Chapter III

METHODOLOGY

This chapter presents the research methodology used in this study, research
design, research respondents, researcher’s instrument, data gathering procedure and
the statistical treatment of data.

Research Design

Level of the university

students’ engagement
Demographic Variables during the early stages
of the COVID-19
pandemic

Research Variable - 1
Level of Awareness
Examine the
relationship among
the level of
awareness, Interpretation of
satisfaction and relationship
usefulness on
emergency
responses of MSU –
GSC students during
the early stages of
Research Variable - 2 the COVID-19
Level of Satisfaction pandemic and
examine the
association between
the emergency
response variables
and students’
engagement.

Development of
Research Variable - 3 Hypotheses
Level of Usefulness

Figure 1. Schematic presentation of descriptive - correlational survey design.

The researchers will use the descriptive – correlational research. Descriptive

correlational studies describe the variables and the relationships that occur naturally
between and among them (Katzukov, 2020).
 Further, the research design of the researchers’ explains the whole framework of
the study. In the design, the left side of the paper shows the relationships of each
dependent variable in which it measured the response and may further support the
information or data to the independent variable. Added, the design explains the process
of the online survey questionnaire. Also, the research question may explain the
relationship of each variable through interpretation by the figure presented.

Thus, the descriptive – correlational analysis is used to determine the

relationship among the emergency response variables and students’ engagement.

Context and Participants

According to the study of Leiner (2014), convenience samples have been an

important driver of social research for decades. While undergraduate students are still
the researchers’ favorite subjects, the increased use of web-based surveys offers new
possibilities of recruiting convenience samples. Respondent pools allow for larger
samples, more heterogeneity, and long-term availability of respondents.

In the light of this study, the researchers’ will be using convenience sampling. It
is a non-probability sampling technique where subjects are selected because of their
convenient accessibility and proximity to the researcher (Saunders, et.al., 2012). The
subjects are selected just because they are easiest to recruit for the study and the
researcher did not consider selecting subjects that are representative of the entire
population. Further, the researchers will obtain at least 400 respondents who willingly
response the online survey questionnaire from different colleges of Mindanao State
University, General Santos City.

Instruments
The researchers prepared a questionnaire as the data gathering tools. The
survey served as the source of the data for the relevant information. The questionnaire
was done in consultation with the thesis adviser prior to its approval. The instruments
used in this study were a questionnaire developed by the researchers after reviewing
the literature and related studies, which comprising 4 parts as follow:

Part 1: Demo characteristics: There were gender, age, college, course, year level, and
contact information of the participants.

Part 2: Level of Awareness of the Students towards Emergency Crisis Response

Questionnaire, this questionnaire consisted of 10 items and 5-Likert scale
adapted from Chudoba (2017), ranging from Not at all aware (1) to extremely
aware (5).

Part 3: Level of Satisfaction of the Students towards Emergency Crisis Response

Questionnaire, this questionnaire consisted of 10 items and 5-Likert scale
adapted from Chudoba (2017), ranging from Not at all satisfied (1) to
extremely satisfied (5).

Part 4: Perceived Level of Usefulness of the Students towards Emergency Crisis

Response Questionnaire, this questionnaire consisted of 10 items and 5-
Likert scale adapted from Chudoba (2017), ranging from Not at all use (1) to
extremely use (5).

Data Gathering Procedure

Descriptive – Correlational Analysis

Permission to conduct through online survey

questionnaire
 Online survey questionnaire through Google Form

“Students' Awareness, Satisfaction, and Perceived

Usefulness of the Emergency Crisis Response Survey
Questionnaire”

Determine respondents by availability

sampling:

400 students come from different colleges

of Mindanao State University (MSU-GSC)

Conduct the online survey through

social media platform

Data Analysis

Data Interpretation

Figure 2. Data Gathering Procedure of the Researcher.

Prior to the gathering of data, the researcher will use the descriptive –
correlational analysis in gathering information in this study. Also, the researchers’ will
validate the reliability of the survey questionnaire to their adviser before finalizing to the
Google form and to conduct online survey to the respondents.
As soon as the approval granted, the researchers’ will administered the
questionnaires to the available 400 students of Mindanao State University come from in
the different colleges. The researcher also explained to the respondent what would be
the objectives of this study through social media platform via private messages.
 Finally, the questionnaire will be collected, tabulated, analyzed and interpreted by
the researcher and express their gratitude and appreciation to their respondents after
answering the online survey questionnaire.

Statistical Treatment (Cabezas)

The researchers used the statistical tools to a set of data which facilitated
appropriate analysis and interpretation. Frequency-percentage distribution and weighted
average mean were used by the researchers to analyze and interpret the data in
determining the level of awareness, satisfaction and perceived usefulness of students
who willingly answer the questionnaire on emergency crisis response and engagement
of MSU - GSC during the early stages of the pandemic.

A. Frequency- Percentage Distribution

To compute for the distribution of the demographic profile of the respondents,

the frequency count and percentage distribution was used. The formula is:

n=¿fn x 100 ¿

Where:

P- the simple percentage

f - the frequency
n- the total numbers of the respondents

B. Weighted Arithmetic Mean

Weighted Arithmetic Mean was used in order to analyze the answer given by the
respondents on the level of awareness, satisfaction and perceived usefulness of
students who willingly answer the questionnaire on emergency crisis response and
engagement of MSU - GSC during the early stages of the pandemic. Below is the
formula for the weighted arithmetic mean:
 ∑ fw
𝑊𝐴𝑀 =
n

Where:

WAM - is weighted arithmetic mean

∑fw- is the sum of the product of the frequency and weight
n - is the total number of responses per item
Range:

Descriptive Scale
Weighted Mean Verbal Description
with continuum
5 4.20-5.00 Extremely aware
4 3.40-4.19 Moderately aware
3 2.60 – 3.39 Somewhat aware
2 1.80 – 2.59 Slightly aware
1 1.00 – 1.79 Not at all aware
Research Question 1: Level of Awareness of the Students towards Emergency
Crisis Response.

Table 1: The statistical analysis using weighted mean according to the level of
awareness description (Cablao, et.al., 2019).

Research Question 2: Level of Satisfaction of the Students towards Emergency

Crisis Response.

Descriptive Scale
Weighted Mean Verbal Description
with continuum

5 4.20-5.00 Extremely satisfied

4 3.40-4.19 Moderately satisfied

3 2.60 – 3.39 Somewhat satisfied

2 1.80 – 2.59 Slightly satisfied

 1 1.00 – 1.79 Not at all satisfied
Table 2: The statistical analysis using weighted mean according to the level of
satisfaction description (Cablao, et.al., 2019).

Research Question 3: Perceived Level of Usefulness of the Students towards

Emergency Crisis Response.

Descriptive Scale
Weighted Mean Verbal Description
with continuum

5 4.20-5.00 Extremely use

4 3.40-4.19 Moderately use

3 2.60 – 3.39 Somewhat use

2 1.80 – 2.59 Slightly use

1 1.00 – 1.79 Not at all use

Table 3: The statistical analysis using weighted mean according to the level of
usefulness description (Cablao, et.al., 2019).

C. Pearson Product – Moment Correlation

Thus, to determine the significant relationship among the emergency response

variables and students’ engagement, the researchers’ used the coefficient correlation of
Pearson Product Moment technique. It is to measure the degree of relationship between
the two variables by following this formula:

Where:
rxy = Pearson r correlation coefficient between x and y
n = number of observations
xi = value of x (for ith observation)
yi = value of y (for ith observation)

Properties of the Linear Correlation Coefficient

1. The linear correlation coefficient s always between -1 and 1, inclusive. That is, -1 < r
< 1.

2. If r = +1, there is a perfect positive linear relation between the two variables.

3. If r = -1, there is a perfect negative linear relation between the two variables.

4. If the linear correlation coefficient takes values closer to −1, the correlation is strong
and negative, and will become stronger the closer it approaches −1.

5. If the linear correlation coefficient takes values close to 1, the correlation is strong
and positive, and thus will become stronger the closer it approaches to 1.

6. If a correlation coefficient takes values closer to 0, the correlation is weak.

7. If r = 1 or r = −1 (r being the variable for a linear correlation coefficient), there is

perfect correlation, and the line on the scatter plot is increasing or decreasing. If r = 0
then there is no linear correlation.

P – Value Verbal Interpretation

1.00 Perfect Correlation
0.81 – 0.99 Very Strong Correlation
0.61 – 0.80 Strong Correlation
0.41 – 0.60 Moderate Correlation
0.21 – 0.40 Weak Correlation
0.01 – 0.20 Very Weak Correlation
References:

Cablao, J., Bonafe, C., Espinoza, C., Antonio, O., & Casimiro, R. (2019). Awareness
and Perception of Senior Citizens on the Implementation of R.A. 9994 in San
Isidro in Nueva Ecija in the Philippines. Journal of Public Administration and
Governance. 9. 248. Retrieved from 10.5296/jpag.v9i2.14767.
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https://askinglot.com/what-is-a-descriptive-correlational-study-design
Herring, E. (2017). Seven Properties of the Linear Correlation Coefficient. Retrieved
from https://sciencing.com/seven-properties-linear-correlation-coefficient-
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Rain, H. (2015). Level of awareness of non-BSBA HED Students on Banking Industry:
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Saunders, M., Lewis, P. &Thornhill, A. (2012). “Research Methods for Business
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