.20 Very Satisfactory
2.41 – 3.20 Satisfactory
1.81 – 2.40 Fair
1.00 – 1.80 Needs Improvement

To know the effects of the developed Math Jingles to students’ retention ability,

motivation, and attitude after getting the scores of both pre-tests and posttests encoded,

we used Wilcoxon Signed Rank Test’s Effect size, as formula shown below:
 Z
r=
√n

Where, r = effect size

Z = standardized test statistics

n = number of pairs

A summary of the Effect size interpretation is listed in table 2 adapted from Dong,

H., Dragioti, E., Fischer, M.R., & Gerdle, B. (2021).

Table 2. A Summary of Effect size and their Interpretation

r Interpretation
0.0 to <0.20 No effect
0.20 to <0.50 Small effect
0.50 to <0.80 Moderate effect
≥ 0.80 Large effect

To determine the significant relationships between retention and attitude, and

retention and motivation, we used Spearman Rho Correlation. The formula is given

below:

2
6Σ D
r s=1−
n( n2−1)

Where, rs = Spearman rank correlation

D = the difference between the ranks of corresponding variables

n = number of observations
References

42: Developmental Research. (n.d.). http://members.aect.org/edtech/ed1/42/index.html

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Bhandari, P. (2022, December 5). Correlational Research | When & How to Use. Scribbr.
https://www.scribbr.com/methodology/correlational-research/

Events | University of Phoenix Research Hub. (n.d.).

https://research.phoenix.edu/content/research-methodology-group/correlational-
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Carson, S. (2016, January 4). Nonparametric Statistics. Ppt Video Online Download.
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