CHAPTER III.docx - CHAPTER III METHODOLOGY This chapter deals with research design locale and respondents of the study research instrument and data

CHAPTER III.docx - CHAPTER III METHODOLOGY This chapter...

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CHAPTER III METHODOLOGY This chapter deals with research design, locale and respondents of the study, research instrument and data gathering and analysis procedure. Research Design The study used mixed research method, which employed both quantitative and qualitative methods. The quantitative method used descriptive–correlational. Descriptive research explains present existing conditions. In this type of research, data are collected to test the hypothesis or answer questions concerning the current status of the subjects under study (David, 2005). According to Travers (1984), this research design describes the present existing conditions. It involves the collection data in order to test hypotheses or to answer questions concerning the current status of the subjects under study. Qualitative research was done through focus group discussion to gather information on the competency of TLE Teachers. 31
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32 Locale of the Study The study was conducted in the 65 National High Schools in the 16 municipalities and city in the Province of Capiz. These included the city of Roxas, the municipalities of Cuartero, Dao, Dumalag, Dumarao, Ivisan, Jamindan, Maayon, Mambusao, Panay, Panitan, Pilar, Pontevedra, President, Sapian, Sigma, and Tapaz during the school year 2017-2018. Respondents of the Study This study utilized two hundred one (201) TLE teachers in the Division of Capiz and Roxas City as respondents. The total sample size of the respondents was determined by the use of Cochran Formula with a confidence level of 95 percent. Table 1 showed the distribution of the TLE Teachers. Table 1 present the socio-demographic characteristic of the TLE teachers according to sex, age, educational qualification, years in teaching, major and year level taught. The data shows that out of 201 TLE teachers covered in this study, 124 (61.7%) were female and 77(38.3%) were males.
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33 Nearly the same in number or percentage 77 (38.3%) and 76 (37.8%) were at the age range 41 – 50 and 31 – 40 respectively. While teachers whose age ranged from 20 – 30 and 51 and above were the same in number of percentage 24 (11–9%). Majority of the teachers were bachelor graduate 145 (71.8%), 54 (26.7%) were masters degree holder and only 2 (1.0%) were doctoral degree holder. Furthermore, findings revealed that most of the teachers 76(37.8%) have 11-20 years of teaching experience, some 70(34.8%) have 6-10 years, and only few in number or percentage 34(16.9%) were at 5 and below number of years, and the least percentage in number of years in teaching experience were 21-30 years and 31 and above respectively. As to their major field, 99(49.3%) were home economics major, 54(26.9%) were Industrial, 26(12.9%) were ICT and 22(10.9%) were Agrifishery major. According to year level taught, most of the teacher 62(31.3%) were teaching in the fourth year level; 52(25.4%) in the first year level, 46(23.5%) in the third year and 41(18.8%) in the second year.
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34 Table 1. Socio-demographic characteristics of the TLE teachers.
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  • Summer '19
  • Dr. Lida Solano
  • Qualitative Research

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