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10 Explanatory-Sequential

The document describes an explanatory sequential mixed methods research design where quantitative data is collected first, analyzed, and then followed up with qualitative data to help explain the quantitative results. In this design, researchers first conduct quantitative research through methods like surveys, analyze the results, and then use qualitative research such as interviews to help explain and refine the quantitative findings. This allows the qualitative data to help explain any unexpected results from the quantitative phase.

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82 views

10 Explanatory-Sequential

The document describes an explanatory sequential mixed methods research design where quantitative data is collected first, analyzed, and then followed up with qualitative data to help explain the quantitative results. In this design, researchers first conduct quantitative research through methods like surveys, analyze the results, and then use qualitative research such as interviews to help explain and refine the quantitative findings. This allows the qualitative data to help explain any unexpected results from the quantitative phase.

Uploaded by

AC Balio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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EXPLANATORY

SEQUENTIAL
EXPLANATORY-SEQUENTIAL
 Is one in which the
researcher first
conducts, quantitative
research, analyzes the
results, and then builds
on the results to
explain them in more
detailed with
qualitative research.
EXPLANATORY-SEQUENTIAL
 EXPLANATORY -
because the initial
quantitative data
results are explained
further with
qualitative data
 SEQUENTIAL –
because the initial
quantitative phase is
followed by
qualitative phase
EXPLANATORY-SEQUENTIAL
 Also referred as a “two-
phase model”
 Intent: to explain
quantitative results with
qualitative data.
 Priority: quantitative
data collection and
analysis
 Quantitative data is
collected first
 Qualitative data used to
refine results from
quantitative data.
WHEN TO USE?
  is used when the
researcher is
interested in following
up the quantitative
results with
qualitative data.
Thus, the qualitative
data is used in the
subsequent
interpretation and
clarification of the
results from the
quantitative data
analysis.
SAMPLE RESEARCH
An Explanatory Sequential Mixed Method Research
 

on the Relationship of Motivation, Study Habits,


and Teachers Performance to the Grade 9
Students’ Academic Performance in Mathematics at
the Sister of Mary School- Boys town Inc.
SAMPLE S.O.P
 The researchers
conducted the study
to know the
differing factors
that affect the
academic
performance of
grade 9 students in
Mathematics
subject.
 

HYPOTHESIS

1.There is no significant relationship between


students’ motivation and their academic
 performance in Math.

2.There is no significant relationship between


teacher’s performance and students’
academic performance in Math.

3.There is no significant relationship between


study habits and students’ academic
 performance in Math
QUANTITATIVE
 Is there a significant  To what extent does
relationship between study habits affect the
student motivation and academic performance
their grades in Math? of the students in Math?
 To what extent does  Is there a significant
motivation affect the relationship between
academic performance Teacher’s performance
of the students in Math? and grades in Math?
 Is there a significant  To what extent does
relationship between Teacher’s performance
study habits and affect the academic
student’s grades in performance of the
Math? students in Math?
QUALITATIVE
 How does these
factors affect the
academic
performance of the
grade 9 students?
CONCEPTUAL FRAMEWORK
GRADE 9 STUDENTS TEACHERS
SELF-EFFICACY
THEORY
FACTORS FACTORS

REGULATES OWN MOTIVATE &


LEARNING PROMOTE

STUDY HABITS MATHEMATICS

MOTIVATION TEACHERS’
PERFORMANCE

STUDENTS ACADEMIC
PERFORMANCE
DATA ANALYSIS
   The explanatory-sequential approach is
a sequential approach and is used when the
researcher is interested in following up the
quantitative results with qualitative data. ...
Within this design, a researcher analyzes the
relevant QUAN results and then uses the
QUAL findings to further explain the initial
QUAN results
RESEARCH DESIGN
 Explanatory sequential design, one of the types of mixed
method design was used in this study. Explanatory sequential
design was used in the study in order to find the differing
factors affecting academic performance. Explanatory
sequential research design, where qualitative data are
collected and analyze after the collection and analysis of
quantitative data was utilized by the researchers (Cresswell,
2012). This method is composed of two phases. On the phase
one, there searchers take up first the quantitative data:
stratified random sampling was utilized by there searchers in
choosing the respondents, afterwards the correlation
variables. On the second part of the study, the researchers
used case study as the research design.

https://www.academia.edu/35186199/AN_EXPLANATORY_SEQUENTIAL_STUDY_ON_THE_FACTORS_AFFECTING_STUDENTS_ACADEMIC_PER
FORMANCE
ACADEMIC ACHIEVEMENT OF THE STUDENTS RESPONSE IN MATHEMATICS

 The academic achievement of the student-respondents in


mathematics includes their grades in mathematics from
first quarter until third quarter. The researchers get the
average of the three quarters and present them in this
table.
INTERVAL DESCRIPTION FREQUE PERCENT
NCY
95-99 EXCELLENT 6 2.97 %
90-95 OUTSTANDING 16 7.92 %
86-89 VERY SATISFACTORY 62 30.69 %
80-85 SATISFACTORY 73 36.14 %
75-79 FAIRLY 45 22.28 %
SATISFACTORY
74-BELOW POOR 0 0%
TOTAL 202 100 %
MOTIVATION LEVEL OF THE STUDENT-RESPONSE IN
MATHEMATICS

VARIABLE WEIGHTED MEAN REMARKS


MOTIVATION 3.89 OFTEN

  
Table 2 clearly shows the weighted mean of the motivation
level of the grade-nine students in mathematics subject.
The researchers computed the weighted mean through the
five-point likert scale, form the responses of the weighted
mean of the student-respondents motivation level, thus
interpreted through the range as “often” which means that
the student -respondents are motivated most of the time.
TABLE 3
VARIABLE CORRELATION C.V DECISION REMARKS

MOTIVATION
VS.
ACADEMIC 0.26556 0.197 REJECT SIGNIFICANT
PERFORMAN HYPOTHESIS
CE

The table 3 clearly shows the relationship of student-


respondents motivation level and their academic performance in
mathematics subject. In the test of significance between
motivation level and academic performance, the correlation
coefficient is 0.26556 and critical value is 0.197. Thus, basing
from the results, the null hypothesis is rejected.
STUDY HABITS OF THE STUDENT-
RESPONDENTS IN MATHEMATICS
VARIABLE CORRELATION C.V DECISION REMARKS

STUDY
HABITS VS.
ACADEMIC 0.27887 0.197 REJECT SIGNIFICANT
PERFORMAN HYPOTHESIS
CE

  The table clearly shows the relationship of student-respondents


study habits and academic performance in mathematics subject. In
the test of significance between study habits of the student-
respondents and their academic performance on mathematics
subject the researchers come up with the correlation coefficient of
0.27887 and critical value of 0.197 in 0.05significance level, thus
the null hypothesis is rejected. Result show that student-
respondents study habits and their academic performance has
a significant relationship.
TEACHER’S PERFORMANCE AS PERCEIVED BY
STUDENT’S RESPONDENTS IN MATHEMATICS
VARIABLE CORRELATIO C.V DECISION REMARKS
N
TEACHER’S
PERFORMAN
CE VS. 0.121976 0.197 DO NOT NOT
ACADEMIC REJECT SIGNIFICAN
PERFORMAN HYPOTHESIS T
CE
The table clearly shows the relationship of student-
respondents teachers’ performance
and academic performance in mathematics subject. In the test of
significance between study
habits of the student-respondents and their academic performance on
mathematics subject there searchers come up with the correlation
coefficient of 0.121976 and critical value of 0.197 in0.05 significance
level, thus the null hypothesis is not rejected. Result shows that
student- respondents teachers’ performance and their academic
performance has no significant relationship.
TRIANGULATION TO BE USE
 Triangulation Design
QUAN QUAL

INTERPRETAION BASED ON
QUAN + QUAL RESULTS

 Triangulation Design : Convergence Model


QUAN QUAN
QUAN
data DATA
RESULTS
collection ANALYSIS

COMPARE
INTERPRETATION
AND
QUAN + QUAL
CONTRAST

QUAL QUAL
QUAN
data DATA
RESULTS
collection ANALYSIS

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