Grade 11 School PASCUAL M.
OSUYOS MEMORILA HIGH SCHOOL Grade Level 11
Detailed Lesson Plan Teacher KAISER LOU A. SERMENO Learning Area PRACTICAL RESEARCH 1
Teaching Date Quarter 3RD
DLP No. Duration
The learner demonstrates understanding of:
Content Standard 1. observation and interview procedures and skills
The learner is able to:
Performance Standard 1. gather relevant information with intellectual honesty
The learner is able to: Code:
Learning Competency/ies
1. collects data through observation and interviews CS_RS11-IVd-f-1
Key Concepts/Understanding to be
Developed
Learning Materials
1. Objectives Contextualization
to be Developed
Familiarize yourself with the nature of interview as a data
Knowledge gathering technique
Skills Formulate effective interview questions
Attitude
Values
2. Content Area Finding Answers through Data Collection
3. Learning Resources Practical Research I Esther L. Braceros pp
4. Procedures
4.1. Introduction to Activity Making words meaningful
1. Inevitable
2. Alternative
3. Pegged
4. Downside
5. Salient
6. Preoccupied
7. Profuse
8. Emanating
9. Foretell
10. Wind up
4.2. Activity/Strategy Have a chat with your partner about any topic both of you love to talk about. Use some or all the newly words in your
conversation.
4.3. Analysis Which of these two have you already experienced, interviewing people or being interviewed by people? Describe this
experience.
4.4. Abstraction INTERVIEW
• In research, interview is a data gathering technique that makes you verbally ask the subjects or respondents
questions to give answers to what your research study is trying to look for. Done mostly in qualitative research
studies, interview aims at knowing what the respondents think and feel about the topic of your research.
• Traditionally viewed this data gathering technique occurs between you, the researcher and your respondent in a
face to face situation. In this case, you speak directly with your respondent, individually or collectively. On the
other hand, by using electronic and technological communication devices like the internet, mobile phones, email
etc, and interview can be considered as modern tool of research. All in all, be it traditional or a modern type of
interview, “it is a conversation with a purpose” that gives direction to the question-answer activity between the
interviewer and the interviewee. (Babbie 2014, 137; Rubin 2011)
Types
• Structured Interview
This is an interview that requires the use of an interview schedule or a list of questions answerable with one and
only item form a set of alternative responses. Choosing one answer form the given set of answers, the respondents are
barred from giving answers that reflect their own thinking or emotions about the topic. You, the researcher are
completely pegged at the interview schedule or prepared list of questions.
Unstructured interview
• Unstructured Interview
In this type of interview; the respondents answer the question based on what they personally think and feel
about it. There are no suggested answers. They purposely depend on the respondents decision making skills giving
them opportunity to think critically about the question.
Semi structured interview
The characteristics of the first two types are found in the third type of interview called semi-structured interview. Here,
you prepare a schedule or a list of questions that is accompanied by a list of expressions from where the respondents
can pick out the correct answer. However after choosing one from the suggested answers, the respondents answer
another set of questions to make them explain the reasons behind their choices. Allowing freedom for you to change
the questions and for the respondents to think of their own answers, this semi structured interview is a flexible and an
organized type of interview. (Rubin 2012; Bernard 2013)
APPROACHES
• Individual Interview
Only one respondents is interviewed here. The reason behind this one on one interview is the lack of trust the
interviewees have among themselves. One example of this is the refusal of one interviewee to let other interviewees get
a notion of or hear his or her responses to the question
Group interview
In this interview approach you ask the question not to one person, but to a group of people at the same time. The
group members take turns in answering the question.
Mediated interview
• No face to face interview is true for this interview approach because this takes place through electronic
communication devices such as telephones, mobile phones, and email among others.
• Many consider this better because of the big number of respondents it is capable of reaching despite the cost,
distance and human disabilities affecting the interview
Steps in conducting an interview
• Getting to know each other.
The interview starts from the time you, the interviewer and your respondent’s see each other at the place of interview
that is, if this is a traditional interview.
Your warm acknowledgement for each other must lead you to discussing several aspects of the interview such as
where you have to do it, how comfortable both of you should be, and how long should the question and answer activity
be.
Step 2 having idea of the research
• This second step requires you to tell the respondents about the nature of the interview – its purpose importance
scope and so on. Telling them of these salient features of the activity enables tehm to anticipate not only the
kind of questions they will get to face, but also the appropriate answers they will give. Things pertaining to the
confidential treatment of responses are also tackled in this second step of interview. It also in this period when
you have to stress the idea to the respondents that the interview is for you to know and hear their own views
and to let them express their own understanding of the topic of the questions on their own words.
Step 3 Starting Interview
• Starting Interview You open this step with a question to encourage te respondent to talk about himself or herself
including his or her age, family current activities and other things you think appear special or interesting to him
or her. Following these self-introduction questions are questions on the subjects thoughts, attitudes, or
performance of his or her job any current work assignment. The respondents answer non only help you get
some clues on his or her ways or techniques of responding to interview questions, but also give you hints on the
right ways to ask you subjects the questions that will elicit the right data for you research.
Step 4 conducting the interview proper
• Interview questions in this step are on the interviewee’s open and extensive talking of things related to the
research theme or research questions and on those anticipated by him/her or emanating from his/her
explanations, descriptions, or narrations of things. Open or unstructured questions asked in this step of the
interview aim at investigating the respondent’s interest and eliciting substantial or profuse responses to
questions. In asking a battery of questions, you see to it that you stick to the main point of you study, to the
proper phrasing of questions and to the sufficient time allotted for answering each question.
• List down on a piece of paper all questions you plan to ask your respondents and call this list of prepared
question schedule. This helps you construct or phrase your questions properly and enables you to foretell
possible answers. In addition, using schedule gives you the opportunity to make changes on the questions toa
just them to some inevitable circumstances caused by the respondent’s human nature. Lastly this step of the
interview where you ask a number of questions in relation to you research problem is your time to determine
show you should label the responses with codes and present them with a certain style like graphical or
narrative presentation technique.
Step 5 putting an end to the interview
• Signs of the approaching end of the interview work to alert the respondent in winding up with his or her talking.
For instance using words expressing your decision, wish or attempt to ask the very last question serves as a
clue for the respondents to think that interview is nearing its end. This step also reminds you of you
responsibility to let the respondent be free in airing whatever doubts or questions he or she has about the
research design, method interview time and other aspect of the interview
Step 6 pondering over interview afterthoughts
• This last step of the interview gives the respondents the opportunity to ask questions about the interview
activity and let him or her have an idea about what will happen next to the interview results.
Questionnaire
A questionnaire is a paper containing a list of questions including the specific place and space in the paper where you
write the answers to the questions. This prepared set of questions elicits factual or opinionated answers from the
respondents though his or her acts of checking one chosen answer from several options or of writing on a line provided
for any opinionated answer.
Purposes of a Questionnaire
1. To discover peoples thought and feelings about the topic of the research
2. To assist you in conducting an effective face to face interview with your respondents
3. To help you plan how to obtain and record the answers to your questions
4. To make the analysis recording and coding of data easier and faster.
Types of Questionnaire
◦ Postal Questionnaire – as the name connotes this type of questionnaire goes to the respondents through postal
service or electronic mail. It is through the mail or postal system that the accomplished questionnaires will be
sent back to the researcher can personally collect finished questionnaires.
◦ Self-administered questionnaire – This kind of questionnaire makes you act as the interviewer and the
interviewee at the same time, First you ask the question either in [person or through phone; then you will be
writing the interviewees answer on a piece of paper. A questionnaire like this fits a structured kind of interview.
Advantages
1. It is cheap as it does not require you to travel to hand the questionnaire to a big number of respondent in
faraway places.
2. It entails easy distribution to respondents
3. It offers more opportunity for the respondents to ponder on their responses.
4. It enables easy comparison of answers because of a certain degree of uniformity among the questions.
5. It has the capacity to elicit spontaneous or genuine answers from the respondents.
Disadvantage
1. There is a possibility that some questions you distributed do not go back to you, and this prevents you from
getting the desired rate of response.
2. Confusing and uninteresting questions to respondents fail to elicit the desired responses.
3. Owing to individual differences between the selected subjects and those in the population, in general, the
questionnaire is hard up in obtaining unbiased results to represent the characteristics of the target population.
4. It prevents you from being with the respondents physically to help them unlock some difficulties in their
understanding of the questions.
4.5. Application Direction. Individual Work. Read through the text then, fill in the blanks with the correct answers.
1. A _____________- consists of the set of _____________ that is prepared by the ___________ before having an
______________ with the interviewee. Answering the question with ______________ makes the question fit for
unstructured interview. On the other hand, answering them with facts makes the questionnaire good for
____________ interview.
2. Refusal to let others know of ones answer is the reason behind the holding of ______________ but agreeing with
others on their answers to questions is one disadvantage of _____________. These two interview approaches,
_________________, ______________, are different from the _______________ approach in that, this last approach
makes use of _____________. Involving at the same time of group of respondents makes the mediated approach,
_____________; having just ___________respondents separately from each other, makes it _________.
2.1. Observation
Assessment Method
a. Observation
b. Talking to Learning/ Conferencing
c. Analysis of Learners’ Products
d. Tests Without going back to the reading material about the interview and by using you rown words, compare and
contrast the following.
1. Structured interview vs unstructured interview
2. Factual answer vs opinionated answers
3. Objective vs subjective question
3.1. Assignment
Reinforcing/ Strengthening the day’s
lesson
Enriching/inspiring the day’s lesson
Enhancing/improving the day’s lesson
Preparing the new lesson plan
3.2. Concluding Activity
4. Remarks
5. Reflections
a. No. of learners who earned 80% in
the evaluation
b. No. of learners who require
additional activities for remediation
c. Did the remedial lessons work? No.
of learners who have cope - up with
the lesson
d. No. of learners who continue to
require remediation
e. Which of my learning strategy
worked well? Why did these work?
f. What difficulties did I encounter
which my Principal or Supervisor
can help me solve?
g. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
CHECKED BY:
AGUSTIN P. ALMERIA
Head Teacher I
