Data Collection (Ma'Am Emy)

REPUBLIC OF THE PHILIPPINES
ILOILO STATE COLLEGE OF FISHERIES

College of Education
GRADUATE STUDIES Regi78Q13035
Registration No.78Q13035
Tiwi, Barotac Nuevo, Iloilo
__________________________________________________________________
ED 501-EDUCATIONAL RESEARCH DESIGN AND METHODS
EMY P. ALERTA MAEM I-A ETCHEL B. PALMA, PH.D.

Discussant Mentor
DATA COLLECTION
H. EXISTING AUDIOS
Qualitative research is so powerful it allows us to use many different sources of data. We can
even use some existing audios as data. For instance, if you are doing a research study about
politicians, or about religious sermons, or employees in call centers, it might be good idea to
listen to some existing audios.
1. Types
 Public audios, such as sermons, political speeches
You need no permission to include them in your research study if they are freely accessible
to the public.
 Privately recorded audios, such as those in call centers, job interviews, doctor-and patient
conversation.
You need to get permission from whoever is in charge before using such audios in your
research study.
EMY P. ALERTA, MAEM Page 1

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2. Procedures
 Identify audios that may be relevant to your research study.
 Ask permission to listen to them, if they are private audios.
 Write down the complete information about the audio. (who the speaker is, where the
speaker is, and the date/year of the speech).
 Keep confidentially of the speaker and the person who authorized you to listen to those
audios.
 Sometimes you may have to transcribe the audios before you analyze them.
3. Skills
 Resourcefulness to find relevant audios
 Careful listening skills
 Good note-taking skills while listening.
 Sometimes, transcription skills.

__________________________________________________________________
I. VIDEOS
- One of the strengths of videos is that they capture a lot of details about the research topic
that you are exploring. Not only are words audible, you get to see the non-verbal clues
and try to interpret what they mean for your research project.
1. Types
Pre-recorded videos
- These are made for something other than your research project. Movies, YouTube videos,
videos on other social media, pre-recorded TV programs, and many similar videos are pre-
recorded videos that contain some original data that may be beneficial to your research project.
Research-produced videos - these are the videos that you create intentionally for the sake of
your research project.
2. Procedures
 For pre-recorded videos: ask permission, watch them carefully while taking important notes
relevant to your research project.
 For researchers-made videos: choose a video camera that can render good-quality videos.
3. Skills
 Careful listening and watching skills
 Some basic video- recording skills
 Note- taking skills

__________________________________________________________________
J. ETHICAL CONSIDERATIONS
- When and after you collect your QLR data, it is important to take into account many ethical
considerations. As a researcher you are expected to do things professionally, ethically and
respectfully.
Some ethical practices:
1. Informed consent- prepare and informed consent form and ask your research participants to
read and sign it before you start interviewing them.
2. No risk- please take all necessary steps to make sure your research project doesn't put you or
your research participants in any emotional or physical danger.
3. Academic honesty- never lie to your research participants. Report your data and your findings
truthfully.
4. Privacy- During your data collection, please make sure to guarantee privacy.
5. Anonymity and Confidentiality- keep confidential all the data you receive. You must protect
the names of the research participants and research setting.
K. AFTER DATA COLLECTION - this is the time when you clean your data and organize
your data in preparation for your thorough data analysis.
1. Design and implement a data organization plan - you need to come up with on how you
will organize you data so that it is easy to find and analyze it.
2. Clean up your data - if some data you collected is not relevant to your topic, you can decide
to remove it.

__________________________________________________________________
3. Check accuracy and completeness of your data - check if you have recorded the data
accurately and completely.
4. Transcribe the interview (if necessary) - keep in mind that it takes quite a long time to
transcribe. So, you need to plan way ahead if you are planning / required to transcribe your
interviews.
CONCLUSION
Data collection in QLR is probably one of the most interesting steps in your research project.
You are allowed to use all your creativity to design and implement your data collection methods.
To make sure you do your work well, it is important to plan well. You must have a clear plan for
your data collection before you ever start collecting your data.
REFERENCES
Creswell, J.W. (2012). Educational research: Planning, conducting and evaluating quantitative
and qualitative research (4th ed.) Upper Saddle River. NJ: Person Education.
Creswell, J. W. (2013). Qualitative inquiry and research design. Choosing among five
approaches (3rd ed.) Thousand Oaks, CA. SAGE.
Lichtman, M. (2013). Qualitative research in education: A user's guide
(3rd ed.) Thousand Oaks, CA. SAGE.
Yin, R. K. (2011). Qualitative research from start to finish. New York:
NY: The Guilford Press.

__________________________________________________________________
Yin, R. K. (2014). Case study research: Design and methods (7th ed.)
Newbury Park, CA: SAGE.
Yin, R.K (2015). Qualitative research from start to finish (2nd ed.)
New York, NY: Guilford Publications.

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REPUBLIC OF THE PHILIPPINES

ILOILO STATE COLLEGE OF FISHERIES

ED 501-EDUCATIONAL RESEARCH DESIGN AND METHODS

EMY P. ALERTA MAEM I-A ETCHEL B. PALMA, PH.D.

 Public audios, such as sermons, political speeches

EMY P. ALERTA, MAEM Page 1

 Identify audios that may be relevant to your research study.

 Ask permission to listen to them, if they are private audios.

 Resourcefulness to find relevant audios

 Careful listening skills

 Good note-taking skills while listening.

 Sometimes, transcription skills.

EMY P. ALERTA, MAEM Page 2

 Careful listening and watching skills

 Some basic video- recording skills

 Note- taking skills

EMY P. ALERTA, MAEM Page 3

Some ethical practices:

EMY P. ALERTA, MAEM Page 4

Lichtman, M. (2013). Qualitative research in education: A user's guide

(3rd ed.) Thousand Oaks, CA. SAGE.

Yin, R. K. (2011). Qualitative research from start to finish. New York:

NY: The Guilford Press.

EMY P. ALERTA, MAEM Page 5

Newbury Park, CA: SAGE.

New York, NY: Guilford Publications.

EMY P. ALERTA, MAEM Page 6

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