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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research design, population and sampling

technique used, data gathering and instrument used, and statistical treatment.

Research Design

This study employed the descriptive research method particularly the survey

method, which is deemed to be most appropriate for the purpose of the study.

Descriptive method describes with emphasis what actually exists such as current

condition, practices situations or any phenomenon. Since this study is concerned

with “Critical thinking skills and its Application in the Clinical area of selected

Level III Students of Siena College Taytay”, the descriptive method of research

was the most appropriate method to use.

Population and Sampling

This research utilized the probability sampling which is a simple random

sampling method by fishbowl technique. It is the best known and most commonly

used probability sample that selects a sample from a universe such that each

member of the population has an equal chance of being included in the study and

because of such feature, it is considered as the best procedure. Fifty (50) nursing

students from two sections on the 3rd year level served as study respondents since

these students are the target population of this study.

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Research Instrumentation

The survey-questionnaire is the principal instrument in this study.

According to Good and Gates (1974), the survey-questionnaire is a form, prepared

and disseminated to secure responses to certain questions. The questionnaire used

in this study is designed to obtain valid information on the “Critical Thinking Skills

of Selected Level III student and its application in the clinical area of Siena College

Taytay: An evaluation”.

Data Gathering Procedure

The first step done was to prepare a set of questionnaire as a tool to be used.

Next was to ask the permission of the College Dean, Chairperson of the Nursing

Department and the Level Coordinator through a formal letter of request to conduct

a survey among the 3rd year nursing students. Upon approval, the researchers

distributed the set of survey-questionnaire. It should be made clear to the

respondents that their answers will be handled and treated with high level of

confidentiality. Before the actual survey, the research team conducted a pre-survey

to ten persons who have the same characteristics as the study sample but did not

participate in the actual survey. This process was done to gauge the effectiveness,

validity, and reliability of the questionnaire, to determine the clarity of items,

difficulty of answering the questions, the proper length of time answering, the ease

in tabulating responses and other problems. During the actual survey, all

respondents were guided throughout the procedure to ensure that questions were
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understood and to avoid any confusion. All these steps were observed to warrant

accurate results. Lastly, upon the retrieval of the said questionnaires, the

researchers compiled, analyzed and interpreted the data induced by the respondents.

Statistical Treatment of Data

To answer the problems posed in chapter 1, the following statistical tools

were applied:

1. Percentage

The results of the survey on the profile of the respondents will be computed

statistically using the frequency and percentage as follows:

F Where:

Formula: P = ─── x 100 P = percentage

N F = frequency of respondents

N = total number of the respondents

2. Weighted Mean:

The choices to the questions in the four-point scale are assigned with

numerical value from one to four with:

4 = Always
3 = Sometimes
2 = Very Rare
1 = Never
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To measure the four point scale, the research team will apply the weighted mean.

The weighted mean represents the central tendency of the given data. In

computation of the weighted mean, the group will use:

Where:

∑ fx WM = Weighted Mean

Formula: WM = _______ ∑ fx = summation of the product of

∑f the frequency and the weights.

∑ f = total number of the frequency

Assessments will be derived using the following boundaries of numerals:

Weight Mean Range Verbal Interpretation

4 3.25 - 4.00 Always

3 2.50 – 3.24 Sometimes

2 1.75 – 2.49 Very Rare

1 1.00 – 1.74 Never

To test the significance of the relationship between the respondents’

perception on their critical thinking applied in the clinical area with respect to their

demographic profile, the following formula were used:

3.1 Pearson Product–Moment Correlation Coefficient

This statistical tool was used to measure the association of two or more

quantitative interval or ratio scale variables.

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Where:

rxy = N∑XY - ∑X ∑Y r = degree of relationship

√ [N∑X2 – (∑X)2 ] [N∑Y2 – (∑Y)2 ] x & y between

N = total number of

respondents

X = observed data for

Independent variables

Y = observed data for

dependent variables

∑ = summation of given

variables

3.2 Point – Biserial Correlation Coefficient

It is the same with Pearson Product–Moment Correlation Coefficient, but

the difference is that one variable was measured on an interval ratio and other

variables are dichotomous. The numerator has an absolute bar which means the

result will be always in positive value.

rpbi = N∑XY - ∑X∑Y

√ [N∑X2 – (∑X)2 ] [N∑Y2 – (∑Y)2 ]

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3.3 T – test

To further test the significance of an r value, t-test was employed with the
following formula:

r Where:

t= √ 1 – r2 r = r value

N–2 N = total number of

respondents

The computed t values will be compared with their tabular values. Rejection or

acceptance of the null hypothesis will be based on the following:

1. The computed values will be compared with the critical tabular values at

0.05 level of significance and equivalent certain degree of freedom of the

data in each table;

2. If the computed value will be found higher than or equal to the critical

tabular value, the hypothesis will be rejected and will imply that there is a

significant relationship between the respondents’ perception on their critical

thinking applied in the clinical area with respect to their demographic

profile;

3. If the value will be found to be less than the critical tabular values, the

hypothesis will be accepted. This will imply that there is no significant

relationship between the respondents’ perception on their critical thinking

applied in the clinical area with respect to their demographic profile.