CHAPTER 9 COMPUTER-ASSISTED RESEARCH Advantages of Computers

1. CHAPTER 9 COMPUTER-ASSISTED RESEARCH Advantages of Computers 1. It automatically helps you to set page format, edit material, create graphics, proof your spelling, print out final copies. 2. Changes and corrections in the paper can be made easily. 3. It can print out new copies. 4. Research work is facilitated such as in note taking, data analysis, data collection, review of literature. 5. Statistical computation is more accurate than manual computation.

2. Disadvantages of Computers 1. It is costly. 2. It takes time to master the word processing programs 3. You lose the entire paper if the system is damaged through accidents or infected with a virus. 4. When the cd / diskette/flash drives are destroyed and the encoded is not saved, data are erased. 5. Files may be corrupted. 6. When the monitor overheats or becomes overused. The computer may not be used anymore. 7. Files may be accidentally deleted.

3. Four General Functions of a Computer • Input - entails entering information or data into the computer • 2. Storage – inputted information are kept for eventual use. • Control - stored information is achieved through several programs written in several computer languages that are translated by the computer’s controllers to the computer’s basic language. • 4. Output - retrieval process in which the processed information or data is transferred from the computer to the researcher.

4. Special Functions: 1. Page Format - you can set margins, page numbering, line spacing, hyphenation and headers automatically for the entire document. 2. Editing Function – heart of the most word-processing programs. These include the block and move, cut and paste, delete, center, copying and overwriting functions. Every researcher will make the task of preparing the paper a great deal easier. 3. Split Screen or Window – needed in referencing – to ensure that you have accounted for all your reference. All that remains is to alphabetize your references or bibliography. 4. Graphics - used to create bar charts, graphs, flow diagram, and other basic illustrations in research. 5. Thesaurus and Spell Checker – help you choose the right word and proofread your text. 6. Others – include hard indentions, search, mailing, chatting, surfing the net, designing, replacing and others.

5. Conducting a Computer Search • Online searches are best: • when you want to examine exhaustively available literature related to your particular topic. • when you want to search magazines, newspaper index and other periodical proceedings, annual reports and other documents. • when you need abstracts of social sciences, natural sciences, health sciences and other specialized fields to help you decide which articles to use for your paper. • when you need to do several searches outright for articles or books quickly.

6. How to Select Computer Program: • The program must be capable of doing necessary analysis. • The program must be compatible with the hardware, the specific PC being used. • The microcomputer must have a mathematic co-processor to be able to quickly process the analysis. • Technical matters such as the availability of training programs and trainers in data analysis. • Unavailability of statistical consultants, and if available, they charge higher rates in consultationship. • Difficulty in maintaining the safety and security of the unit during the training program.

7. Sources of Information for Computer programs in Qualitative Research: • Computer Manuals - These are quite extensive and contain a lot of information including descriptions of the requirements and capabilities of the program. • Computer magazines –It often contains information about software program, some on regular basis. • Qualitative Sociology - This is an informative periodical published by Human Sciences Press, Inc. New York that contains information on computer programs and qualitative research. • Books- that address issues and procedures on analyzing qualitative data.

8. What the Computer can do in Qualitative Research • It can perform mechanical task such as searching and arranging descriptive data. • It can be used for wood processing. • It can function as a database management system which can be used in organizing information that is filled and maintained. • It can expedite time-consuming content analysis such that it can quantify the umber of times an issue was mentioned by people being interviewed.

9. What Computer cannot do in Qualitative Research: • Computers cannot perform the conceptual task and systematic judgment. This means that it cannot do key task of interpretation, synthesis and hypothesis testing.

10. Programs Used in Qualitative Research: • ETHNOGRAPH – This program was developed by Seidel, Kjolseth and Clark in 1985. This program is primarily deigned for microcomputers that will assist the researcher in the analysis of descriptive, textual data, such as field notes and interview transcripts. It can search, sort and retrieve data. This has also the capability to complete a task with a speed and accuracy, especially any counting task which is definitely beneficial. • AskSam – stands for “Access Stored Knowledge via Symbolic Access Method” which is available through Seaside Software, Inc. This program can perform searches on text, numbers and others in almost any format.

11. DATA ANALYSIS The computer is extremely useful for data analysis because it can perform many statistical computations with ease, accuracy and accessibility as well as functionality. Statistical computations: means, standard deviation, correlation coefficients, t-tests, analysis of variance, analysis of co-variance, multiple regression, factor analysis, and various non-parametric analyses.

12. Statistical Packages: • Statistical Package for the Social Science (SPSS-X), distributed by SPSS, Inc. with main office in Chicago, Illinois, USA • Statistical Analysis System (SAS), distributed by SAS Institute, Inc. • BMDP Statistical Software, with main office at Los Angeles, California, USA • Microcomputers: SYSTAT, the most popular packages because it can perform almost every statistical procedure. Another is SPSS/PC + more costly. STAT VIEW 512+ designed for Macintosh microcomputers.

13. CHAPTER 10 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

14. Guidelines in the Presentation of Data • The presentation should be made one by one with the sub-problems. The arrangement must be based on the order of the sub-problems. If the first sub-problem is on profile variables, a table or graph should be the first data to be presented. • There should be textual or tabular presentations of data. • Make a label or title of the table in graph.

15. 4. If possible don’t break the data. The readers may not easily understand the overall findings of the study when data is broken and distributed in different pages. 5. Textual presentation comes before the table. Right after the initial discussions, the table or graph follows. 6.There should be a tabular presentation of sub-problems for significant relationships or differences of variables considered for clarity and understanding.

16. Example of Tables in Presenting Data • Sub-problem #1. What is the profile of the respondents in terms of gender? • Table I • Profile of the Respondents

17. Profile of Respondents As to gender majority (65.2%) were females. Only a few (34.8%) were males. Majority (60.1 %) were married. Majority (56.3%) were living with partners followed by living with children (25.3%). Majority (25.3%) reached only until the elementary level in terms of education. Majority of the elders (91.8 %) were Roman Catholics.

18. Guides for Graphs and Figures • Figures and graphs are used top illustrate quantitative data but they should not be overused so as not to distract the presentation. • Graphs make tabular values more clear and vivid. • Graphs that occupy more than half a page should be placed on a separate page. • Graphs are numbered with Arabic rather than Roman numerals. • Titles of figures and graphs are placed below them. • Graphs should follow the related textual discussion • Graphs and figures must be presentable in appearance.

19. Example # 2. Presentation of Data in Graph. Figure II Enrollment Profile of CAS

20. Figure 3Health Status of the Barangay Residents Before and After COPAR Implementation in Terms of ContraceptiveUtilization Percentage

21. Example # 3. Presentation of Data in Graph. Figure II Enrollment Profile of CAS

22. Example # 4. Table for Mean Values and Descriptive Ratings (Univariate Analysis) Table IV Extent of Adequacy of Instructional Materials

23. PARAMETERS OF LIMIT 5 point scale 4 point scale LL UP LL UL 4.20 - 5.00 3.26 - 4.00 3.40 - 4.19 2.51 - 3.25 2.60 - 3.39 1.76 - 2.50 1.80 - 2.59 1.00 - 1.75 1.00 - 1.79

24. Example # 5 Table for the Analysis of Variance (Multivariate Analysis) Table 5 Comparison Between the Productivity of HEI’s Faculty Members Along Instruction , Research, Extension and Production

25. Example #5. Table of t-test (Bivariate Analysis) Table 5 Comparison Between the Performance of Experimental and Control Group in Mathematics

26. Table 10Significant Difference in the Performance of Pupils in ENSCIEMA Before and After CBE Implementation

27. ANALYSIS AND INTERPRETATION OF DATA Analysis is a process of analyzing statements while interpretation is an act or instance of interpreting an explanation (Webster’s Universal Dictionary and Thesaurus, 1993) As applied research, this done to give meaning to data generated from the instrument to answer the problems raised in the study.

28. Guidelines In Analysis of data: • Present the result of the analysis in a clear and logically organized manner. • Analyze in-depth to give meaning to the data presented in the table. Avoid table reading. • When variables are correlated, state whether the correlation is positive or negative; indicate the level of significance and make a decision. • In determining the significance of difference of variables, state the obtained statistical result; the level of the significance of the difference and make a decision.

29. Guidelines in Interpretation of Data: • Establish the interconnection between and among data. • Check for indicators whether the hypothesis is supported or not supported by the findings of the study. • Link the present findings with previous literature or existing theory. • Use parallel observation with contemporary events to give credence presented in the Introduction/Rationale. • Draw out implications.

30. Three Types of Problem Interpretation: • Univariate • Bivariate • Multivariate • 1. Univariate Problem • What is the extent of productivity of SUC faculty members in Region I in terms of research, instruction, extension and production? • The extent of productivity on research, instruction, extension and production is a one-way problem, thus it requires univariate analysis.

31. 2. Bivariate Problem • To what extent are the following productivity variables related? • research and instruction • research and extension • research and production • production and instruction • production and extension • extension and instruction • The analysis is done one by one with all the variables included in the problem. Thus regardless of how many parts are to be analyzed, they are classified as bivariate data.

32. 3. Multivariate Problem • Is there a significant difference between the extent of productivity of HEI faculty members along instruction, research, extension and production? • HEIs Areas of Productivity Productivity of faculty members of the three categories of educational institutions are to be compared along the four areas of productivity – Multivariate Problem Treated through ANOVA.

33. Interpretation of DATA • Three Levels of Interpretation • Table Reading. The contents of the table are to be presented numerically and descriptively. • Implications and meaning of data. What the result means is the focus. • Cross-referencing or corroboration. The results are to be compared with the existing knowledge or finished studies.

34. Rivera (1999) suggested the following phrases that may help analyze and interpret the findings of the study: It appears that… It is understandable that .. According to… It is expected that… It was indicated that… This may be due to the… This explains why… Interestingly… Admittedly … Undeniably… On the basis of the…

35. Table 4Conditions of the Older Persons in Hospicio de San Jose

36. Table 10Significant Difference in the Performance of Pupils in ENSCIEMA Before and After CBE Implementation

37. Table 2Socio-Demographic Profile of Respondents

38. Profile of the Respondents Shown in Table 2 is the socio-demographic data in the following frequency and percentage distribution. In terms of age, 35 (5.77%) are within 24 and above; 58 (9.57%) are under age group 22 – 23; while 94 (15.51%) are under the age 20-21 years old; 292 (48.18%) belonged to age group 18-19; while 12 (20.95%) are on age 17 and below. The results reveal that the bulk of distribution of age of the respondents belong to 18-19 years old of which according to Erickson’s Psycho-social Development of Personality fall on Identity vs. confusion where role models and identifications are questioned and new roles are tried, a new sense of identity develops, which includes integrating past identifications with present impulses and aptitudes while developing skills with opportunities offered by society and culture. The inability to develop a sense of identification with a individual or cultural role model that gives direction to one’s life can lead to a period of floundering and insecurity.

39. Profile of the Respondents On religious affiliation, 426 (70.30%) are Roman Catholics, 12 (1.98%) are Iglesia ni Cristo; 24 (3.96%) are Protestants; no (%) Seventh Day Adventist while 144 (23.76%) belongs to other religion. Majority of the respondents are Roman Catholic, which can be attributed to the Spanish dominance over the Filipinos over a hundred years ago. Of which, they become instrument for the introduction of Christianity to the Filipino society.

40. Profile of the Respondents As to rank in the family, 139 (22.94% are eldest, 233 (38.45%) are rank on Middle; 191 (31.52%) are youngest, while 43 (7.92%) are only child. Based on the rank in the family, data shows that most are Middle child in the family. In the family constellation according to Alfred Adler the Middle Child, is extremely ambitious since he or she is constantly attempting to catch up and surpass the older siblings. On special status, among the students 48 (7.92%) are adopted, 490 (80.86%) are legitimate, 54 (8.91%) are extended member while 14 (2.31%) are illegitimate. It shows that there is lesser percentage of illegitimacy and higher percentage on legitimate. Probably because to the Filipino family, a wedding has major significance (Medina, 1990). And, on the principle of marriage and family in a Christian perspective, the Catholic keeps in mind the sanctity of marriage where one does not receive the sacrament lightly and underduress.

41. Table 1Mean Zone of Inhibition On The Growth of Staphylococcus aureus and Streptococcus pneumoniae After 24 hours Incubation

42. CONCLUSION • The researchers conclude that the mango leaf extract has an antimicrobial effect against Streptococcus pneumoniae and none against Staphylococcus aureus.

43. Table 10Significant Difference in the Performance Level of Student Writers in the Pre and Post Test Scores

44. Significant Difference in the Performance Level of Student Writers in the Pre and Post Test Scores • There is a significant difference in the performance level of the students writers before and after the training of the student writers, at 0.05 level of significance. In particular, the tests scores of the student writers has significantly increased after the seminar –workshop. Thus, the training is effective in improving writing skills of students.

45. CHAPTER 11 Summary, Findings, Conclusions and Recommendations Summary- Restates as briefly as possible, the statement of the problem, importance of the study, research method used, respondents, research instruments and statistical tools utilized in the analysis of data. Findings - Major statements of factual information based on the analyzed data. Only the major and salient findings are included in this chapter. All sub-problems must have their respective findings. The results of the hypothesis must be presented.

46. Conclusions -Generalized statements in answer to the sub-problems/specific problems raised, or the statements of acceptance or rejection of the hypothesis if there is. Conclusions are valid out-growth of findings and therefore they are not supported or justified. A one-to-one correspondence with the sub-problem is not always the rule as there are variables that can be subsumed in one paragraph. Recommendations -Drawn from the findings and conclusions of the study. They must be feasible to be implemented. Workable or functional, doable, adaptable and flexible. They must be specific or general or both. A suggestion for further studied must be included.

47. Two forms in writing Findings, Conclusions and Recommendations: 1. Narrative Form – paragraph form 2. Outline Form - enumerated in sequential order.

48. Guidelines on Findings: 1. Enumeration of findings should follow the sequence of the sub-problems. 2. Only important major findings should be highlighted. 3. Findings should be stated as cautiously as possible without further discussion. 4. Findings must be consistent with the analysis of data. 5. No new data should be introduced into the findings if they are not found in the analysis of data.

49. THE PROBLEM Statement of the Problem This study determines the family life patterns of selected nursing students of Cebu Normal University. Specifically, the study seeks to answer the following inquiries: 1. What is the profile of the students in terms of: 1.1 socio-demographic data 1.1.1 age; 1.1.2 gender; 1.1.3 religion; 1.1.4 place of origin; 1.1.5 rank in the family; 1.2 Family life patterns 1.2.1. structure; 1.2.2 process; 1.2.3 functions 2. Is there a significant difference in the family life patterns between the male and female nursing students?

50. FINDINGS Based on the data gathered the following findings were drawn: 1. Profile of the students 1.1 Socio-demographic data • Most (48.18%) of the students were between 18 to 19 years old. • Majority (78.05%) of the student respondents were female. • Majority (70.30%) of the student respondents were Roman Catholic. • Majority (58.25%) of the students were from the Visayas region. • Most (38.45%) of the students were middle child in the family • Majority (80.86%) of the students were legitimate member in the family. 1.2 Family Life Pattern • Structure had a weighted of 3.29 for male and 3.28 for female, interpreted as very satisfactory respectively. • Process had a weighted mean of 3.20 for male and 3.23 for female, interpreted as satisfactory respectively. • Functions had a overall weighted mean of 3.20 for male and 3.23 for female both interpreted as satisfactory. 2. There is no significant difference between male and female nursing student’s family life patterns.