Volume of Cone

The text book definition of pyramid and cone can be written as below.

Pyramid	Cone
Pyramid is a solid formed by polygon base and all other triangles faces with a common vertex.	Cone is a solid formed by circular base and rays emanating from a fixed point (vertex) and passing through the base.
In the limit, as the number of faces in pyramid approaches to infinity, the shape is a cone.	There are four types of cones: circular, elliptical, right, and oblique. A cone is also a pyramid, and it is the fifth type as n = ∞. In the figure left, keep sliding the number of sides and see that as the number of triangular faces increases, the pyramid begins to look more and more like a cone.

Click here → The Interactive Applet for Animated Pyramid to cone

In the assumption as explained above, we can understand cone as a pyramid with circular base.

In the premises, the volume of cone is

              V= 1/3 * B* h

However,

We can also use cavalieri's principle to find the volume of cone. 

The detail is shown below.

SPSS Workshop

Statistical Package for the Social Sciences (SPSS) Workshop/Training

Statistical Package for Social Sciences (SPSS) is a leading and powerful statistical software for statistical analysis. It has capabilities to execute a range of statistical analysis. Thus, this SPSS training/workshop aims to provide hand on skill on fundamentals to data entry, data management, data analysis and result interpretation using SPSS. The workshop covers everything from entering data into SPSS to interpreting the result and offers easy step-by-step guide to mastering the analysis. The most important skill that the workshop/training address is to enable the participant to choose the appropriate statistical technique to analyze data in SPSS.

Who this course is for?

This SPSS training/workshop is targated for researcher, teachers and professionals who are looking for a clean idea to perform statistical works in SPSS. It is equally targeted to Ph.D, Masters and Undergraduate students for their Thesis or Dissertation work.

Training/Workshop Outcomes

·         A proficient Human Resource (HR) to analyze statistical procedures in SPSS.

·         A proficient HR to interpret the output of several different statistical tests

·         A proficient HR to write the results of statistical analyses using APA format

Course Highlights

The workshop will cover following contents.

Introduction to fundamentals of SPSS

·         Installation

·         SPSS windows (Data, Syntax, Output)

·         Data properties (& Measurement Scales)

·         Creating and defining variables

·         Code book and data entry

·         Saving worksheets

Creating and Modifying Dataset in SPSS

·         Inserting/Deleting cases and variables

·         Computing/Recoding variables

·         Find & replace

·         Sorting Cases

·         Selecting Case

·         Use feature split file

·         Use of filter variable

Descriptive Statistics

·         Frequency distributions

·         Mean, Sum, Standard Deviation, Variance

·         Minimum Value, Maximum Value, and Range

·         Skewness

·         Kurtosis

Graphical Representation

·         Bar Diagram

·         Line Diagram

·         Scatter Plot

·         Box Plot

·         Use chart editor

Using SPSS Syntax

·         Basic Syntax Rules

·         Learning Syntax

·         Saving your work

·         Opening data using Syntax

Inferential Statistics

• P-values
• Significance Levels

Chi-Square Test

·         Chi-Square Test of Independence

·         Application of Chi Square distribution

·         Run a Chi-Square Test of Independence

One Sample t Test

·         One Sample t Test

·         Run a One Sample t Test

Paired Samples t Test

·         Paired Samples t Test

·         Data Requirements

·         Hypotheses/Test Statistic

·         Run a Paired Samples t Test

Independent Samples t Test

·         Independent Samples t Test

·         Data Requirements

·         Hypotheses/Test Statistic

·         Run an Independent Samples t Test

One-Way ANOVA

·         One-Way ANOVA

·         Data Requirements

·         Hypotheses/Test Statistic

·         Run a One-Way ANOVA

Correlation

·         Pearson Correlation

·         Data Requirements

·         Hypotheses/Test Statistic

·         Run a Bivariate Pearson Correlation

Regression

·         Linear Relation

·         Regression Slope

·         R-Square – Predictive Accuracy

·         Logistic regression

Item analysis and Reliability test

·         P-value

·         D-value

·         Cronbach alpha correlation coefficient

Workshop Structure

·       This 3-days workshop is easy to understand and is for everyone who is interested to learn SPSS. It goes as below day-wise.

#1 SPSS user Interface:

• Data editor
• Syntax
• Output

#1 Dataset is SPSS

• Variables
• Scale

#2 Data Management in SPSS

• split
• record
• case
• missing 

# 2 Descriptive Analysis

• descriptive statistics

#2 Data Visualization

• Data Visualization

# 3 Inferential Analysis

• inferential statistics
• p value
• confidence interval

Volume of Pyramid

A pyramid is a polyhedron with one base that is any polygon . Its other faces are triangles. The volume V of a pyramid is one-third the area of the base B times the height h.
i.e., V=1/3 * B* h where B is the area of the base and h is the height of the pyramid.
In the given animation above
  Volume of Cube = Volume of 3 pyramids or Volume of Pyramid= 1/3 x Volume of Cube
or Volume of Pyramid= 1/3 x B *h
where B is the area of the base and h is the height of the pyramid. (Cube र Pyramid को base area र उचाई एउटै छ )

Dynamic Worksheet in GeoGebra

Thesis Formatting

General Formatting

Paper Size	A4
Margin	1.5 Inch Left, 1 Inch in other sides
Font	Times New Roman
Line Spacing	1.5 Inch
Paragraph Spacing	6 By 6
Page Numbering	Top Right

Title Page

Title-	Better if ≤ 12 Words
Format	Centered
Includes	Title, Author Byline, Institutional Affiliation
The sample of title page is given below

Title of Your Proposal

Proposal

By

Your Name

For the Partial Fulfillment of the Requirements for the Degree of Master of Education

Submitted

To

Department of Mathematics Education

Central Department of Education

Tribhuvan University

Kirtipur, Kathmandu

Year

Level of Headings

Heading 1

Capitalized each Word, Bold, Centered

Heading 2

Capitalize Each Word, Bold, Flush Left

Heading 3

Capitalize Each Word, Bold, Italic, Flush Left

Heading 4

Capitalize Each Word, Italic, Bold, Flush Left, Indent

Heading 5

Capitalize Each Word, Italic, Flush Left, Indent

Proposal Writing Guide Book

CDED, TU (लगभग 20 पेजको proposal यसरी तयार गर्नुहोस) Chapter I Introduction (≈25% of total pages, say 5) Major text to be covered · Brief overview of the topic and introduce the pivoting ideas अनुसन्धान को मुख्य एजेन्डा के हो? General Introduction लेख्नुहोस । · Proposal मा मुख्य रुपमा छलफल हुने बिषयबस्तुलाइ सारमा उल्लेख गर्नुहोस। 1.1. Background of the Study · अनुसन्धान समस्यालाई परिचय दिनुहोस · प्रयोग भएका terminology ले के अर्थ राख्छ? यसको अवस्था बारे मुलत: कस्तो कुरा उठिरहेको छ? लेख्नुहोस 1.2. Statement of the Problem · A problem is a situation, person or thing that needs research attention. यसमा तलका प्रश्नहरुको उत्तरलाई छोटकरीमा उल्लेख गर्नुहोस। a. Why is this research work? b. Why might be the effect of the research work? c. What is the knowledge gap to uncover? d. What questions are aiming to answer? 1.3. Objectives the Study · A research objective is a clear, concise, declarative statement, which provides direction to investigate the variables under the study. · Statement of the problem र knowledge gap बाट तानिएका प्रश्नहरु पुरा हुने गरि उल्लेख गर्नुहोस। · The objectives summarize what is to be achieved by the study. · Research objective need to be SMART (SPECIFIC, MEASURABLE, ATTAINABLE, REALISTIC, TIME BOUND) · The objectives include obtaining answers to research questions or testing the research hypotheses. 1.4. Research Questions · Objectives लाई पुरा गर्ने प्रश्नहरु उल्लेख गर्नुहोस। 1.5. Research Hypothesis · Objectives लाई पुरा गर्न test गर्नु पर्ने hypothesis उल्लेख गर्नुहोस। 1.6. Rationale of the Study · Why is this research important to researcher? किन अनुसन्धान गर्नु पर्यो? उल्लेख गर्नुहोस। · Why is this research important to other audience? उल्लेख गर्नुहोस। 1.7. Delimitation of the Study 1.8. Operational Definition of the Key terms · Explain the key terms used in title with operational/objective meaning? Chapter II Review of Related Literature (50% of total page, say 10) Literature Review दोस्रो Chapter मा लेख्ने भएता पनि, Literature Review नगरी knowledge gap थाहा हुँदैन र यो थाहा नपाइ न त topic नै छान्न सकिन्छ, न त Statement of the Problem र Research Questions नै बनाउन सकिन्छ, त्यसैले, Literature Review लाई Academic Writing को term paper बनाउनुहोस । Literature Review helps to · define and delimit the research problem · apply appropriate research methodology · identify tools and instruments to be used · develop conceptual framework (A conceptual framework connect link concepts from literature to establish evidence to support the need for the research questions कसरी गर्ने · important र साना साना बाक्यहरु हुबहु सारेर inverted coma भित्र राखी in-text cite गर्नुहोस · important तर धेरै लामा परिच्छेदहरु लाई अनि आफ्नै किसिमले paraphrasing गरि in-text cite गर्नुहोस · ३ किसिमका Literature खोजेर Review गर्नुहोस 2.1 Thematic Review · Research Questions संग मेल खाने (प्रत्यक्ष वा अप्रत्यक्ष) तर मुख्य Theme सँग सम्बन्धित सामग्रीहरु को review 2.2 Theoretical Review · आफ्नो thesis लाइ कुन theory को आँखा बाट हेर्नु हुन्छ वा ब्याख्या गर्न चाहनु हुन्छ सो को review 2.3 Empirical Review · आफ्नो thesis संग मिल्ने खालको research वा जर्नल आर्टिकल को review 2.4 Conceptual Framework माथिको तिनवटा Review को आधारमा, Research Questions (RQs), theory र methodological process र variables लाई कसरी connect गर्नुहुन्छ? र के output निस्कन्छ त्यसको ब्याख्या गर्ने चार्ट नै conceptual framework हो । यसमा ४ कुराको बिचार गर्नुहोस । · RQ variables · theory · methodology · estimated output Chapter III Methods and Procedure (≈25% of total page, say 5) यसको को ४ वटा मुख्य भाग हुन्छ - Methods? Population /sample (Study Site /Participants), data collection tools, and data collection/analysis procedure? 3.1 Design of the Study · यसमा अनुसन्धानको प्रकार (qualitative की quantitative) उल्लेख गर्नुहोस · Applying test of hypothesis in order to draw conclusion भए Quantitative · Checking test of resonance in order to draw conclusion भए Qualitative · यसमा, तलका जस्तै एक वा बढी कुन हो? लेख्नुहोस a) Are you interested in intervention study? (Action वा Experimental) b) Are you interested in observing phenomena as it is? (Survey) 3.2 Population and Sample of the Study The target population contains members of a group that a researcher is interested in studying. These results of the study are generalized to this population. Size of population depends on the objectives of the study. · Population and sample of the Study (quantitative भए) उल्लेख गर्नुहोस · Study Field and Participants (qualitative भए) उल्लेख गर्नुहोस · Which sampling technique will you use (quantitative भए) · How do you select respondents (qualitative भए) · Justify that your sample/participants are representative? 3.3 Data Collection Tools तथ्याङ्क संकलनका लागि tools के के स्पष्ट सँग लेख्नुहोस · Are you interested in qualitative/quantitative data? · How would you draw such data? · Reliability/Validity (quality standard) - प्रमाण के हो? लेख्नुहोस 3.3 Data Collection Procedure तथ्यांक सकलन कसरी गर्ने स्पष्ट सँग लेख्नुहोस · How do you collect quantitative data? · How do you collect qualitative data? 3.3 Data Analysis Procedure तथ्यांक को विश्लेषण कसरी गर्ने स्पष्ट सँग लेख्नुहोस · What technique do you use if your data is in nominal, ordinal, interval, or ratio scale? (quantitative भए) · What technique do you use if your data is text, verbatim, narration? (qualitative भए) 3.4 Ethical Considerations अरुले पत्याउने गरि आफ्ना काम कसरी गर्नु हुन्छ? लेख्नुहोस References Wagle. M. P, (2019). Facebook Post, Retrieved from https://www.facebook.com/yelgaw.pm Upadhyay H. P., (2017). Thesis/Proposal Anatomy, PowerPoint presentation [PowerPoint slides], Central Department of Education, TU

Format for M.Ed. Proposal Writing

Format for M.Ed. Proposal Writing

Title page

Table of contents
List of tables
List of figures

Chapter I
Introduction

Background of the Study
Statement of the Problem

Questions have been raised about the …….
Scholars have long debated the….
Previous studies of X have not fully dealt with …..
Previous published studies are limited to …
Up to now, far too little attention has been paid to …
There is little published knowledge on …
What is less clear is the nature of …..
Much uncertainty still exists about 

Objectives of the Study
Research Question or Hypothesis of the Study (if necessary)
Significance of the study

  
First paragraph - What knowledge are contributing to the field?
Second paragraph - Who are the potential users of and how do they apply this knowledge?
Third paragraph - In what ways does the research contribute to policy? or what changes their knowledge bring to the field? 

Delimitations of the Study
Definition of the Key Terms

Chapter II
Review of Related Literature

Review of Theoretical Literature
Review of Empirical Literature/Previous Studies
Theoretical/Conceptual Framework

Chapter III
Methods and Procedures

Research design (qualitative, quantitative and mixed design)
Population and Sample ( or Study Field and Participants of the Study)
Sampling strategy and procedures
Research Tools
Sources of data (primary and secondary)
Data Collection Procedures
Data Analysis Procedure
Ethical Considerations

Reference Refences (APA format) Appendices (Questionnaire, Interview questions or any other relevant tools etc.)

Internal Evaluation

Assessment criteria	Internal evaluation (Full marks 60)	Expert evaluation (Full mark 40)	Total 100
Defense on viva questions	10	6	16
Originality, novelty and contributory to the field	6	4	10
Appropriateness of introduction section, Researchable problems, objectives and questions	10	6	16
Appropriateness of literature review: thematic & relevant, Appropriateness of conceptual framework	6	4	10
Appropriateness of methodology	8	6	14
Data collection tools (in Appendix)	6	4	10
Writing: academic style, clarity, coherent & error-free	8	6	14
Formatting, citation and referencing according to APA	6	4	10
Total	60	40	100

Research paradigm

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Research Paradigm

• मानिसको आ-आफ्नै बिश्वास र सोचाई हुन सक्छन
• ontology र epistemology लाई Research paradigm को दार्शनिक आधार मानिन्छ।

Positivism

• सत्य भन्ने कुरा हाम्रो काबू बहिरको कुरा हो, यो यही समाजमा अवस्थित छ र त्यों शास्वत सत्य हो।
• बैज्ञानिक पद्धतिद्वारा उकत सत्य जस्ताको तस्तै पत्ता लगाऊन सकिन्छ
• बस्तुगत हुन्छ र यसलाई अनुसन्धानकर्ताको बिषयगत बिचारले फरक पार्देन
• sample छनौट गरेको population मा त्यसलाई सामान्यीकरण

Post-positivism

• करिब पुग्न सकिने तर बाहिरी संसारमै बस्तुगत सत्य छ भन्ने कुरामा भने पूर्ण बिश्वास गर्दैन
• अवलोकन गर्नु भएको वा संकलन गर्नु भएको तथ्य भित्रै अन्तर्निहित (grounded) हुन्छ
• तथ्यांक संकलन प्रक्रियाले सत्य भन्ने कुरा कुनै न कुनै रुपमा बिषयगत हुन पुग्दछ
• evidence-based realities मात्र मान्दछ न कि positivism ले जस्तो absolute truth
• अर्को रुपमा यसलाई critical realism पनि भनिन्छ जसले ज्ञानको निर्माण समाजबाटै हुने भएता पनि संरचनात्मक रूपमा बैज्ञानिक सिद्धान्तलाई पनि नकार्दैन

Interpretivism

• सत्य समाजमा रहने मानिसहरूले निर्माण गर्ने हो
• constructivism मा बिश्वास गर्छ
• positivism को ठ्याक्कै अर्को ध्रूब हो

Pragmatism

• कुनै research question ले positivism र कुनैले interpretivism खोजेमा
• खासगरी mix-method research मा

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Types of Qualitative Research

1. Case Study:
   • Purpose: To provide an in-depth analysis of a particular case or a small number of cases.
   • Methods: Interviews, observations, document analysis, and sometimes quantitative data.
   Example
   1. Title: Case Study on the Implementation of a Learning Management System (LMS) in a University Setting
   2. Purpose: Investigation of a Learning Management System (LMS) in a university, examining how the integration of digital tools influences teaching and learning practices.
   3. Case Description:
      (a)University Background: A mid-sized university transitioning to a more technology-driven educational approach.
      (b) Digital Tool: Implementation of a comprehensive Learning Management System (LMS) designed to facilitate course delivery, content management, and online collaboration.
   4. Methods:
   5. Interviews: Conducting interviews with key stakeholders, including faculty members, students, administrators, and IT support staff, to gather diverse perspectives on the implementation of the LMS.
   6. Observations: Observing actual classes and online interactions facilitated by the LMS to understand how instructors and students engage with the digital tool in real-time.
   7. Document Analysis: Reviewing institutional documents, training materials, and usage statistics related to the LMS implementation.
   8. Contextual Factors:
      (a)Investigating the broader context, such as the university's goals for adopting digital tools, the training provided to faculty, and the institutional strategies for integrating technology into the curriculum.
      (b)Challenges and Successes:Identifying challenges faced during the implementation process, including technical issues, resistance to change, and adjustments made to overcome these challenges. Examining success stories and positive outcomes related to the use of the LMS in enhancing teaching efficiency, student engagement, and learning outcomes.
      (c) Student and Faculty Experiences:Capturing the experiences of both students and faculty members through surveys or focus group discussions to understand their perceptions, preferences, and experiences with the LMS.
      (d) Usage Patterns:Analyzing data on LMS usage patterns, including the frequency of logins, types of activities performed, and the utilization of various features, to gain insights into the tool's effectiveness.

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2. Ethnography

   1. Ethnography:
      • Purpose: To study and understand the culture of a group of people by immersing the researcher in their environment.
      • Methods: Participant observation, interviews, and document analysis.
   2. Critical Ethnography:
      • Purpose: To examine power relationships and social injustices within a particular cultural context.
      • Methods: Emphasizes a critical perspective and often involves collaboration with participants to bring about social change.
   Example
   1. Title: Ethnograpgy study of Digital Learning Environments in a College
   2. Purpose: To study and understand the culture of a college classroom that incorporates digital tools for teaching, assessment and overall learning experience.
   3. Methods:
   4. Participant Observation: The researcher spends an extended period in a college classroom where digital tools are integrated into the curriculum. This involves observing how students engage with technology during lectures, group activities, and individual study sessions. The researcher may also participate in online forums or virtual classrooms if digital tools extend beyond the physical classroom.
   5. Interviews: Conducting interviews with students, instructors, and possibly IT support staff to gain insights into their experiences, perceptions, and challenges related to the use of digital tools in education. Questions might explore attitudes towards technology, the impact on teaching methods, and student learning outcomes.
   6. Document Analysis: Examining digital artifacts such as course materials, online discussions, and other documents to understand how these tools are used, what content is emphasized, and how students contribute to the digital learning environment.

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3. Phenomenology:
   • Purpose: To explore and understand individuals' experiences of a particular phenomenon.
   • Methods: In-depth interviews, participant observation, and analysis of personal reflections.
   Example
   1. Title: Phenomenological Study on the Student Experience of Virtual Learning Platforms
   2. Purpose: To explore and understand the lived experiences of students using virtual learning platforms in higher education.The focus is on understanding the essence of their experiences rather than generalizing or categorizing behaviors.
   3. Methods:
   4. In-depth Interviews: Conducting in-depth, open-ended interviews with a (diverse) group of students who have experienced virtual learning. The interviews would explore their personal experiences, emotions, and perceptions related to using digital tools, the [explicitely] impact on their learning, and any challenges or positive aspects they have encountered.
   5. Participant Diaries or Journals: Providing participants with the option to maintain diaries or journals to capture their day-to-day experiences with digital tools in the learning environment. This method allows for a more reflective and personal account of their experiences.
   6. Focus Group Discussions: Organizing focus group discussions to encourage participants to share and discuss their experiences collectively. This method can bring out shared themes and variations in experiences, fostering a deeper understanding of the collective student experience.
   7. Phenomenological Reduction: Applying phenomenological reduction, a process where the researcher brackets preconceived notions and interpretations to focus solely on the essence of the phenomenon – in this case, the essence of the students' lived experiences with digital tools in virtual learning.

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4. Grounded Theory:
   • Purpose: To develop theories based on the data collected, allowing concepts to emerge from the study rather than being imposed in advance.
     To generate a theory that explains a particular social process or phenomenon.
   • Methods: Constant comparative analysis, coding, and theoretical sampling.
     Systematic data coding and constant comparison.
   Example
   1. Title: Grounded Theory Study on the Emergence of Collaborative Learning Structures in Online Courses
   2. Purpose: To explain how collaborative learning structures evolve within the context of online courses that utilize digital tools.
   3. Methods:
   4. Data Collection: The researcher collects data through a variety of sources such as interviews, observations, and documents related to online courses. This may include recordings of online discussions, transcripts of collaborative activities, and course materials that showcase the use of digital tools.
   5. Open Coding: Through open coding, the researcher systematically analyzes the collected data, identifying and labeling concepts related to collaborative learning structures. This process involves breaking down the data into meaningful segments and generating initial codes.
   6. Constant Comparative Analysis: Using constant comparative analysis, the researcher continuously compares data, looking for patterns and relationships between codes. New data is constantly compared with existing data, and CODERS ARE REFINED OR MERGED as the analysis progresses.
   7. Theoretical Sampling: Based on the emerging theory, the researcher purposefully samples new data to further develop and refine categories and concepts. For instance, if initial analysis suggests that certain types of digital tools foster more collaboration, the researcher might conduct additional interviews or collect more data specifically related to those tools.
   8. Memoing: Throughout the study, the researcher keeps detailed memos documenting thoughts, ideas, and reflections on the evolving theory. Memos help in organizing and making sense of the data and contribute to the development of the grounded theory.
   9. Theoretical Saturation: The process continues until theoretical saturation is reached, meaning that new data no longer adds substantially to the emerging theory. At this point, the researcher has developed a grounded theory that explains the phenomenon of collaborative learning structures in online courses that use digital tools.

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5. Narrative Inquary:
   • Purpose: To explore and understand the stories people tell and the meanings they attach to those stories
   • Methods: Interviews, personal narratives, and analysis of storytelling.
   Example
   1. Title: Narrative Inquiry on Student Experiences with E-Learning Platforms
   2. Purpose: To explore and understand students' personal stories and experiences with the use of digital tools, specifically e-learning platforms, in the context of higher education.
   3. Methods:
   4. In-Depth Interviews: Conducting individual in-depth interviews. The interviews focus on eliciting rich, detailed narratives about their experiences, challenges, and successes with digital tools in their educational journey.
   5. Personal Digital Artifacts: Encouraging participants to share their personal digital artifacts related to e-learning, such as screenshots of online discussions, collaborative project documents, or reflections created using digital tools. These artifacts serve as supplementary materials to enrich the narrative accounts.
   6. Storytelling Workshops: Organizing storytelling workshops where participants have the opportunity to craft and share their narratives in a supportive group setting. This collaborative approach allows for the emergence of shared themes and collective reflections on the use of digital tools in education.
   7. Analysis of Digital Narratives: Applying narrative analysis techniques to the collected data, including the interviews, personal artifacts, and workshop outputs. This involves identifying common themes, plot structures, and emotional arcs within the stories shared by participants.
   8. Key Aspects of the Narrative Inquiry:
   9. Emphasis on Personal Stories: The focus is on individual students' unique experiences with digital tools, allowing for a deeper understanding of their subjective viewpoints and how these tools impact their learning journey.
   10. Contextualization of Experiences: Participants are encouraged to situate their narratives within the broader context of their educational experiences, providing insights into how the use of digital tools intersects with various aspects of their academic and personal lives.
   11. Co-Construction of Narratives: Through interviews, artifact sharing, and storytelling workshops, the narrative inquiry involves a collaborative process where participants actively contribute to the construction of their own and others' narratives.

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6. Meta/Content Analysis:
   • Purpose: To analyze and interpret the content of various forms of communication, such as texts, images, or media.
   • Methods: Systematic coding and categorization of content.
7. Action Research:
   • Purpose: To study and improve specific situations or practices collaboratively with the participants.
   • Methods: Iterative cycles of planning, acting, observing, and reflecting.

Types of Quantitative Research

1. Descriptive Research:
   • Purpose: To describe the characteristics of a phenomenon.
   • Methods: Surveys, observational studies, and content analysis to summarize and present data.

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2. Survey Research

   1. Survey Research:
      • Purpose: To gather information from a sample of a population using standardized questionnaires.
      • Methods: Surveys can be conducted through interviews, online forms, or mailed questionnaires.
   2. Longitudinal Research:
      • Purpose: To study changes in variables over an extended period.
      • Methods: Data is collected from the same subjects at multiple points in time.
   3. Cross-sectional Research:
      • Purpose: To collect data from participants at a single point in time.
      • Methods: Surveys, interviews, or observations are conducted at a specific moment.

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3. Correlational Research:
   • Purpose: To identify relationships and associations between two or more variables.
   • Methods: Statistical analysis to measure the strength and direction of relationships without causation.

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4. Experimental Research

   1. Experimental Research:
      • Purpose: To establish cause-and-effect relationships between variables.
      • Methods: Controlled experiments with manipulation of an independent variable and observation of its effects on a dependent variable.
   2. Quasi-experimental Research:
      • Purpose: Similar to experimental research but lacks random assignment of participants to groups
      • Methods: Includes manipulation of variables but lacks the full control seen in experimental designs.
   3. Causal-Comparative Research:
      • Purpose: To identify causes or consequences of existing conditions or differences between groups.
      • Methods: Compares groups that already differ on a variable, but without random assignment.
      Example
      1. Title: Impact of Digital Learning Platforms on Academic Achievement in High School Mathematics
      2. Objective:To examine the causal relationship between the use of digital learning platforms and academic achievement in high school mathematics.
      3. Participants:Two groups of high school students from different schools.
         Group A: Students who have regularly used digital learning platforms in their mathematics classes.
         Group B: Students who have received traditional, non-digital instruction in mathematics.
      4. Independent Variable:Use of digital learning platforms for mathematics instruction.
         Dependent Variable: Academic achievement in mathematics, measured through standardized test scores and end-of-year grades.
         Control Variables:Prior academic performance.Socioeconomic status.Teacher effectiveness.
      5. Data Collection:Gather historical academic records of students from both groups.Collect standardized test scores in mathematics for both groups.Administer surveys to students to gather information on their experiences with digital tools and attitudes toward mathematics.
      6. Data Analysis:Compare the academic performance of Group A and Group B using statistical methods such as t-tests or analysis of covariance (ANCOVA). Control for the influence of other variables (control variables) to isolate the impact of the independent variable.

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   4. Ex post facto Research:
      • Purpose: Investigates the possible causes of a condition after it has occurred.
      • Methods: Examines existing conditions and looks for factors that might explain the observed outcomes.
   Example
   1. Title: Examining the Impact of Prior Digital Literacy on ICT in Math Course
   2. Objective:To investigate the influence of students' prior exposure to digital tools and technology on performence on ICT in Math Course
   3. Participants:
      Group A: Students with a history of extensive exposure to digital tools and technology .
      Group B: Students with limited exposure to digital tools and technology.
   4. Independent Variable:Level of exposure to digital tools and technology .
   5. Dependent Variable:performance on ICT course, measured through exams.
   6. Control Variables:Socioeconomic background.Previous academic performance.Access to extracurricular STEM activities.
   7. Data Collection:Gather information on students' digital literacy skills and exposure to technology through surveys and interviews. Obtain entrance exam scores and early college performance in ICT in Math for both groups.
   8. Data Analysis: Compare the college test outcomes of Group A and Group B using statistical methods such as regression analysis or analysis of variance (ANOVA).

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   5. Meta-analysis:
      • Purpose: To analyze and integrate the findings from multiple studies on the same topic.
      • Methods: Statistical techniques are used to combine results from different studies to identify patterns or trends.
   6. Action Research:
      • Purpose: To study and improve specific situations or practices collaboratively with the participants.
      • Methods: Iterative cycles of planning, acting, observing, and reflecting.