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A. CHAPTER I:Introduction

1. Rationale

This section consists of a brief discussion of the rationaleand background of the problem or subject of inquiry. The

introduction serves as a springboard for the statement of theproblem. It should stimulate the interest of the reader and set thepace for the presentation of the study. It includes the following:

1. The context of the problem (title description);2. Authoritative viewpoints on the problem;3. The researchers interest in working on the problem(situationnaire); and4. The purpose of the study in relation to the problem(significance).

2. Theoretical Framework of the StudyWhat is a THEORY?

THEORY comes from a greek word THEORIA whichmeans a beholding spectacle or speculation. Theories are alwaysspeculative in nature and are never considered as true or proven.They provide description and explanation of a phenomenon andare subject to further development or revision or may even bediscarded if not supported by empirical findings (Nieswiadomy:1993).

Theory is a statement that is much broader and complexthan fact; the basis of policies and practices in a particular

discipline that gives specific direction to the researchers solution ofhis/her research problem (Polit and Hungler: 1986).

Theoretical Framework Consists of theories, Concepts,and constructs used meaningfully as basis of the study or research.The conceptual level is developed from abstract concepts attheoretical level.

Concepts Consist of specific o well-defined concepts andconstructs.

Example: oxygenation, fluids and electrolytes, metabolism.

Constructs These are highly abstract, complexphenomena that are not observable, but are inferred from concreteor less abstract indicators of a given phenomenon. Example:wellness, mental health, self-esteem and assertiveness.

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Purpose of the Theory

1. Guiding and helping understand the what of anatural phenomenon as well as the why of itsoccurrence.

2. Providing a framework for predicting the occurrenceof the phenomenon.3. Forecasting facts and relationships observed underspecific circumstances.4. Predicting and controlling the phenomenon understudy.

Problem : Garbage dumpsiteTheory : Health-Illness Continuum

Problem : Behaviors Observed in First Born Children Before

and After the Birth of a SiblingTheory : Attachment Theory (Bowlby)

3. Conceptual Framework

Conceptual Paradigm A diagram that visually presentsand interprets the underlying theory, principles and concepts of aresearch. It also a visual presentation of variables that interrelatewith one another as perceived by the researcher before an actualempirical investigation is done o prove its relationships.

ExampleThis section presents the conceptual framework of the study. The study is

based on the concept that the knowledge of the principles and application of the

nursing process have significant effects in the clinical performance of the BSN IIIstudents. This means that the principles on the nursing process will have various

applications on the individual actual clinical practices. The researchers were guidedby this concept in their pursuit of the study as prescribed in the schematic

presentation of the study (Fig. 1).

Independent Variables Dependent Variables

2

Nursing Process(Principles and Application)

Assessment

DiagnosisPlanning

ImplementationEvaluation

BSN III

CLINICAL

PERFORMANCEInfluence /

Effects


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Kinds of Variables1. Explanatory Variable This refers to the phenomenon understudy and the focus of the research.

Types of Explanatory Variablesa. Independent Variables These are factors that arebeing manipulated by the researcher. They are also called experimental,treatment, causal or stimulus variables.

b. Dependent or Criterion Variable This is the factor orvariable that is affected or influenced by the dependent variable. It is alsoa criterion, effect, or response variable. It reflects change brought about orcaused by the impact of the independent variable, which requiresanalysis, interpretation and implications of finding.

c. Correlated or Intervening Variable This is a factor orvariable that exists between the independent and the dependent variable.It bears influence on the effect of the independent variable on thedependent variable.

EXAMPLES:

Independent V. Intervening V. Dependent V.

Nursing InterventionExperience; Attitude of

the nurse; FacilitiesExtent of Recovery of

Post-operative Patients

Pre-operative Teaching

Teaching approaches;

subjects taught; skill ofthe nurse

Extent of Pain Relief

Needed by the Patient

Primary NursingAge, Sex, Education and

TrainingStatus/Extent of Patient

Satisfaction

2. Extraneous or Exogenous Variables Although this is notthe direct foci of the study, they could affect results to a certain extent.These variables are not also the direct interest of the researcher, andshould be controlled in order that the hypotheses can be validly tested.

There are two types of extraneous variables, namely:

a. Organismic Variables These are physiological anddemographic factors that could affect the outcome of the study.

Examples: Age, Sex, Civil Status, Education,Employment, Height, Weight, ethnicity, and Religion

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Fig. 1. Schematic Presentation of the Conceptual Framework of the Study


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b. Environmental Variables These are economic,anthropological, sociological and physical factors that influence the

phenomenon under study.Example: climate, organizational set-up home setting,family composition, etc.

3. Abstract Variables These are factors that have differentvalues which are quantitatively measured and statistically tested throughthe hypotheses: These variables are used in almost all types of researchstudies.

Example: Age values from 0-100 y.o.; BP values 120/80 to180/100 mmhg

4. Dichotomous Variables These are factors with only twovalues, used in comparative studies and specifically identified in thehypotheses.

Example: smoker-non smoker; pregnant-non pregnant, male-female.

5. Active Variables These are factors which the researchercreates and/ or manipulates commonly used in experimental studies.

Example: Drug type A and B effects on blood pressureExperimental group receiving X solutionControl group receiving Y solution

6. Attribute Variables These are pre-existing characteristics ofthe subjects which the researcher simply observes and measures. Thesevariables may not directly influence or affect the phenomenon understudy.

Example: The religious background of nurses affects their

attitude toward death and dying

4. Statement of the Problem

The problem must be clearly stated out. It is expressed inprecise terms as the subject of inquiry. It reflects the populationand major variables of the study, which are subject to empiricaltesting.

Research problems may be stated in various ways, asfollows:

1. In interrogative form, a major question followed byspecific questions, or several questions to answer a single

problem.Example: What is the relationship between dependencylevel of post-op renal patients and their rate of recovery.

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2. In the form of declarative statement, followed byspecific statements.Example: The impact of grading on the academic andclinical achievements of Junior Nursing students.

3. Consist of the following components:

a. Major problem Directs attention to thesubject of the investigation particularly the main issueto be answered. This also refers to the goal of thestudy that requires long-term inquiry and broadersolutions.Example: To determine the correlation between staffnurses extent of knowledge and their clinical

performance of the nursing process as a basis forimproving the curriculum and the related learning

experience programs of nursing education and thestaff development/training program for the nursingservice.

b. Minor/Specific or Sub-problems These aresub-problems into which the major problem is brokendown for purposes of analysis. They support themajor problem and lead to its solution. They serve asguides in the data collection, collation and analysis.

Examples:1. What is the staff nurses extent of knowledge ofthe nursing process in relation to its five basicaspects:

1.1 Assessment;1.2 Nursing Diagnosis;1.3 Planning;1.4 Implementation; and1.5 Evaluation

2. What is the extent of the staff nurses

knowledge of the nursing process as perceived bythemselves and their head nurses?

3. To what extent is the learning process performed efficiently by the staff nurses asperceived by themselves and their head nurses?

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4. Is there any significant correlation between thestaff nurses extent of knowledge and their clinical

performance of the nursing process in relation toits five components?

Sub-problems are drawn up from the major problem. Theyare actually parts of the major problem the answer to whichultimately lead to solution of the major problem.

5. Statement of Hypothesis

What are Hypotheses?

Hypotheses are theoretical explanations of a phenomenon;statements that translate a problem into precise, unambiguous

predictions of expected outcome (Polit and Hungler: 1995).

Hypotheses are statements of the researchers expectationsregarding the relationship between and among the variables underinvestigation (Ackerman: 1981).

Hypotheses are also speculations of how variables in thestudy will workout, and provide predicted answer to researchquestions. They embody the variables and the population based onthe problem statement (Clifford: 1990).

Guidelines in Formulating the Research Hypothesis:

1. The hypothesis is subjected to empirical testing through datacollection and analysis. Research problems that are experimental, causal,comparative, correlational or normative need hypothesis for their in depthsolution. Historical, literary, and philosophical studies and simple surveysdo not need hypotheses.2. The hypothesis follows the theoretical framework of the study, andbased on theories, principles and concepts advanced in that framework.3. Hypotheses are stated in declarative form, while research problemsare generally interrogative in order to focus the inquiry on the analysis on

the phenomenon under study.4. Hypotheses should be formulated before the conduct of the study,because they give direction to the gathering and interpretation of data andhelp solve problems indepth.5. The theoretical framework provides the theories, principles andconcept on which to base hypotheses.6. Hypotheses also relates to the problem raised in the study.7. Hypotheses are tentative solutions or answers to inquiries.

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Example:Problem : Is there any significant relationship between tactile

and auditory stimulations and the heartbeat rateresponse of premature infants?

Hypotheses : There is no significant relationship between tactileand auditory stimulations and the heartbeat rateresponse of premature infants

Research vs. Statistical Hypotheses

1. Research Hypotheses This is also referred to as substantive, ordeclarative hypothesis; statements of expected relationships betweenvariables. Also known asAlternative Hypothesis.

Example: Infants born to heroin addicted mothers have the same birthweight as infants born to non-heroin addicted mothers.

This may also be stated this way:There is a significant relationship between maternal heroinaddiction and birth weight of infants.

2. Statistical Hypotheses This is stated in a null form, that thereexist no significant relationship or difference between the independent anddependent variables. Also known as Null Hypothesis.

Example: Infants born to heroin addicted mothers do not have the

same birth weight as infants born to non-heroin addictedmothers.

This may also be stated this way:There is no significant relationship between maternal heroinaddiction and birth weight of infants.

Advantage of the Null Hypotheses:

1. Scientifically objective;2. Reflects the impartiality of the researcher; and3. Minimizes research bias.

Some descriptive studies require no hypothesis since thepurpose is only to describe and explain the phenomenon understudy. Research questions, however, go beyond pure description ifthey deal with relationships of variables.

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6. Significance of the Study

In undertaking a study, the researcher must be certain of the benefits thatvarious sectors in the target population will gain from its results or findings suchas:

a. Improvement of policies and practices;b. Contribution to the particular field of study in terms ofknowledge and new technology;c. Serve as a guide in decision-making;d. The value of the study to the particular profession onthe whole; ande. Added knowledge and expertise for individual

practitioners

Beneficiaries of research studies in nursing consists of thefollowing sectors:

1. The nursing profession as a whole;2. The public as end users of quality nursing care;3. Nursing service4. Nursing education; and5. The nurse practitioners.

Example:Problem: Time and Activity Study of Nursing Personnel in a

Selected Tertiary Hospital in Metro Manila: ItsImplication to the administration of Nursing Service.

This study is significant to the following target populations:1. To the hospital administrators, to have better insights intothe actual activities of nursing personnel in relation to thehospitals standard of health care as described in their jobdescription, and the standards set by the Association of NursingService Administrators of the Philippines (ANSAP).

2. To nursing personnel, to have better understanding andappreciation of their legitimate roles and functions and for themto maximize their efforts in providing better nursing care.

3. To nursing service administrators, to revise or to develophospital nursing operational manuals, provide orientation andstaff development programs, and revise job descriptions of eachcategory of nursing personnel.

4. To nursing education, in which there is a need to identifyvital competencies to be developed in nursing students,

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particularly proficiency of roles and functions in patients careand supervision.

5. Finally, to the community, to get the best quality care fromcompetent nursing personnel, and be assured of their basicrights to a decent and healthful life.

7. Delimitation of the Study

Content, Subject, TimeThe researcher must be aware of and should state certain constraints in

his study over which he/she has no control. Uncontrolled variables may affectstudy results, hence, expected findings should not be beyond what the study canachieve in terms of:

1. Issues past and present;2. Scope or coverage of areas of concern;3. Respondents;4. Time frame; and5. Type of data qualitative, quantitative or combined.

In delimiting aspects of the study, the researcher statesspecific constraints or delimitations such as the following:

a. Coverage or scope, the parameters of which are specificallystated;

b. Expected manageability of the problem. In experimentalstudies, internal and external constraints that may affect validity are

specified in this section; and

c. Anticipated shortfalls such as the exclusion of certainsectors of the population, the inaccessibility of data, and failure to get arepresentative sampling.

8. Definition of Terms

This section facilitates understanding of the study particularly the problem and the variables which are definedaccording to their contextual use.

Reasons for defining the variables:1. To guide and direct the researcher in quantifying andqualifying the variables.2. To ensure clarity of the meanings of the variables andminimize the readers misconceptions.

Types of Definitions:

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1. Conceptual definition A universal definition of aterm understood by people; a general statement of propertiesor qualities common to a number of examples. It useshypothetical criteria to identify a phenomenon rather than whatis observable.

Source: Dictionary, Related Literature, Authoritative Sources.2. Operational definition The researchers owndefinition of terms as used in his/her study. It is concrete andmeasurable, based on observable characteristics of what isbeing defined within the context of the study.Sources: Empirical Data, Related Literature, Previous

Studies, and Established Theories.3. Definitions from Authoritative Sources Definitions taken from authorities on the subjects or termsbeing defined which must be properly acknowledged in thefootnotes.

Example: Morale According to Keith, is a state of wellbeing that elevates the spirit,generates self-confidence andarouses pride in being part of groupendeavorr1.

1 Shery Keith, Organizational Behavior (New York:Mc Graw Hill, Inc.1990) 7-8.

9. Research Method

What is RESEARCH DESIGN?

The research design is the researchers plan of how thestudy will be conducted, the type of data that will be collected, andthe means to be used to obtain these data, which are determinedafter variables are identified and quantified.

The research design is the part of research that involveschoice of overall methods by which respondents will be selected,controlled and categorized into various experimental groups.

Included in the Research Design are the following:

Detailed explanations of techniques and procedures for data collection

and analysis (Research design). A description of the population and the procedure for choice of

samples or respondents (Sampling design).A clear description of tools and instruments to be used in statistical

treatment of data (Instrumentation).

Basic Research Design

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Experimental ResearchThis particular design is an inquiry on cause-and-effect

relationships, and is conducted in a specialized setting, such as thelaboratory, experimental unit or research center. The researchercontrols and manipulates the independent variable and randomly

assigns the subjects to different conditions or situations.

Types of Experimental Research

a. True experiment An inquiry that considers four (4) properties of experimental research namely: manipulation,control, randomization and validity.

b. Quasi-Experiment This is an experiment that lacksone or more of the properties of the true experiment. Themissing ingredient is either randomization or the control groupor the validity component. This method ultimately depends, in

part, on human judgment rather than on objective criteria,hence, validity of cause and effect inferences may bechallenged.

Non Experimental ResearchThis research is known as surveys, which have less

control over the study subjects and the setting where it isconducted. They are research situations in which the researchercannot control and manipulate the independent variable. They aremostly conducted in natural settings such as schools, hospitals andother public health agencies, and homes of patients, among others.

Types of Non-Experimental Designs

a. Historical design A critical investigation and analysis ofevents, developments and experiences of the past.

b. Descriptive design A study that describes the nature ofthe phenomenon under investigation after a survey of trends, practicesand conditions that relate to that phenomenon.

Types of Descriptive Research1. Surveys Self reported data are collected from

samples for purposes of describing the populations in relation tothe specific given variables

Surveys are conducted by phone, mail or throughpersonal contact with the subjects. Data collections are mostlydone through questionnaires and interviews.Example: A survey on staff nurses and administrators to obtaintheir perception on the extent of the nurses responsibility for

patient education.

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2. Correlational studies These examines the extentof relationship between variables by determining how changesin one variable relate to changes in another variable.Example: How is (X) related to (Y)? As X increases, does Y alsoincrease? Or, as X increases, does Y decreases?

Is there any significant correlation between anxiety andmidterm exams among baccalaureate nursing students?

3. Comparative studies These are studies thatexamine several intact groups to find out the difference betweenand among them in certain dependent variables of interest.

4. Methodological studies These are concernedwith the development, testing and evaluation of researchmethods and instruments. These are also known asdevelopment of evaluative research.Example: Training programs for new graduate nurses.

5. Case study This is indepth study intended tointerrupt the behavior of an individual or group.Example: A case study of a patient with problems ofoxygenation.

6. Content analysis This is the process of dissectingmessages embodied in documents.Example: The practical implications of the nursing law

provisions to nursing education and nursing service.

7. Feasibility study This type of study tries todetermine the viability of an undertaking or a business venture,establishing an institution or constructing infrastructure.Example: Nursing entrepreneurship in the Philippines setting

Combined Experimental And Non-Experimental ResearchDesigns

These are known as partial experiments or partiallycontrolled non-experimental designs. Extraneous variables may

exist which the researcher may not be able to control, thus, causinginaccurate data. A natural setting is used, such as nursing unit in ahospital. However, the researcher exercises some control in theassignment of the study subjects to various study groups.

Quantitative And Qualitative Research DesignThis applies to the manipulation and control of phenomena

and verification of results, using empirical data gathered through

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senses. Quantitative research is concerned with the objectivemeaning of experience to an individual. There is rigid control of theresearch situation and the generalization of findings. Qualitativeresearch focuses on insights into and understanding of individual

perceptions on the phenomenon under study.

10. Research Locale

Description of the research environment11. Research Population

a. Description of the research respondents12. Construction and Validation of Instrument

a. Description of the research instrument5. Collection of Data

Letter of Request.

Distribution of Questionnaire.Retrieval of Questionnaire.

Consolidation of Data.6. Statistical Treatment

B. CHAPTER II: Review of Relate LiteratureThe literature review consists of a collection of pertinent

readings, Published or unpublished, in local or foreign settings.Sources of related information and data are books, articles,

pertinent documents, publications, speeches, programmes, theses,and dissertations. All empirical investigations should be built on

previous knowledge taken from these sources.

Type of Related Literature

13. Conceptual Literature These are non-researchreference materials written by authorities on the subject thatembody experiences, viewpoints and interpretations of thesubject of the research study.Sources: Encyclopedia, books, journals, commentaries andother publications.

14. Research Literature These consist of studies and

researches or theses and dissertations, published orunpublished, which have a bearing on the current research.

Purposes of Related Literature

1. Discloses findings of previous researches that have abearing on the current research.

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2. Determine the researchability and feasibility of theproblem under study.

3. Identifies the following areas of concern:a. The appropriate research methods and techniquesexpected to yield the needed data and information in thecurrent research;b. Effective procedures in data gathering, andc. Clues on how to ensure the accuracy andeffectiveness of data analysis.

4. Serves as a connecting link between the findings ofprevious researches and the results of the current study;

5. Defines terms and suggests assumptions;

6. Reveals the status of research on the problem understudy; and

7. Provides clues on the sequence of research activitiesto be pursued.

C. CHAPTER III:Presentation, Analysis, and Interpretation of Data

Findings of the StudyStudy results are presented based on empirical data or

facts. The data must be reported in an objective process andwritten in the past tense, since data have been gathered and

analyzed before writing of the report Findings are the results ofdata analysis which include description of samples, analysis andinterpretation of the test of hypotheses. Descriptive statistics areused to present findings, while inferential techniques are used instudies where hypotheses are tested.

Presentation of FindingsFindings of the study are presented in various ways, as follows:

a. Narrative Form This consist of direct quotes, summary offindings, meanings and implications of the study, presented objectively,clearly, and concisely.

b. Tables The means for organizing data, to make these easilyunderstood and interpreted.

Tabular data are presented in the following ways:1. rows horizontal entries2. columns vertical entries3. cells are boxes where rows and columns intersect.

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Information presented in tables are discussed in thenarrative report. It must appear after they have been referred to intext. It must be clear, concise and explain relationships of variablesin the study.

c. Figures These are terms used to indicate any type of visual

presentation other than the table. It includes graphs, diagram, linedrawings, and photographs. These also help enliven a narrative

presentation and should be considered a concrete means of presentingresearch results.

EXAMPLE

Table 1Distribution of the Respondents as to the Students maturity in relation to the avoidance of incidental reports

A. Area of students maturity 5 4 3 2 1 w VD

1. Does being matured in the clinical andclassroom setting help the students avoidmistakes?

50 33 10 3 4 4.22 Always

2. Do you think having a sense of self-awarenesswould be a factor in the avoidance of committingmistakes thus avoiding the need to submit anIR?

52 33 15 0 0 4.37 Always

3. Do you think having a sense of self disciplinewould help the students avoidinstances/mistakes that would require thesubmission an incident report?

60 23 13 4 0 4.39 Always

Table 1 shows the distribution of the respondents as to the area of students maturity in the avoidance of

incidental reports. 50 belongs to the category of always, 33 belongs to often, 10 belongs to seldom, 3 belongs to

sometimes, and 4 belongs to the category of never, in sub question #2 52 belongs to always and the lowest was 15

belongs to often, in sub question #3 the highest is 60 belongs to always and the lowest was 4 belongs to sometimes.

Analysis. Based on the presentation of Table 1, it reveals that most of the respondents believed that the

maturity of the students would be a factor in the avoidance of incident reports, hence the verbal description of always for

the three sub questions.

D. Chapter IV:Summary of Findings, Conclusions, Recommendations

1. Summary of Findings

Summary of the items in Chapter IV

2. Conclusion

The logical outgrowth of the summary of findings andconclusions are conceptualizations and generalizations based onthe findings and in response to the problems raised in the study.Conclusion focuses on the answers to the major problem

particularly on the analysis of the results of hypotheses.

3. Recommendation

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Considering the conclusions, the researcher suggestssolutions to the problems to prevent the occurrence of these orminimize their impact or effect. Recommendations are addressedto the sectors concerned or the intended beneficiaries of theresearch study such as the director of nursing service, the deans of

colleges of nursing, nurse practitioners, clinical instructors, studentnurses, the health care clientele, the general public, interestgroups, government and non-government agencies, and amongothers.

Bibliography

Smith, Sandra and Donna Duell. Clinical Nursing Skills(Presented in the Nursing Process Basic to

Advanced Skills). USA: National Nursing Review,

1985.

F. Appendices

Appendix A: Letter of Request

Appendix B: Research Instrument

Appendix C: Statistical Computation

Appendix D: Curriculum Vitae

EXAMPLE OF COVER LETTER AND QUESTIONNAIRE

Dear Student,I am a graduate student of Cebu Normal University, presently conducting

a study on various stressors experienced by students during their relatedlearning experience in the hospital. The study aims to provide the nursing serviceadministration pertinent data that could be used to minimize stressors andimprove teaching and learning conditions in the clinical area.

Kindly accomplish the questionnaire as candidly as you can and answerall the items. Rest assured that your responses shall be kept strictly confidential.

May I please request that the accomplished questionnaire be returned tome after a week.

Thank you very much for your kind support and cooperation.Sincerely yours,Ariel R. Sinco

Directions: Please check the item as directed.

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1. RLE Level:Level III: ___Level IV: ___

2. Hospital Unit Assigned:

Medicine ___ OB ___ OR ___Surgey ___ Pedia ___ DR ___3. Did you undergo orientation prior to your RLE exposure?

Yes ___ No ___ Not Sure ___

4. Please encircle the number to your right, to indicate the degree ofstress you experienced while giving care to patients. Use the followingscale:

1 = No distress at all2 = Very little distress

3 = Moderate distress4 = Severe distress5 = Extremely severe distress

a. Patients irrational demands 1 2 3 4 5b. Patients failure to comply 1 2 3 4 5

with your instructionsc. Patients negative reactions 1 2 3 4 5

to nursing care

Thank You Very Much

Guidelines for Developing Research Instruments

1. The instrument must suit the purpose of the study.2. It must help solve problems raised in the study.3. It must be able to gather needed data for testing hypotheses and answering

questions raised in the study.4. Indicators in the instrument should relate to the problems raised in the study.5. Indicators should be so stated that respondents perceptions or reactions will not be

biased. Questions should no be stated with built-in clues, such as: Dont you thinkthat physicians orders are often unimportant? Or Do you follow physicians order allthe time?

6. The instrument should be reliable and can produce comparable data when used ondifferent subjects under different circumstances.

7. The instrument should be constructed in such a way that cheating is minimized, if notdiscouraged. Subjects must not be influenced by responses of others.

8. Directions should be specific and simply stated.9. The instrument should be easy to administer10. The instrument should consist of indicators that relate to the hypotheses of the study.

Types of Research Instruments:

1. The Questionnaire. It is the most frequently used research instrument to gather

needed data from respondents pertinent to the purpose of the study. It is a paper and

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pencil approach where participants are asked to answer a set of printed questions.Data and information are based on the demographic profile (age, sex, civil status,educational level, and income) and perceptual assessments of the respondentsregarding the variables of the study.

2. The Interview Guide. It is the next most used research instrument. The researcher,

in a one-on-one dialogue with the subject, asks or reads the questions to illicitanswers from the latter. The researcher may use devices to ensure that data areaccurately recorded such as a video camera, tape recorder or a research assistant torecord the questions and answers during the interview.

Preparation of the questionnaire and the interview schedule:

1. Decide whether data should be collected through interview or a questionnaire, howthe instrument should be structured, and what information it is intended to gather.

2. Formulate and record the questions, properly and sequenced.3. Prepare a brief introduction and cover letter, stating the purpose of the study, the

importance of the respondents participation, the assurance of confidentiality ofresponses and the cut-off date for retrieval of instruments. A personalized requestand expressed thank you would enhance the interest of the respondents toaccomplish the questionnaire.

4. Prepare the draft of the instrument.5. Subject the draft to critical review and pre-testing?6. Administer the revised draft to the actual study respondents. As interviews are mostly

intended to gather data to supplement and verify data yielded by the questionnaire,questions must relate closely to the indicators of the questionnaire.

Types of Questions Asked:

1. Open-ended. Respondents are given flexibility enough to answer questions or

specify indicators other than those listed in the questionnaire.Example: Give your comments and suggestions to improve teaching and learning process in theclinical area.

2. Close-ended. Respondents answer a number of alternative responses called

dichotomous items.

Types of Close-ended questions:

a. Dichotomous Items. These allow respondents to choose between two-response

alternative such as yes or no, married or unmarried, pregnant or not pregnant.Dichotomous questions are useful in gathering factual data.

Example: Have you ever been pregnant?( ) Yes ( ) No

b. Multiple Choice Items. Respondents are allowed multiple response alternatives.

Example: How favorable is it to you to become pregnant at this time?( ) Very Favorable( ) Favorable( ) Not Sure

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( ) Unfavorable( ) Very Unfavorable

c. Cafeteria Questions. Respondents are asked to respond according to their own

viewpoint.Example: People have different views on family planning. Which of the following best represent

your views?( ) FP is necessary to quality life.( ) FP is immoral and should be totally banned.( ) FP has undesirable side effects that suggest

the need for caution.( ) FP has beneficial effects that merit its practice.( ) FP is moral and should be practiced

d. Rank-Order Questions. Respondents are asked to ranked answers from most to

least important, reasonable, frequent or beneficial.Example: Why must Family Planning be practiced? Rank your answers from the 1=most to the5=least reasonable.

___ Limits maternal disabilities___ Gives parents more time to meet family needs___ Helps maintain financial viability of the family___ Affords more working hours for couples___ Ensures family capability to educate all the children in the future.

e. Checklist. Also called the matrix questions items in this instrument are presented

in a two dimensional pattern. Questions are written horizontally while respondentsanswers are written vertically.

Example: Below are some family planning practices observed by people. Check which one ofthese practices you observed in your family. Check the benefits derived from the practice.

FP Methods comfort cost safety ease

1. Natural Method __ __ __ __2. Mechanical Method __ __ __ __3. Biological method __ __ __ __4. Chemical Method __ __ __ __

Chi-Square of Equal Probability

1. Statement of The Problem

What is the trend of performance among the BDC NursingFaculty during the first semester SY: 2005-2006?

2. Statement of the Hypothesis

Ho: There is no significant relationship among the performance ofBDC Nursing Faculty during the first semester SY: 2005-2006

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Ha: There is a significant relationship among the performance ofBDC Nursing Faculty during the first semester SY: 2005-2006

3. Presentation of Data and Determine the Choice of

Statistics

Chi-Square of Equal Probability

4. Computation

Formula X= (fo-fe)fe

Where: X = chi square fo = the observed cell frequency

fe = the expected cell frequency

X =(2-9.8) + (34-9.8) + (10-9.8) + (3-9.8) + (0-9.8)

9.8= 6.21+59.76+.004+4.72+9.8

X = 80.49

5. Determine the Level of Significance

At .05 level of significance and degree of freedom (df)

Formula: df = n-16. Give the Findings

Chi-Square Correlation between theIndependent Variables and Dependent Variables

df Computed x

2

Value Tabled x

2

Value Decision

4 80.49 9.488 Rejected

1 (P) 2 (F) 3 (S) 4 (VS) 5 (O) Total

fo 2 34 10 3 0 49

fe 9.8 9.8 9.8 9.8 9.8 49

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If the Computed X2 value (80.49) is greater than the Tabled X2

value (9.488), reject the null hypothesis otherwise if lesser, accept the

null hypothesis.

7. Analysis (Statement of the Hypothesis)There is a significant relationship among the performance of BDC

Nursing Faculty during the first semester SY: 2005-2006

8. Interpretation of the Findings

The BDC Nursing Faculty differ significantly in their performancerating during the first semester of SY: 2005-2006

9. Implication of Findings/Conclusion

The result of the study implies that the BDC Nursing Facultyhave varied commitments, abilities, needs and resources in meetingthe goals of the Nursing Department during the first semester of

SY: 2005-2006. These made them act differently from one another.

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