Practical Research 1 TG

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Practical Research 1
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Teachers Guide
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This learning resource was collaboratively developed and

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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
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Practical Research 1
Teachers Guide
First Edition 2016
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Published by the Department of Education
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Secretary: Leonor M. Briones, PhD
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Teachers Guide for Practical Research 1

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Dondon B. Buensuceso Dary E. Dacanay Glicerio A. Manalo

Nicanor M. San Gabriel
Cover Art Illustrator: JM Quincy D. Gonzales

DepEd Management Team
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INTRODUCTION
It is our desire that this teachers guide (TG) on Practical Research 1:

Qualitative Research will provide you with a general understanding of how to conduct
practical qualitative research and possibly even encourage you to undertake a study
that you may have been thinking about doing.
Research is a delightful way to discover valuable learnings and skills.
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Through this subject, you help develop your students abilities in establishing
connections, listening, and observing, which are the primary elements needed in the
qualitative research process. Your students will find out how to conduct practical
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researches that they can apply in their specific track. Often, when students find out
that they are going to engage in research, you can immediately see the worry and
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skepticism sketched in their faces. Your goal as a teacher is to replace that worry
with excitement, that skepticism with confidence. Your students will discover how
much fun it is to do research as they eagerly learn new things and develop a new
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and better perspective about research. You, as a teacher of Practical Research 1,
are in the best position to guide your students in conducting their qualitative
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research.
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Twenty-first century learning is about the opportunities that you can provide
your students in solving problems through their collaboration with their peers and
surroundings. It is about learning how to discover, to improvise, and to interact, using
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research as a tool to expand their knowledge and skills. With this guide on Practical
Research 1, we hope that you will able to nurture your students to be active,
creative, and collaborative researchers.
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TABLE OF CONTENTS
Practical Research 1 Curriculum Guide vii
Module 1: Nature of Inquiry and Research 1

1: The Importance of Research in Daily Life 6
2: The Characteristics, Processes, and Ethics of Research 10
3: Quantitative and Qualitative Research 16
4: The Kinds of Research Across Fields 23
Module 2 & 3: Qualitative Research and Its Importance in Daily Life 27

Identifying and Stating the Problem
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1, 2, 3, & 4: The Value of Qualitative Research 33
Its Kinds, Characteristics, Uses, Strengths, and Weaknesses and
the Importance of Qualitative Research Across Fields of Inquiry
Module 4: Learning from Others and Reviewing the Literature 41
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1: What is a Literature Review and Why Do I Need Such? 47
2: Criteria in Selecting, Citing, and Synthesizing the Related 52
Literature
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3: Ethical Standards in Writing 68
Module 5: Understanding Data and Ways to Systematically Collect 74

Data
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1: Qualitative Research Designs 79
2: Description of Sampling and Data Collection 90
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3: Analysis of Procedures such as Survey, Interview, and 97

Observation
4: Application of Creative Design Principles for Execution 111
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Module 6: Finding Answers through Data Collection 113

1: The Observation Method 118
2: The Interview Method 122
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Module 7: Analyzing the Meaning of Data and Drawing Conclusion 130

1: Patterns and Themes from Data 134
Module 8: Reporting and Sharing of Findings 147

1: Guidelines in Making Conclusions and Recommendations 151
2: Techniques in Listing References 156
3: The Process of Writing Report 166
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PRACTICAL RESEARCH 1
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Curriculum Guide
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1
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as of December 2013. To check for updates, visit http://www.deped.gov.ph/k-to-12/curriculum-guides
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Grade: 11 Semester: Second Semester
Subject Title: Practical Research 1 No. of Hours/Semester: 80 hours/semester
Subject Description: This course develops critical thinking and problem-solving skills through qualitative research.
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
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STANDARD STANDARD
Nature of Inquiry The learner demonstrates The learner is able to: The learner:
and Research understanding of:
use appropriate kinds of 1. shares research CS_RS11-IIIa-1
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1. the importance of research in making experiences and knowledge
research in daily life decisions.
2. explains the importance of
2. the characteristics, CS_RS11-IIIa-2
research in daily life
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processes, and ethics
of research 3. describes characteristics,
processes, and ethics of CS_RS11-IIIa-3
3. quantitative and research
qualitative research
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4. the kinds of research
across fields
4. differentiates quantitative
from qualitative research
CS_RS11-IIIa-4
5. provide examples of
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research in areas of interest
(arts, humanities, sports,
science, business,
CS_RS11-IIIa-5
agriculture and fisheries,
information and
communication technology,
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and social inquiry)
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CONTENT PERFORMANCE
STANDARD STANDARD
Qualitative The learner demonstrates The learner is able to: The learner:
Research and Its understanding of:
Importance in decide on suitable 1. describes characteristics,
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CS_RS11-IIIb-1
Daily Life 1. the value of qualitative research in strengths, weaknesses, and
qualitative research; different areas of kinds of qualitative research
its kinds, interest.
characteristics, uses,
strengths, and
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weaknesses
2. the importance of 2. illustrates the importance of

CS_RS11-IIIb-2
qualitative research qualitative research across
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across fields of fields
inquiry
Identifying the
Inquiry and
Stating the
Problem
The learner demonstrates
understanding of:
1. the range of research

topics in the area of
ED The learner is able to:
formulate clearly
statement of research
problem
The learner:
1. designs a research project

related to daily life
CS_RS11-IIIc-e-1
inquiry 2. writes a research title CS_RS11-IIIc-e-2

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2. the value of research 3. describes the
CS_RS11-IIIc-e-3
in the area of interest justifications/reasons for
conducting the research
3. the specificity and 4. states research questions CS_RS11-IIIc-e-4
feasibility of the
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problem posed 5. indicates scope and CS_RS11-IIIc-e-5

delimitation of research
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CONTENT PERFORMANCE
STANDARD STANDARD
6. cites benefits and CS_RS11-IIIc-e-6

beneficiaries of research
7. presents written statement CS_RS11-IIIc-e-7
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of the problem
Learning from The learner demonstrates The learner is able to: The learner:
Others and understanding of:
Reviewing the 1. select, cite, and 1. selects relevant literature CS_RS11-IIIf-j-1
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Literature 1. the criteria in synthesize properly
selecting, citing, and related literature 2. cites related literature using
synthesizing related standard style (APA, MLA or CS_RS11-IIIf-j-2
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literature 2. use sources Chicago Manual of Style)
according to ethical
2. ethical standards in standards 3. synthesizes information from
CS_RS11-IIIf-j-3
writing related relevant literature
literature
ED 3. present written
review of related
literature
4. writes coherent review of
literature
5. follows ethical standards in

CS_RS11-IIIf-j-4
CS_RS11-IIIf-j-5
writing related literature
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6. presents written review of
CS_RS11-IIIf-j-6
literature
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CONTENT PERFORMANCE
STANDARD STANDARD
Understanding The learner demonstrates The learner is able to: The learner:
Data and Ways To understanding of:
Systematically 1. describe qualitative 1. chooses appropriate
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CS_RS11-IVa-c-1
Collect Data 1. qualitative research research designs, qualitative research design
designs sample, and data
collection and 2. describes sampling
2. the description analysis procedures CS_RS11-IVa-c-2
procedure and sample
ofsample
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2. apply imaginatively
3. data collection and art/design principles 3. plans data collection and
CS_RS11-IVa-c-3
analysis procedures to create artwork analysis procedures
such as survey,
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interview, and 4. presents written research
CS_RS11-IVa-c-4
observation methodology
4. the application of 5. utilizes materials and
Finding Answers
creative design
The learner demonstrates

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principles for execution
The learner is able to:

techniques to produce
creative work
The learner:
CS_RS11-IVa-c-5
through Data understanding of:

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Collection gather relevant 1. collects data through CS_RS11-IVd-f-1
observation and interview information with observation and interviews
procedures and skills intellectual honesty
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CONTENT PERFORMANCE
STANDARD STANDARD
Analyzing the The learner demonstrates The learner is able to: The learner:
Meaning of the understanding of:
Data and Drawing analyze and draw out 1. infers and explain patterns
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CS_RS11-IVd-f-2
Conclusions drawing out patterns and patterns and themes with and themes from data
themes from data intellectual honesty
2. relates the findings with
CS_RS11-IVd-f-3
pertinent literature
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Reporting and The learner demonstrates The learner is able to: The learner:
Sharing the understanding of:
Findings 1. form logical 1. draws conclusions from CS_RS11-IVg-j-1
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1. guidelines in making conclusions patterns and themes
conclusions and
recommendations 2. make 2. formulates
recommendations recommendations based on CS_RS11-IVg-j-2
2. techniques in listing based on conclusions
references
3. the process of report

writing
ED 3. write and present a
clear report
4. execute best design

conclusions
3. lists references
4. presents a written research

report
CS_RS11-IVg-j-3
CS_RS11-IVg-j-4
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4. selection criteria and
process of best design 5. finalizes and present best
CS_RS11-IVg-j-5
design
6. writes short description and

CS_RS11-IVg-j-6
present best design
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GLOSSARY
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Ethics research ethics relate to the standards that should be upheld to guard participants from harm or risk.
Ethical considerations should be made at each stage of the research design and include informed
consent, voluntary participation and respect for confidentiality.
(www.kcl.ac.uk/library/nhs/training/glossary.doc)
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Intellectual Honesty is an applied method of problem solving in academia, characterized by an unbiased, honest attitude,
which can be demonstrated in a number of different ways, including but not limited to:
One's personal beliefs do not interfere with the pursuit of truth;
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Relevant facts and information are not purposefully omitted even when such things may
contradict one's hypothesis;
Facts are presented in an unbiased manner, and not twisted to give misleading impressions or
to support one view over another;
Qualitative
Research
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References, or earlier work, are acknowledged where possible, and plagiarism is avoided.
(http://en.wikipedia.org/wiki/Intellectual_honesty)
a method of inquiry employed in many different academic disciplines, traditionally in the social
sciences, but also in market research and further contexts.
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(http://en.wikipedia.org/wiki/Qualitative_research)
Quantitative refers to the systematic empirical investigation of social phenomena via statistical, mathematical or
Research numerical data or computational techniques. (http://en.wikipedia.org/wiki/Quantitative_research)
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Code Book Legend
Sample: CS_RS11-IIIa-1
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LEGEND SAMPLE
Learning Area and Strand/
Applied Track Subject_Research
Subject or Specialization
First Entry CS_RS11
Grade Level Grade 11
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-
Roman Numeral
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Quarter Third Quarter III
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between letters to
indicate more than a specific week
ED Week Week one
shares research experiences and

a
Arabic Number Competency 1

knowledge
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Module 1
NATURE OF INQUIRY AND RESEARCH
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of the importance of research in
daily life, the characteristics, processes and the ethics of research, the
difference between quantitative and qualitative research and the kinds of
research across fields.
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Performance Standard
Use appropriate kinds of research in decision-making
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Unpacking the Standards for Understanding
Lessons
1.
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Importance of research in daily life
2. Characteristics, processes, and ethics of research
3. Quantitative and qualitative research
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4. Kinds of research across fields
Learning Competencies
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The learner
1. Shares research experiences and knowledge
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2. Explains the importance of research in daily life

3. Describes characteristics, processes, and ethics of research
4. Differentiates quantitative from qualitative research
5. Provides examples of research in areas of interest (arts, humanities,
sports, science, business, agriculture and fisheries, information and
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communication technology, and social inquiry)
Essential Understanding Essential Question

Learners will understand that the How does nature of inquiry and
concepts of inquiry and research have research facilitate in finding
wide applications in real life and are solutions to real-life problems
useful tools to develop critical thinking and develop critical thinking
and problem solving skills. skills?
Transfer Goal
Learners will be able to provide examples of research in different areas of
interest (arts, humanities, sports, science, information and communication
technology and social inquiry).
B. Planning for Assessment
Product/Performance
The following are products and performances that learners are expected
to come up within this module.
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1. Share experiences and knowledge on research
2. Share importance of research in daily life
3. Differentiate the kinds of research
4. Discuss the importance of research in decision making
5. Differentiate quantitative from qualitative research
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6. Identify examples of quantitative and qualitative research
7. Discuss the major characteristics of qualitative research
8. Explain the general characteristics of qualitative research
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9. Explain the processes of conducting research
10. Discuss the ethics in conducting research
11. Explain the characteristics of quantitative and qualitative research on
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a continuum in the process of research
12. Explain the kinds of research across fields
13. Create a graphic organizer of the difference between qualitative and
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quantitative research
14. Create an integrative paper on the importance of research in daily life
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Assessment Map
Cognitive
The Pre-Assessment
Processes
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Remembering Part 1
1. Identify the importance of research in our daily life
2. Determine the importance of research to other fields
Part 2
1. Enumerate the major characteristics of research
2. Enumerate the general characteristics of research
Part 3
1. Define qualitative and quantitative research
Part 4
1. Identify the kinds of research across fields
Cognitive
The Pre-Assessment
Processes
Understanding Part 1
1. Determine the importance of research in decision
making
Part 2
1. Determine the processes in conducting research
Applying Part 2
1. Discuss the characteristics, processes, and ethics of
research
Part 3
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1. Explain the characteristics of quantitative and
qualitative research on a continuum in the process of
research
Analyzing Part 2
1. Differentiate ethical and unethical practices in
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conducting research
2. Discuss the ethical considerations in conducting
research.
Part 3
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1. Identify examples of quantitative and qualitative
research
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Part 4
1. Differentiate the kinds of research across fields
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Evaluating Part 2
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2. Discuss how to select a problem

Part 3
1. Explain the difference between qualitative and
2. Distinguish a qualitative research from a quantitative
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research
Creating Part 1
1. Create an integrative paper on the importance of
Part 2
1. Make a problem statement
Cognitive
Formative Assessment
Processes
Remembering Lesson 1
1. Identify the importance of research in our daily life
2. Determine the importance of research to other fields
Lesson 2
Lesson 3
Lesson 4
1. Identify the kinds or research across fields
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Understanding Lesson 1
making
Lesson 2
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Applying Lesson 2 C
research
Lesson 3
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research
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Analyzing Lesson 2
conducting research
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research
Lesson 3
1. Identify examples of quantitative and qualitative
research
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Lesson 4
Evaluating Lesson 2
2. Discuss how to select a problem
Lesson 3
1. Explain the difference betweenqualitative and
research
Cognitive
Processes
Creating Lesson 1
1. Create an integrative paper on the importance of
Lesson 2
1. Create a problem statement
Lesson 4
1. Give examples of researches across fields
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Cognitive
Summative Assessment
Processes
Remembering 1. Determine the importance of research to other fields
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Understanding
making
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Applying 1. Discuss the characteristics, processes, and ethics of
research
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research
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Analyzing
conducting research
research.
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Evaluating 1. Explain the processes of conducting research

2. Explain the difference between qualitative and
research
Creating 1. Create an integrative paper on the importance of
2. Create a problem statement
3. Give examples of researches across fields
C. Lesson Proper
LESSON 1: The Importance of Research in Daily Life
I. What to Know
Research is significant in our everyday activities. It is the result of a
thinking process that involves students in questioning techniques or
models. In order for students to have a grasp of the techniques/models
of inquiry, you have to discuss with them the processes involved in
inquiry and research. Discuss the concepts in the box regarding
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inquiry-based learning.
According to Drayton & Falk (2001), the following are the

characteristics of classrooms where teachers emphasized inquiry-
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based learning:
Inquiry is in the form of authentic (real-life) problems within

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the context of the curriculum and/or community.
The inquiry capitalizes on student curiosity.
Data and information are actively used, interpreted, refined,
digested and discussed.
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Teachers, students and teacher-librarian collaborate.
Community and society are connected with the inquiry.
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The teacher models the behaviors of inquirer.

The teacher uses the language of inquiry on an ongoing
basis.
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Students take ownership of their learning.

The teacher facilitates the process of gathering and
presenting information.
The teacher and students use technology to advance inquiry.
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The teacher embraces inquiry as both content and

pedagogy.
The teacher and students interact more frequently and more
actively than during traditional teaching.
There is an identifiable time for inquiry-based learning.
Source: Focus on Inquiry: A Teachers Guide to Implementing Inquiry-based Learning.
In addition, discuss to the students the inquiry model in the following page.
Inquiry Model
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Source: Focus on Inquiry: A Teachers Guide to Implementing Inquiry-based Learning.

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Research is important when we know how to make sense of it. With

this, we need to check the learners prior knowledge of how research is
used in daily life. Assessing these will facilitate teaching and students
understanding of the importance of research in daily life. Tell the
students that as they go through this lesson, they have to think of this
important question: How does inquiry and research facilitate in finding
solutions to real-life problems and develop critical thinking skills and
lifelong learning?
To strengthen the learners knowledge of the importance of research in

daily life, ask them to create an integrative paper on the use of
research in their daily life. Let the students share their experiences on
the importance of research. Tell them to relate their experiences and
decision making to the results of published researches and for the
effect of such researches to the decisions they do every day.
II. What to Process

In this section, help the students appreciate the importance of research
in daily life. Tell them to compose an essay regarding the use of
research in their daily life as a student. This is an important skill that
should be developed in every student. This is necessary in order for
them to realize the value of research.
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III. What to Reflect on and Further Understand
Administer a formative test to determine the mastery of the students in
this lesson (see Assessment Map). Tell them to identify situations in
daily life that research is of great importance. Let them explain how to
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use results of researches in good decision-making.
Formative Assessment 1.1

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Examining research studies
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Ask the students to read sample research then ask them to write
a reflection paper about the importance of research in our daily
life. Provide the students the following guide questions in writing
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their reflection.
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What appears to be the main objective of the research?

Does the research have conclusion and recommendation?
Why is the research conducted?
How does the research study help you in your daily life?
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IV. What to Transfer

Give the students opportunities to demonstrate their understanding of
the importance of research in daily life by conducting a
survey/interview of 20 students asking them the importance of
research in their daily life. This can be done through a collaborative
work. In addition, ask them to look for examples of research in different
areas of interest (arts, humanities, sports, science, information and
communication technology and social inquiry) then ask them to present
the importance of the research they have found in their daily activities.
V. Summary/Synthesis/Generalization
The lesson underscores the importance of research in daily life. The
values of appreciation and camaraderie are developed among the
students through collaborative work. Students are able to share their
ideas and listen to the ideas of others. Also, the lesson provided
students with opportunities to determine the importance of research in
their daily life. It also strengthened their decision-making using the
results of researches. Moreover, this lesson developed the analytical
and critical thinking skills of the students and encouraged them to
discuss importance of research in their daily life as students.
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References
Focus on Research: A Guide to Developing Students Research Skills.
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Edmonton, Alberta: Alberta Education, 1990.
http://www.library.ualberta.ca/documents/focusonresearch.pdf.
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Donham, Jean, Kay Bishop, Carol Collier Kuhlthau, and Dianne Oberg.
Inquiry-based Learning: Lessons from Library Power. Worthington,
OH: Linworth, 2001.
Focus on Inquiry: A Teachers Guide to Implementing Inquiry-based Learning.

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Ebook. Edmonton, Alberta, Canada: Alberta Learning, Learning and
Teaching Resources Branch, 2004. http://www.teaching
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books.net/content/FocusOnInquiry.pdf.
Jonassen, David H. Computers as Mind tools for Schools: Engaging Critical

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Thinking. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2000.
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LESSON 2: The Characteristics, Processes, and Ethics of Research
I. What to Know
Check the students prior knowledge on the meaning of research,
characteristics, processes and ethics involved in conducting research.
Assessing these will facilitate teaching and students understanding of
what research really is. Explain to students that as they go through this
lesson, they have to think of these essential questions for
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understanding of the concepts: What are the characteristics of
research? What are the qualities of a good researcher? What are the
components of the research process? How do you differentiate the
types of variables? What are the classifications of research? What are
the processes involved in conducting research? What are the
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obligations of researchers in order to adhere to professional
standards? What factors should be considered in selecting a research
problem? Why do we need ethics in research? What are the unethical
practices in conducting research?
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To strengthen students knowledge of the different concepts that
involve research, ask them to create a reflection paper of the ethical
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and unethical practices in conducting research. Let the students cite
examples of researches that have ethical implications. Tell them to
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relate their experiences and decision-making when conducting their

research and the effect of researches to the readers if it is not done
properly.
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MEANING AND CHARACTERISTICS OF RESEARCH

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Research is defined as the scientific investigation of phenomena which

includes collection, presentation, analysis and interpretation of facts that
lines an individuals speculation with reality.
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Characteristics of Research
1. Empirical. Research is based on direct experience or observation
by the researcher.
2. Logical. Research is based on valid procedures and principles.
3. Cyclical. Research is a cyclical process because it starts with a
problem and ends with a problem.
4. Analytical. Research utilizes proven analytical procedures in
gathering the data, whether historical, descriptive, and
experimental and case study.
5. Critical. Research exhibits careful and precise judgment.
6. Methodical. Research is conducted in a methodical manner
without bias using systematic method and procedures.
7. Replicability. The research design and procedures are replicated
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or repeated to enable the researcher to arrive at valid and
conclusive results.
Source: Calmorin and Calmorin, Research Methods and Thesis Writing.
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To make students realize the nature of research, you may present the
research process diagram that includes the following research
processes:
1. Select a general problem.
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2. Review the literature of the problem.
3. Select a specific research problem, question, or hypothesis.
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4. Collect data.
5. Analyze and present or display data.
6. Interpret the findings and state conclusions or generalizations
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regarding the problem.

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Factors to Consider in Selecting a Research Problem

1. Researchers area of interest
2. Availability of funds
3. Investigators ability and training
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(There are examples in this book and please consider the sites
provided.)
1. An example of grounded theory
Negotiating commitment and involvement in the nursepatient
relationship by Janice Morse (1992b). (2016, September 1)
Retrieved from https://uk.sagepub.com/en-
gb/asi/node/40377/print
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2. An example of case study research
Ulric Neissers (1981) analysis of John Deans testimony (2016,
September 1). Retrieved from
http://people.whitman.edu/~herbrawt/ classes/110/Neisser.pdf.
Finding and analyzing an existing research study
Ask the students to select one (1) published research aligned to
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their specialization. Ask them to analyze the research by
answering the following questions:
What is the research all about?

What are the processes used in the research study?
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Did the researcher consider the ethics in conducting research?
Why did you say so? C
II. What to Process
In this section, ask the students to have a discourse with regards to the
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processes and characteristics of research. Tell them to research about
the processes and characteristics of research then share it with their
classmates through a collaborative work. Make sure that each student
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brings with them their research. This is necessary in order for them to
understand deeply the processes involved in conducting research and
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its characteristics.
Guide Questions for group discussion:

What are the characteristics of research?

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What is cyclical research?

How do you differentiate empirical from logical research?
What are the processes involved in conducting research?

Administer a formative test about the processes involved in conducting
research, characteristics of research and ethical considerations in
conducting research to determine the mastery of the students on the
lesson (see Assessment Map).
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True or False and Essay Writing

Conduct a true or false item test about the characteristics of
research and the ethical considerations in conducting
research.
Ask the students to write an essay about the ethical

considerations in conducting research.
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Ethics in Research
Ethics generally is considered to deal with beliefs about what is right
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or wrong, proper or improper, good or bad. According to a dictionary
definition (Websters 1968), to be ethical is to conform to accepted
professional practice.
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Ethical considerations in conducting research
1. Objectivity and integrity
2. Respect of the research subjects right to privacy and dignity
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and protection of subjects from personal harm
3. Presentation of research findings
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4. Misuse of research role

5. Acknowledgement of research collaboration and assistance
6. Distortions of findings by sponsor
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Unethical practices in conducting research

1. Deceiving a respondent about the true purpose of a study
2. Asking a respondent questions that cause him or her extreme
embarrassment; guilt emotional turmoil by remaining him or
D
her of an unpleasant experience

3. Invading the privacy of a respondent
4. Studying the respondents or research subjects without their
knowledge
5. When analyzing the datarevealing only part of the facts,
presenting facts out of context, falsifying findings or offering
misleading presentation such as lying with statistics
Source: Biglete, Ethical Considerations in Conducting Research.
13
Going Further!
Please visit the sites below for further discussion of ethical and unethical
practices in conducting research.
Retrieved February 19, 2016.
1. http://www.hsj.gr/medicine/what-are-the-major-ethical-issues-in-
conducting-research-is-there-a-conflict-between-the-research-ethics-
and-the-nature-of-nursing.pdf
2. https://resources.oncourse.iu.edu/access/content/group/c5db03a4-
07a3-4889-0030-c6878c68681e/D620/readings/EthicsFraenkel.pdf
3. http://www.cwu.edu/~jefferis/PEHL557/pehl557_ethics.html
4. https://owl.english.purdue.edu/owl/resource/559/02/
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5. https://accelerate.ucsf.edu/files/CTRFP_Ethical_Considerations.pdf
6. http://www.niehs.nih.gov/research/resources/bioethics/whatis/
O
Tell the students to look for a sample of local and international
research in their own field of specialization (library or research in the
C
internet). Ask them to evaluate the research if it follows the
considerations for ethical practices in conducting research. Show
examples of research that considered ethical practices and ask them
to compare. This can be done through an individual or a collaborative
D
work.
E
In addition, ask the students to give examples of researches conducted

for each type of research (Basic Research, Applied Research and
Developmental Research). Tell them to share their examples with their
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classmates through a group discussion.
Going Further!
D
Please visit the sites provided for sample researches across fields:
1. Understanding the value of qualitative research in nursing. Retrieved
last February 19, 2016. NT 20 February 2007 Vol 103 No 8
www.nursingtimes.net
2. http://engineeringresearch.org/index.php/GJRE(Researches for
Engineering).Retrieved last February 19, 2016
3. http://www.kspope.com/(Researches for Psychology) Retrieved last
February 19, 2016
4. http://psych.hanover.edu/research/exponnet.html(Researches for
Psychology) Retrieved last February 19, 2016
5. http://www.tandfonline.com/toc/rabr20/current (Researches for
14
business and accounting) Retrieved last February 19, 2016
6. http://www.scimagojr.com/journalsearch.php?q=28034&tip=sid
(Researches for business and accounting). Retrieved last February 19,
2016
This lesson is about the Characteristics, Processes, and Ethics of
Research. The lesson discussed the different characteristics,
processes and ethics of research. Also, it encouraged the teachers to
explain the unethical practices of a researcher. Moreover, it provided
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the students opportunities to identify examples of research for each
type of research discussed (Basic Research, Applied Research and
Developmental Research). It also strengthened the ideas and skills of
students in differentiating the ethical and unethical practices of a
research. Moreover, this lesson explained the processes involved in
O
conducting qualitative research.
C
References
Biglete, Amelia. Ethical Considerations in Conducting Research. Lecture,

D
May 2014.
E
Calmorin, Laurentina P., and Melchor A. Calmorin. Research Methods and

Thesis Writing. 2nd edition. Manila: Rex Bookstore, 2007.
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Paton, Michael. Quantitative Evaluation and Research Methods. 2nd ed.

Newburry Park, CA: Sage, 1990.
Willig, Carla. Introducing Qualitative Research in Psychology: Adventures in

Theory and Method. Ebook. 2nd ed. Maidenhead: McGraw-Hill Education,
D
2008.
15
LESSON 3: Quantitative and Qualitative Research
I. What to Know
Ask the students to differentiate quantitative from qualitative research.
This is done to determine the understanding of students about
quantitative and qualitative research. Doing this activity will help
students in discussing the difference between qualitative and
quantitative research. Tell the students that as they go through this
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lesson, they have to think of these essential questions for
understanding of the concepts: What is qualitative research? What is
the difference between qualitative and quantitative research?
To strengthen students knowledge of the different concepts on
O
qualitative and quantitative research, discuss the definitions of
qualitative and quantitative research and the difference between them
in terms of objectives, data analysis and outcomes. Finally, discuss the
C
philosophical assumptions of quantitative and qualitative researchers
Definition of Quantitative and Qualitative Research

D
Quantitative research is a type of educational research in which the
researcher decides what to study; asks specific, narrow questions; collects
quantifiable data from participants; analyzes these numbers using
E
statistics; and conducts the inquiry in an unbiased, objective manner.
Qualitative research is a type of educational research in which the

EP
researcher relies on the views of participants; asks broad, general

questions; collects data consisting largely words (text) from participants;
describes and analyzes these words for themes; and conducts the inquiry
in a subjective, biased manner.
Qualitative Quantitative
D
In-depth understanding of Quantification of data

Objectives underlying reasons and Measurement of
motivations incidence, etc.
Non-statistical
Data
Contextual Statistical
Analysis
Thematic
Broad based insights
Not conclusive nor
Outcomes Population based
generalizable
understanding
16
Differences between Quantitative and Qualitative Research
Quantitative Methodologies Qualitative Methodologies

Preference for precise hypothesis Preference for hypotheses that
stated at the outset emerge as the study develops
Preference for precise definitions Preference for definitions in context or
stated at the outset as study progresses
Data reduced to numerical scores Preference for narrative description
Much attention to assessing and
Preference for assuming that
improving reliability of scores
reliability of inferences is adequate
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obtained from instruments
Assessment of validity through a Assessment of validity through
variety of procedures with reliance on crosschecking sources of information
statistical indices (triangulation)
O
Differing Philosophical Assumptions of Quantitative and Qualitative
Researchers C
Assumptions of Quantitative Assumptions of Qualitative
Researchers Researchers
There exists a reality out there,
The individuals involved in the
D
independent of us, waiting to be
research situations construct reality;
known. The task of science is to
thus, realities exist in the form of
discover the nature of reality and how
multiple mental constructions.
E
it works.
Research investigations can
Research investigations produce
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potentially result in accurate

alternative visions of what the world is
statements about the way the world
like.
really is.
It is possible for the researcher to
It is impossible for the researcher to
remove him- or herselfto stand
stand apart from the individuals he or
D
apartfrom that which is being

she is studying.
researched.
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
17
II. What to Process
Ask the students to have a collaborative work. Tell them to discuss the
difference between qualitative and quantitative research as explained
in the previous discussion. Give each group a sample qualitative and
quantitative research. Tell them to distinguish the two researches. Ask
the students to present their output to the class. Finally, ask the
students to have the Formative Assessment 1.4.
Identifying Qualitative and Quantitative Research
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Ask the students to find qualitative and quantitative researches,
list the title of the researches and identify whether the research is
qualitative or quantitative.
O
C
Administer a formative test on qualitative and quantitative research.
Ask the students to determine which is quantitative from qualitative
methodologies. Let them further differentiate quantitative and
D
qualitative researches based on its philosophical assumptions.
Example: Tell whether the given statement is a Quantitative

E
Methodology or Qualitative Methodology. Explain your answer for each

item.
EP
1. Preference for specific design control for procedural bias.

2. Primary reliance on researcher to deal with procedural bias.
3. Preference for statistical summary of results.
4. Preference for narrative summary of results.
5. Willingness to manipulate aspects, situations, or conditions in
D
studying complex phenomena.
Note: The table on the next page serves as a reference of the teachers
in answering the questions above.
18
Quantitative Versus Qualitative Research
Quantitative Methodologies Quantitative Methodologies
Preference for precise hypothesis Preference for hypotheses that

stated at the outset. emerge as study develops.
Preference for precise definitions Preference for definitions in context or

stated at the outset. as study progresses.
Data reduced to numerical scores. Preference for narrative description.
PY
Much attention to assessing and
Preference for assuming that
improving reliability of scores
reliability of inferences is adequate.
obtained from instruments.
O
Assessment of validity through a Assessment of validity through
variety of procedures with reliance on crosschecking sources of information
statistical indices. C (triangulation).
Preference for random techniques for Preference for expert information

obtaining meaningful samples. (purposive) samples.
Preference for precisely describing Preference for narrative/literary

D
procedures. descriptions of procedures.
Preference for logical analysis in

E
Preference for design or statistical

controlling or accounting for
control of extraneous variables.
extraneous variables.
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Preference for specific design control Primary reliance on researcher to

for procedural bias. deal with procedural bias.
Preference for statistical summary of Preference for narrative summary of
results. results.
D
Preference for breaking down

Preference for holistic description of
complex phenomena into specific
complex phenomena.
parts for analysis.
Willingness to manipulate aspects,

Unwillingness to tamper with naturally
situations, or conditions in studying
occurring phenomena.
complex phenomena.
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education
19
Ask the students to produce a reflection paper of the things they
learned about the differences between qualitative and quantitative
research and the differing philosophical assumptions of quantitative
and qualitative researchers.
In addition, ask the students to look for examples of qualitative and

quantitative researches. Tell them to share their examples with their
classmates and let them explain the reasons why the research is
considered qualitative or quantitative.
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Reflection Evaluation Criteria (the rubric)
Superior Sufficient Minimal Unacceptable

Criteria
(5460 points) (4853 points) (147 points) (0 points)
Depth of Response Response Response Response
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Reflection demonstrates demonstrates demonstrates demonstrates
an in-depth a general a minimal a lack of
(25% of TTL reflection on, reflection on, reflection on, reflection on,
Points) and
personalization
and
C
personalization
and
personalization
or
personalization
___/15 of the theories, of the theories, of the theories, of the theories,
concepts, concepts, concepts, concepts,
D
and/or and/or and/or and/or
strategies strategies strategies strategies
presented in presented in presented in presented in
E
the course the course the course the course

materials to materials to materials to materials to
date. date. date. date.
EP
Viewpoints and Viewpoints and Viewpoints and Viewpoints and

interpretations interpretations interpretations interpretations
are insightful are supported. are are missing,
and well Appropriate unsupported or inappropriate,
supported. examples are supported with and/or
D
Clear, detailed provided, as flawed unsupported.

examples are applicable. arguments. Examples,
provided, as Examples, when
applicable. when applicable, are
applicable, are not provided.
not provided or
are irrelevant
to the
assignment.
20
Criteria
Required Response Response Response is Response
Components includes all includes all missing some excludes
components components components essential
(25% of TTL and meets or and meets all and/or does components
Points) exceeds all requirements not fully meet and/or does
requirements indicated in the the not address
___/15 indicated in the instructions. requirements the
instructions. Each question indicated in the requirements
Each question or part of the instructions. indicated in the
or part of the assignment is Some instructions.
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assignment is addressed. All questions or Many parts of
addressed attachments parts of the the assignment
thoroughly. All and/or assignment are addressed
attachments additional are not minimally,
and/or documents are addressed. inadequately,
additional included, as Some and/or not at
O
documents are required. attachments all.
included, as and additional
required. documents, if
C required, are
missing or
unsuitable for
the purpose of
D
the
assignment.
E
Structure Writing is Writing is Writing is Writing is

clear, concise, mostly clear, unclear and/or unclear and
EP
(25% of TTL and well concise, and disorganized. disorganized.

Points) organized with well organized Thoughts are Thoughts
excellent with good not expressed ramble and
___/15 sentence/para sentence/para in a logical make little
graph graph manner. There sense. There
construction. construction. are more than are numerous
D
Thoughts are Thoughts are five spelling, spelling,

expressed in a expressed in a grammar, or grammar, or
coherent and coherent and syntax errors syntax errors
logical manner. logical manner. per page of throughout the
There are no There are no writing. response.
more than more than five
three spelling, spelling,
grammar, or grammar, or
syntax errors syntax errors
per page of per page of
writing. writing.
21
Criteria
Evidence Response Response Response Response
and Practice shows strong shows shows little shows no
evidence of evidence of evidence of evidence of
(25% of TTL synthesis of synthesis of synthesis of synthesis of
Points) ideas ideas ideas ideas
presented and presented and presented and presented and
___/15 insights gained insights gained insights gained insights gained
throughout the throughout the throughout the throughout the
entire course. entire course. entire course. entire course.
The The Few No implications
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implications of implications of implications of for the
these insights these insights these insights respondent's
for the for the for the overall
respondent's respondent's respondent's teaching
overall overall overall practice are
teaching teaching teaching presented, as
O
practice are practice are practice are applicable.
thoroughly presented, as presented, as
detailed, as applicable. applicable.
applicable.
C
Source: web.uri.edu/assessment/files/reflection_rubric.doc
Please see rubric from the website below:

D
https://www.cmu.edu/teaching/assessment/examples/courselevel-bycollege/cfa/
tools/reflectionpaper-cfa.pdf
E
This lesson was about the difference between quantitative and
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qualitative research. The lesson discussion started with the definition

of qualitative and quantitative research followed by the discussion on
the differences between qualitative and quantitative research
methodologies. Also, it clarified the differing philosophical
D
assumptions of quantitative and qualitative researchers. It also

strengthened the ideas and skills of students in determining if a
research is qualitative or quantitative. Finally, it allowed students to
reflect and share their ideas about the differences between qualitative
and quantitative research.
References
Fraenkel, Jack R., and Norman E. Wallen. How To Design And Evaluate
Research In Education. 5th ed. Boston: McGraw-Hill Education, 2003.
Reflection Evaluation Criteria. Accessed June 2016.
http;//web.uri.edu/assessment/files/reflection_rubric.doc.
22
LESSON 4: The Kinds of Research Across Fields
I. What to Know
Determine if the students are familiar with different researches in
various areas of interest (arts, humanities, sports, science, business,
agriculture and fisheries, information and communication technology,
and social inquiry). This is done to facilitate the teaching and learning
process. In doing this activity, the students will be exposed to different
PY
researches across fields. Tell the students that as they go through this
lesson, they have to think of the following essential questions for
understanding the different examples of researches: What are the
different researches that you have read? Why do we need to
determine the different research areas?
O
To strengthen students knowledge of the kinds of researches across
fields, discuss and show examples of researches conducted across
C
fields. Finally, tell the students to look for published or unpublished
researches in different areas of interest: arts, humanities, sports,
science, business, agriculture and fisheries, information and
communication technology, and social inquiry.
E D
Note: Please visit the sites below if researches in arts, humanities,

sports, science, business, agriculture and fisheries, information and
communication technology, and social inquiry are not available in the
EP
library.
1. http://www.tandfonline.com/toc/rqrs21/current
2. http://www.tandfonline.com/action/doSearch?quickLinkJournal=&jo
urnalText=&AllField=qualitative+research+in+arts&publication=433
D
68657 (Sports)
3. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r
esearch+in+business (Business)
esearch+in+agricultural+and+fisheries (agriculture and fisheries)
esearch+in+information+and+communication+technology (ICT)
esearch+in+social+inquiry+ (Social Inquiry)
23
II. What to Process
Collaborative work: Ask the students to differentiate researches
conducted across fields. Tell them to identify similarities and
differences in the processes used in conducting the research. Show
two examples of research in different field and determine their
similarities and differences.
Ask the students to consider the following when doing the collaborative
work.
1. Identify two researchers in an area of interest (arts, humanities,
sports, science, business, agriculture and fisheries, information
and communication technology, and social inquiry).
PY
2. Differentiate the researches by identifying their similarities and
differences.
3. Present your output using PowerPoint presentation. Ask someone
in your group to present your output.
O
Show an example of research and ask the students to determine the
C
important concepts and processes that they would get in the research.
Tell them to discuss among themselves the things they learned in
reading the research. This activity can be done collaboratively.
D
During the collaborative activity, students should consider the guide
questions below.
E
1. What method is used in the research?

2. What are the questions asked?
EP
3. Were the questions answered by the results and discussion?

4. What conclusion can you get from the results of the research?
5. What are the recommendations of the researchers?

D
Ask the students to produce a journal of the things they learned from
the different examples of researches across fields. Tell them to do
collaborative work then share and discuss their journals among
themselves.
Finally, ask the students to choose a representative to share the

summary of their discussions. Make sure to let them emphasize on the
researches related to their specializations.
24
Summative Test
Nature of Inquiry and Research
Ask the students to take a summative test that includes the

following:
4. Determine the importance of research in decision making
and the processes in conducting research
PY
research
6. Differentiate ethical and unethical practices in conducting
research
O
7. Discuss the ethical considerations in conducting research
C
10. Explain the difference between qualitative and quantitative
research
D
Reflection Journal Rubric

E
Criteria 5 3 1 0
EP
All or almost
Most entries Few entries None of the
all of the
Structure have a have a entries have
entries have
Ideas (x2) connection to connection to a connection
a connection
structure. structure. to structure.
to structure.
D
Feelings and None of your

Feelings and
Feelings thoughts are Feelings and feelings and
thoughts are
and revealed in thoughts are thoughts are
revealed in
Thoughts all or almost revealed in revealed in
few of the
(x2) of the most entries. any of the
entries.
entries. entries.
The proper The proper The proper The proper
format has format has format has format has
been been been not been
Format
followed for followed for followed for followed for
all of the most of the few of the any of the
entries. entries. entries. entries.
25
Criteria 5 3 1 0
All or almost
Most of my Few of my None of my
all of my
entries use entries use entries use
entries use
Mechanics correct correct correct
correct
spelling and spelling and spelling and
spelling and
grammar. grammar. grammar.
grammar.
All entries All entries
All entries
All entries are not are not
are present,
are present, present, but present, nor
Completion but are either
in order, and they are are they
not together
together. together or in together or in
or in order.
PY
order. order.
Almost all- 90%
Most- 75% or more TOTAL ________/35
Source: www.rcs.k12.in.us/.../Rubric%20for%20Assessing%20a%20Journal%20
O
Additional Rubric: Please visit the site below.
http://www.rcs.k12.in.us/files/Rubric%20for%20Assessing%20a%20Journal%20E
ntry.pdf
C
D
This lesson is about the kinds of researches across fields. The value
E
developed among students was diligence. They were asked to

retrieve sample researches across fields of inquiry. Moreover, it talked
EP
about the research conducted across fields followed by the discussion

on the process considered by the researchers in their research paper.
Finally, it gave examples of researches in their field of specialization
and strengthened the knowledge and skills of students in
differentiating researches across fields.
D
References
Reflection Journal Rubric. Accessed 19 February 2016.

www.rcs.k12.in.us/.../Rubric%20for%20Assessing%20a%20Journal%20
26
Module 2 and 3
QUALITATIVE RESEARCH AND ITS
IMPORTANCE IN DAILY LIFE
IDENTIFYING AND STATING THE PROBLEM
Content Standard
The learner demonstrates understanding of the value of qualitative
PY
research; its kinds, characteristics, uses, strengths, and weaknesses; the
importance of qualitative research across fields of inquiry; the range of
research topics in the area of interest and the specificity and feasibility of
the problem posed
O
Decide on a suitable qualitative research in different areas of interest.
C
Lessons
D
1. The value of qualitative research; its kinds, characteristics, uses,
strengths, and weaknesses
E
2. The importance of qualitative research across fields of inquiry

3. The range of research topics in the area of interest
4. The specificity and feasibility of the problem posed
EP
The learner
1. Designs a research project related to daily life
2. Writes a research title
D
3. Describes the justifications/reasons for conducting the research

4. States research questions
5. Indicates scope and delimitation of research
6. Cites benefits and beneficiaries of research
7. Presents written statement of the problem
Essential Understanding Essential Question
Learners will understand that How does qualitative research
qualitative research has importance in facilitate finding solutions to real-
real life and is a useful tool to develop life problem, develop critical
critical thinking, problem solving skills thinking and good decision
and good decision-making skills. making skills?
27
Transfer Goal
Learners will be able to:
Write a research title, state a qualitative research questions, indicate scope
and delimitation of a qualitative research, cite benefits and beneficiaries of
research, and present written statement of the problem.
Product/Performance
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to come up with in this module.
1. Create a reflection paper on the value of qualitative research in real
life
2. Demonstrate skill in differentiating the kinds, characteristics and uses
of qualitative research
O
3. Come up with a synthesis of the strengths, and weaknesses of
qualitative research
4. Design a research project related to daily life
5. Write a research title
C
6. Describe the justifications/reasons for conducting the research
7. State research questions designed for a qualitative research
8. Indicate scope and delimitation of research
D
9. Cite benefits and beneficiaries of research
10. Present written statement of the problem
E
EP
Assessment Map
Cognitive
The Pre-Assessment
Processes
Remembering Part 1
D
1. Differentiate the kinds of qualitative research

2. Identify the strengths and weaknesses of qualitative
research
3. Explain the use of qualitative research in real life
situations
Part 2
1. Explain the importance of qualitative research across
fields
2. Identify the importance of qualitative research in the
field of specialization
28
Cognitive
The Pre-Assessment
Processes
2. Explain each characteristic of qualitative research
situations
Part 2
fields
PY
Applying Part 1
O
situations
Part 2 C
fields
D
Analyzing Part 1
E

EP
situations
Part 2
fields
2. Describe the justifications/reasons for conducting the
D
research
Evaluating Part 1
1. Determine the value of research to other fields
research
situations
Part 2
fields
29
Cognitive
The Pre-Assessment
Processes
Creating Part 1
1. Create a reflection paper on the importance of
qualitative research in daily life
Part 2
qualitative research in decision making
2. State research questions
PY
Cognitive
Processes
Remembering Part 1
O
research
situations
Part 2
C
fields
D
E
EP

situations
Part 2
fields
D

Applying Part 1
situations
Part 2
fields
30
Cognitive
Processes
Analyzing Part 1
2. Explain the each characteristic of qualitative research
situations
Part 2
PY
fields
2. Describe the justifications/reasons for conducting the
research
Evaluating Part 1
1. Determine the value of research to other fields
O
research
C
situations
D
Part 2
fields
E
Creating Part 1
EP

qualitative research in daily life
Part 2
qualitative research in decision making
D
Cognitive
Processes
Remembering 1. Differentiate the kinds of qualitative research

research
3. Explain the use of qualitative research in real life situations
4. Explain the importance of qualitative research across fields
5. Identify the importance of qualitative research in their field
of specialization
31
Cognitive
Processes
Understanding 1. Differentiate the kinds of qualitative research

5. Identify the importance of qualitative research in their field
of specialization
Applying 1. Differentiate the kinds of qualitative research

PY
O
Analyzing 1. Differentiate the kinds of qualitative research
2. Explain the each characteristic of qualitative research
4.
C
Explain the importance of qualitative research across fields
Evaluating 1. Determine the value of research to other fields

D
research
E

EP
Creating 1. Create a reflection paper on the importance of qualitative

2. Create a reflection paper on the importance of qualitative
research in decision making
3. Design a research project related to daily life
D
4. Write a research title

C. Lesson Proper
32
LESSON 1, 2, 3, & 4: The Value of Qualitative Research
Its Kinds, Characteristics, Uses, Strengths, and
Weaknesses and the Importance of Qualitative
Research Across Fields of Inquiry
I. What to Know
In this lesson, the students are expected to demonstrate understanding
of the value of qualitative research, its kinds, characteristics, uses,
PY
strengths, and weaknesses. Start the activity by providing a pre-
assessment of their ideas on the value of qualitative research. Discuss
to students that one of the importance of qualitative research is to
provide context and meaning. Assessing the ideas and knowledge of
the students will facilitate the teaching learning process. Assessing
O
these will facilitate teaching and students understanding of the
importance of research in daily life.
C
Tell the students that as they go through this lesson, they have to think
of these important questions: What is the importance of qualitative
research across fields of inquiry in our daily life? What are the kinds
and characteristics of qualitative research? What are the uses of this
D
research in our own field of specialization? What are the strengths and
weaknesses of qualitative research? What is the effect of qualitative
E
research in our decision-making?
Activity 2.1 1
EP
To strengthen learners knowledge of the importance of qualitative

research in across fields of inquiry, ask them to produce a reflection
paper on the use of qualitative research in their own field of
specialization. Moreover, you can also ask the students to write a
D
research title and state their research questions.
Major Characteristics of Qualitative Research

Naturalistic inquiry
Studying real-world situations as they unfold naturally; non-manipulative,
unobtrusive, and non-controlling; openness to whatever emergeslack of
predetermined constraints on outcomes.
33
Inductive analysis
Immersion in the details and specifics of the data to discover important categories,
dimensions, and interrelationships; begin by exploring genuinely open questions
rather than testing theoretically derived (deductive) hypotheses.
Holistic perspective
The whole phenomenon under study is understood as a complex system that is
more than the sum of its parts; focus is on complex interdependencies not
meaningfully reduced to a few discrete variables and linear, cause-effect
relationships.
Qualitative data
PY
Detailed, thick description; inquiry in depth; direct quotations capturing peoples
personal perspectives and experiences.
Personal contact and insight
O
The researcher has direct contact with and gets close to the people, situation, and
phenomenon under study; researchers personal experiences and insights are
important part of the inquiry and critical to understanding the phenomenon.
C
Dynamic systems
Attention to process; assumes change is constant and ongoing whether the focus
is on an individual or an entire culture.
D
Unique case orientation
E
Assumes each case is special and unique; the first level of inquiry is being true to,
respecting, and capturing the details of the individual cases being studied; cross-
case analysis follows from and depends on the quality of individual case studies.
EP
Context sensitivity
Places findings in a social, historical, and temporal context; dubious of the
possibility or meaningfulness of generalization across time and space.
D
Emphatic neutrality
Complete objectivity is impossible; pure subjectivity undermines credibility; the
researchers passion is understanding the world in all its complexity not proving
something, not advocating, not advancing personal agenda, but understanding; the
researcher includes personal experience and empathic insight as part of the
relevant data, while taking a neutral nonjudgmental stance toward whatever
content may emerge.
Design flexibility
Open to adapting inquiry as understanding deepens and/or situations change;
avoids getting locked into rigid designs that eliminate responsiveness; pursues
new paths of discovery as they emerge.
34
Types of Qualitative Research
Phenomenology
It is an approach to philosophy and not specifically a method of inquiry;
this has often been misunderstood. It is first and foremost philosophy, the
approach employed to pursue a particular study should emerge from the
philosophical implications inherent in the question.
Ethnography
It is the direct description of a group, culture or community. Nevertheless,
the meaning of the word ethnography can be ambiguous; it is an overall
term for a number of approaches. Sometimes researchers use it as
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synonymous with qualitative research in general, while at other times its
meaning is more specific.
Grounded theory
It is a development of theory directly based and grounded in the data
O
collected by the researcher. It is a research methodology for discovering
theory in a substantive area. C
Case study
It is used for a research approach with specific boundaries and can be
both qualitative and quantitative. In addition, it is an entity studied as a
single unit, and it has clear confines and a specific focus and is bound to
D
context.
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
E
Going Further!
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Please visit the sites provided for sample researches across field
1. Understanding the value of qualitative research in nursing. Retrieved
February 19, 2016. NT 20 February 2007 Vol 103 No 8
D
2. http://engineeringresearch.org/index.php/GJRERetrieved: February
19, 2016
3. http://www.kspope.com/Retrieved:February 19, 2016
4. http://psych.hanover.edu/research/exponnet.html Retrieved:
February 19, 2016
Source: Paton, Quantitative Evaluation And Research Methods.
Note: The discussion and definition of the types of qualitative research

will be done in module 5
35
Identifying the Inquiry and Stating the Problem
In this lesson the students are expected to demonstrate understanding
of the range of research topics in the area of inquiry, the value of
research in the area of interest and the specificity and feasibility of the
problem posed. Specifically, the students should be able to design a
research project related to daily life, write a research title, describe
the justifications/reasons for conducting the research, state research
questions, indicate scope and delimitation of research, cite benefits
and beneficiaries of research and present written statement of the
problem.
Start the activity by providing pre-assessment of their ideas on what
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research they would like to conduct related to their own field. Discuss
the importance of decision making in order for them to start their
research. Explain to them that decision-making is all about deciding
what topic, problem, questions are, who will benefit and how to go
about the research.
O
Tell the students that as they go through this lesson, they have to
reflect on these important questions: What topic should I consider in
C
doing my research? What are my research questions? What problem
would my research solve? Who will benefit from my research? Why do
I need to conduct this research?
D
Activity 2.1.2
E
Collaborative Work (Collegial brainstorming)

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Before asking the students to write their research title, ask them to
brainstorm on the issues that surround their field of specialization. The
objective of the brainstorming is to make students aware of the issues
and topics that are researchable in their own field. This will also help
them in choosing a topic.
D
The output of this activity should be presented using PowerPoint

presentation or any visual material for critiquing of the teacher.
The output should include:
1. Research Title
2. Reasons for Conducting the Research
3. Research Questions
36
II. What to Process
In this section, discussions on the value of qualitative research; its
kinds, characteristics, uses, strengths and weaknesses, and the
importance of qualitative research across fields of inquiry should be
done. After the discussions, ask the students to present their research
title and questions using PowerPoint presentation. This is an important
skill that should be developed in every student in order for them to
understand how to formulate research questions and titles. In this
activity, make sure that each student will be given time to share their
titles and research questions. Teachers should give comments and
suggestions based on the titles and research questions of the
students. Discuss how to write titles and research questions.
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In addition, discuss to students the strengths and weaknesses of
qualitative research. Below are sample strengths and weakness of
qualitative research.
O
Strengths of Qualitative Research
1. Issues can be examined in detail and in depth.
C
2. Interviews are not restricted to specific questions and can be
guided/redirected by the researcher in real time.
3. The research framework and direction can be quickly revised as new
information emerges.
D
4. The obtained data based on human experience is powerful and
sometimes more compelling than quantitative data.
5. Subtleties and complexities about the research subjects and/or topic are
E
discovered that are often missed by more positivistic inquiries.

6. Data usually are collected from a few cases or individuals so findings
cannot be generalized to a larger population. Findings can however be
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transferable to another setting.
Limitations of Qualitative Research

1. Research quality is heavily dependent on the individual skills of the
researcher and more easily influenced by the researcher's personal
D
biases and idiosyncrasies.

2. Rigor is more difficult to maintain, assess, and demonstrate.
3. The volume of data makes analysis and interpretation time consuming.
4. It is sometimes not as well understood and accepted as quantitative
research within the scientific community
5. The researcher's presence during data gathering, which is often
unavoidable in qualitative research, can affect the subjects' responses.
6. Issues of anonymity and confidentiality can bring/result to problems
when presenting findings
7. Findings can be more difficult and time consuming to characterize in a
visual way.
Source: Claire, "Presenting And Evaluating Qualitative Research".
37
Creating qualitative research questions
1. Ask students to formulate a how or why question that would

be the rationale for a qualitative research that they want to
conduct. Then think of possible ways to answer the questions
they formulated like conducting a survey questionnaire, interview
or experiment.
2. Ask the students to take a short quiz (Identification, True or False
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item test) about qualitative research; its kinds, characteristics,
uses, strengths, and weaknesses.
O
Conduct a formative test (see formative assessment) to determine the
C
mastery of the students in this lesson.
Moreover, tell them to indicate scope and delimitation of qualitative

research, cite benefits and beneficiaries of qualitative research and
D
present written statement of the problem.
E

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Defining different types of qualitative research used across

fields
Define the kinds of qualitative research used across fields, identify

the strengths and weaknesses of each qualitative research and
D
explain the use of qualitative research in real life situations. Cite

situations in which these kinds of qualitative research would be
most applicable. Then, write a research title and research
questions for a study that you would like to conduct. Identify the
kind of qualitative research that you would like to conduct.

Ask the students to demonstrate their understanding by discussing
their research title, describing their justifications/reasons for conducting
38
the research, stating their research questions, indicating scope and
delimitation of research, and citing the benefits and beneficiaries of
their research. This activity is collaborative in nature. After doing the
collaborative work, ask the student to do Formative Assessment 2.3
and if the students were able to master the competencies needed,
conduct the summative test.
Identifying the research questions used across fields
Have a copy of a qualitative research conducted using survey
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questionnaires and/or in depth interviews. Take note of the
research title and research questions used in the research. Were
the questions in the research answered? How do the research
questions differ in the questions you prepared?
O Going Further!
C
Please visit the site provided for sample researches
1. Understanding the value of qualitative research in nursing. Retrieved:
February 19, 2016. NT 20 February 2007 Vol 103 No 8
D
2. http://engineeringresearch.org/index.php/GJRE Retrieved: February
19, 2016
E
3. http://www.kspope.com/ Retrieved: February 19, 2016

4. http://psych.hanover.edu/research/exponnet.html Retrieved:
EP
February 19, 2016
This lesson is about the value of qualitative research, its kinds,
D
characteristics, uses, strengths, and weaknesses. The lesson provided

the students with opportunities to formulate their own research title and
questions, statement of the problem and scope and limitations of their
research. It enhanced collaboration among the students and in so
doing, the students were able to develop the values of camaraderie
and selflessness. Finally, it ended by asking the students to
demonstrate their understanding of the concepts by sharing their
output to their group mates.
39
References
Fraenkel, Jack R., and Norman E. Wallen. How To Design And Evaluate
Research In Education. 5th ed. Boston: McGraw-Hill Education, 2003.
Claire, Anderson. "Presenting And Evaluating Qualitative Research". American

Journal Of Pharmaceutical Education, 2010, 141.
https://www.researchgate.net/publication/49703237_Presenting_and_Evaluati
ng_Qualitative_Research.
Paton, Michael. Quantitative Evaluation and Research Methods. 2nd ed.

Newburry Park, CA: Sage, 2003.
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O
C
E D
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D
40
Module 4
LEARNING FROM OTHERS AND REVIEWING
THE LITERATURE
Content Standard
The learner demonstrates understanding of the purpose and need of
literature review, its process and the criteria in selecting, citing and
synthesizing literature sources. Ethical standards are also emphasized in
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writing the related literature.
Select, cite and synthesize properly related literature as well as use
O
sources according to ethical standards and presenting written review of
related literature C
Lessons
D
1. The review of related literature and its purpose and needs
2. Criteria in selecting, citing, and synthesizing related literature
3. Ethical standards in writing related literature
E
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The learner
1. Selects relevant literature
2. Cites related literature using standard styles (APA, MLA or Chicago
Manual of Style)
3. Synthesizes information from relevant literature
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4. Presents written review of literature

5. Follows ethical standards in writing related literature
Essential Understanding
Essential Question
Learners will understand that reviewing
How does your review of
the related literature involves the
related literature describe the
systematic identification, location, and
written component of your
analysis of documents containing
research plan that discusses
information related to the research
the reviewed documents?
problem.
41
Transfer Goal
Learners will be able to describe the written component of a research plan
that discusses the reviewed documents. These documents can include
articles, abstracts, reviews, monographs, research reports, and electronic
media.
Product/Performance
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1. Select relevant literature

2. Cite related literature using standard styles (APA, MLA or Chicago
Manual of Style)
O
3. Follow ethical standards in writing related literature
4. Present written review of literature
5. Synthesize information from relevant literature
C
Assessment Map
D
Cognitive
The Pre-Assessment
Processes
E
Remembering Part 1
1. Describe the process of reviewing the literature
2. Define the purpose and scope of reviewing the
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literature
3. Enumerate the steps in starting the review of the
literature
4. Identify the ways of finding relevant materials
5. Tabulate how the review of literature is selected
D
amongst different materials

6. List the different citing styles in reviewing the literature
Part 2
1. Review the collected review of related literature
Part 3
1. Identify the different sources of literature according to
ethical standards
42
Cognitive
The Pre-Assessment
Processes
1. Describe what a review of related literature is and its
use
2. Discover the importance of good literature
Part 2
1. Describe the chosen topic/s of interest
2. Examine feedback about their chosen topic/s of interest
as to how it fits in with other related studies
Part 3
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1. Describe the difference between a researcher and
respondent
2. Examine ethical guidelines set in doing a research
Applying Part 1
O
1. Apply literature review by searching books, scholarly
articles and any other sources relevant to students
area of research and interest.
C
Part 2
1. Explain the importance of research
Part 3
D
1. Discuss the responsibilities of a researcher to the
respondent
Analyzing Part 1
E
I. Explain the five purposes of the literature review by

McMillan and Schumacher (1984)
EP
Part 2
1. Analyze criticisms received from the literature review
drafts made
Part 3
D
1. Compare difficulties and solutions in doing a research
Evaluating Part 1
1. Summarize the process of reviewing related literature
and its need and purpose using trident words
Part 2
1. Compare the different elements of the research
literature
2. Summarize a list of journals that they know of that are
likely to contain articles relevant to their research
including relevant reports, theses, conference
proceedings and books
43
Cognitive
The Pre-Assessment
Processes
Part 3
1. Evaluate some problems that students foresee in
conducting their research
Creating Part 1
1. Write an ideal guideline for reviewing literature
Part 2
1. Write research questions (that have been identified)
2. Compile the type/s of literature necessary for the
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research.
3. Identify the specific related literature examples that can
be included in the study.
4. Create own inclusion and exclusion criteria based on
the given research question,
O
5. Develop a story with the data at hand to explain how
the literature that has been identified addresses and
sheds light on the research questions formulated
C
Part 3
1. Create strategies that will prevent or minimize problems
in conducting a research
2. Organize an interview of at least two people who have
D
conducted research
3. Formulate a list of inquiries on data gathering and how
research problems are solved
E
EP
Cognitive
Processes
1. Describe the process of reviewing the literature
D
2. Define the purpose and scope of reviewing the

literature
3. Enumerate the steps in starting the review of the
literature
4. Identify the ways of finding relevant materials.
5. Tabulate how the review of literature is selected
amongst different materials
6. List the different citing styles in reviewing the literature
Lesson 2
1. Recall the actual written review of related literature to
be presented
44
Cognitive
Processes
Lesson 3
1. Identify the different sources according to ethical
standards
1. Describe what a review of related literature and its use
2. Discover the importance of what a good literature is all
about
Lesson 2
1. Recall the chosen topic/s of interest of their choice
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2. Examine feedback about their chosen topic/s of interest
as to how it fits in with other related studies
Lesson 3
1. Describe the difference between a researcher and
respondent
O
2. Examine ethical guidelines set in doing a research
Applying Lesson 1
C
1. Apply literature review by searching books, scholarly
articles and any other sources relevant to students
area of research and interest
D
Lesson 2
1. Explain why research is worth doing
Lesson 3
E
1. Discuss the responsibilities of a researcher to the

respondent
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Analyzing Lesson 1
1. Explain the five purposes of the literature review by
McMillan and Schumacher (1984)
Lesson 2
D
1. Analyze criticisms received from the literature review

drafts made.
Lesson 3
1. Compare difficulties and solutions in doing a research
Evaluating Lesson 1
1. Summarize the process of reviewing related literature
and its need and purpose using trident words.
Lesson 2
1. Compare the different elements of the research
literature
45
Cognitive
Processes
2. Summarize a list of journals that they know of that are
likely to contain articles relevant to their research
including relevant reports, theses, conference
proceedings and books
Lesson 3
1. List down common issues and problems encountered
while conducting a research.
Creating Lesson 1
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3. Write an ideal guideline for reviewing a literature
Lesson 2
1. Write research questions that have been identified
2. Compile the type/s of literature they need in their
research.
O
3. Formulate the specific related literature examples that
can be included in their study.
4. Create their own inclusion and exclusion criteria based
C
on their given research question,
5. Develop a story with their data at hand to explain how
the literature they have identified addresses and sheds
light on the research questions they have formulated
D
Lesson 3
1. Formulate strategies that aims to prevent/minimize
E
anticipated issues and problems that will occur while

conducting a research.
2. Organize an interview of at least two people who have
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conducted research.
3. Formulate a list of inquiries on data gathering and how
research problems are solved.
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C. Lesson Proper
46
LESSON 1: What is a literature review and why do I need such?
I. What to Know
Check learners prior knowledge of how they are able to gather
information or data on a research topic or an interesting recipe, movie,
sports, hobbies and others. Students will be able to share insights on
how they do it. Such information will be the baseline in explaining what
a literature review is all about as well as the reasons why it is needed
PY
in research.
A literature review surveys books, scholarly articles, and any other

sources relevant to a particular issue, area of research, or theory, and by
so doing, provides a description, summary, and critical evaluation of these
O
works in relation to the research problem being investigated. Literature
reviews are designed to provide an overview of sources you have
explored while researching a particular topic and to demonstrate to your
C
readers how your research fits within a larger field of study.
Source: Fink, Conducting Research Literature Reviews: From The Internet To Paper.
D
Activity 4.1.1
To strengthen learners knowledge of what literature review is and its

E
need, ask them to write on a piece of paper an interesting topic they

would like to explore. Tell the students to enumerate at least three ways
EP
on how they will look for the information and data needed about their
chosen topic of interest. Ask them to share important information they
would like to look for in their chosen interest (for example, the student
might choose the topic basketballAsk the student what about it interests
them? Is it in the players? Is it the game itself?) This activity will be the
D
take off point in the discussion of the lesson.
II. What to Process:
Using the baseline information, discuss the process of a literature

review and its need and purpose. The teacher can now further explain
to class the importance of a good literature review.
47
A literature review may consist simply of a summary of key
sources. It usually has an organizational pattern and
combines both summary and synthesis, often within
conceptual categories.
The teacher can outline the following features of good

literature review:
- Gives a new interpretation of old material or combine
new with old interpretations,
- Traces the intellectual progression of the study,
- Depending on the situation, evaluate the sources and
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advise the reader of the research on the most pertinent
or relevant research, or
- Usually in the conclusion of a literature review, identifies
where gaps exist in how a problem has been
researched to date.
O
Source:"Organizing Your Social Sciences Research Paper: 5. The Literature Review".
C
The teacher can quote McMillan and Schumacher (1984) who
identified five purposes of the literature review. A literature review
allows you to:
E D
1. Define and limit a problem

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If your literature review is part of a larger research

project, the literature review helps to identify the
parameters of a study. Most research areas are broad:
a literature review allows identification of key issues
within a broad research area so that a definition of an
D
area of interest can be pursued.
2. Place your study in perspective

The purpose of academic research is to push out and
add to the current body of knowledge within a particular
field. Unless you are aware of the work of others, you
cannot build upon an established foundation. A
literature review allows the researcher to say:
48
The work of A, B, and C have discovered this much
about my question; the investigations of D have added
this much to our knowledge. I propose to go beyond D's
work in the following manner.
3. Avoid unintentional replication of previous studies

Sometimes it is appropriate to replicate a previous
study, but this should be done intentionally and for a
particular purpose. A literature review helps you to make
informed choices about a research topic within a
scholarly context.
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4. Select methods and measures
The success or failure of previous investigations can
provide useful material for you when you are designing
your own research methodology. You can assess what
has worked before (or not worked) in previous contexts
O
and why. You may be alerted to new methodologies
and procedures and different types of tests,
technologies and measures.
C
5. Relate findings to previous knowledge and suggest
areas for further research
D
The findings on ones own research need to be related
back to earlier studies. This places ones work and can
point to areas that need further investigation. The
E
research is much more a coherent whole if your

discussion section draws on and contrasts with the
literature review.
EP
Source: Mc Millan and Schumacher, Research In Education: A Conceptual Introduction.

D

Administer a formative test to determine students mastery of this
lesson (see Assessment Map). To effectively reinforce new learning,
learners should be asked to analyze and critique the outline of a good
literature review as well as the summary of its purpose. Remind them
of the essential question that has been posted earlier. This will guide
them in understanding the lesson.
49
What is review of related literature? Why is it needed? What are

the purposes for conducting related literature?
1. Group the students in class and ask them to think about three
words that best describe the topic. With their three words,
asked them to combine the words to come up with a trident
word (it is combining the three words to come up with a new
word, example: strategy, focus, and skillstrident word is
Strafoills (strategy-focus-skills) from of the lesson discussed.
PY
2. Ask the students to take a short quiz (essay) on the
importance and value of doing a review of related literature.
O
C
Ask the students to demonstrate their understanding by discussing
their own interpretation of the importance, purpose and need of doing a
review of related literature. This is an individual activity. Ask the
student to do the formative assessment 3 and if the students were able
D
to master the competencies needed, conduct summative test.
E

EP
Ask the students to comment on the following guidelines in

reviewing a literature.
1. Avoid the temptation to include everything you find in your

D
literature review.
2. When investigating a researched area, review only those
works that are directly related to your specific problem.
3. When investigating a new or little-researched problem area,
review any study related in some meaningful way to your
problem.
50
A Review of the Related Literature provides a concise summary of
information and data findings that describe current knowledge and
facts. It offers a rationale for conducting future researches. An
important area of a literature review is an understanding of a gap. It is
an important research question relevant to a given domain that has not
been answered adequately or at all in existing peer-reviewed
scholarship. A gap will hopefully ensure that the research will likely
have valuable practical and/or theoretical implications. Synthesis and
generalization as the last important area of literature lead to the
identification and purpose of the proposed study. In all reviews, some
recommendations or implications for practice, education and research
PY
should be included.
References
O
Ary, Donald, Lucy Cheser Jacobs, and Asghar Razavieh. Introduction To
Research In Education. 1st ed. New York, NY: Holt, Rinehart and Winston,
1979.
C
Fink, Arlene. Conducting Research Literature Reviews: From The Internet To
Paper. 4th ed. Thousand Oaks, CA: Sage, 2014.
D
Mc Millan, James H., and Sally Schumacher. Research In Education: A
Conceptual Introduction. 1st ed. Boston, MA: Little, Brown, 1984.
E
"Organizing Your Social Sciences Research Paper: 5. The Literature Review".

USC Libraries: Research Guides, 2017.
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http://libguides.usc.edu/writingguide/literaturereview.
D
51
LESSON 2: Criteria in Selecting, Citing, and Synthesizing
the Related Literature
I. What to Know
There are varied ways to introduce the ins and outs of literature review.
All of which contains stimulating information to help students develop
their research. Frequently asked questions by the students will range
from where to start, how to select a subject, and how many articles to
PY
include, to what is involved in a review of the literature. The aim of this
lesson is to present a step-by-step approach to undertaking a review of
the literature to facilitate student understanding.
The teacher will ask the following questions to head start the
O
discussion of the lesson:
- What do you know already about your chosen topic?
- What do you have to say critically about what is already known of
your topic?
C
- Has anyone else done anything similar or related to what you
propose?
- How does your research fit in with what has been done before?
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- Why is your research worth doing, in the light of what has already
been done?
E
Activity 4.2.1
EP
To equip students with the necessary background on the lesson this

activity is entitled: What can go wrong in literature review? Ask the
students to reflect on these questions:
D
Did you ever receive criticisms like those of the literature review
drafts you wrote during your first time to do research?
Or criticisms you have received from posting on your Facebook page
or Twitter account?
1. Your draft is basically a little more than a list of previous

research papers. While it is clearly well researched, it does
not give me a sense of what has been more significant and
less significant. It is hard to understand.
2. You seem to have just copied your message from
someone else. You do not have originality.
52
II. What to Process
This section takes the learner through the notion of selecting, citing
and synthesizing the related literature in further detail; it describes how
research is published and how it is made accessible to researchers.
The teacher explains in class that the different professional and

academic disciplines have different terms used in relation to its
literature. This is used to describe all published works on a particular
subject. The main body of the literature lies within academic and
professional journals. It has been estimated that over thousands of
journals published each year carry articles that are relevant to the
disciplines of a certain track. In addition to journal articles, research is
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also published in books, reports, conference proceedings, theses and
dissertations.
The teacher presents the different elements of a typical research

literature which will include the following:
O
1. Journals are published in issues at regular intervals
C
usually weekly, monthly or quarterly. Because of the
regularity of publication they are also known as
periodicals or serials. This regularity means that each
new issue contains articles that describe the latest
D
research findings; this is a distinct advantage over other
publication media such as books that take longer to
produce and update. There are basically two main types
E
of journal: 1) Research journals are published peer-

reviewed articles; 2) Professional journals are published
EP
articles on professional issues, service developments,

the use of research findings in practice and some short
research articles.
2. Theses and dissertations are very detailed and

D
comprehensive accounts of research work. They are

usually submitted for a higher degree at a university.
Like reports their publicity and distribution may be very
limited.
53
3. Conference proceedings comprise brief summaries of
research work presented at conferences. A more
detailed and complete account of the work may appear
at a later date in a journal article, report or thesis.
Researchers often use conferences to present
preliminary findings of their work.
4. Books and textbooks generally provide comprehensive

overviews of a particular subject. In doing so they may
refer to, sometimes extensively, the research literature
found in journal articles, reports, conference
PY
proceedings or theses. They are not usually used to
present new research findings. There are, however, a
few exceptions to this and some very important and
influential research findings have been published in
book format.
O
Source: Hewitt, How To Source: Hewitt, Michael. How to Search And Critically Evaluate
Research Literature. (2009)
C
Carrying out students search strategy
Share to students the relevance of data sources. Data may be
D
obtained from published and unpublished works available in libraries,
offices and online related websites. One may refer to indexes or
E
catalogues done manually or online use of a computer system that

compile lists of journals, periodicals, books, articles, magazines,
newspapers, and monographs. Catalogues or indexes of unpublished
EP
materials, particularly masters theses and doctoral dissertations,

should also be consulted. With the advancements in technology, it is
now possible to locate sources of information through computer on-line
systems using the internet, CD-ROM, On-line Public Access
Catalogues (OPACs), Computerized Documentation Service-
D
Integrated Sets of Information (CD-ISIS) and other programs to

download bibliographies, abstracts, or full texts of materials. Students
as researchers should be able to access libraries in websites for
collections that are relevant to the topic under review.
Websites/internet address and CD-ROM titles may also be used
further in the review of related literature.
54
Ask the students to go to the library or go online to search for at

least two of each related literature presented in class (the student
must look for references related to his/her topic): 1) journals; 2)
articles; 3) books, 3) magazines; 4) thesis or conference
proceedings.
Group the students together and ask them to discuss with their
group the following questions:
PY
1. What kind of literature references were they able to collect?
2. Do you think the literature references gathered are relevant
to his/her chosen research topic?
3. What do you think is the relevance of the different literature
O
references in doing a research?
III.
C
What to Reflect on and Further Understand
Once the teacher has established the research questions that can be
answered from the literature, and has identified the types of literature
D
that will be most useful to the students in addressing the research
question, the students need to develop a systematic search strategy
that will enable them to identify and locate the widest range of
E
published material in order to answer their research questions in the

most comprehensive way. This is essential to ensure that they identify
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as much of the literature that is relevant to their review as possible,

within the time and financial restrictions of their review. Once they have
identified their search strategy, they need to carry out their search in
logical and systematic approach to ensure that they will find all relevant
literature.
D
Students in this stage recognize the different types of literature when

they come across it so that they can identify what they need for their
review and hence what they are looking for. Therefore, it is important
that they can make sense of all the different types of literature that they
will encounter for the purposes of their review.
55
Wallace and Wray (2006, p.92) have provided a simple
categorization system to help students identify the literature they
have. They describe how the literature students encounter tends
to fall into one of five categories: 1) Theoretical; 2) Research; 3)
Empirical; 4) Practice; and 5) Policy.
1) Theoretical literature describes expected or anticipated

relationships about the way things happen. For example,
there was a time when there was a theory that the world
was flat. Then, with increased knowledge, scientists were
able to work out that this was not the case and the theory
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was disproven. In health and social care, theories are
often generated in response to evidence that has been
gathered and interpreted. A theory is developed that is
then refined or refuted when further evidence is obtained.
O
2) Research literature generally refers to a report of a
systematic investigation that has been undertaken in
response to the need to answer a specific question, for
C
example: How long do people tend to remain in a pre-
contemplative stage when anticipating behavior change
or, indeed, is there any evidence that everyone goes
D
through a pre-contemplative stage when anticipating
behavior change? These questions can only be
answered by observing what happens in the real world,
E
rather than in a theory. Research studies are generally

undertaken according to an accepted scientific method,
which involves defining a research question, identifying a
EP
method to carry out the study, followed by the

presentation of results, and finally a discussion of the
results.
D
3) Empirical research is a research that is undertaken

through the observation and measurement of the world
around us. It studies the use of observation, experience
or experimentation to collect new data. Data can be
collected in a variety of ways; for example by
questionnaire, interview, direct management, and
observations. Such papers tend to be organized into
sections, beginning with a research question, followed by
the results and finally a discussion and conclusion.
56
4) Practice literature is written by practitioners about their
field of expertise. This can come in many different forms
expert opinion, discussion papers, debate, information from
websites, patient information leaflets, and reports of good
practice. Students might find some overlap between
research and practice literature; that is, a lot of health and
social care research is undertaken in the practice setting.
The way to distinguish between research and practice
literature is to look for evidence of an explicit and
systematic research study that has a well described
method by which the investigation or study has been
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carried out. If no such method exits, then literature is likely
to be practice literature.
5) Policy literature tells practitioners how to act in a set of

circumstances. Policies and guidelines can be written from
O
a given set of circumstances. Policies and guidelines can
be written from a local or national perspective, or in some
cases international. In an ideal context, policy is based on
C
the results or research evidence. The research on a
particular topic is reviewed and policy and guidelines are
written that are based on these findings. Therefore when
D
students review a policy, it is useful to explore the basis on
which it is written in order to find out the extent to which the
policy is based on current research findings.
E
Source: Aveyard, Helen. Doing A Literature Review In Health And Social Care: A Practical
Guide.
EP

D
Ask the students to write on their notebook or on a piece of paper

the research questions that they have identified. From their given
research questions, ask them to identify the type/s of literature
they need in their research.
After identifying the type/s of literature in their research questions

allow students to think about specific related literature examples
that can be included in their study.
57
Introduce to students a process for conducting and writing an effective
literature review. Students will struggle with the development of an
effective literature-based foundation for a proposed research. The
proposed processes follow a systematic data processing approach
comprised of three major stages: 1) inputs (literature gathering and
screening), 2) processing (following Blooms Taxonomy), and 3)
outputs (writing the literature review). This part of the lesson provides
the rationale for developing a literature review including instructions on
how to conduct each stage of the process proposed.
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Aveyard, H. (2014) presented a list of steps to help students with their
Literature Review:
1. Developing a systematic approach to searching for
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literature
This is vital for students undergoing literature review. It
should be done in a systematic way ensuring that they
C
search for relevant texts on their topic.
A systematic searching strategy contains the following: 1)

Look for the type of literature that will address the review
D
question; 2) Create search terms that are valid and
important to the search; 3) Using inclusion and exclusion
criteria, search for literature using the search terms through
E
all relevant databases; 4) Fill in the electronic search by

looking for the frequently cited journals as well as the
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reference list of the journal articles. This approach renders a

chance of looking for the maximum amount of literature. This
will avoid cherry-picking the literature and entering the first
appropriate literature that comes across.
D
2. Identify the literature that will address students review

question
Initially students must develop a strategy to articulate the

focus of literature that will seek to answer their questions.
For example, if they are looking to find out whether the

newly invented kind of gasoline is efficient or not in lowering
fuel costs of people using cars, then finding out about car
users experiences of the new gasoline will not help students
answer their questions, although it will be useful data.
58
Alternatively, if students are interested in exploring peoples
experience of not using this kind of gasoline, students need
to have an approach for detecting this particular literature
rather than examining into related but more general literature
that does not address students research question.
Students need to develop a strategy for managing the

literature so that they can identify quickly literature that is
directly related to their research question. Clear and well-
defined inclusion and exclusion criteria will ensure that
students do not get sidetracked with data that are not strictly
relevant to their review. Setting appropriate criteria assists
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students in keeping their study focused.
Source: Aveyard, Helen. Doing A Literature Review In Health And Social Care: A Practical Guide.
O
The inclusion and exclusion criteria will be specific to
C
students individual literature review but examples of
appropriate criteria assist students in keeping their study
focused. The inclusion and exclusion criteria will be specific
to their individual literature review but examples of
D
appropriate inclusion and exclusion criteria might be as
follows:
E
o Example of inclusion criteria:

Primary research relating to energy
EP
consumption and those who use alternative

renewable energy sources
Filipino language only
Published literature
2006 onwards
D
o Example of exclusion criteria

Primary research relating to those who use
solar panels other than traditional sources from
an electric company
None Filipino language
Unpublished research
Pre-2006
59
Explain to students that the main rationale for settling their
inclusion and exclusion criteria is: 1) to give clear information
about their submitted review; 2) to focus on their literature
searching.
Students should be reminded that when thinking about

inclusion and exclusion criteria, think about the dates that are
relevant for their review. The discussion on how inclusion and
exclusion criteria add structure and focus to students review
and enable them to set clear boundaries as to what is included
and excluded from their review.
PY
Source: Cronin, Coughlan and Ryan, "Undertaking A Literature Review: A Step-By-Step Approach".
O
Formative Assessment 4.5 C
Ask students to make their own inclusion and exclusion criteria
based on their given research questions.
E D
How to write a concise review of related literature

EP
Doing the review of related literature is not the usual

enumeration of references. Presentation of the data gathered
should be by topic based on the given objectives of the
research. The literature should not be too detailed or brief. Text
D
should be based on the current edition of the American

Psychological Association (APA), Modern Language
Association of America (MLA) or the Chicago Manual of Style
and other standards relevant to ones discipline.
60
The type of reference style will depend on the research studies of
the student namely: 1) APA: Psychology, Education and other
Social Sciences; 2) MLA: Arts and Humanities; 3) Chicago:
History and many other subjects in scholarly and non-scholarly
work 4) Turbian: an adoption of the Chicago Style; 5) AMA:
Medicine, health, and Biological courses.
The references for each of the following styles may be seen and
searched on the following websites for references:
1) APA:
http://student.ucol.ac.nz/library/onlineresources/Docu
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ments/APA_guide_2015.pdf
http://web.calstatela.edu/library/guides/3apa.pdf
http://www.ecu.edu/cs-
dhs/laupuslibrary/upload/apa_style_guide_6th_ed_oc
t09.pdf
O
2) MLA:
http://www.lib.washington.edu/help/guides/44mla.pdf
http://lib.trinity.edu/research/citing/MLACitationStyle.
pdf
C
https://www.library.unlv.edu/help/mla_2009.pdf
D
3) Chicago:
https://www.utica.edu/academic/library/Chicago.pdf
http://www.msvu.ca/site/media/msvu/StyleGuideChic
E
ago(1).pdf
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4) Turabian/Chicago:
https://writing.wisc.edu/Handbook/PDF/chicago_tura
bian_uwmadison_writingcenter_june2013.pdf
http://www.otago.ac.nz/library/pdf/chicago-
turabianstyle.pdf
D
5) AMA:
http://www.lib.jmu.edu/citation/amaguide.pdf
http://library.stkate.edu/sites/default/files/sites/citingw
riting/citeAMA.pdf
61
Providing a summary of research information
When presenting to the students a summarized content of all the
possible journals, articles, thesis and other relevant literature
gathered, students need to become familiar with all the information
they have gathered and be able to provide a description of all the
studies and other information they have identified in chronological
order, noting the strengths and limitations of each. They will then be
able to give an overall summary of the information they have found.
They might find that one paper stands out to them as particularly
useful, either due to the detail that it gives, the strength of the
critical appraisal or the method by which it was undertaken.
Students might refer to this in an index paper and you can use this
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as a useful reference compiled in a table to assist students as they
go through the process of reviewing each paper they use.
Source: Anderson, "Presenting And Evaluating Qualitative Research".
O
Summarizing a Research information in a table
Provide
Fill the
Date/
Main
Purpose of
C
Kind of
study/
Providing the Strength
Conclusion/s and
Author the paper information
Limitations
Morse To explore Questionnaire All of the general Purposive
D
(2016) the study education Sampling of
Outcomes preferred students
Based campus-based
E
Education schools
views of
EP
general
education
teachers
Dioquino To express Expert School-based Anecdotal
(2016) opinion on Opinion system opinion only
student life integration into
D
the community
Activity 4.2.2
Ask students to prepare a table of descriptions, similar to the table in

the previous page based on the literature they have collected for their
research.
62
Using concept mapping in creating a literature review
Students can make use of concept maps for analyzing and
describing the literature review process. Concept maps can be
used in three inter-related ways namely, to extract and summarize
the important points, to synthesize and organize information
obtained from multiple sources.
Concept mappings have been suggested as one of the

tools that can help in making sense of information while
conducting a literature review (Carnot 2006; Rowley and
Slack, 2004). Rowley and Slack (2004), propose that
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concept mapping can be a useful way of identifying key
concepts in a collection of documents or a research area
(p.8).
They suggest that concept maps can be used as a tool to

identify additional search terms during the literature
O
search, clarify thinking about the structure of the literature
review in preparation for writing the review and
C
understand theory, concepts and the relationships
between them (Rowley and Slack 2004).
What is more important, representing information in

D
concept maps will provide a tool for potentially seeing the
interconnections between areas that were not previously
apparent (Novak 1984). Thus, this way, concept maps
E
can be useful in creating coherence to the actual writing

of the literature review.
EP
Source: Maizam, Alias & Zurinah Suradi. Concept Mapping: A Tool For Creating
Literature Review".
The objectives of the lesson are:

1. to recognize the key tasks challenged by students in
D
creating a literature review;

2. to determine what concept maps are being used in the
process and;
3. to define their observations of the worth of concept
mappings in the formation of a literature review.
63
How to use a concept map to extract and summarize important ideas in
an article
An example of a concept map is shown below. Students may have difficulty

sorting their ideas but with the use of concept maps it will be easier. A
students usual reaction in doing research is: I do not know how to generate
the ideas of the articles. Concept mapping will help students in extracting
important ideas. It will also minimize their concern relating to the issue of
extracting information from a source.
Pre-Heat
PY
Oven
Frost
O
Bake in
Oven
Bake
Bake a
Cake
C
D
Cool On
Rack
E
Ingredients
EP
Buy
Ingredients
Measure
Ingredients
Mix
D
Buy Dry Goods

(eggs, milk)
Ingredients
Buy Fresh
(flour, salt,
sugar)
Source: www.successfuelformanagers.com/3-ways-develop-actionable-steps-project-planning
64
From their chosen article, ask students to read and remember
important points (main themes and subthemes) and concepts
found. In a piece of paper, ask them the important points contained
in the articles (Themeswhat are they?), next is to ask them to be
specific on those important points (which are?) and lastly ask them
to describe the subthemes.
Writing up the results

It is important to present students findings of their literature review
as just that their findings. They should make this clear when they
PY
write up their review. They should be written up clearly in a section
entitled results/findings, just as they would find the results section
in a piece of primary research.
The results of the students literature review are the final themes
O
that they develop from the mapping they have undertaken. Once
they have coded all results, and have developed their themes, they
will be able to explore the content of their themes in greater detail.
C
Students then need to consider how these themes address their
research questions. They should have been considering this point
throughout the entire research process and may even have
amended their research question if it seemed likely that most of
D
their literature was leading towards one particular area, and away
from their initial research question.
E
EP
D
65
Formative Summit
Ask students to identify their topic and write it in the middle of a

blank sheet of paper. This must be kept simple and broad
enough to allow for a more detailed exploration.
Next is to ask them to write down all the important words and
phrases that come to mind in relation to their topic. These are
likely to be useful search terms when researching for their
relevant literature.
Ask students later after being given enough time to find and
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read their related literature. Students will then summarize their
key findings from journal articles, books and others using a
mind map. You can ask students to each produce a mind map
of each of the review items they have produced.
O
From the mind maps produced, ask students to tell a story with
their data at hand. Once they have established their main
C
themes, they need to present these in the most appropriate
way to address their research questions. Think of this process
as comparable to telling a storystudents explain how the
literature they have identified addresses and sheds light on the
D
research questions they have formulated.
E
EP
Literature review is a systematic method for identifying, evaluating and

interpreting the work of researchers, scholars and practitioners in a
chosen field. It is an important part of a research as it allows the
researcher to identify: 1) what has already been written about in the
D
field and 2) what the emerging issues are.
The researcher can identify gaps in the knowledge that require further
investigation, and/or situate a new piece of work in relation to existing
literature. Beginning researchers like our students, can be
overwhelmed by the amount of data they have to work with during this
process, and mapping can help them to synthesize key findings and
represent the complexity of the research topic in a more manageable
way.
Mapping techniques are useful at the very beginning of the literature

review as a brainstorming and scoping tool. They come into their own
66
again at the end when it comes to planning the write-up. Concept-
mapping can also be useful throughout the review process to clarify
key arguments in the literature.
References
Alias, Maizam, and Zurinah Suradi. "Concept Mapping: A Tool For Creating
Literature Review". In Third Int. Conference On Concept Mapping. Malaysia,
2008. http://cmc.ihmc.us/cmc2008papers/cmc2008-p048.pdf.
PY
Aveyard, Helen. Doing A Literature Review In Health And Social Care: A
Practical Guide. 3rd ed. Berkshire, England: Mc Graw Hill Education Open
University Press, 2014.
Cronin, Patricia, Michael Coughlan, and Frances Ryan. "Undertaking A
O
Literature Review: A Step-By-Step Approach". Lecture, Ireland, Dublin, 2008.
Hewitt, Michael. How To Search And Critically Evaluate Research Literature.

C
Ebook. Nottingham: NIHR RDS for the East Midlands / The NIHR RDS for
Yorkshire and the Humber, 2017.
http://www.worcester.ac.uk/documents/6_Critically_evaluate_research_literat
ure_2009v2.pdf.
D
Noblit, George W., and R. Dwight Hare. "Meta-Ethnography, Synthesizing
Qualitative Studies". Qualitative Research Methods, Volume 11. London:
E
SAGE Publications, 1998.

EP
Paterson, Barbara L., Sally E. Thorne, Connie Canam, and Carol Jillings. Meta-
Study Of Qualitative Health Research. Thousands Oaks, CA: SAGE
Publications, 2001.
Thorne, Sally, Louise Jensen, Margaret H. Kearney, George Noblit, and

Margarette Sandelowski. "Qualitative Meta-Synthesis: Reflections On
D
Methodological Orientation And Ideological Agenda". Qualitative Health

Research 14, no. 10 (2004): 1342-1365.
Wallace, Milie, and Alison Wray. Critical Reading And Writing For
Postgraduates. 1st ed. London: Sage Study Skills, 2006.
67
LESSON 3: Ethical Standards in Writing
I. What to Know
In all research situations, there are always at least two parties
involvedthe researcher and the respondent. Since research is also a
social process, wherein the researcher and the respondent share
information, it is imperative that both are clear on their accountabilities.
PY
The respondent, once he/she has consented to participate in the study,
is obliged to give full cooperation by providing truthful data.
The researcher, on the other hand, has a number of responsibilities to

fulfill in relation to the respondent. Present the following to the
O
students:
o Explain fully the purpose of the study;
C
o Disclose the sponsoring organization of the research;
o Discuss the specific duties and data expected from the
respondent;
D
o Introduce oneself properly by showing credentials;
o Respect the right to privacy of the individual;
E
o Ensure data confidentiality;

o Avoid bribing or threatening the respondent in exchange for
EP
information;
o Respect the opinion of the respondent and never argue with the
respondent on answers to questions posed;
o Record objectively and accurately the responses given (avoid
misinterpretation by checking with respondent the information that
D
needs clarification);
o Acknowledge all data sources in the final report;
o Provide the respondent a copy of the report if this was a
commitment at the start of the project; and
o Properly disseminate information on the results of the study. It will
help if validation meetings with the respondents are held before
the report is finalized.
68
Activity 4.3.1
Ask students to give examples of the obligation of the respondent in

research data gathering as well as discuss their responsibilities as
researchers to the respondent in conducting their research.
II. What to Process
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Common Difficulties in the Conduct of Research
First time researchers may be overwhelmed by the enormous work to

be done. However, with patience and perseverance the workload will
be much easier. Being proactive in anticipating problems and making
O
the necessary adjustments will eliminate the effect of constrains on
study results. C
A summary of difficulties and some possible solutions that can be
adopted will be shown to the students.
D
Challenges Solutions
1. Respondent is not available - Reschedule to another
E
during the data gathering (due appointment

to sickness, being out of the - Look for a possible replacement
country) immediately
EP
2. Non-cooperation of the - Be charismatic in asking the

respondent (refusal to answer respondent to cooperate
questions or give secondary - Look for a possible replacement
D
data) immediately
3. Failure of the respondents to - Make sure to always follow up
remember data the question or mention
situations for respondents to
remember
- Ask respondents to see the
documents for easy recall
69
4. Share a story to the - Put emphasis on the main point
respondent to elicit an answer of the story and repeat this to
the respondent to check if this
is the answer to the question
5. The common answers shared - Always try a call back
by the respondent are Dont - Verify if selected respondent is
know, Not applicable, and representative of the people or
No answer if somebody else answered for
him/her
PY
6. Respondent is delayed in - Continue to follow up and
returning the form/answering convince the respondent to
the question/s by phone/email reply at a given time
7. Respondent fails to return the - Look for a new team but this
O
form time ensure that forms are
returned
- If the form is not given back
C again, replace respondent if
possible
8. Unavailability of the - Respondent has to be replaced
D
respondent due to distance of immediately
residence or office
9. Respondent has resigned from - Respondent has to be replaced
E
work; the company is closed; immediately

transfer of residence/office and
EP
thus cannot be located

10. Documents and records are - Ask and look for the
not complete organization/people who can
provide the data
- Respondent has to be replaced
D
immediately
11. Misunderstandings that lead to - Start conducting data collection

internal conflicts in the outside of the organization
organization of the respondent - Respondent has to be replaced
immediately
70
12. Conflict or unscientific data - Look for the most participative
and knowledgeable
respondents
- Credible organizations matters
in validating the data
- Decision on which set of data
will be used must be done
13. Be careful in asking personal - Always feel confident and
questions to the respondent cheerful.
- Change data gathering method
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- If still not convinced, replace
respondent if possible
O
14. Communication problems did - Give another
not reach the target communication/form and follow
respondent
C up by phone/email or in person
15. Creation of a Respondent - Always check where

availability list/ sampling frame respondent transferred
D
cannot be located - Replace respondent if possible
E
EP

In addition to the ongoing difficulties, which usually occur in primary
data collection, there are also difficulties encountered in collection of
secondary data.
D
o Data available are not updated and sometime outdated

o Data are kept in the archives thus difficult to find and locate
o No local data are available
o Access to library system is difficult because of computerization
issues
o Relevant data does not have a good filing system
o Availability of data is in conflict with the other sources
71
In general, actual data collection problems may be minimized if the
researcher will do the following:
o Make sure that there are available and sufficient funds to do a

research;
o Have a clear written contact between the sponsoring agency and
the research team;
o Hire competent and committed research staff;
o Training of research staff on the particular tasks will be very
helpful;
o Update and verify the list of respondents before actual data
PY
gathering;
o It is important to send letters of introduction/ request/ appointment
to respondents ahead of time;
o Always follow up respondents by phone, email or in person;
o Be mindful of soliciting permit before conducting the study;
O
o A clear and realistic schedule will be helpful;
o Duplicate copies of important documents are necessary;
o Do an ocular inspection of the research site before the actual data
collection for familiarization;
C
o It is always best to establish good rapport with the
individuals/organizations that will provide assistance;
D
o Make sure that real respondents of the study are included;
o Be familiar with the objectives of the study and make adjustments
in the process if necessary.
E

EP
Ask the student to interview at least two people who have

conducted research. Inquire from them on what problems were
encountered in the data-gathering stage, and how these problems
D
were solved. Let them share their findings with their seatmate (Pair
and share).
Ethical issues, conflicting values, and ambiguity in decision-making,
are recurrently emerging from literature review on research. Because
of lack of clarity in ethical standards, students must develop an
awareness of these issues and an effective framework to deal with
problems involving human rights. This is necessary in order to come
72
into terms with the issue of the researcher's values relative to the
individual's rights versus the interests of society.
Regardless of a researchers experience, one is inevitably confronted

with the unknown and the unexpected. Thus, the following key
recommendations ought to be considered (Rubinstein-Avila 2009):
(a) Pilot all data collection instruments such as surveys, interview

protocols, and read-alouds before data collection begins.
(b) Consider what your study needs to accomplish, but also
consider its feasibility in particular contexts.
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(c) Be flexible; be willing to make changes to the instruments used
in data collection; be willing to adjust the ways in which data is
collected.
(d) Consider carefully not only what questions to pose, but also how
to pose them. Consider how changes to the data collection plan
O
might impact the data collected as well as the interpretation of
the findings. C
D
References
E
Rubinstein-Avila, Eliane. "Reflecting On The Challenges Of Conducting

Research Across National And Linguistic Borders: Lessons From
The Field". Journal Of Language And Literacy Education 5, no. 1
EP
(2009): 1-8. http://files.eric.ed.gov/fulltext/EJ1068181.pdf.

D
73
Module 5
UNDERSTANDING DATA AND WAYS TO
SYSTEMATICALLY COLLECT DATA
Content Standard
The learner demonstrates understanding of what qualitative research
design is all about which includes description of sample, data collection,
analysis, procedures in data collection such as survey, interview and
PY
observation. The application of creative design principles for execution in
an actual research will be undertaken.
O
Describe qualitative research designs, sample, data collection, analysis
and procedures. Apply imaginative research related art/design principles
to create an artwork.
C
Lessons
D
1. Qualitative research designs
2. Description of sample and data collection, analysis of procedures such as
E
survey, interview, and observation

3. Application of creative design principles for execution
EP
The learner
1. Chooses appropriate qualitative research design
2. Describes sampling procedure and sample
D
3. Plans data collection and analysis procedures

4. Presents written research methodology
5. Utilizes materials and techniques to produce creative work
Essential Question
Learners will understand the different
How does research design,
qualitative research designs, description
data collection, sampling,
of sampling, data collection and analysis
procedures, methodologies
procedures such as survey, interview,
and analysis affect the over-all
observation and the application of
research output of a proposed
creative design principles for executing
study?
research related endeavors.
74
Transfer Goal
Learners will be able to choose appropriate qualitative research design,
describe sampling procedures, plan data collection/analysis procedures,
present written research methodology as well as utilize materials and
techniques to produce creative work.
Product/Performance
PY
1. Choose appropriate qualitative research design
2. Describe sampling procedure and sample
3. Plan data collection and analysis procedures
4. Present written research methodology
O
5. Utilize materials and techniques to produce creative work
Assessment Map
C
Cognitive
The Pre-Assessment
Processes
D
Remembering Part 1
1. Enumerate the different kinds of qualitative research
E
Part 2
1. Recall the group of people (study population) you are
EP
interested in from which you want to draw a sample

Part 3
1. Describe how students will collect their data from the
procedures discussed
Part 4
D
1. Describe the painting of Mona Lisa

1. Compare the different kinds of qualitative research
Part 2
1. Distinguish how to select the people needed for your study
Part 3
1. Summarize the different methods of collecting data
Part 4
1. Explain why the process of critiquing is vital in art
interpretation
75
Cognitive
The Pre-Assessment
Processes
Applying Part 1
1. Illustrate the most interesting and creative research design
one can think of
Part 2
1. Demonstrate using a mind map a summary of key ideas
and concepts learned from the lesson
Part 3
1. Summarize the different methods of collecting qualitative
data
Part 4
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interpretation
Analyzing Part 1
1. Compare and contrast the five qualitative designs
O
Part 2
1. Classify the kind of sampling method in the given case
study
Part 3
C
1. Construct a specific example for each of the method in
collecting a qualitative data
D
Part 4
1. Relate the two paintings presented as to its technical
proficiency and content/form
E
Evaluating Part 1
1. Discriminate the kind of research design fitted to the given
EP
questions
Part 2
study
Part 3
D
1. Recommend possible data collection methods applicable to

students research
Part 4
1. Critiquing of the created work of art amongst the students
Creating Part 1
1. Create a topic of interest in two minutes or less to a 10-year
old child.
Part 2
1. Recommend an appropriate sampling technique to be used
in the students research
76
Cognitive
The Pre-Assessment
Processes
Part 3
1. Formulate the possible codes and themes that can be
extracted in the given research problem
Part 4
1. Create any work of art pattern after a famous artist using
clay
Cognitive
PY
Processes
1. Enumerate the different kinds of qualitative research
Lesson 2:
O
1. Recall the group of people (study population) you are
interested in from which you want to draw a sample
Lesson 3: C
1. Describe how students will collect their data from the
procedures discussed
Lesson 4:
1. Describe the painting of Mona Lisa
D
Understanding Lesson 1:
1. Compare the different kinds of qualitative research
E
Lesson 2:
1. Distinguish how to select the people needed for your study
Lesson 3:
EP
1. Summarize the different methods of collecting data

Lesson 4:
interpretation
D
Applying Lesson 1:
1. Illustrate the most interesting and creative research design
one can think of
Lesson 2:
1. Demonstrate using a mind map a summary of key ideas
and concepts learned from the lesson
Lesson 3:
1. Summarize the different methods of collecting qualitative
data
Lesson 4:
interpretation
77
Cognitive
Processes
Analyzing Lesson 1:
1. Compare and contrast the five qualitative designs
Lesson 2:
study
Lesson 3:
1. Construct a specific example for each of the methods in
collecting qualitative data
Lesson 4:
1. Relate the two paintings presented as to its technical
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proficiency and content/form
Evaluating Lesson 1:
1. Discriminate the kind of research design fitted to the given
questions
O
Lesson 2:
study
Lesson 3:
C
1. Recommend possible data collection methods applicable
to students research
Lesson 4:
D
1. Critiquing of the created work of art amongst the students
Creating Lesson 1:
E
1. Create a topic of interest in two minutes or less to a 10-year

old child.
EP
Lesson 2:
1. Recommend an appropriate sampling technique to be used
in the students research
Lesson 3:
1. Formulate the possible codes and themes that can be
extracted in the given research problem
D
Lesson 4:
1. Create any work of art pattern after a famous artist using
clay
C. Lesson Proper
78
LESSON 1: Qualitative Research Designs
I. What to Know
A challenge to students who are new to qualitative research is trying to
figure out what kind of qualitative research study they will be doing.
There are many different types of qualitative research, such as
ethnography, phenomenology, grounded theory, case study, narrative,
and historical. As in any type of research, it is important for the student
PY
to select the qualitative research approach that would best answer the
research question. The goals and methods associated with each
approach will be described briefly in this section.
O
Activity 5.1.1
Ask the student the topic of interest he/she has in mind (let them
C
imagine a painting/portrait as a product of their interest). In a few
minutes, allow the students to begin thinking by asking the next
question, What objectives are they seeking with their study?
Wolcott suggests that students must learn to think backward, to
D
mentally move into a future state, gaining a sense of what intention
they hold for their finished painting of interest.
E
Then from the perspective of that future position, ask students to

view their imagined finished painting to think about the data they
EP
will need and how they will want to use it (Wolcott, 1994, p. 387).
Gaining that futuristic view develops depth of focus on the topic.
D
II. What to Process

The questions designed to frame a study will be presented. The
questions are essential to designing a solid frame from which to paint a
coherent picture. Other students report similar experiences.
79
Activity 5.1.2
Continuing the inquiry on the different research designs, the next

step will be the key to identifying a particular research design. The
students will answer the following questions:
1. If I could discover the reason behind a schools experience with

organizational development, I would ask_______. (Case Study)
2. If I could discover the shared lived experiences of one quality or
phenomenon in others, I would want to know about ________.
(Phenomenology)
PY
3. If I could experience a different culture by living/ observing it, I
would choose to experience ______. (Ethnography)
4. If I could discover what actually occurred and was experienced
in a single lived event, that event would be _______. (Case
Study)
O
5. If I could discover a theory for a single phenomenon of living as
shared by others, I would choose to discover the theory
C
of______. (Grounded Theory)
Source: Creswell, John & Clark, Vicki. Principles of Qualitative Research: Designing a Qualitative
Study.
D
Qualitative research design is an umbrella term for a various range of
approaches and methods, which vary considerably in terms of focus,
E
assumptions about the nature of knowledge and the role of the

researcher.
EP
Qualitative research designs are good at answering How? and

What? questions (in contrast to the Whether or If queries
commonly addressed by quantitative research).
The concept of research design within qualitative research is more

D
problematic than within quantitative research, with alternative terms

including research methodology, research approach and research
type. Reflecting on qualitative research initially describes research
design as the way in which a research, idea is transformed into a
research project or plan that can then be carried out in practice by a
research or research team.
In this section, examples of different qualitative research designs are

presented and discussed in the form of methodologies or
approaches.
80
Ethnography is the direct description of a group, culture or community. The

meaning of the word ethnography can be ambiguous; it is an overall term for a
number of approaches. Sometimes researchers use it as synonymous with
qualitative research in general, while at other times its meaning is more
specific. In this chapter, we adopt the original meaning of the term, as a
method within the social anthropological tradition. The research methods are
as follows:
Immerse themselves in the culture or subculture they study and try to

see the world from a cultural members point of view. Data are
collected during fieldwork through participant observation and
PY
interviews with the key informants as well as through documents.
Researchers observe the rules and rituals in the culture and try to
understand the meaning and interpretation that informants give them.
They compare these with their own ethnic view and explore the
O
differences between the two.
Field notes are written throughout the fieldwork about events
and behavior in the setting.

C
Ethnographers describe, analyze and interpret the culture and the
local, ethnic perspective of its members while making their own ethnic
interpretations.
D
The main evaluative criterion is the way in which the study presents
the culture as experienced by its members.
E
Source: Holloway and Wheeler, Qualitative Research in Nursing and Healthcare.

EP
Example
Turgo, Nelson. (2012) carried out an ethnographic study of a fishing
community in the Philippines in the context of a dwindling fisheries
resource and in relation to the communitys contemporary social
D
and political structures, values and local issues.
It considers the everyday life of the fishing community; the realms

of power; gender and economic relations; and how these relations
are played out among and between fishers and their wives, fish
vendors, dealers and brokers as the community experiences
dramatic changes in the local economy.
While the study focuses on a very local orientation, it takes

cognizance of the communitys enrollment in a bigger polity:
national and global economic and political spaces. Thus, the study
focuses upon what local life means and exemplifies in the epoch of
81
globalization and how local practices are instantiated amidst talk of
a fast globalizing world. It highlights the enduring importance of the
local linked in this case to the people in the fishing communitys
relative immobility and marginal position in the sphere of the
Philippine economy in particular and the global economy in general.
Research titles
A Balikbayan in the field: Scaling and (Re) producing insiders
identity in a Philippine fishing community.
The Kinship of Everyday Need: Relatedness and Survival in a
Philippine Fishing Community
Bagong Silang Community: An Ethnographic Study of
PY
Strategies of Survival
A Story of High School Inclusion: An Ethnographic Case Study
Grounded Theory (GT) is an approach that generates and
O
modifies a theory. This research design has become a global
phenomenon. It is an approach to collecting and analyzing data.
The finished product is also called a GTit is a development of
C
theory directly based and grounded in the data collected by the
researcher. From its very start, this approach has been
modified, not only by the main protagonists themselves but also
by researchers who adopted and adapted it during its
D
application to their own inquiry. In this chapter, we will describe
the main features of GT and trace development and changes
E
over time.
Data usually are collected through non-standardized interviews

EP
and participant observation but also by access to other data

sources.
Data collection and analysis interact. Researchers code and

categorize transcripts from interviews or field notes. The
D
researcher has a dialogue with the literature when discussing

categories. Throughout the analytic process, constant
comparison and theoretical sampling takes place. Memos
theoretical notesprovide the researcher with developing
theoretical ideas. The theory that is generated has exploratory
power and is grounded in the data.
82
Example
Ilagan, Perla R. (2011) acquired an in depth understanding of the
meaning of intimate partner violence from the perceptions of
Filipino men and women.
A sample consisted of 37 Filipino women and 2 Filipino men who

were recruited from a Barangay Center (Health Center) in Manila,
Philippines. Data were collected through semi-structured
interviews. The interviews were open-ended, in-depth, and audio-
taped. The description of the study participants was provided by the
quantitative-descriptive data. Constant comparison method was
used in categorizing the narrative data and in examining the data
PY
for examples of similar cases and themes.
The narratives revealed a rich and contextualized overview that lay

a foundation for understanding the perceptions and experiences of
Filipino women and men living with intimate partner violence. The
O
data point to recurrent themes of poverty, gambling, alcohol and
drug use, poor communication skills, jealousy and philandering.
Violation of the dignity of a person that brought with it children as
C
victims was implicated in the cycle of violence.
In addition, value formation was cited as an integral aspect of

D
rehabilitation programs. The qualitative data in this grounded
theory research illustrate the complexity of intimate partner violence
in Filipino homes. The need for education about spousal violence
E
and the presence of a support system for protection, counseling

and rehabilitation are prominent keys in reducing violence in
EP
Filipino homes.
Research titles
Perceptions of Filipino Women and Men on Intimate Partner
Violence
D
Becoming Selfless: A Grounded Theory of Commitment to

Service
From person to father: A Grounded Theory of Male Gender
Identity Formation http://0-search.proquest.com.lib1000.dlsu.
edu.ph/docview/1039597832/A43FAE84ABBF4E14PQ/24?ac
countid=28547
Investigating Food Development in an Area of the Philippines:
An Explorative Study Using a Grounded Theory Approach
83
Narrative Inquiry includes stories that reflect on peoples
experience and the meaning that this experience has for them.
Narrative research is a useful way of gaining access to feelings,
thoughts and experience in order to analyze them. For many
decades, health research had focused on the decision-making
and thoughts of professionals and their measurement of the
treatment outcomes, while the feelings and ideas of the patient,
the insider, tended to be neglected. The perspectives of
patients are uncovered through their stories.
Narratives are tales of experience or imagination and come

naturally to human beings. Narratives are rarely simple or linear,
PY
and they often consist of many different stories rather than of a
clearly defined tale. Illness narratives are expressions of illness,
suffering and pain. Narratives are often tales of identity.
Health professionals gain knowledge of the illness experience
O
from their patients who assists in understanding the condition
and the person. There are a number of different ways of
analyzing narrative data, and all are legitimate.
C
In narrative inquiry the final story is constructed by participant,
researcher and reader. Illness and professional narratives are
D
always located in the socio-cultural.

E
Example
EP
Viernes, Sr. Ramona M. and De Guzman Allan B.(2005) explored a

narrative-biographical research of Teachers Experiences of
Supportive Relationships with Colleagues. A total of fifty (50) public
and private elementary and secondary school teachers in the
central part of the Philippines were purposively selected as
D
respondents. The study yielded four significant themes that

describe how Filipino teachers as relational people experience and
interpret supportive relationships in the school setting. These
include: supportive relationships as (1) a life-giving force; (2) an
extension of ones family; (3) a reciprocal process; and (4) a work
still in progress.
84
Research titles
Enhancing the transparency of Accounting Research: The
Case of Narrative Analysis http://0-search.proquest.com.
lib1000.dlsu.edu.ph/docview/1674436872/AEA8CB44C9C44D
09PQ/17?accountid=28547
The Narrative Research Trail: Values of Ambiguity and
Relationships
Narrative Inquiry: Approaches to Language and Literacy
Research
Through the Looking Glass Space to New Ways of Knowing: A
Personal Research Narrative
PY
Phenomenology is a 20th century school of philosophy rooted
in philosophy and psychology which focuses on the subjective
experience of the individual and seeks to understand the
essence or structure of a phenomenon from the perspective of
O
those who have experienced it.
Writers developed different conceptual formulations, (very

C
broadly) descriptive (Husserl), interpretive (Heidegger) and
ontological-existential (Sartre) which have been adapted as
methods of inquiry by researchers.
D
Researchers who use phenomenological methods have
formulated various methods of data analysis.
E
The approach should not be mechanical but insightful and

EP
illuminate the phenomenon under study and capture its

essence.

D
Example
Vapor, Victor Rey Cui (2009) explored a new Philippine
phenomenon that emerged involving Filipino physicians who went
back to school to take up nursing in the Philippines in order to
migrate to foreign countries to work as nurses. The purpose of his
study was to describe and to interpret the lived experiences of
Filipino physician-turned nurses in the United States.
Phenomenology was used as research design, with data obtained
from a purposive sample of eight (8) self-identified physician-turned
nurses in Las Vegas, Nevada. Participants were interviewed using
85
a single, open-ended central question. The audio taped responses
that described their lived experiences were eventually transcribed
verbatim. To interpret their experiences, clusters of themes were
then generated using the Colaizzi's (1978) method of
Phenomenological Inquiry. The results of the study revealed that
the experiences of Filipino physician-turned nurses involved
multidimensional issues, both in the contexts of emigration and a
professional shift from physician to nurse. Being the first of its kind,
this study will enlighten society of the lived experiences of Filipino
physicians who compromise professional integrity by working as
nurses just to emigrate to the United States. Furthermore, this
research study will contribute to the existing literature on cross-
PY
cultural adaptation, particularly involving role compromise in an
unfamiliar social and cultural context.
Source: Sanders, "Application Of ColaizziS Method: Interpretation Of An Auditable Decision

Trail By A Novice Researcher".
O
Research titles
Social Futures of Global Climate Change: A Structural
Phenomenology
C
The Importance of Feeling Awkward: A Dialogical Narrative
Phenomenology of Socially Awkward Situations
D
Social Responsibility: A Phenomenology of perceived-
successful student leadership experience
Emotions in the flesh: A Phenomenology of Emotions in the
E
lived body
EP
Case Study is a bounded system, a single entity, a unit around

which there are boundaries. It has definite quality (time, space
and/or components comprising the case). It has no particular
method for data collection or data analysis. A case study uses
an interpretative research. It is chosen precisely because
D
researchers are interested in insight, and discover rather than

the testing of a hypothesis. Yin defines a case study as an
empirical enquiry that investigates a contemporary phenomenon
within its real-life context, especially when the boundaries
between phenomenon and context are not clearly evident.
Source: Dr. Bigletes lecture on Models of Research at De La Salle University Manila on
March 2016
86
Example
Protacio, Maria Selena and Sarroub, Loukia K. (2013) describe the
reading practices in a public and high-achieving 6th grade English
classroom in the Philippines. By utilizing a four resources model,
they discuss the different roles that students assume in this
classroom. Students in this class are mainly code breakers and text
users and have limited opportunities to assume the other two roles
of the four resources model. This case study provides a different
view of reading, specifically a view of a culture of reading where in
higher status is given to oral reading performance rather than
comprehension. We describe the way a high-achieving 6th grade
Philippine classroom perceives reading. Through this case study,
PY
both authors would like to contribute to the research literature on
Philippine education and increase our knowledge of reading
practices as they are conceived and practiced in this particular
classroom.
O
Research titles
Internationalizing the Basic Education Curriculum: A Philippine
Case Study
C
School Viability: A Case Study of Victoria Heights School in
Manila
Entrepreneurial University: A Case Study of De La Salle -
D
Araneta University, Philippines
Team Effectiveness in an Academic School Organization: A
E
Multiple Case Study

EP
Ask the students: What is the most interesting and most creative
research qualitative design they can think of? A quiz enumerating
D
and defining the different research designs discussed in class will be

appropriate in finding out what students have learned. Now, ask
them to select a research design for their research problem. Ask
them why they chose it and how it relates to their research purpose?

Students will identify which of the five major qualitative research designs
is appropriate to their chosen research topics. They will broadly compare
and contrast five qualitative research designs and the applications of
87
each. They will demonstrate application of one of the five qualitative
designs. Students identify a research topic appropriate for a qualitative
study. They will select a design well-suited to the topic chosen.
Get students to be acquainted with the five qualitative designs:

Discussion: Compare & contrast the five qualitative designs as
PY
defined in the lecture. Group the class and allow them to think
about a topic in the five designs. Now, discuss what the topics
might be like if recast into another tradition.
Share: Students select research topics and discuss it with their
group.
O
Group activity: Groups shall be given twenty minutes to work on
a single topic. The challenge for them is to describe their topic in
C
two minutes or less to a 10-year-old child?
Discussion: What did you learn from the exercise of selecting a
research topic?
D
Assignment: One page learning paper of the description of
students selected topic as it relates to their interest. Think about
what qualitative design might be most appropriate for their
E
chosen topic and explain why.

EP
Before beginning your qualitative research, you must provide thorough
D
regard to design, including how research strategies will be governed

and how the method you choose will answer your research question.
Consider how you will find participants and what scope for the project
will be obtained with your sample. Does your chosen research design
account for the purpose of the study? How will you locate your study
methodologically? What data will you gather and how will you handle
these data? Finally, consider how you will use your chosen research
design for management and analysis of data gathered. In this module,
we have explained the need for careful design of a qualitative research
and the special requirements of qualitative research design. Qualitative
research usually involved ongoing processes of design as the
88
researcher designs and reviews the scope of the project and the
nature of the data required. The questions you should ask and the
issues you should consider as you prepare a design, as well as the
ways in which you can revisit and revise it as you commence your
qualitative research are suggested. As you plan, anticipate that your
study will involve different stages, and allow time for each
conceptualizing, entering the field, creating data system, final analysis
and others. Throughout this chapter, we have emphasized that you
need to see your research in terms of its overall design.
References
PY
Protacio, Maria Selena and Sarroub, Loukia K., "A case study of reading
instruction in a Philippine classroom" (2013). Faculty Publications:
Department of Teaching, Learning and Teacher Education. Paper 132.
http://digitalcommons.unl.edu/teachlearnfacpub/132
O
Sanders, Carolyn. "Application Of ColaizziS Method: Interpretation Of An
Auditable Decision Trail By A Novice Researcher". Contemporary Nurse
14, no. 3 (2003): 292-302.
C
http://www.tandfonline.com/doi/abs/10.5172/conu.14.3.292.
Strauss, A.L. (1987) Qualitative analysis for social scientists. New York, NY,
Cambridge University Press.
D
Strauss, A.L. & Corbin, J. (1990) Basics of qualitative research: Grounded
theory procedures and techniques. Newbury Park, CA, Sage.
E
Strauss, A.L. & Corbin, J. (eds). (1997) Grounded theory in practice.

Thousand Oaks, CA, Sage.
EP
Strauss, A.L. & Corbin, J. (1998) Basics of qualitative research: Techniques

and procedures for developing grounded theory, 2nd edn. Thousand
Oaks, CA, Sage.
Nursing Research, 45 (2), 122 24. Website of Glasers Grounded Theory
D
Institute www.groundedtheory.com Further reading

Yin, Robert K. (2014). Case study research design and methods (5th ed.).
89
LESSON 2: Description of Sampling and Data Collection
I. What to Know
In doing qualitative research, only a sample of a population is selected
for any given study. The studys research objectives and the
characteristics of the study population (example is the size and
diversity) determine which and how many people to select. In this
lesson, students will briefly describe three of the most common
PY
sampling methods used in qualitative research: purposive sampling,
quota sampling, and snowball sampling. As data collectors, students
will not be responsible for selecting the sampling method. The
explanations in this lesson are meant to help students understand the
reasons for using each method.
O Activity 5.2.1
C
Ask students to choose a good sample by taking the following questions
in consideration:
D
Which group of people (study population) areyou interested in?
From which you want to draw a sample?
How many people do you need in your sample?
E
How will you select these people?

EP
II. What to Process

It is important to remind students to select their sample in a systematic
way so as to ensure that the community/users/external actors see it as
D
a credible and indicative sample. Qualitative researchers

characteristically create sampling choices that allow them to intensify
understanding of whatsoever phenomenon (Blackstone 2017). This
lesson will examine the strategies that qualitative researchers typically
employ when sampling as well as the various types of samples that
most likely will be used in their research.
Quantitative sampling is very important and relevant. For example, if

you are interested in Young Adults experiences of Collecting Anime
action figures and you have access to 2,000 members of the Young
Anime Collectors Club of the Philippines, all of whom have
experienced collecting toys, you might choose to randomly sample 10
90
children from the 2,000 for your qualitative study. There are difficulties
when it comes to qualitative research in general and that selecting a
sampling strategy and sample size for qualitative research is no
difference. The enduring understanding to be given emphasis is that
the strategy you adopt will be driven by the: 1) Research
question(s)/purpose; 2) Time frame of your study; 3) Resources
available.

Show to students a list of common sampling strategies. As you discuss
these strategies, think of which would be most relevant for your
PY
students area of interest. In many cases, they will see ways to
combine the strategies to create an effective approach. The methods
are not mutually exclusive; a research design may adopt a range of
strategies.
O
The three main types of data collected and analyzed in qualitative
research include in-depth interviews, direct observation, and written
documents. These are discussed in greater detail in the qualitative
C
lesson covering data types. In order to collect these types of data for a
study, a target population, community, or study area must be identified
first. It is not possible for researchers to collect data from everyone in a
sample area or community.
D
Therefore, the researcher must gather data from a sample, or subset,
E
of the population in the study. In quantitative research, the goal would

be to conduct a random sampling that ensures the sample group would
be representative of the entire population, and therefore, the results
EP
could be generalized to the entire population. On the other hand, the

goal of qualitative research is to provide in-depth understanding and
therefore, targets a specific group, type of individual, event or process.
To accomplish this goal, qualitative research focus will be on criterion-
based sampling techniques to reach their target group.
D
There are three main types of qualitative sampling: purposeful

sampling, quota sampling, and snowballing sampling. The following
are the reasons for choosing a particular method.
Purposeful/Purposive Sampling is the most common sampling strategy.

In this type of sampling, participants are selected or sought based on pre-
selected criteria based on the research question. For example, the study
may be attempting to collect data from lymphoma patients in a particular
city or county. The sample size may be predetermined or based on
theoretical saturation, which is the point at which the newly collected data
no longer provides additional insights.
91
Quota Sampling is a sampling technique whereby participant
quotas are preset prior to sampling. Typically, the researcher is
attempting to gather data from a certain number of participants that
meet certain characteristics that may include things such as age,
sex, class, marital status, HIV status, etc.
Snowball Sampling is also known as chain referral sampling. In this

method, the participants refer the researcher to others who may be
able to potentially contribute or participate in the study. This method
often helps researchers find and recruit participants that may
otherwise be hard to reach.
A note on sample size: Once a sampling method has been
PY
determined, the researcher must consider the sample size. In
qualitative studies, sampling typically continues until information
redundancy or saturation occurs.
This is the point at which no new information is emerging in the data.
O
Therefore, in qualitative studies it is critical that data collection and
analysis are occurring simultaneously so that the researcher will
know when the saturation point is reached.
C
It is important to understand that the saturation point may occur
prematurely if the researcher has a narrow sampling frame, a
skewed analysis of the data, or poor methodology. Because of this,
the researcher must carefully create the research question, select an
D
appropriate target group, eliminate his or her own biases and
analyze data continuously and thoroughly throughout the process to
E
bring validity to the data collected.

Source: Mack et al., Qualitative Research Methods: A Data Collectors Field Guide. and
Qualitative Sampling Methods
EP

D
A written quiz assesses the students mastery of key ideas and

concepts learned from the lesson.
Demonstrate using a mind map a summarized of key ideas and

concepts learned from the lesson.
92
Ask students to answer this case study: Imagine that you have arrived
in Malate, Manila to conduct a case study on working street children.
A local social worker introduces you to two former street working
children and you learn that they still have lots of friends still working
on the street. As a way to identify participants for your study, you ask
the two former street working children if they can recommend and
invite some of their friends on the street to participate in the study.
You also ask them to spread word of the study in anticipation that
their friends will also help you to identify potential participants.
PY
How would you classify this kind of sampling? 1. Quota sampling? 2.
Snowball sampling? 3. Random purposeful sampling? Explain your
answer.
O
The answer is: 2. Snowball sampling
C
Ask the students how large the sample size should be in a qualitative
D
study. How many focus group respondents, individual interviews, or
ethnographic observations are needed? The discussion will now
proceed to the importance of sample size in qualitative research and
E
the possible sample size of the students actual research work.

EP
We do have some informal rules of thumb. For example, Maria Krieger

(in her white paper, The Single Group Caveat, Brain Tree Research
& Consulting, 1991) advises that separate focus groups are needed for
major segments such as men, women, and age groups, and that two
or more groups are needed per segment because any one group may
D
be idiosyncratic. Another guideline is to continue doing groups or

individual until we seem to have reached a saturation point and are no
longer hearing anything new.
When determining sample size for qualitative studies, it is important to

let students remember that there are no hard and fast rules. There are,
however, at least three considerations:
1. The saturation or redundancy of the sample size must be

considered. The size and pattern of the sample need to be
considered. Some Interviews conducted might result to no
significant concepts.
93
2. The size of a sample is important to determine the difference
within a target population. Having a large sample size might
assess the quantity of distinction that will eventually denote the
population of interest.
3. Approximation of a sample size grounded on the method of the

study may be used. In every category of a sample size there are
rules of thumb that are represented in the tables below.
Rules of Thumb Based on Approach

Research Approach Rule of Thumb
PY
Case Study Select one case or one person.
Assess 10 people. If you reach saturation prior to

Phenomenology
assessing ten people you may use fewer.
O
Grounded
Assess 2030 people, which typically is enough
theory/ethnography/action
to reach saturation.
research
C
Source: Nastasi, Qualitative Research: Sampling & Sample Size Considerations.
D
Rules of Thumb Based on Data Collection Method
E
Data Collection Method Rule of Thumb

EP
Interviewing key
Interview approximately five people.
informants
In-depth interviews Interview approximately 30 people.

D
Create groups that average 510 people each.

In addition, consider the number of focus groups
you need based on groupings represented in
Focus groups the research question. That is, when studying
males and females of three different age
groupings, plan for six focus groups, giving you
one for each gender and three age groups for
each gender.
94
Data Collection Method Rule of Thumb
Select a large and representative sample

Ethnographic surveys
(purposeful or random based on purpose) with
numbers similar to those in a quantitative study.
There should also be consideration of the size of a good database: one

that will yield data that are of sufficient quality and quantity. While the
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quality of the data is impacted by the quality of the interview procedure,
the quantity of data is also important.
Guidelines for Length of Interviews
O
Number of Interviews Length of each interview
10 1 2 hours
20
C 30 minutes 1 hour
30 20 40 minutes
D
Adjustments can be made if there are other forms of qualitative data

E
collection involved. For example, if there is a 2-hour focus group and

10 interviews, the duration of the interviews may be shortened.
EP
Ask the students to describe common types of qualitative

D
sampling methodology, to explain the methods typically used in

qualitative data collection and to describe how sample size is
determined.
Create a data-planning matrix for students to fill out answering the
following questions:
1. What do I need to know in my research?
2. Why do I need to know this?
3. What kind of data will answer my questions?
4. Where can I find the data?
5. Whom do I contact for access?
6. Time lines for acquisition
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Still if it were probable, it is not compulsory to assemble data from
everyone in a group in order to obtain legitimate findings. In qualitative
research, merely a sample of a population is chosen for whichever
specified study.
The studys research objectives and the characteristics of the study

population (such as size and diversity) determine which and how many
people to select. In this lesson, we briefly describe three of the most
common sampling methods used in qualitative research: purposive
sampling, quota sampling, and snowball sampling.
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As researchers, you will not be responsible for selecting the sampling
method. The explanations given are meant to help you understand the
reasons for using each method.
Purposive sampling, one of the most common sampling strategies,
O
groups participants according to preselected criteria relevant to a
particular research question. C
In quota sampling, we decide while designing the study how many
people with which characteristics to include as participants.
D
In snowballing, participants or informants with whom contact has
already been made use their social networks to refer the researcher to
other people who could potentially participate in or contribute to the
E
study.
References
EP
Denzin NK, Lincoln YS (eds.). Handbook of qualitative research. London: Sage

Publications, 2000.
Mack, Natasha, Cynthia Woodsong, Kathleen M. Mac Queen, Greg Guest, and
Emily Namey. Qualitative Research Methods: A Data Collectors Field Guide.
D
1st ed. North Carolina: Family Health International, 2005.
Nastasi, Bonnie. Qualitative Research: Sampling & Sample Size Considerations.

Study Notes,
https://my.laureate.net/Faculty/docs/.../qualit_res__smpl_size_consid.doc
Yin, R. K. (1994). Case study research: Design and methods. Thousand Oaks:
Sage Publications.
"Qualitative Sampling Methods". Center For Innovation In Research And Teaching,

2017.
https://cirt.gcu.edu/research/developmentresources/research_ready/qualitative/
sampling.
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LESSON 3: Analysis of Procedures Such as Survey,
Interview, and Observation
I. What to Know
To use qualitative methods means that you will be generating data that
is primarily in the form of words, not numbers. Some of the most
common data collection methods are different types of individual
interviews (general or key informants) and group discussions. In this
section, we also discuss other types of data that might help you
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understand the context.
Activity 5.3.1
O
Ask your students how they will collect their data for their research.
Give an example of choosing a breed of dog they like as their pet.
Ask them how they will be able to understand the breed of dog
C
they like (they can probably research using the internet, interview
persons with a particular breed of dog, survey dog breeders or
observe dog owners)?
E D
II. What to Process

Discuss to students that having explored the nature and purpose of
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qualitative research, they are now ready to explore methods of data

collection. There are a variety of methods of data collection in
qualitative research, including observations, textual or visual analysis,
interviews (individual or group) and others. The most common
methods used, particularly in any qualitative research, are interviews
D
and focus groups. The purpose of this lesson is to explore methods of

data collection in more detail, in particular how they work in practice,
the purpose of each, when their use is appropriate and what they can
offer in students individual research.
Discuss to students that data collection approaches for

qualitative research usually involves:
1. Direct interaction with individuals on a one to one basis
2. Direct interaction with individuals in a group setting
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Data Collection
Qualitative research data collection methods are time consuming,

therefore data is usually collected from a smaller sample than would be
the case for quantitative approachestherefore this makes qualitative
research more expensive. The benefits of the qualitative approach are
that the information is richer and has a deeper insight into the
phenomenon under study.
The main methods for collecting qualitative data are:
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1. Individual interviews
2. Focus groups
3. Observations
4. Action Research
O
Explain each of the methods to the students:
1. Interviews
Unstructured
C
- Can be referred to as 'depth' or 'in depth' interviews
- They have very little structure at all
D
- The interviewer may just go with the aim of discussing a limited
number of topics, sometimes as few as just one or two
- The interviewer may frame the interview questions based on the
E
interviewee and his/her previous response

- This allows the discussion to cover areas in great detail
- They involve the researcher wanting to know or find out more
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about a specific topic without there being a structure or a

preconceived plan or expectation as to how they will deal with the
topic
Structured
D
- The interviewee will ask the respondent the same questions in the
same way. A tightly structured schedule is used
- The questions may be phrased in order that a limited range of
responses may be given - i.e. 'Do you rate our services as very
good, good or poor'. A researcher needs to consider whether a
questionnaire or structured interview is more appropriate
- If the interview schedule is too tightly structured this may not
enable the phenomena under investigation to be explored in terms
of either breadth or depth
- Qualitative interviews should be fairly informal and participants
feel they are taking part in a conversation or discussion rather
than in a formal question and answer situation
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- There is skill required and involved in successful qualitative research
approacheswhich requires careful consideration and planning
Good qualitative research involves:

a.
Thought
b.
Preparation
c.
The development of the interview schedule
d.
Conducting and analyzing the interview data with care and
consideration
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2. Observation
May take place in natural settings and involve the researcher taking
lengthy and descriptive notes of what is happening.
It is argued that there are limits to the situations that can be observed in
O
their 'natural' settings and that the presence of the researcher may lead to
problems with validity.
C
Limitations with observation include:
a. Change in people's behavior when they know they are being
observed
b. A 'snap shot' view of a whole situation
D
c. Think Big Brother...
d. The researcher may miss something while they are watching
and taking notes
E
e. The researcher may make judgments, make value statements

or misunderstand what has been observed
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Strengths of observation
a. Can offer a flavor for what is happening
b. Can give an insight into the bigger picture
c. Can demonstrate sub-groups
D
d. Can be used to assist in the design of the rest of the research

e. Sometimes, the researcher becomes or needs to become a
participant observer, where he/she is taking part in the situation
in order to be accepted and further understand the workings of
the social phenomenon
Observation can sometimes obtain more reliable information about certain

thingsfor example, how people actually behave. It can also serve as a
technique for verifying or nullifying information provided in face to face
encounters. People or environment can be observed. When environment
is researched, it can provide valuable background information that may
inform other aspects of the research.
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Techniques for collecting data through observation:
Written descriptions
- The researcher makes written descriptions of the people, situations
or environment
- Limitations include
o Researcher might miss out on an observation as they are
taking notes
o The researcher may be focused on a particular event or
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situation
o There is room for subjective interpretation of what is happening
Video recording
- Allows the researcher to also record notes
O
- Limitations may include
o People acting unnaturally towards the camera or others
avoiding the camera
C
o The camera may not always see everything
Photographs and artifacts

D
- Useful when there is a need to collect observable information or
phenomena such as buildings, neighborhoods, dress and
appearance
E
- Artifacts include objects of significancememorabilia, instruments,

tools and others.
EP
Documentation
Any and all kinds of documentation may be used to provide
informationa local paper, information on a notice board,
administrative policies and procedures.
D
Source:"Introduction To Research".
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Survey
In doing a survey, the researcher must understand the right mode of

inquiry for establishing an inference whether in a large group of
people or from a small number of people in a group. The very aim of
conducting a survey is to present and explain the actual experiences
of a certain population.
Conducting survey are done in three (3) steps: 1) by email; 2)

telephone; 3) personal interview. The method of data collection can
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be from observation to content analysis and this can be used in the
survey.
The challenges and limitations of survey are seen according to the

following criteria: 1) appropriateness of the method; 2) accuracy of
what to observe; 3) generalizability of the findings; 4) administrative
O
constrains; 5) ethical and political difficulties
An example of a survey is the open-ended questions. This is placed in

C
a box form and will permit your respondents to provide a unique
answer. This kind of approach is able to provide the respondents the
freedom to say what they feel about a topic, which provides you with
an exploratory data that may unleash important issues, opportunities,
D
issues, or quotes.
E
Activity 5.3.2
EP
Ask students to look for examples of methods of collecting data such as

survey, interview and observation for qualitative research.
Ask students to look at their research titles and reflect on the possible
D
data collection methods to be employed.
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Data Analysis
According to Yin (1994:102) data analysis consists of examining,
categorizing, tabulating, or otherwise recombining the evidence to
address the initial prepositions of a study.
There are a variety of approaches to this process of analysis and

interpretation. Some of the most commonly used approaches include:
Content Analysis - used to analyze and interpret verbal data,

or behavioral data. Content can be analyzed descriptively or
interpretatively.
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Narrative Analysis - used to analyze text that may come from
variety of sources including transcripts from interviews, diaries,
field notes, surveys and other written forms. Narrative analysis
often involves reformulating stories presented by people in
different context and based on their different experiences.
O
Discourse Analysis - a method of analyzing naturally
C
occurring spoken interactions and written text and is
concerned with the social context in which the communication
occurred. It focuses on how language is used in everyday life
and looks at how people express themselves.
D
Grounded Theory - also called analytic induction. This is a
method that attempts to develop causal explanations of a
E
phenomenon from one or more cases being studied.

Explanations are altered as additional cases are studied until
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the researcher arrives at a statement that fits all cases.
Conversation Analysis - examines the use of language by

people as a type of action or skilled accomplishment. A key
concept in this analysis is the principle of people taking turns in
D
conversation. Meanings are usually shaped in the context of

the exchange itself.
Source: "Analyzing Qualitative Data".

As a researcher selects strategies of inquiry, it is important to realize
these will have a dramatic influence on procedures of analysis and
interpretation. Data collection in the field can take a long time;
however, the researcher can continually reflect, analyze and then
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adjust the research during this time. Pieces of data ought to be
carefully labeled and organized in such a way that eases ongoing
analysis. This process of analysis involves making sense out of data
recorded in text, image, audio and/or video formats.
It may be helpful to think of the following steps (Creswell 2009):

1. Organize and prepare the data for analysis.
2. Read through all the data. Gain a general sense of the
information and reflect on the overall meaning.
3. Conduct analysis based on the specific theoretical approach and
method (examples: narrative, content, grounded theory,
discourse, conversational and others). This often involves coding
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or organizing related segments of data into categories.
4. Generate a description of the setting or people and identify
themes from the coding. Search for theme connections.
5. Represent the data within a research report.
6. Interpret the larger meaning of the data.
Coding and Categorizing
O
C
Understanding the definition of coding is essential in proceeding with
its processes. Coding can be defined as the actual process of making
D
sure data is organized into chunks or segments and later making
meaning out of it.
E
Creswell, J.W. (2009) also explains that coding and categorizing

involves taking text data or pictures gathered during data collection,
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segmenting it into categories, and labeling those categories with a

term, often a term used by the actual participant.
Begin the coding process by first reviewing your learning outcomes as

a reminder of what you are assessing. Your coding scheme will be
D
based on your learning outcomes.
For example
Students who participate in the Multicultural Scholars Program will
be able to describe their talents, strengths and social group
memberships.
Coding involves assigning a word, phrase, number or symbol to each

coding category.
For example
Describe talents and strengths
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Codes can be pre-set or emergent. You should have both.
Pre-set: A list of codes created in advance by the researcher based
on the research question, learning outcomes, or conceptual
framework.
Emergent: Ideas, concepts, actions and meanings that come up

from reading and analyzing the data that are not in the pre-set
codes.
Creating Categories
Coding will serve as a system to help you to organize your data. Once
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you have gone through all documents and coded them, they can now
be gathered into families of codes or categories. Materials are sorted
by these categories, identifying similar phrases, patterns and
relationships. As you code and categorize the data, look for the
interrelationships among categories. Sorted materials are examined to
O
isolate meaningful patterns. Identified patterns are used to create
themes. C
Source: Creswell, Qualitative, Quantitative, And Mixed Methods Approaches.

Start the class discussion by defining what data extraction is all about.
D
Data extraction is: 1) An attempt to reduce a complex, messy, context-
laden and quantification-resistant reality to a matrix of categories and
E
numbers; 2) Time consuming; 3) Often difficult.
Further discuss to students the purpose of data extraction in a

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qualitative research which is to describe the study in general, to extract

the findings from each study in a consistent manner to enable later
synthesis, and to extract information to enable quality appraisal so that
the findings can be interpreted. The objectives for students in this part
of the lesson are: 1) to extract their data honestly and consistently as a
D
precursor to the interpretative phase; 2) not to prejudge the value or

meaning of data as it is extracted. Further explain to the students the
need to do data extraction: 1) Articles are in different formats and use
different styles of reporting; 2) Need to highlight main data elements of
interest; 3) Need to provide standardization; 3) Need to aid pattern
recognition and analysis.
The process of reducing your acquired data can be extracted in two

possible ways using an approach by analyzing qualitative data.
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1) One approach is to examine your findings with a pre-defined
framework, which reflects your aims, objectives and interests. This
approach is relatively easy and is closely aligned in research which
has pre-determined interests. This approach allows you to focus on
particular answers and abandon the rest.
2) The second approach takes a more exploratory perspective,

encouraging you to consider and code all your data, allowing for
new impressions to shape your interpretation in different and
unexpected directions. We refer to this approach as thematic
network analysis.
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More often than not, qualitative analysis draws on a mix of both
approaches. Whichever approach guides you, the first thing you need
to do is to familiarize yourself with your data. This involves reading and
re-reading your material (data) in its entirety. Make notes of thoughts
that spring to mind and write summaries of each transcript or piece of
O
data that you will analyze. As your aim is to condense all of this
information to key themes and topics that can shed light on your
research question, you need to start coding the material.
C
A code is a word or a short phrase that descriptively captures the
essence of elements of your material (e.g. a quotation) and is the first
step in your data reduction and interpretation.
D
How would you code a qualitative data? Create an appropriate phrase
E
to descriptively summarize the text segment and the accompanying

photo (show a student a picture of a student in a rural area).
EP
Source: Olson, Coughlan and Ryan, Handbook Of Qualitative Health Research For Evidence-Based
Practice.
D
(Picture taken from sandierpastures.com/japan/taiken-nyugaku-experiencing-local-school-in-japan.html)
105
From the given picture above, ask the students how they would code
the (fictitious) qualitative data? One appropriate phrase to descriptively
summarize the text segment and accompanying photo could be
Unique uniforms.
To help speed up students coding, you can, after having read through
all their data, ask them to develop a coding framework, which consists
of a list of codes that you anticipate will be used to index and divide
their material into descriptive topics.
The following are approaches that will help students analyze their data:
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In an inductive approach, a researcher begins by collecting
data that is relevant to his or her topic of interest. Once a
substantial amount of data have been collected, the
researcher will then take a breather from data collection,
stepping back to get a birds eye view of a data. At this stage,
O
the researcher looks for patterns in the data, working to
develop a theory that could explain those patterns.
C
In a deductive approach it takes the steps described for
inductive research and reverse their order. They start with a
social theory that they find compelling and then test its
D
implications with data. That is, they move from a more general
level to a more specific one. This approach to research is the
one that people typically associate with scientific investigation.
E
The researcher studies what others have done, reads existing

theories of whatever phenomenon he or she is studying, and
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then tests hypotheses that emerge from those theories.
On Models Of Research".
D
In qualitative research there is no fixed rule on how many codes a

researcher should aim for, but if you have more than 100-120 codes, it
is recommended that you begin to merge some of the codes. All
materials must have been coded to start the abstraction of the themes
from the codes.
You may ask your students to look at their codes and start grouping
them together to see the common, important and relevant themes. A
very practical way of doing this is to write the code headings on pieces
of paper and place them on a table. The process will show them the
various codes. Ask the students to move around and start clustering
the data into themes. Let the students observe patterns and structures
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which will include differences between the types of respondents if
analyzed together. They have to label the clusters of codes with an
interpretative and basic theme. In a new piece of paper ask them to
write the basic theme, label and place it next to their cluster of codes
created.
For example the codes torn uniform and no school books are seen in
the interview transcripts with working street children. They can be
clustered together as The Working Street Childrens Insufficiency of
School Materials.
Codes Basic Theme
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Lack of Uniform
Children lack school
material
No School Textbooks
O
C
Not all codes are of interest and relevance to the students research
question. Tell the students that coding is not just about ones interest
and relevance to the research questions but on choosing to cluster
D
codes into basic themes that will enlighten them in finding meaning to
their questions.
E
Explain to students that everything is in a process. For example, they

can identify 20 basic themes. They have to repeat this process thinking
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of the basic themes. Examination of these basic themes and clustering

all of them into hierarchical order and interpretative organizing themes.
Assuming this process limits the twenty (20) basic themes to only four
(4) organizing themes, two (2) will describe the struggles faced by
D
working street children and another two will detail their coping
strategies. The given figure below describes how students can show
the description codes to concentrating on a less distinct, interpretative
and networked themes that can be used to begin answering parts of
the research question.
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Codes Basic Themes Organizing Themes Global Theme
Lack of uniform
Children lack school
materials
No schoolbooks Working street
children cannot
afford to go to
Lack of money school
for school fees
Children unable to
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pay school fees
School charges
Struggles of
Street Children
Worry
O
Children worry
about their family
Mind is
elsewhere
C Working street
children are
stressed
D
Tired in school
Children who are
exhausted
E
Headaches
EP
It is very important to understand that developing organizing themes

from codes will be an important process in analyzing a qualitative data.
The process of cutting out codes and moving them around on is often
called the table method.
D
Show to students a picture of a kid doing manual labor (you can

search in the internet pictures of kids doing manual labor). Ask the
students to make a table that includes two columns containing
possible codes and themes that can be extracted from the picture.
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In doing a qualitative analysis, one should put emphasis on the

meaning of the data. Every data collected describes the evidence that
can provide a researcher answer to his/her questions. These questions
can come from so many sources such as surveys, interview, focus-
group discussion and observation.
The lesson provided a clear discussion about the methods and

techniques in the actual collection of data in a qualitative research.
Such research involves different choices of techniques and will be
dependent on the actual needs of the researcher. As for student
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researchers, they may adopt different research techniques. The
following are the different types of data analysis in qualitative research:
1) Observation actual encounter with the respondent particular

activities of the day
O
2) Interviewing it is trying to analyze what the respondent is
thinking
3) Surveys - it can be open or close ended questions
4)
C
Documentation - actual recording of informal feedback and
reflections
D
A major part of qualitative research is to uncover and unveil the big
picture of a study. It is the use and interpretation of data to explain a
certain phenomenon. Data analysis will involve a process called
E
labelling and coding. The different types of data analysis are:

1) Content analysis;
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2) Narrative analysis;
3) Discourse analysis;
4) Grounded theory;
D
5) Conversational analysis.
The process of coding and categorizing is an essential part after doing

an interview, observation, and others. Codes serve as a direction to
label, compile and organize a researchers data. It can also allow a
researcher to summarize and synthesize what is happening in his/her
data.
The term a priori codes refers to a start list of pre-set codes. Jotting
down notes of a researchers reactions and ideas that emerge is
essential. Ideas are important to the analytic process.
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References
Biglete, Amelia. "Lecture On Models Of Research". Lecture, De La Salle

University Manila, 2016.
Creswell, J.W.(2009). Qualitative, quantitative, and mixed methods approach,

chapter 9, qualitative procedures
Olson, Karin, Michael Coughlan, and Frances Ryan, ed. Handbook Of Qualitative
Health Research For Evidence-Based Practice. New York: Springer, 2016.
Wolcott, H.F. (2001) Writing up qualitative research, Newbury Park, CA: Sage
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"Introduction To Research". University Of Surrey,
http://libweb.surrey.ac.uk/library/skills/Introduction%20to%20Research%20and
%20Managing%20Information%20Leicester/index.htm.
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C
E D
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D
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LESSON 4: Application of Creative Design Principles for Execution
I. What to Know
Students will be able to understand the critical process of observing,
describing, analyzing, interpreting, and evaluating that leads to
informed judgments regarding the relative merits of artworks. This
lesson will lead to a better appreciation of the process of research
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design, data collection and analysis of procedures.
II. What to Process

Students will be able to assess a work of art without critiquing the artist
O
which require objectivity and an understanding of the works content
and form.
Visual fluency is the ability to differentiate formal and informal
C
structures and objectively apply observable criteria to arts
assessments that exclude the artists.
Universal principles of art and elements of design apply equally to
D
culturally specific artwork.
Activity 5.4.1
E
Show to the students the painting of the Creation by Michael

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Angelo and the Blood Compact by Juan Luna. Ask them to

evaluate the effectiveness of their work of art by differentiating the
artists technical proficiency and the works content or form.
Students can differentiate among basic formal structures and the
technical proficiency of the artist within the artwork. Ask students
D
later to compare and contrast the different qualitative research

designs and data collection methods by writing an essay of their
experience in studying it.

Share to the students the idea that the ability to think critically is a key
skill for doing a successful research study. Explain to the students that
this means not taking what you hear or read at face value, but using
your critical faculties to weigh up the evidence, and considering the
implications and conclusions of what the writer or person is saying.
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Ask students to imagine two situations. On the first, you are on a
country walk and you come across a sign that tells you not to attempt
to climb a fence because of risk of electrocution. Would you pause to
consider before obeying this instruction? On the other hand, suppose
you were to receive a letter from a local farmer announcing that he
proposed to put up an electric fence to protect a certain field. In this
case, would you not be more likely to think about his reasons for doing
so and what the implications would be for you and your family? In the
first case, you are thinking reactively and in the second, you are
thinking critically.
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Making qualitative research accessible is the goal of this lesson, and
learning about it involves new ways of thinking that involves
imaginative art and design principles to create artwork. Researchers
O
improve the quality of research by increasing their knowledge of art
and creative science in the process of learning.
C
D
Ask students to create any work of art patterned after a famous
artist using clay. Students will have to do a basic research of the
artist and his/her creation. A short description of their created
E
work will be made. The other members of the class will have to
prepare a small sheet of paper and render their comments about
the created work of art of their classmates. The presenter of the
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work of art shall collate the feedback of their classmates and

place it on a sheet of paper. Based on the feedback, ask the
students to submit a short reflection paper on his/her experience
of the activity.
D
Critical thinking in qualitative research is a skill to be developed. A
thinking-skills approach views researchers as reflective practitioners
and critical thinkers. They understand why qualitative research design,
sampling and data analysis are sometimes inconsistent or opposing
research findings because of its methodology how research is
designed and carried out.
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Module 6
FINDING ANSWERS THROUGH DATA
COLLECTION
Content Standard
The learner demonstrates understanding of interview and observation
procedure skills.
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The learner should be able to gather relevant information with intellectual
honesty.
O
Lessons
C
1. Observation procedures and skills
2. Interview procedures and skills
D
The learner
E
1. Writes formal letters.

2. Collects data through observations and interviews.
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3. Transcribes interview sessions.

4. Writes journal while conducting observation.
Essential Question
Learners will understand that
As a researcher, how can you
D
observation and interview, when

make the observation and
properly implemented, are very
interview methods an effective
effective methods of gathering
tool in gathering qualitative data?
qualitative data.
Transfer Goal
Learners will be able to provide sample interview guide questions,
observation protocols, interview transcripts, and interview journal.
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Product/Performance
1. Formal letters explaining the intention of conducting interview
and/or observation sessions
2. Interview protocols and guide questions
3. Observation protocols
4. Simulations: observation and interview
5. Actual interview sessions
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6. Actual observation sessions
7. Journal recordings of observation details
8. Transcription of interview session
Assessment Map
O
Cognitive
The Pre-Assessment
Processes
Remembering Part 1
C
1. Define observation method.
2. Define interview method.
D
Part 2
1. Identify the different types of observation method:
E
participant, non-participant, and systemic.

2. Identify the different types of interview method: structured
and unstructured.
EP
Part 3
1. Define participant observation, non-participant observation,
and systemic observation.
2. Define structured interview method and unstructured
interview method.
D
Part 4
1. List the dos and donts in conducting observation method.
2. List the dos and donts in conducting interview method.
1. Differentiate participant, non-participant, and system
observation with one another.
2. Differentiate the types of interview methods with each
other.
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Cognitive
The Pre-Assessment
Processes
Applying Part 1
1. Discuss how observation and interview methods are used
as data gathering tools in qualitative research.
Part 2
1. Explain the proper and effective ways in conducting
observations and interviews.
Analyzing Part 1
1. Analyze the characteristics of an effective and purposeful
observation protocol.
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Part 2
1. Analyze the characteristics of an effective and purposeful
interview protocol.
Evaluating Part 1
O
1. Analyze sample observation protocols and determine how
these procedures could be further improved.
C
Part 2
1. Analyze sample interview protocols and determine how
Creating Part 1
D
1. Construct observation protocols and interview guides based
on the chosen research topic.
E
Part 2
1. Implement observation protocols and interview guides.
EP
Part 3
1. Produce journal based on the observation and transcription
of audio recordings of the interview sessions with the
identified research locale and participants.
D
Cognitive
Processes
1. Define observation method.
2. Define interview method.
Lesson 2
1. Identify the different types of observation method:
participant, non-participant, and systemic.
115
Cognitive
Processes
2. Identify the different types of interview method: structured

and unstructured.
Lesson 3
1. Define participant observation, non-participant observation,
and systemic observation.
2. Define structured interview method and unstructured
interview method.
Lesson 4
1. Determine the dos and donts in conducting observation
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method.
2. Determine the dos and donts in conducting interview
method.
O
1. Differentiate participant, non-participant, and system
observation from one another.
Lesson 2
C
1. Differentiate the types of interview methods.
D
Applying Lesson 1
1. Discuss how the observation method is used as data
E
gathering tools in qualitative research.

EP
observations.
Lesson 2
1. Discuss how the interview method is used as data
gathering tools in qualitative research.
D
interviews.
Analyzing Lesson 1
1. Analyze the characteristics of an effective and bias-free
observation protocol.
Lesson 2
1. Analyze the characteristics of an effective and bias-free
interview protocol.
116
Cognitive
Processes
Evaluating Lesson 1
1. Analyze sample observation protocols and determine how
Lesson 2
1. Analyze sample interview protocols and determine how
Creating Lesson 1
1. Construct observation protocols based on the chosen
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research topic.
2. Conduct observation protocols.
3. Produce journal based on the observations of the identified
research locale and participants.
O
Lesson 2
4. Construct guide questions to be used for the interview.
5. Conduct interview with chosen participants.
C
6. Transcribe audio of interview sessions with the participants.
C: Lesson Proper
E D
EP
D
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LESSON 1: The Observation Method
I. What to Know
Check learners prior knowledge of observation and how this method is
used to gather information. Having baseline information about
students learning will facilitate delivery of the lesson by stressing on
information that learners have no knowledge yet or rectifying
misconceptions about observation. Tell the students that this essential
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question will be their guide in going through with this lesson: As a
researcher, how can you use the observation method as an effective
tool in data gathering for a qualitative research?
To determine learners understanding of the lesson, they will be asked
O
to construct observation protocols.
C Activity 6.1.1
Observation Protocol
Ask the students to construct an observation protocol template like the
D
one shown below.
Duration of Activity: _______________

E
Descriptive Notes Reflective Notes

EP
General: (Objective of your

research)
Start of observation:
D
118
II. What to Process
Using the baseline information gathered, focus on rectifying any
misconceptions regarding observation as a purposeful data-gathering
tool. One way to do this is to outline the characteristics and the steps
of an effective observation protocol through facilitated discussion.
Steps in the Process of Observing (Creswell, 2007)

1. Select the research site.
This refers to the site where you can best understand your
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central phenomenon or topic being studied. Gaining access
through letter of consent is a prerequisite first step that a
researcher must do.
2. Develop observational protocol.
O
The observational protocol is a method used for recording
observation notes. C
It includes both descriptive or those about what happened and
reflective or learning based on what have been observed.
D
3. Focus the observation.
Before writing any notes, think of what catches your attention.
E
There will be a lot in the site, but focus your observation only on
what will help you understand your research question.
EP
4. Determine your role.

What will you be as a researcher? Will you be a participant
observer or non-participant observer?
D
5. Record field notes.

Using the Observation Protocol, record what you observe using
your five senses. The observation should be arranged
chronologically or in order.
6. Slowly withdraw.
After observation, slowly withdraw by thanking the participants
for their time.
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five
Approaches.
119
Sample Observation Protocol (Creswell, 2007)
Duration of Activity: 60 minutes
General: What are the experiences of

Grade 11 students as they study
Basic Calculus?
Start of observation: 7:00 AM

I wonder if these students always
The class started on time, but some
come late?
students arrived late.
Can the teacher manage this big
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There are more than 50 students in
class?
the classroom.
I wonder if its the class that makes
Some students seated at the back
them sleepy or their activity at night?
start to become sleepy.
O
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five
Approaches.
C
Conduct a formative test to determine students mastery of this lesson
D
(see Assessment Map). To effectively reinforce new learning, learners
should be asked to perform a simulation of a sample observation
based on a given topic by the teacher. Remind them of the essential
E
question that has been posted earlier. This will guide them in properly
conducting this method.
EP
Activity 6.1.2
Observation Simulation
Using the observation protocol that the students made in Activity 6.1, ask
D
them to conduct an observation of a certain topic to be given by the

teacher.
Duration of Activity: _______________

research)
120
The best way to measure students learning of this lesson is the actual
implementation of observation as a means of gathering qualitative
data. Based on their research topic and the skill the learners have
learned during the simulation stage, they are expected to apply these
skills, strategies, and concepts learned in an actual observation. This
activity is best done together with an actual interview session which will
be done in Lesson 2.
This lesson tackles observation as a data gathering method in
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qualitative research. The lesson provides learners, as novice
researchers, background knowledge about observation and equips
them with the necessary strategies and skills in implementing this
method of data gathering. Lastly, it requires learners to apply the
necessary concepts, strategies, and skills they have learned in an
O
actual observation procedure.
C References
Creswell, John W. Qualitative Inquiry And Research Design: Choosing Among

D
Five Approaches. 2nd ed. Thousand Oaks, CA: Sage Publications, 2007.
E
EP
D
121
LESSON 2: The Interview Method
I. What to Know
Checking prior knowledge about interview and how it is conducted is a
good springboard for this lesson. From here, focus on the
misconceptions and facts about interview as a tool. Tell the students
that this essential question will be their guide in going through with this
lesson: As a researcher, how can you make the interview method an
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effective data-gathering tool for qualitative research?

to construct interview guides regarding their chosen research topic.
O
II. What to Process
Using the baseline information gathered, focus on rectifying any
C
misconceptions regarding interview as a purposeful data gathering
tool. One way to do this is to outline the characteristics and the steps
of an effective interview protocol through facilitated discussion.
D
Steps in Conducting a Qualitative Interview (Creswell, 2007)

E
1. Decide whether interviews are appropriate.

EP
To begin with, participants should agree to the interview method;

otherwise, this method is not necessary and will not yield any
relevant information. Assess if the information is sensitive and
observation will be enough to gather the needed information.
D
2. Choose the type of interview

Will you use structured or unstructured interview? What type will you
use on focus group discussion or one-on-one interview?
3. Invite Participants
A letter of permission should be sent to the participants and they
must reply indicating their consent before conducting the interview
session.
122
4. Develop an Interview Protocol
This is a list of questions or guide questions which you will be
asking to the interviewees. The questions are based on your
research questions and should be able to produce information
needed to answer your research questions.
5. Arrange the audio equipment.

Make sure to be ready with your audio equipment. You may use
your cellphone or any other audio recoding device. It should be
stated in your letter of permission that you will be recording the
entire conversation and you are the only one who will have
access to it.
PY
6. Arrange for a quiet setting for the interview.
A comfortable and quiet place chosen by the participants is
preferable.
O
7. Conduct the interview.
Check audio equipment before the interview. First, introduce
C
yourself and the research being conducted to the participant-
interviewee. Stay on topic and to the time mentioned in the letter
of permission.
D
8. Follow-up after an interview.
Thank the interviewee after the session and honor their requests
such as copy of the abstract. In cases that a follow-up is needed
E
in order to clarify some points raised during the interview

session, the interviewees must be notified.
EP
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches .
D
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Parts of an Interview Protocol (Creswell, 2007)
1. Basic Information about the Interview.
It includes the time and date of the interview, where the interview
takes place, and who the participants to be interviewed are.
2. Introduction.
This provides instructions to the interviewer which will serve as
his/her guide in conducting the session. It is a prerequisite that the
interviewer introduce himself/herself including the objectives of the
research.
PY
3. Opening Question.
This is about getting to know participants so they will feel at ease.
Questions related to their work or activities are good opening
questions. Very personal questions must be avoided.
O
4. Content Questions. C
These are sub-questions based on the central phenomenon being
studied.
5. Closing Instructions.
D
Thank the interviewee for his/her time.
E
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches.
EP
Sample Interview Protocol
Background Information on Interviewee

D
Date:
Location:
Name:
Introduction
Good morning, Mr. Juan De La Cruz. My name is Mr. Gregg Adiz

and I am presently conducting a research about Grade 11 students
experiences in their Basic Calculus Class. The objective of this study is
to gather empirical data and understand their experiences.
124
Opening Question
Tell me something about yourself, Mr. Juan De La Cruz.
- Provide spaces for taking notes in case audio will have problem-
How long have you been studying here?
- Provide spaces for taking notes in case audio will have problem-
Content Questions
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Tell me about your Basic Calculus class.
Why do you say so? (Follow-up)
What do you mean by difficult? (probe question)
Can you provide concrete examples?
O
Closing Instructions
C
Thank you very much (Acknowledge the class for their time). I
D
would like you to know that I am the only one who will have access to
this audio material and after the research, the content will be erased. If
you wish to have a copy of the abstract of this research, I would be very
E
willing to send you one. Do you have any question?

EP
Activity 6.2.1
D
Interview Protocol
Ask the students to make an interview protocol guide such as the one
given as example. They will be using this product in the next activity.
125
(see Assessment Map). To effectively reinforce new learning, the
learners should be asked to perform a simulation of a sample interview
based on a given topic by the teacher. Remind them of the essential
question that has been posted earlier. This will guide them in properly
conducting this method.
Activity 6.2.2
Interview Simulation
PY
Ask the students to simulate an interview based on the topic given
in Activity 6.2. Use the interview guide which was made in Activity
6.2
O
C
The best way to measure students learning of this lesson is the actual
implementation of interview as a means of gathering qualitative data.
Based on their research topic and the skill the learners have learned
D
during the simulation stage, they are expected to apply these skills,
strategies, and concepts learned in an actual observation. This activity
is best done together with an actual interview session which will be
E
done in Lesson 2.
EP
Activity 6.2.3
Data gathering through observation and Interview

When the students are ready to conduct observation and
D
interview, ask them to conduct these processes based on their

chosen research topic.
126
APPLICATION: Methodology
In order for you to accomplish Chapter 3 or Methodology, you need to do the

following:
1. Write a letter of consent. Use the sample format given below.
Date:
Name of Respondent
Title
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Name of Office
Address
Dear _____________,
We are Grade 11 students of (Write your school name) who are currently doing a
O
research on (State your topic). The study is a major requirement for Practical Research
1 Course. In this regard, we would like to solicit your permission to interview you to
learn more about (Write the information that you seek from the participant).
C
If you choose to participate in this study, we will schedule a time to meet with you at
your most convenient time. During this time we would like to ask questions concerning
(Write the general objective of conducting the interview). This interview will take
approximately (Write the time duration). With your permission, we would like to
D
audiotape the interview in order to focus on the conversation. Only the group will have
access to the tape. The recordings will be transcribed and we will remove any
identifiers during the transcription. The tape will then be erased and your identity will be
E
kept confidential and will not be revealed in the final manuscript.
If you will do an observation, state that here.

EP
We will contact you again (through your secretary if theres any) in a few days to clarify
and answer any questions you may have about this project and possibly schedule an
interview and (observation time).
Please do not hesitate to contact us if you have any questions: (Your email)
D
We are thanking you in advance for you consideration to participate in this study.
Respectfully yours,
Your name/s
Noted by:
Your Teachers Name

Practical Research I Teacher
127
APPLICATION: Methodology
2. Make your own observation and interview protocols.
A. Observation Protocol
Length of Activity: _______________
research)
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B. Interview Protocol
O
Interview Protocol Template
C
Background Information on Interviewee
Date:
Location:
D
Name:
E
Introduction
Good morning, (interviewees name). My name is (state your name)

EP
and I am presently conducting a research about (state the title of your

research). The objective of this study is (state the objective).Tell me
something about yourself, Mr. Juan De La Cruz.
Opening Question
D
______________________________________________________
______________________________________________________
______________________________________________________
Content Questions
______________________________________________________
______________________________________________________
______________________________________________________
128
Closing Instructions
Thank you very much, (interviewees name) for your time. I would
like you to know that I am the only one who will have access to this audio
material and after the research, the content will be erased. If you wish to
have a copy of the abstract of this research, I would be very willing to
send you one. Do you have any question?
Again thank you very much!
PY
This lesson tackles the interview method as a data-gathering method
in qualitative research. The lesson provides learners background
knowledge about the interview method. As novice researchers, this
O
lesson equips them with the knowledge of strategies and skills in
implementing this method. Lastly, it requires learners to apply the
necessary concepts, strategies, and skills they have learned in an
actual interview procedure.
C
D
References
E
Crewell, John W. Research Design: Qualitative, Quantitative, And Mixed

Methods Approaches. Thousand Oaks, CA: Sage, 2003.
EP
Crewell, John W. Qualitative Inquiry & Research Design: Choosing Among Five
Approaches. 2nd ed. Thousand Oaks, CA: Sage, 2007.
Turner, Daniel W., III. "Qualitative Interview Design: A Practical Guide For
Novice Investigators". The Qualitative Report 15, no. 3 (2010): 754-760.
D
http://www.nova.edu/ssss/QR/QR15-3/qid.pdf.
von Diether, Barbara. Writing Chapter 3: The Methodology. Ebook. 2016.

http://dissertationwriting.com/write-dissertation-methodology-help.shtml.
129
Module 7
ANALYZING THE MEANING OF DATA AND
DRAWING CONCLUSION
Content Standard
The learner demonstrates understanding of drawing out patterns and
themes from data.
PY
The learner should be able to analyze and draw out patterns and themes
with intellectual honesty.
O
Lessons
1. Patterns and Themes from Data
C
The learner
D
1. Infers and explains themes and patterns from data.
2. Relates patterns with pertinent literature.
E
EP
Essential Question
Learners will understand that patterns
and themes from qualitative data are What are the common themes
meant to describe what is unique and generated from the observation
applicable only to the participants and journals and transcripts of
are not necessarily applicable or true to interview?
D
other groups.
Transfer Goal
Learners will be able to write a conclusion based on the qualitative data they
have gathered which will serve as discussion points as they relate these
findings with other pertinent literature.
130
Product/Performance
1. Analysis of observation journals

2. Tabular presentation of the Q and A during the interview sessions
3. Coded analysis of interview transcripts
4. Written output for the Research Paper: Presentation of Findings
5. Annotations of their readings of pertinent literature
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Assessment Map
Cognitive
The Pre-Assessment
Processes
O
Remembering Part 1
1. Define inference.
C
2. Identify pertinent literature to support or refute present
findings.
D
1. Read literature that could support or contradict present
findings.
2. Highlight findings from other literature that support or
E
contradict present findings.

3. Connect own findings with pertinent literature.
EP
Applying Part 1
1. Use tables to manage qualitative data (observation journal
and interview transcripts).
Analyzing Part 1
D
1. Analyze observation journal and determine patterns and

common themes.
2. Analyze interview transcripts line per line and determine
patterns and common themes.
3. Use codes to tag and classify the meaning being implied by
the evidences from observation and words/sentences from
interview transcripts.
131
Cognitive
The Pre-Assessment
Processes
Evaluating Part 1
1. Discuss the common patterns and themes identified during
analyses of qualitative data.
2. Relate common patterns and themes to other pertinent
literature.
3. Refute common patterns and themes based on the findings
from other pertinent literature.
Creating Part 1
1. Suggest hypothesis/es based on the analysis of the
PY
qualitative data.
2. Summarize the entire process of data analyses.
O
Cognitive
Processes C
findings.
D
1. Read literature that could support or contradict present
E
findings.
2. Highlight findings from other literature that support or
contradict present findings.
EP
3. Connect own findings with pertinent literature.
Applying Lesson 1
1. Use tables to manage qualitative data (observation journal
and interview transcripts).
D
Analyzing Lesson 1
1. Analyze observation journal and determine patterns and
common themes.
2. Analyze interview transcripts line per line and determine
patterns and common themes.
3. Use codes to tag and classify the meaning being implied by
the evidences from observation and words/sentences from
interview transcripts.
132
Cognitive
Processes
Evaluating Lesson 1
1. Discuss the common patterns and themes identified during
analyses of qualitative data.
2. Relate common patterns and themes to other pertinent
literature.
3. Refute common patterns and themes based on the findings
from other pertinent literature.
Creating Lesson 1
PY
1. Suggest hypothesis/es based on the analysis of the
qualitative data.
2. Summarize the entire process of data analyses.
C: Lesson Proper
O
C
E D
EP
D
133
LESSON 1: Patterns and Themes from Data
I. What to Know
Ask the students about the last time they drew conclusion from
something they have read or seen. Ask them to elaborate how they
came up with that conclusion. Was their conclusion correct or not?
What caused the accuracy or inaccuracy of their conclusion?
PY
Motivation
Ask the students to determine the next figure in the sequence. Ask
follow-up questions: Why did you come up with that choice? What
O
did you follow in the series in order to arrive at the last figure?
Note: Lead the students so that the word pattern will come out.
C
Relate this activity to the lesson which is all about finding patterns
and themes.
E D
EP
D
Use the information gathered from the students responses to teach

patterns and themes from data and drawing conclusions based on
empirical data. Tell them that this lesson is guided by this essential
question: What are the common themes generated from the
observation journals and transcripts of interview?
134
Discussion Material
Patterns and Themes
Drawing conclusions from what we personally see or hear daily is

very similar to drawing conclusions from empirical patterns and
themes from qualitative data gathered through research methods
such as observation and interview.
However, there are distinct differences between conclusions that
PY
we make everyday and the conclusions done in research because
conclusions done in research are based solely on empirical data.
These conclusions based on reasoning and factual evidence are
called inference.
O
Conclusions in qualitative research are based on patterns and
themes. Patterns and themes are words or phrases that
collectively describe the experience or thoughts of every
C
participant. These words and phrases become themes because
they appear on several occasions and are mentioned by many
participants. They represent broad categories of information. In
order to identify themes, qualitative researchers use codes. These
D
codes are simply labels that help qualitative researchers identify
similar experiences or thoughts. Codes tha are grouped together
E
are themes. These words or phrases that will manifest in the

interview transcript and researchers during analysis. Qualitative
researchers should be able to identify and locate them. Hence,
EP
these words or phrases that describe participants experiences

and thoughts should be coded accordingly for easy reference and
classification when interpreting the results.
D

to summarize the entire process of data analysis and suggest a
hypothesis/es based on the analysis.
II. What to Process

Drawing conclusions from what we personally see or hear daily is very
similar to drawing conclusions from empirical patterns and themes
from qualitative data gathered through research methods such as
observation and interview.
135
Tell the learners of the distinct differences between conclusions that
we make everyday and the conclusions done in research. Emphasize
that conclusions done in research are based solely on empirical data.
Conclusions in qualitative research are based on patterns and themes.

Tell the students that patterns and themes are words or phrases that
characterize the experience of the participants and these words and
phrases appear on several occasions and are mentioned by different
participants. These words or phrases will manifest in the interview
transcript and researchers, during analysis, should be able to identify
and locate them. Hence, these words or phrases that describe
participants experiences should be coded accordingly for easy
PY
reference and classification when interpreting the results.
Moreover, it is important to clarify to the learners that at this stage,

being novice researchers, they may employ simple coding.
O
Discussion Material:
Coding
C
Coding is the process of analyzing the data and searching for
essential information that answers the research questions. They
are considered essential if they occur of have been mentioned
D
several times by the informants. In other words, it is a process of
filtering the data (Farber 2006). These essential words are marked
or labeled (coded). Codes are words that represent themes or
E
patterns. There are two types of codes in qualitative research:

emergent and preset (Taylor-Powell and Renner 2003). Emergent
EP
codes are those that show up during analysis while preset are
codes that have been identified prior to analysis. Qualitative
researchers use codes to easily identify meanings and group
similar patterns or themes that occur or transpire in the interview
transcript of each participant. By using codes, the researcher can
D
easily make an inference.
How to Code
Coding is a laborious task; it entails deep and sharp understanding
of the transcript and the topic being studied. The coding that will be
presented in this module is a modification of the coding system
being followed by adept researchers.
Earlier, it has been mentioned that there are two types of codes:
preset and emergent.
136
Example of Preset Codes/Categories*
Codes/Themes/Categories
Questions Responses to the question were sorted
into
1. What makes a quality
Facilitators (F), Relevance (R),
student activities
Attendance (A), Variety (V)
program?
2. What are the benefits
of a student activities Students (S), Mentors (M), School (S)
program?
3. How can we improve
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Time (T), Resources (Re), Feedback
a student activities
(F), Mentors (M),
program?
* These are preset codes/categories because they have been identified prior to analysis.
Adapted from:Taylor-Powell and Renner, Analyzing Qualitative Data.
O
Example of Emergent Codes/Categories*
C
Question 1. What makes a quality student activities program?
V Participant 1: Different activities.

D
R, V Participant 2: More choices.
E
F Participant 3: Better mentors.

EP
F Participant 4: The facilitators will assess me and tell me if

I am improving or not.
A Participant 5: More students attend and participate in

their chosen clubs.
D
*These are emergent codes because they are being identified as the analysis or coding progresses.
Adapted from: Taylor-Powell and Renner, Analyzing Qualitative Data.
As can be seen from the example, all participants responses per

question are transcribed and arranged accordingly. Written before
the responses are codes represented by letters (V, R, F, A). These
letters refer to Variety (V), Relevance (R), Facilitators (F), and
Attendance (A). As a researcher, it is your responsibility to generate
possible and relevant codes as dictated by the responses. Yes or
No responses are not usable data in this case.
137
How to Analyze Data and Use Codes or Categories (Taylor-Powell
and Renner 2003)
1. Get to know your data.

Read your data very well and have a good grasp of the
meaning that each statement tries to convey. Open-coding,
the initial coding, is the process of examining data and finding
themes that are apparent (Strauss and Corbin 1990).
2. Focus the analysis.

Your participants might be giving pieces of information that are
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not related or significant to your present study. Be sure to
identify and disregard them.
3. Review the purpose and go back to the research question.

Always go back to the purpose of your study and your
O
research questions. They will guide and help you identify what
is important and they are your main guide in analyzing your
data.
C
4. Identify themes or patterns.
Use codes or labels, such as the one in the example given,
D
during this process. Basically, we use labels or highlighter to
identify themes or patterns. Your thorough understanding of
E
your data will facilitate this process.
5. Ask teammates to analyze.

EP
You can ask another person (your teammates) to reanalyze

the data to make sure nothing is missed during the open-
coding.
D
6. Organize themes into categories: preset or emergent.

Once codes have been identified, you can now organize them
in tabular form.
7. Identify patterns within and among categories.

This is when you categorize patterns and themes that you
have identified in your data. This is the final step. You can
further streamline your categories by looking at those that you
think could be combined to form just one category. Go back to
your research questions. Those themes and patterns that your
have identified are the answers to your research questions.
138
Note to the Teacher
You can use metaphor to make the students understand coding. You
can use organizing a library. If you have several reading materials:
different types of books, journal, newspaper, dictionary and other
reading materials that are mixed together, you will find ways to
organize them into groups. Perhaps you group books together and
classify them according to subjects? That is very similar to finding
patterns and themes and then organizing them into categories.
You are now ready to write the Presentation of Findings and
PY
Discussion section of your paper.
Presentation of Findings and Discussion
O
This is the second to the last chapter of your research paper. This
is the section where you present the results you gathered through
the data gathering techniques (instruments) that you used. You
C
present the results and discuss them by:
1. Commenting on the results obtained

2. Interpreting what the results mean and
D
3. Explaining any results which are unexpected.
You present the findings from the interview and/or observation and
E
then compare them to other bodies of research. You do this by

analyzing your data which we have previously discussed.
EP
D
139
Example of Interview Transcript with Codes
PY
O
C
E D
EP
D
140
Examples of Tabular Representation of Codes and Themes
Here are two examples (from a work of Grade 11 students) that students may
use as guide in presenting the themes identified from their data:
A.
PY
These are
the Sections
in the
research
O
paper where
these
themes are
C discussed.
D
B.
E
Area of Focus
Verbatim response Themes
(Questions)
EP
1. What are your T1: Okay. Of course I have higher Capabilities

thoughts, it can be expectations in terms of teaching the Expectations
anything from star, the crme class. Why? Because
impressions to basically they have been there and
standards to they have overcome already so many
D
expectations, challenges, more difficult tasks. And

when assigned to since they have overcome those things
teach crme and they have more difficult lessons, I
classes and believe naturally that are better than
regular classes? the regular sections. Now, since they
have these abilities, talents, and
capabilities, I give them activities that
will maximize their potential.
141
Activity 7.1.1
Code/Categories/Themes
Ask the students to complete the table below. Ask them to think of
possible preset codes/categories/themes for the given questions.
Areas of Focus Codes/Categories/Themes
1. How do you deal with bullies?
2. Whats the culture in your
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school?
3. What do you think is your secret

why customers keep coming
back to you?
O
C
(see Assessment Map). At this point, it is imperative to prepare the
D
learners for the task ahead; hence, providing sample exercises on
drawing conclusions from qualitative (NOT quantitative) data would
facilitate in achieving the goal of this lesson. Guide them on how to
E
spot common themes and patterns. Continue doing this until everyone
in class knows how determine common themes and patterns.
EP
Activity 7.1.2
D
Coding
Ask the students to analyze the given interview transcription. Tell
them to use codes in order to identify patterns and themes.
142
Activity 7.1.2
Q1: What are the internationalization programs that your school

has?
A: At the moment if we talk about a really comprehensive written

program, we still do not have one. But what we have really taken
to heart is that we feel that if we are to improve as a school, we
have to go out there and see what is out there. Of course it is
important that you have a guide and a plan, but at the moment
we dont have any.
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So what weve really done is to expose our school to other
institutions by exposing ourselves to other institutions and
learning from the best practices from each school but not
directly transporting what they have done but looking at our own
experience and how we can tweak their practice and to having
O
our own best practice. So basically thats how at least I have
learned to handle the linkages and internationalization program
of the school.
C
D
The true test of the learners learning of this lesson is the output
E
designed for this lesson. First, guide them on how tabulate the
transcript of the interview session. By tabulating the Q & A, line-by-line
EP
analysis of the responses becomes a lot easier and the common

themes and patterns can be easily spotted. Guide them on how to use
codes to identify common themes or patterns. Codes are words that
encapsulate or summarize the meaning of a statement. These codes
will serve as their guides when classifying all the identified themes or
D
patterns. This is the analysis of the transcription and observation.
143
Activity 7.1.3
Coding and Analysis of Research Data

1. Transcribe the interview with your participants. Arrange the
responses in tabular form such as the one shown below. Highlight
words that represent a code. These codes will form themes later on.
Question 1:
Participant 1:
Participant 2:
.
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Question 1:
Participant 1:
Participant 2:
.
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And so on
2. Arrange the codes to determine themes

C
Area of Focus Codes/Categories / Themes
D
Question 1.
E
Question 2.
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And so on
OR
D
Area of Focus
Verbatim response Themes
(Questions)
Question 1.
Question 2.
And so on
144
Next, guide them on how to discuss their findings. Tell them that apart
from their interpretation of the data gathered, it is essential that they
relate their findings to other pertinent pieces of literature which support
or refute their own findings.
Sample Discussion of Results
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O
C
E D
EP
D
145
This lesson guides the learners on how to analyze data through
patterns and themes that arise from qualitative data using observation
and interview methods. It highlights the significance of managing these
data in tabular form and using codes in order to tag common themes
and patterns. It also emphasizes the importance of relating present
findings with other pertinent literature in order to enrich the discussion
of the interpretation of the data gathered. Lastly, this lesson expects
the learners to write a summary of the findings based on the qualitative
data they have gathered.
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References
Crewell, John W. Qualitative Inquiry & Research Design: Choosing Among

Five Approaches. 2nd ed. Thousand Oaks, CA: Sage, 2007.
O
Farber, Nancy K. "Conducting Qualitative Research: A Practical Guide For
School Counselor". ASCA 9, no. 5 (2006): 367-375.
C
Strauss, Anselm, and Juliet Corbin. Basics Of Qualitative Research: Grounded
Theory Procedures And Techniques. 1st ed. Newbury Park, CA: Sage,
1990.
D
Taylor-Powell, Ellen, and Marcus Renner. Analyzing Qualitative Data.
Madison, Wisconsin: University of Wisconsin-Extension: Program
Development and Evaluation, 2003.
E
http://learningstore.uwex.edu/assets/pdfs/g3658-12.pdf.
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D
146
Module 8
REPORTING AND SHARING OF FINDINGS
Content Standard
The learner demonstrates understanding of guidelines in making
conclusions and recommendations, techniques in listing references, the
process of report writing, and selection criteria and process of best design
(arts).
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The learner is able to form logical conclusions, make recommendations
based on conclusions, and write and present a clear report.
O
Lessons
C
1. Guidelines in Making Conclusions and Recommendations
2. Techniques in Listing References
D
3. The Process of Writing Report
4. Selection Criteria and Process of Best Design(Arts and Design Track)
E
The learner
EP
1. Draws conclusions from patterns and themes.

2. Formulates recommendations based on conclusions.
3. Lists references.
4. Presents a written research report.
5. Finalizes and presents best design.
D
6. Writes short description and presents best design.

Essential Question
Learners will understand that research findings
What conclusion and
are generated based on generally accepted
recommendation can
guidelines and format and are reported and
you draw from your
shared in order to satisfy one research function
research study?
which is the creation of new knowledge.
Transfer Goal
Learners will be able to write conclusion and recommendation based on the
qualitative data they have gathered and present the results of their study.
147
Product/Performance
1. Written conclusion and recommendation.

2. Reference section of their research.
3. Written report of their research work.
Assessment Map
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Cognitive
The Pre-Assessment
Processes
Remembering Part 1
O
findings. C
Remembering Part 1
1. Define the following terms: conclusion, recommendation
2. Outline guidelines in drawing conclusion and making
recommendations.
D
Part 2
1. Define references.
E
2. Enumerate the techniques in listing references.

Part 3
EP
1. Define a research report.

2. Outline the steps in presenting report.
1. Deduce the characteristics of an inclusive conclusion and
recommendations.
D
Part 2
1. Distinguish APA from MLA referencing.
Part 3
1. Discuss the characteristics of a comprehensive report.
Applying Part 1
1. Draw conclusion and make recommendations based on
the analysis of qualitative data gathered from observation
and interview.
148
Cognitive
The Pre-Assessment
Processes
Part 2
1. Make a reference list based on chosen style (APA or
MLA).
Part 3
1. Write a report of the findings for presentation.
Analyzing Part 1
1. Analyze codes used tag and classify the meaning being
implied by the evidences from observation and
words/sentences from interview transcripts and construct
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conclusion.
2. Analyze conclusion to make recommendations.
Part 2.
1. Analyze entries needed for the chosen referencing (APA
O
or MLA).
Evaluating Part 1 C
1. Discuss the conclusion and recommendations.
Part 2
1. Assess the accuracy of the entries in the reference
section.
D
Part 3.
1. Explain the results of the study in preparation for the
E
written report.
Creating Part 1
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1. Write the last chapter of the research work which includes

summary, conclusion, and recommendation.
D
Cognitive
Processes
1. Define the following terms: conclusion, recommendation
2. Outline guidelines in drawing conclusion and making
recommendations.
Lesson 2
1. Define references.
2. Enumerate the techniques in listing references.
149
Cognitive
Processes
Lesson 3
1. Define a research report.
2. Outline the steps in presenting report.
1. Deduce the characteristics of an inclusive conclusion and
recommendations.
Lesson 2
1. Distinguish APA from MLA referencing.
Lesson 3
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1. Discuss the characteristics of a comprehensive report.
Applying Lesson 1
1. Draw conclusion and make recommendations based on the
analysis of qualitative data gathered from observation and
interview.
O
Lesson 2
1. Make a reference list based on chosen style (APA or MLA).
Lesson 3
C
1. Write a report of the findings for presentation.
Analyzing Lesson 1
1. Analyze codes used tag and classify the meaning being
D
implied by the evidences from observation and
words/sentences from interview transcripts and construct
conclusion.
E
2. Analyze conclusion to make recommendations.

Lesson 2
1. Analyze entries needed for the chosen reference style
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(APA or MLA).
Evaluating Lesson 1
1. Discuss the conclusion and recommendations.
Lesson 2
D
1. Assess the accuracy of the entries in the reference section.

Lesson 3
1. Explain the results of the study in preparation for the written
report.
Creating Lesson 1
1. Write the last chapter of the research work which includes
summary, conclusion, and recommendation.
C. Lesson Proper
150
LESSON 1: Guidelines in Making Conclusions and Recommendations
I. What to Know
This lesson could be started by presenting situations, video clips, or
pictures to the learners from which they will be asked to make a
conclusion. This could take the form of a group activity and each group
presents the conclusion to the class after the designated time. The
teacher accepts all forms of conclusion without judgment.
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Based on the different conclusions given by the groups of students,
introduce the topic on using guidelines in making conclusions and
recommendations. Tell them that this lesson is guided by this essential
question: What conclusions and recommendations could you give
O
using the data at hand?
II. What to Process

C
Recall that drawing conclusions from what we personally see or hear
daily is very similar to drawing conclusions from empirical patterns and
themes from qualitative data gathered through research methods such
D
as observation and interview.
Tell the learners of the distinct differences between conclusions that

E
we make everyday and the conclusions done in research. Emphasize

that conclusions done in research are based on generally accepted
EP
guidelines. Moreover, it is also necessary to point out that after

drawing conclusions, the next stage is to formulate recommendations.
Tell them that the best and easiest way to do this is to isolate each of
the conclusions made and formulate a recommendation for each. This
way, alignment between findings and recommendations can be easily
D
established.
Parts of the Last Chapter of Your Study: What to Write
A. Purpose of the Chapter

You may use this example to indicate the purpose of your study:
The purpose of this chapter is to present the conclusions,

summary, and recommendations of this study.
151
B. Introduction to the Chapter
Your introduction could be written this way:
This chapter reflects on the studys purpose and research

design. A summary of the research findings will be presented
and organized around the research questions. This is followed
by the research conclusions and recommendations for further
research and study.
C. Purpose of the Study
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This part should reflect the following:
Your Statement of the Problem
A summary of the Review of Related Literature
Restatement of the Purpose
D. Research Design
O
This part could be written this way:
C
This study was primarily an exploration of the students
D
perceptions about a quality school. The research design was
focused on the following questions:
E
1. How..
2. Why
EP
Continue with data gathering methods
E. Limitations
D
Two areas that are included in this section are the following:
Start with the brief purpose of the study.
List the limitations
152
F. Research Question/s Addressed
This section could be written this way:
This section presents a summary of the findings of the two

research questions.
Write Your Research Question Number One
The literature identified a range of perceptions regarding a

quality school. The first question sought to understand the
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students perceptions of a quality school. The question
asked: STATE YOURQUESTION (The one you asked to
the participants)
G. Conclusion
O
C
In writing the conclusion, you go back and discuss the findings in
relation to your research problem and research questions and
elaborate these findings by citing key results.
D
It could be structured this way:
E
EP
The following conclusions represent an attempt to better

understand the views regarding a quality school.
The findings identified the thoughts that teachers and students

alike have about the characteristics of and what it takes to be a
D
quality school. ... Continue highlighting these findings by

enumerating them. End with a recapitulation of your
conclusion.
153
H. Summary
Heres a sample and a guide in writing your summary:
The study identified the presence of two dominant contrasting

views regarding quality school.
Identify those.
Why are they important?
The recommendations identity possible courses of action to
bring clarity and closer agreement to perceptions of quality
school.
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I. Recommendation
When writing the recommendations, it is better to have an
introductory paragraph which recalls the conclusions of the study.
O
The number of recommendations and the number of conclusions
are usually aligned. Hence, this section may be written like this:
C
The conclusions of the research identify a number of issues
emanating from diversity of perceptions regarding quality school.
D
The recommendations are the outcomes of extensive interaction
with participants and reflections of the researcher.
E
The recommendation is:

EP
That the administration should strengthen the information drive

about quality school.
D

(see Assessment Map). At this point, it is essential to prepare the
learners for the task ahead; hence, providing sample exercises on
drawing conclusions from qualitative (NOT quantitative) data would
facilitate in achieving the goal of this lesson. After which, ask the
students to formulate recommendations based on the conclusions that
they have made. The last activity should be making a resource page.
154
Activity 8.1.1
Practice Writing Conclusion and Recommendations

Provide copies of a sample research paper to the students. Select one
which is short, easy to understand, and suitable to the proficiency level of
students that you have. Omit the conclusion and recommendation
parts.The students task is to provide the conclusion and
recommendation of the said research work.
PY
The true test of the learners learning of this lesson is the output
O
designed for this lesson. First, ask them to look at their written output
in Module 7 analysis of the transcript. From the themes and patterns
that they have identified, ask them to draw a conclusion. Then, to show
C
alignment between findings and recommendations, formulate a
recommendation for each conclusion. Teacher scaffolding is very
essential at this stage.
D
Activity 8.1.2
E
Structuring Conclusion and Recommendations

EP
Upon completion of Activity 8.1, the teacher may determine the

readiness of the students in writing the conclusion of and
recommendations for their own research work. Guide the students in
doing this task.
D
This lesson guides the learners on how to draw conclusions and
formulate recommendations using the established and generally
accepted guidelines. It also emphasizes the significance of the
alignment between findings and recommendations.
155
LESSON 2: Techniques in Listing References
I. What to Know
Ask the students what they see at the last section of books or journals.
These are reference lists or bibliography which should appear at the
end of the paper or books. This list provides the essential information
for a reader to locate any source cited in the research work. Present
two samples of reference lists: APA and MLA styles. Ask the students
PY
to differentiate one from the other. Tell the students that APA and MLA
are two very common format in listing references.
II. What to Process
O
Part of the responsibilities of a good researcher is to recognize or cite
all the resources print or non-print at the resource page. American
Psychological Association (APA) and Modern Language Association
C
(MLA) are just two of the well-known methods of citation.
The way the references section in a research work is written is very

D
similar to that of a bibliography. Every credible body of research work
must have one. Emphasize to the learners that each source cited in
the paper must appear in the Reference List or in the Works Cited;
E
likewise, each entry in the reference list must be cited in the text.
Tell the learners of the distinct differences between APA and MLA
EP
styles. There are guidelines which learners need to know and be

familiar with in order to make sure that their resource page is correct.
Emphasize that the main differences between APA and MLA styles fall
in these entries: date, authors name, capitalization, and source page
D
(references and works cited, respectively). Some authors also include

indentions, pages, publishers, and publications as key differences
between these two styles.
Resource Page: APA and MLA Styles

A resource page (references or works cited) is something similar to
a bibliography although there are some differences between the
two. A bibliography is often used in books and refers to all sources
used whether referenced or not in the process of writing the work.
On the one hand, a references or works cited is where researchers
156
acknowledge other researchers and bodies of literature that are
actually cited and helped them write their research paper.
References and Works Cited are used differently depending on the

style used. References is used in APA Style while Works Cited is
used in MLA Style.
APA and MLA Styles Compared and Contrasted

(California State University Chico)
As you can recall, APA stands for American Psychological Society

and MLA stands for Modern Language Association. These two
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methods of citation are the ones more frequently used by
educational institutions in the country. Below is a table showing the
similarities and differences in formatting the APA reference list and
MLA works cited.
O
APA C MLA
Basic rules Basic rules
1. Reference list starts on a 1. Works cited list starts on a

new page. Type the word new page. Type the words
D
References centered at the Works Cited centered at
top of the page. the top of the page.
2. Double-space all reference 2. Double space within and
E
list entries. between entries.

3. Use hanging indent form. 3. Use hanging indent form.
EP
The first line of each The first line of each citation

reference is set flush left and is set flush left and
subsequent lines are subsequent lines are
indented 1/2 inch. indented one-half inch.
4. Arrange alphabetically, not 4. Arrange alphabetically, not
D
by format of publication: by format of publication:

book, journal, etc. book, journal, etc.
5. The author should be the 5. The author should be the
first element, even for web first element of a citation,
pages. If no author is even for web pages. If no
present, use the editors author is present, use the
name. If no editor is present, editors name. If no editor is
start with the book title or present, start with the book
article title. title or article title.
6. List authors last name, 6. List authors last name,
followed by a comma then followed by a comma then
157
APA MLA
initials for first and middle the authors first and/or
name. Do not spell out middle name. Spell out
authors first or middle name. authors name. Do not use
7. Use "&" instead of "and" initials.
when listing multiple authors 7. If a work has more than one
of a single work. author, only invert the first
8. For a journal article with authors name.
more than seven authors, list 8. Underline or italicize titles of
the first seven authors and books, journals, magazines,
three periods, and then list newspapers and films.
the last author. 9. Article titles are placed
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9. The date is always the within quotation marks.
second element and is 10. Also use quotation marks for
contained in parentheses. the titles of short stories,
10. Book and periodical titles book chapters, poems and
should be in italics. Volume songs.
O
numbers of periodicals 11. Capitalize each word in the
should be in italics. C titles of articles, books, etc.
11. If a journal has both a This rule does not apply to
volume and an issue indefinite or definite articles
number, write the volume (a, an, the), short
number followed by the prepositions, or conjunctions
D
issue number in parenthesis. unless one is the first word
There is no space between of the title or subtitle.
the volume number and the 12. Elements of a citation are
E
open parenthesis. separated by a period and

12. Article titles are plain text. No one space.
EP
quotes or italics.
13. Capitalize only the first word
of the title and the subtitle for
books, book chapters, and
article titles.
D
14. Capitalize the first letter of

each word in a periodical title
except articles (a, an, the).
15. Each element (author, date,
title, etc.) of a citation is
separated by a period and
one space.
158
APA MLA
Basic Format: Book Citation
Author, A. A. (Year of Last Name, First Name. Title of

publication). Title of work: Capital Book. City of Publication:
letter also for subtitle. Location: Publisher, Year of Publication.
Publisher. Medium of Publication.
Example: Example:
Yin, R. (2009). Case study: Yin, Robert. Case Study
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Design and methods. Thousand Research: Design and Methods.
Oaks, CA: Sage. Thousand Oaks: Sage, 2009.
Print.
Basic Format: Journal Article (Print)
One Author
O One Author
Author, A. A., Author, B. B., &

C
Author(s). "Title of Article." Title
Author, C. C. (Year). Title of of Journal Volume. Issue (Year):
article. Title of Periodical, volume pages. Medium of publication.
D
number(issue number), pages.
Example:
Example:
E
Mott, Frederick Walker The

Mott, F. W. (1916). The effects of Effects of High Explosives Upon
EP
high explosives upon the central the Central Nervous System.

nervous system. The Lancet, 1, The Lancet1 (1916):
331338. 33138. Print.
D
159
APA MLA
Basic Format: Journal Article (Online)
Without DOI * Author and/or editor names (if

available)
Author, A. A., & Author, B. B. * Article name in quotation marks
(Date of publication). Title of (if applicable)
article. Title of Online Periodical, * Title of the Website, project, or
volume number(issue number if book in italics.
available), pages if available. * Version numbers available,
Retrieved fromhttp://www.some including revisions, posting
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address.com/full/url/ dates, volumes, or issue
numbers.
Example: * Publisher
* Publishing date.
Longaretti, L., & Wilson, J. * Page numbers (if available).
O
(2006). The impact of * Medium of publication.
perceptions on conflict * Date you accessed the
management. Educational material.
Research Quarterly, 29(4), 3
C * URL (if required, or for your
15. Retrieved from Academic own personal reference; MLA
Search Premier database. does not require a URL).
D
With DOI Author's last name, first name (if
available). "Title of work within a
E
Author, A. A., Author, B. B., & project or database." Title of site,

Author, C. C. (Year). Title of project, or database. Editor (if
article. Title of Periodical, volume available).
EP
number(issue number), pages.

http://dx.doi.org/xx.xxx/yyyyy Electronic publication information
(Date of publication or of the
Example: latest update, and name of any
sponsoring institution or
D
Gaudio, J. L., & Snowdon, C. T. organization). Date of access

(2008). Spatial cues more salient and <full URL>.
than color cues in cotton-top
tamarins (Saguinus oedipus) Scholarly Journal
reversal learning. Journal of
Comparative Psychology, 122, Dolby, Nadine. Research in
441444. doi: 10.1037/0735- Youth Culture and Policy:
7036.122.4.441 Current Conditions and Future
Directions. Social Work and
Society: The International
Online-Only Journal 6.2 (2008):
160
APA MLA
n. pag. Web. 20 May 2009.
From an Online Database
Junge, Wolfgang, and Nathan

Nelson. Nature's Rotary
Electromotors. Science 29 Apr.
2005:64244. Science Online.
Web. 5 Mar. 2009.
Sources: http://libguides.csuchico.edu/citingsources-MLA and
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http://libguides.csuchico.edu/citingsources-APA(last accessed on 03 June 2016)
Example of a Resource Page: APA STYLE
O
References
Anderson, J. (2003, October) Superego. Journal of Psychology, 41.
Retrieved November 10, 2003, from EBS cohost.
C
Binns, T. B. (2001). The bald eagle. Chicago, Il: Rourke Publishers.
Donaldson, S. (1995). Protecting the troops from hemingway: an
D
episode in censorship. The Hemingway Review, 15, 8793.
Gibaldi, J. (2003) MLA handbook for writers of research papers. 6th
ed. New York: MLA.
E
Gordin, M. D. (2012). The pseudoscience wars: Immanuel Velikovsky

and the birth of the modern fringe. Chicago, IL: University of
EP
Chicago Press.
Green, J. (2007, September). The Rove presidency. The Atlantic.com.
Retrieved
fromhttp://www.theatlantic.com/magazine/archive/2007/ 09/the-
D
rove-presidency/6132/.
Klaphake, E. (1999). My life as an English professor. Bellevue,
Nebraska: Bellevue University Press.
Marcuse, S. (1975). A survey of musical instruments. New York:
Harper and Row.
Shafron, G. R., & Karno, M. P. (2013). Heavy metal music and
emotional dysphoria among listeners. Psychology of Popular
Media Culture, 2, 7485. doi:10.1037/a0031722
161
Example of a Resource Page: MLA STYLE
Works Cited
Anderson, John. "Superego." Journal of Psychology October 2003: 41.

Academic Search Elite.EBSCO host. MSB Brooklyn Center
Campus Library, Brooklyn Center, MN. 10 November 2003.
Binns, Tristan Boyer. The Bald Eagle. Chicago: Rourke, 2001. Print.
Donaldson, Scott. "Protecting the Troops from Hemingway: An
Episode in Censorship." The Hemingway Review 15 (1995): 87
93.
PY
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th
ed. New York: MLA, 2003.
Gordin, Michael D. The Pseudoscience Wars: Immanuel Velikovsky
and the Birth of the Modern Fringe. Chicago: U Chicago P,
2012. Print. Green, Joshua. The Rove Presidency. The
O
Atlantic.com. Atlantic Monthly Group, Sept. 2007.Web.15 May
2008. C
Klaphake, Elizabeth. My Life as an English Professor. Bellevue,
Nebraska: Bellevue University Press. 1999.
Marcuse, Sibyl.A Survey of Musical Instruments. New York: Harper,
D
1975.
Shafron, Gavin Ryan, and Mitchell P. Karno. Heavy Metal Music and
Emotional Dysphoria Among Listeners. Psychology of Popular
E
Media Culture 2.2 (2013): 7485. PsycNET. Web. 11 Feb. 2014.

EP

(see Assessment Map). To strengthen learners understanding about
APA and MLA entries, provide sample exercises where learners will
D
make two reference sections, APA and MLA, using the provided
information from a book, journal, newspaper, and other sources.
Activity 8.2.1
APA and MLA Resource Page
Ask the students to write a Reference List and a Works Cited for the
following entries:
Title of Book: Vanishing Wildlife of North America
162
Activity 8.2.1
Author/s: Thomas B. Allen
Copyright: 1974
Publisher: National Geographic Society

Place of Publication: Washington, D.C.
Title of Book: The Creators: A History of the Heroes of the Imagination.

Author/s: Daniel J. Boorstin
Copyright: 1992
Publisher: Random
Place of Publication: New York, New York
PY
Title of Article: Cultivating Positive Emotions to Optimize Heath and
Wellbeing
Name of Journal: Prevention and Treatment 3
Author/s: Barbara L. Frederick
Date Published: March 7, 2000
O
Date accessed: April 4, 2004
URL:
<http://www.journals.apa.org/prevention/volume3/pre0030001a.html>
C
Title of Article: Judging Who Should Live: Schneiderman and Jecker on
the Duty Not to Treat
Name of Journal: Journal of Medicine & Philosophy 23.5
D
Author/s: Lawrence Schneiderman and Nancy Jecker
Date Published: 1998
Pages: 500515
E
Database: Academic Research Premier

Date accessed: March 20, 2005
EP
Title of Article: Playing with Technology: MotherToddler Interaction

Sores Lower During Play With Electronic Toys
Name of Journal: Journal of Applied Developmental Psychology
Author/s: Michaela B. Wooldridge and Jennnifer Shapka
Date Published: 2012
D
Pages: 211218
Volume: 33
Number: 5
Date accessed: May 4, 2016
DOI: http://dx.doi.org/10.1016/j.appdev.2012.05.005

When the learners are ready, they can start writing the reference
section of their research work with all the sourcesbooks, journal,
newspapers, online sources, and other sourcethat have been used.
163
Activity 8.2.2
APA and MLA Resource Page for the Research Paper
Tell the students to organize their resources by classifying and grouping

them according to types (print or non-print). Then write down all the
essential information from each resource needed for writing the
Resource Page.
They may use index cards or cut-out pieces of paper for this activity. Use
the sample given below as template.
PY
Book Online Journal
Title of Book: Title of Article:

Author/s: Name of Journal:
Copyright: Author/s:
O
Publisher: Date Published:
Place of Publication: Date accessed:
URL:
C
Online Article with DOI Online Article from a Database
Title of Article:
D
Title of Article:
Name of Journal: Name of Journal:
Author/s: Author/s:
E
Date Published: Date Published:

Pages: Pages:
Database:
EP
Volume:
Number: Date accessed:
Date accessed:
DOI:
D
Newspaper Encyclopedia
Writer Author
Date Published Year of publication
Title of Article Topic
Name of Newspaper Name of Encyclopedia
Page/s Volume
Page/s
Place of Publication
Publisher
164
This lesson is about the two common formats in reference listing: APA
and MLA. There are distinct differences between these formats. In
APA, Reference is the title of the resource page used while Works
Cited is the one preferred in MLA. Students are expected to follow the
guidelines in citing print and non-print materials and apply them in
writing the resource page of their research work.
References
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Citing Sources - - APA". CSU, Chico - Meriam Library Research Station,
2015. http://libguides.csuchico.edu/citingsources-APA.
"Citing Sources - - MLA". CSU, Chico - Meriam Library Research Station,

2015. http://libguides.csuchico.edu/citingsources-MLA.
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"
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E D
EP
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165
LESSON 3: The Process of Writing Report
I. What to Know
Ask the students if they had done any investigatory projects in the past
or had read any research work such as thesis. Can they recall the
parts? How were they written? What was the style?
Tell the learners that a research report is an example of an
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informational text. This type of text is written in a specific format
designed to be direct to the point.
II. What to Process:
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Emphasize to the learners that research work is written in a very
technical or formal way. It is not creative, but rather, direct to the point.
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There are specific writing conventions that should be followed when
writing this type of text. Discuss these conventions and provide sample
exercises for the students to perform. It is also important to discuss
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choice of words in writing a report.
Writing the Research Report

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Another task that you as a researcher will perform is presenting

your research to the community. To recall, one main goal of a
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research work is to create new knowledge and to share this

knowledge to the community. Hence, a research report is an
essential product after conducting research. As a researcher
yourself, you ought to follow this unending cycle of producing and
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sharing knowledge.
Characteristics of a Research Report
1. Use of easy-to-understand words

Not everyone who will be reading your work is a scientist or
has the same technical background as you have. To make
more people easily know and comprehend the ideas you want
to present, use simple and easy-to-understand words. Your
research work is not a place to show off your extensive
166
vocabulary. The use of highly technical words (unless
necessary) and unfamiliar words must be avoided. Technical
words, if used, should be defined operationally in the Definition
of Terms section.
2. Good organization
To show good organization, your paper must be consistent
and cohesive. In order to show consistency, your discussions
should focus solely on your research topic, never deviating
from it. Each discussion should lead to the outcome or results
of your study in order to show cohesion.
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3. Comprehensive
One characteristic of a well-written research work is being
comprehensive. It means discussing every angle or
perspective, supported by valid data, leaving no areas
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unclarified. You must not let any stone go unturned.
4. Direct to the point

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This is not a venue to showcase your creative writing prowess.
The use of figures of speech and other expressions must be
avoided as they could lead to misinterpretations. Hence, your
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research report must be direct to the point, not beating around
the bush.
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5. The paper is thoroughly proofread.

Misspellings, grammatical errors, and other errors related to
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writing conventions can tarnish the quality of your paper and

undermine the effort you put in writing your paper. To avoid
this, have someone thoroughly proofread your paper.
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Presentation of Research Output

It is customary for researchers, novice and seasoned, to present
their papers in local research colloquiums or abroad. In your case,
you will be presenting your work to a panel of judges who are
experts in the field. They will scrutinize your paper and help you
improve your work through their comments and suggestions.
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The following are to be expected when conducting your research
presentation:
1. Own your research paper. You must know the entirety of your
paper starting from the background all the way up to the
results and references. Study it very well. If youre working in
groups, make sure that everyone knows the paper. Remember
that you will be graded not only based on the paper itself, but
more importantly on your knowledge of the research process.
Your knowledge of your research paper will not only become
evident during the presentation, but more so in answering the
questions after the presentation. Pause and think thoroughly
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before answering the questions. If there are suggestions or
recommendations, humbly accept them. The judges are there
to help you improve your paper and not to antagonize you.
Take note of their comments and suggestions.
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2. Be on time and look presentable. Observe proper dress code.
3. Use aids. This can be in the form of the usual cartolina or

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Manila paper, a slide presentation, or any other computer-
aided program available. Do not just place everything or
merely copy and paste the entire paper to your presentation.
Select only important items or words which will serve as your
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discussion guide. Present the key points in an outline so you
would easily know what comes next. Present the following
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chapters: background of the study, methodology, results and

discussion, and summary, conclusion, and recommendations.
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4. Reflect all comments and suggestions of the panel of judges

when you revise your paper.
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III. What to Reflect on and Further Understand:

(see Assessment Map). Ask the learners to read a sample research
work, identify its parts, and analyze how it is written. The learners may
work as team or in groups in doing this activity. This sample research
work will serve as their model for the next activity.
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Activity 8.3.1
Reading and Analyzing Qualitative Research
Individually or as a group, the students will be given a sample qualitative

research (a sample thesis would be best or a printed version of study
from an online source). They will read and analyze the research work
paying special attention to how its parts are written. They will use the
model research work as a guide in writing a report.
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Having done all the necessary exercises designed to equip the
learners competency in writing a research report, they are now ready
to write one using their own data. Their final tasks are to finish writing
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the report of their research work and the visual aid for their
presentation. They may do this as a group in order to practice
collaboration. This technique will also strengthen learning from each
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other. At this stage, the learners need to be guided taking into
consideration the styling, words used, and content.
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Activity 8.3.2
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Completing the Write-up of the Research Paper

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Guide the students in writing the last chapter of their research work. Use
the template provided in Discussion Material as guide.
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Activity 8.3.3
Presentation of Research Work
Prior to the individual or group presentation, the teacher may assign as

homework the visual aid that the students will be using for this activity.
Prior to presentation, make sure that each presentation is well critiqued.
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This lesson teaches the learners about the last stage in writing the
research paper: reporting and sharing of findings. This last stage
includes writing conclusion and recommendation, listing of references,
and writing research report. The expected output that learners must
produce is the report of their research.
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References
Jacobs, Lynn F., and Jeremy S. Hyman. 2010. "15 Strategies For Giving Oral
Presentations". U.S. News & World Report.
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https://www.usnews.com/education/blogs/professors-guide/2010/02/24/15-
strategies-for-giving-oral-presentations.
Paiz, Joshua M. et al. "General Format". Purdue Online Writing Lab, 2016.
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https://owl.english.purdue.edu/owl/resource/560/01/.
Citing sources APA. (2015). Retrieved from

http://libguides.csuchico.edu/c.php?g=414152&p=2822594
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Citing sources MLA (2015). Retrieved from
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http://libguides.csuchico.edu/c.php?g=414154&p=2822871
"Main Qualities Of A Good Academic Research". 2017. CCC Symposium

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Professional Term Paper Writing Tips. http://www.ccc-

symposium.org/main-qualities-of-a-quality-written-academic-research-
paper.html.
Plagiarism.Org, 2014. http://www.plagiarism.org/citing-sources/whats-a-

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bibliography/.
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This learning resource was collaboratively developed and

reviewed by educators from public and private schools, colleges, and/or

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Only institutions and companies which have entered an agreement with

Development Team of the Teachers Guide for Practical Research 1

Dondon B. Buensuceso Dary E. Dacanay Glicerio A. Manalo

Cover Art Illustrator: JM Quincy D. Gonzales

Bureau of Curriculum Development

Printed in the Philippines by ____________

It is our desire that this teachers guide (TG) on Practical Research 1:

Research is a delightful way to discover valuable learnings and skills.

Practical Research 1 Curriculum Guide vii

Module 1: Nature of Inquiry and Research 1

Module 2 & 3: Qualitative Research and Its Importance in Daily Life 27

Module 4: Learning from Others and Reviewing the Literature 41

Module 5: Understanding Data and Ways to Systematically Collect 74

3: Analysis of Procedures such as Survey, Interview, and 97

Module 6: Finding Answers through Data Collection 113

Module 7: Analyzing the Meaning of Data and Drawing Conclusion 130

Module 8: Reporting and Sharing of Findings 147

and social inquiry)

2. the importance of 2. illustrates the importance of

1. the range of research

1. designs a research project

inquiry 2. writes a research title CS_RS11-IIIc-e-2

problem posed 5. indicates scope and CS_RS11-IIIc-e-5

6. cites benefits and CS_RS11-IIIc-e-6

7. presents written statement CS_RS11-IIIc-e-7

5. follows ethical standards in

4. the application of 5. utilizes materials and

The learner demonstrates

The learner is able to:

through Data understanding of:

3. the process of report

4. execute best design

4. presents a written research

6. writes short description and

shares research experiences and

Arabic Number Competency 1

2. Explains the importance of research in daily life

communication technology, and social inquiry)

Essential Understanding Essential Question

B. Planning for Assessment

2. Discuss how to select a problem

2. Discuss the ethical considerations in conducting

qualitative research on a continuum in the process of

Evaluating 1. Explain the processes of conducting research

According to Drayton & Falk (2001), the following are the

Inquiry is in the form of authentic (real-life) problems within

The teacher models the behaviors of inquirer.

Students take ownership of their learning.

The teacher embraces inquiry as both content and

Source: Focus on Inquiry: A Teachers Guide to Implementing Inquiry-based Learning.

Source: Focus on Inquiry: A Teachers Guide to Implementing Inquiry-based Learning.

Research is important when we know how to make sense of it. With

To strengthen the learners knowledge of the importance of research in

II. What to Process

Formative Assessment 1.1

What appears to be the main objective of the research?

IV. What to Transfer

Focus on Research: A Guide to Developing Students Research Skills.

Focus on Inquiry: A Teachers Guide to Implementing Inquiry-based Learning.

Jonassen, David H. Computers as Mind tools for Schools: Engaging Critical