Republic of the Philippines

Department of Education
REGION V
SCHOOLS DIVISION OF MASBATE PROVINCE

INDIVIDUAL LEARNING
ACTIVITY PACKAGE (ILAP) No. 3

Learner's Information:

Name of Learner:
Grade Level: Grade 11

Name of Teacher: Jazer B. Leuterio

Practical Research in Daily Life 1

Learning Area:

Address: Poblacion, Cataingan, Masbate

Telephone No.: (056) 578-3469
 Individual Learning Activity Package

Learner’s Information

Name of Learners: ______________________________ Gender: ________ Grade Level: _____

Name of Teacher: _____________________________ Learning Area: ____________________

Learning Activity Package Number: 3

 LEARNING FROM OTHERS AND REVIEWING THE LITERATURE

 Understanding Data and Ways to Systematically Collect Data

Learning Competencies

At the end of this week, you will be enable to:

 Selects relevant literature
 Cites related literature using standard styles (APA, MLA or Chicago Manual of Style)
 Synthesizes information from relevant literature
 Presents written review of literature
 Follows ethical standards in writing related literature
 chooses appropriate qualitative research design
 describes sampling procedure and sample
 plans data collection and analysis procedures
 presents written research methodology
 utilizes materials and techniques to produce creative work

Learning Objectives

In this package, you will learn how to recognize the key tasks challenged by students in
creating a literature review; to determine what concept maps are being used in the process
and; to define their observations of the worth of concept mappings in the formation of a
literature review.

Pre- Test
True or False: Write True if the statement is correct and False if the statement is wrong.

1. ___________ Interview is a one-on-one conversation where questions are asked by

the researcher and answers are promptly given by the participant.
2. ___________ Key Informant interview (KII) are designed to explore a topic before
digging for the details of the paper.
3. ___________Key Informant Interview (KII) are commonly conducted face-to-face
and can include closed-ended and open-ended questions
4. ___________Focus group discussion (FGD) involves gathering people from similar
backgrounds or experiences together to discuss a specific topic of interest..
5. __________The main purpose of FGD is to enhance, change or create a common
idea or concern.
6. __________FGD is a way of listening a small group of people talking about a
particular issue to develop a topic with some directions from a mediator.
7. __________Participant observation allows the researcher to not only observe the
participants but also actively engages in their activities.
8. __________ Participant observer integrates himself into the environment and is often
considered part of the culture and group.
9. __________Document Analysis (REVIEW OF RECORDS) is a qualitative method
in which documents are reviewed by the researcher to assess what is the story behind
those records.
10. __________ Artifacts can be sources of data for potential qualitative research.

What is a literature review and why do I need such?

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 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 readers how your
research fits within a larger field of study.

Five purposes of the literature review. A literature review allows you to:

1. Define and limit a problem 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 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

“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.

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 and why. You may be alerted to new
methodologies and procedures and different types of tests, technologies and measures.

5. Relate findings to previous knowledge and suggest areas for further research the findings on
one’s own research need to be related back to earlier studies. This ―places‖ ones work and can
point to areas that need further investigation. The research is much more a coherent whole if your
discussion section draws on and contrasts with the literature review.

Criteria in Selecting, Citing, and Synthesizing the Related Literature

The different elements of a typical research literature which will include the following

1. Journals are published in issues at regular intervals 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
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 of journal: 1)
Research journals are published peer reviewed articles; 2) Professional journals are
published 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 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.

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 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.

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 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.

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 example: ―How long
do people tend to remain in a precontemplative stage when anticipating behavior change or,
indeed, is there any evidence that everyone goes through a pre-contemplative stage when
anticipating behavior change?‖ These questions can only be answered by observing what
happens in the real world, rather than in a theory. Research studies are generally undertaken
according to an accepted scientific method, which involves defining a research question,
identifying a method to carry out the study, followed by the presentation of results, and
finally a discussion of the results.

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.

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 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 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 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 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.

Using concept mapping in creating a literature review

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 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 search, clarify thinking about the structure of the literature review
in preparation for writing the review and understand theory, concepts and the relationships
between them‖ (Rowley and Slack 2004).

What is more important, representing information in 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 can be useful in creating coherence to the
actual writing of the literature review.

Ethical Standards in Writing

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 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-aloud
before data collection begins.

(b) Consider what your study needs to accomplish, but also consider its feasibility in
particular contexts.

(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 might impact the data collected as well as the
interpretation of the findings

UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT

DATA

Qualitative Research Designs

Qualitative research design is an umbrella term for a various range of approaches and
methods, which vary considerably in terms of focus, assumptions about the nature of
knowledge and the role of the researcher.

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 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‘.
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 it‘s 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 member‘s point of view. Data are collected during fieldwork through participant
observation and 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 local, ethnic perspective
of its members while making their own ethnic interpretations.

The main evaluative criterion is the way in which the study presents the culture as
experienced by its members.
Source: Holloway and Wheeler, Qualitative Research in Nursing and Healthcare.

 Ethnographers describe, analyze and interpret the culture and the differences between
the two.

Field notes are written throughout the fieldwork about events and behavior in the setting.

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 community‘s contemporary
social 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 community‘s
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 ofglobalization 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 community‘s relative
immobility and marginal position in the sphere of the Philippine economy in particular and the
global economy in general.

Description of Sampling and Data Collection

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 preselected 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.
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.

Analysis of Procedures Such as Survey, Interview, and Observation

Qualitative Data Gathering Methods

1. INTERVIEW is a one-on-one conversation where questions are asked by the

researcher and answers are promptly given by the participant. It is conducted when
there is a need to collect indepth information on people’s opinions, thoughts,
experiences and feelings. Verbatim quotes from the interviewee should be noted.
“Research” comes in.

2. KEY INFORMANT INTERVIEWS (KII) are designed to explore a topic before

digging for the details of the situation. Its purpose is to collect information from a
wide range of people – including the community leaders, professionals, or residents –
who have first hand knowledge about the situation or community.

Key Informant Interviews (KII)

KEY INFORMANT INTERVIEWS (KII) are commonly conducted face-to-face and

can include closed-ended and open-ended questions. They involve interviewing
people who have particularly informed perspectives on an aspect of the program
being evaluated. They are in-depth interviews of 15 to 35 people selected for their
first-hand knowledge about a topic of interest.

3. FOCUS GROUP DISCUSSION (FGD) involves gathering people from similar

backgrounds or experiences together to discuss a specific topic of interest. The main
purpose of FGD is to enhance, change or create a common idea or concern. FGD is a
way of observing a small group of people talking about a particular issue to develop
a topic with some directions from a mediator

4. PARTICIPANT OBSERVATION allows the researcher to not only observe the

participants but also actively engages in their activities. It provides the researcher
with access to different types of information that may not be easily accessible to
outsiders. Participant observer integrates himself into the environment and is often
considered part of the culture and group.
5. PARTICIPATORY RAPID APPRAISAL (PRA) is a qualitative research method that
enables the researchers to interact with vulnerable people to share, enhance and
analyze their knowledge of life conditions to plan, act, monitor and evaluate what
they have observed and experienced.

Participatory Rapid Appraisal (PRA)

PARTICIPATORY RAPID APPRAISAL (PRA) is an intensive, systematic but semi-

structured learning experience carried out in a community by a multi-disciplinary
team which includes community members.

The conduct of PRA requires the following:

(1) Respect for community members

(2) Interest in what the people know, say, show and do
(3) Patience’ without rushing and interrupting
(4) Listening, not lecturing; and
(5) Humility
One of the dangers of PRA is that going too quickly may lead to superficiality.
6. DOCUMENT ANALYSIS (REVIEW OF RECORDS) is a qualitative method in which
documents are reviewed by the researcher to assess what is the story behind those
records. It is far more cost efficient and time efficient than conducting your own
research or experiment.
Examples of Documents
The examples of documents are written or printed materials, program records,
memoranda, official publications, personal diaries, letters, artistic works,
photographs, memorabilia, minutes of the meetings, archival materials, etc.

Archival Materials and Artifacts

ARCHIVAL MATERIALS include books, manuscripts, papal records, local Church
records, photographs, oral histories, audiovisual materials and architectural drawings.
All of these materials can be sources of interesting stories to make.

ARTIFACTS (Artefacts) are simple objects showing human workmanship or

modification that was made in the past. These include stone tools, pottery vessels,
metal objects such as weapons and items of personal adornment such as buttons,
jewelry and clothing. Bones that show signs of human modifications are also
examples of artifacts.
 Artifacts can be sources of data for potential qualitative research.

7. TAPE/VIDEO RECORDER is a qualitative data gathering method that enables the

researcher to record the voices and scenarios during the data gathering activities. It
replaces the researcher’s handwritten notes while conducting the interview or focus
group discussions.

No recording of interview or focus group discussion will happen without the consent
of the participants.

8. CONTENT ANALYSIS is the study of recorded information which has been

documented in texts, media, or physical items. It is used to make replicable and valid
inferences by interpreting and coding textual materials (e.g., documents and
communication artefacts), graphics, pictures, audio, video, paintings, etc.

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.

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.

Discourse Analysis - a method of analyzing naturally 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.

Grounded Theory - also called analytic induction. This is a method that attempts to
develop causal explanations of a phenomenon from one or more cases being studied.
Explanations are altered as additional cases are studied until 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
conversation. Meanings are usually shaped in the context of the exchange itself.

Coding and Categorizing

Understanding the definition of coding is essential in proceeding with its processes. Coding can be
defined as the actual process of making sure data is organized into chunks or segments and later
making meaning out of it.

Creswell, J.W. (2009) also explains that coding and categorizing involves taking text data or
pictures gathered during data collection, 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 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

 Activities

Activity No. 1

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:

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?
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Activity No.2

Continuing the inquiry on the different research designs, the next step will
be the key to identifying a particular research design.

Answer the following questions:

1. If I could discover the reason behind a school‘s 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)

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)

5. If I could discover a theory for a single phenomenon of living as shared

by others, I would choose to discover the theory of______. (Grounded
Theory)
Activity No. 3

Ask students to look for examples of methods of collecting data such as survey,
interview and observation for qualitative research.

Make a research titles and reflect on the possible data collection methods to be
employed.

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Activity No. 4
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.
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Post- Test
 I. Identify what qualitative data gathering method is described by each of the following
statements.

1. _____________________It allows the researcher to not only observe the participants but
also actively engages in their activity.
2. _____________________ It is a one-on-one conversation where questions asked by the
researcher and the answers are promptly given by the participant.
3. _____________________It involves gathering of people from similar backgrounds or
experiences together to discuss a specific topic of interest.
4. _____________________It enables the researchers to interact with vulnerable people to
share, enhance and analyze their knowledge of life conditions to plan, act, monitor and
evaluate what they have observed and experienced.
5. _____________________Documents are reviewed by the researcher to assess what is the
story behind those records.
6. _____________________It enables the researcher to record the voices and scenarios during
the data gathering activities.
7. _____________________These include books, manuscripts, papal records, local Church
records, photographs, oral histories, etc.
8. _____________________These are the simple objects showing human workmanship or
modification that was made in the past.
9. _____________________It is the study of recorded information which has been
documented in texts, media, or physical items.
10. _____________________It can be done via phone calls or social media.
11. _____________________It is a way of observing a small group of people talking about a
particular issue to develop a topic with some directions from the mediator.
12. _____________________It is an intensive, systematic but semi-structured learning
experience carried out in a community by a multi-disciplinary team which includes
community members.
13. _____________________It is used to make replicable and valid inferences by interpreting
and coding textual materials.
14. _____________________Bones that show signs of human modifications are examples of
__.
15. _____________________It is also known as review of records.