Senior High School

Practical Research 1
Quarter 4 – Module 23.2

Planning of Data Gathering

Instrument
Practical Research 1 – Grade 11
Quarter 4 – Module 23.2: Planning of Data Gathering Instrument
First Edition, 2020

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Practical Research 1
Quarter 4 – Module 23.2

Planning of Data Gathering

Instrument
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on
any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer Let’s Try This before moving on to the
other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 Panning of Data Gathering Instrument
Information about this ADM learner’s material

I. Objectives: The learner demonstrates

Ia. Content Standard
Ib. Performance Standard
understanding of data collection and
analysis procedures such as survey,
interview, and observation.
The learner is able to describe
qualitative research designs, sample,
and data collection and analysis
procedures.

. Ic. Learning Competency/ plans gathering instrument (MELCs)

Objective
II. Content / Topic Panning of Data Gathering Instrument

Good morning, everyone! How are you today? I

wish you are feeling great! Yesterday, you learned
about planning a qualitative data collection. Today,
you will learn how to plan for your data gathering
instrument.

You do not need to worry because this is just easy.

All you need to do is a careful understanding of
what to use in gathering qualitative data according
to your desired results. All the needed information
is provided in this module in complete details.

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 Our lesson for today aims to deliver the
following objective:
a. to demonstrate skill in constructing
qualitative data gathering instrument by
ensuring the alignment of the questions
to the research objectives.

Are you ready? Let us proceed!

Introduction
Planning a Qualitative Data Gathering Instrument
Many times, we have a lot of questions in mind and yet we do not
know what to do to look for the answers. We end up wishing a star that
someday, somehow, a heavenly creature comes down from heaven
and tells us all the story. However, this is not the reality. We need to
make an extra effort to get what we want. We need to walk an extra
mile to know what we want to know.
Have you tried asking someone of an answer you want to know?
How does it feel? Did you prepare ahead of time the questions to ask?
Did you rehearse your ways of asking the questions? What was the
outcome? Were you successful of getting the answer you expect
someone to give? These are the many questions you need to consider
beforehand if you wish to end satisfied in your quest of looking for
answers to your questions.

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 In research, similarly in life, this is about planning a data gathering
instrument. You could not just go to the field and have no idea what to
questions. Whether you get the desired answers or not, the very
important thing is your ability to prepare so you will feel confident of
your face to face encounter with someone.
Furthermore, you need to have a very good understanding of your
research purpose and questions. Then, try to align your questions to
your research purpose. However, preparing the questions ahead of time
does not mean you will lock yourself on the questions. You should know
how to play around with the responses of your participant because you
are the main research instrument in qualitative research. If you want to
get the desired results, be clever enough to observe unsaid ideas
through reactions, gestures, and vocal tones. You will get information
from these more than what the participants share. So? Plan for your
instrument NOW.

Got it? Let us continue and start the first

activity.
Activity 1
Watch or recall a talk show, local or foreign, and observe or imagine
HOW THE HOST INTERVIEWED THE PROGRAM GUEST. List down
your observations here.
_____________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________.

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 Finish? Congratulations! Now, let us
proceed to the next activity. Get ready to
answer and remember how you completed the
items above.

Activity 2
Processing Questions
1. What was the talk show all about?
_____________________________________________________
_____________________________________________________
_________________
2. How did the host interview the program guest? Was it
conversational, casual, or formal? Why did you say so?
_____________________________________________________
_____________________________________________________

3. What were the usual questions of the host to the program guest?
List them down here.
_____________________________________________________
_____________________________________________________

4. Do you think the questions able to generate responses from the

program guest that relate to the show? Why did you say so?
_____________________________________________________
_____________________________________________________

Congratulations! What you just did is a

way of analyzing how an interview question
should align to the purpose of conducting an
interview. I wish you understand by now the
importance of an appropriate planning for an
interview guide questions to achieve the
purpose of the study.
Read on and learn how to construct an
interview guide questions.

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Qualitative Data Gathering Instrument
You have already your plan how to collect your data, this time, you
will need the ‘what to collect’ your data. This is the phase of constructing
qualitative questionnaire known as an interview guide questionnaire.
Castillo-Montoya (2016) emphasized that the first step to
questionnaire making is aligning the interview questions to research
questions. Why is this so? The answer is obvious. Everything you ask to
your participants must be of use to your paper. By aligning your interview
guide questions to your research questions, you are making sure that
the questions are aligned to your research objectives. This is because
the research questions stem from your research objectives.
What are the types of questions appropriate for the interview
guide? Only exploratory questions beginning with how and why. What
and YES or NO questions may be permitted if exploratory follow up
questions are included.
How will you align your interview guide questions to your research
questions? Castillo-Montoya (2016) suggested a matrix method where
you can map the alignment of the two. The first column is the research
question and the second column are the interview guide questions.
Aside from making sure the alignment of interview guide questions to
research questions, an interview guide questionnaire should include an
introductory and closing script. This is to ensure that you can start well
and end well your interview. Below is an example of an interview guide
questionnaire from a research paper of a senior high school student
(Casiple et al., 2019). You may adapt the opening and closing script to
make your own.

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Research Title
THE REALITIES OF WOMEN UNDERREPRESENTATION IN
POLITICS: LOCAL GOVERNMENT OF DAVAO CITY IN CONTEXT

Research Objectives
The purpose of this multiple case study is to explore the realities of
women underrepresentation in politics in the local government of Davao
city and realize strategies to do about the women underrepresentation.

Introduction (script)
I would like to thank you once again for being willing to participate in the
interview aspect of my study. As I have mentioned to you before, my
study seeks to understand ______________________________. The
aim of this research is to
___________________________________________. Our interview
today will last approximately one hour during which I will be asking you
about ___________________________.

[review aspects of consent form]

Lately, you completed a consent form indicating that I have your

permission (or not) to audio record our conversation. Are you still ok with
me recording (or not) our conversation today?

If yes: Thank you! Please let me know if at any point you want me to turn
off the recorder or keep something you said off the record.

If no: Thank you for letting me know. I will only take notes of our
conversation.

Before we begin the interview, do you have any questions? [Discuss

questions] If any questions (or other questions) arise at any point in this
study, you can feel free to ask them at any time. I would be more than
happy to answer your questions.

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Body
Research Title: The Realities of Women Underrepresentation in Politics: Local
Government of Davao City in Context (Casiple et al., 2019).
Research Questions
What are the insights of
politicians on the
underrepresentation of
women in politics?
How does society put a
balance between men
and women participation
in politics from the
perspectives of
politicians?
Interview Guide Questions
✓ WHAT can you say about the
underrepresentation of women in politics? WHY
did you say so?
✓ WHAT can you say in the way women govern our
community? Does this contribute to women
underrepresentation? WHY?
✓ HOW do you see the underrepresentation of
women in politics? WHY did you say so?
✓ WHAT is your stand in the realities of women
underrepresentation in politics? WHY?
✓ If you were given a chance to raise awareness of
political participation and leadership of women,
WHAT will you do? WHY?
✓ As a politician, HOW do you see the society in
putting a balance between men and women
participation in politics?
✓ WHAT do you think the society should do to put a
balance between men and women participation in
politics? WHY did you say so?
✓ WHAT ethics and belief that you think the society
holds on to in putting a balance between men and
women participation in politics? WHY did you say
so?
✓ In WHAT way do you think can society use their
morals and beliefs to put a balance between men
and women participation in politics? WHY did you
say so?
✓ WHAT is your stand in putting a balance between
men and women participation in politics? WHY?
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Conclusion
Before we conclude this interview, is there something about your
experience that you think influences ________________________ (the
phenomenon/problem) that we have not yet had a chance to discuss?
Thank you very much for your time.

Wooah! It seems a long read. Isn’t it?

However, it was what you need to know and
understand about qualitative data gathering
instrument. Now, let us test your
understanding. Perform the activity below.

Activity 3
The following are research questions of a senior high school qualitative
paper (Zoleta et al., 2019). In the boxes are the interview guide
questions. Arrange the interview guide questions according to where
they fall in the research questions.

Title:
Exploring the Lived Experiences of Fraternity Members: Telltales of
Brotherhood
Research Questions Interview Guide Questions
What are the lived
experiences of fraternity
members?

How do the lived

experiences of fraternity
members shape their
individuality?

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✓ What are your experiences as a fraternity member? Please, share
them to us.

✓ How did you adapt to the practices of your fraternity affiliation?

✓ How did joining a fraternity help you to become who you are today?

✓ Did joining a fraternity change you and your perspective in life as an

individual? How?

✓ What are some of the disciplinary actions that your leaders used
when someone disobeyed any of your organization’s rules? How
did it affect you?

✓ Do you still apply the lessons you have learned from joining a
fraternity until now? Why?

✓ Would you recommend joining a fraternity to everyone? Why?

✓ As a fraternity member, how do you interact with others who are not
in the same place as you?

✓ How did joining the fraternity affect you in any way?

✓ How were you accepted in your fraternity? Were there initiations?

Explain them to us.

You have gone so much already and

I wish you enjoy! At this juncture, let us
enumerate the key concepts of this lesson.
Bring these with you as you will learn more
on your next lessons.

1. Planning a qualitative data gathering instrument is as important as

planning a qualitative data collection procedures and techniques.
This is to ensure that as a researcher, you are confident to face

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 your participants with guide questions ready in hand.
2. Constructing a qualitative data gathering instrument includes a
careful consideration of aligning the guide questions to the
purpose, objectives, and research questions of the study. The
guide questions should be written with an idea in mind that these
are the tools that collect the needed information to explore or
understand a phenomenon under study.

Let us see if you have mastered the

lesson. Perform the activity below.

ACTIVITY 4
Construct an interview guide questionnaire based on your chosen
problem and research questions. Follow the matrix below.
Research Title:

Research Purpose:

Research Questions Interview Guide Questions

1.

2.

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 You have done great so far!
Congratulations! I wish you will not forget
whatever you have learned in this lesson and
you may be motivated to carry on. Good luck!

Answer Key:
Answers of Activity 1 and Activity 2 may vary. However, the answers
must show appreciation on the importance of preparing guide questions
when conducting an interview to get an information relevant to the
purpose of the show or interview.

Activity 3
Title:
Exploring the Lived Experiences of Fraternity Members: Telltales of
Brotherhood
Research Questions Interview Guide Questions
What are the lived What are your experiences as a fraternity
experiences of member? Please, share them to us.
fraternity members?
How did you adapt to the practices of your
fraternity affiliation?

As a fraternity member, how do you interact with

others who are not in the same place as you?

How did joining the fraternity affect you in any

way?

How were you accepted in your fraternity? Were

there initiations? Explain them to us.

How do the lived How did joining a fraternity help you to become
experiences of who you are today?
fraternity members
shape their Did joining a fraternity change you and your

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individuality? perspective in life as an individual? How?

What are some of the disciplinary actions that

your leaders used when someone disobeyed
any of your organization’s rules? How did it
affect you?

Do you still apply the lessons you have learned

from joining a fraternity until now? Why?

Would you recommend joining a fraternity to

everyone? Why?

Activity 4
Answers may vary.

References
Casiple, E., Gonzaga, P., Montante, J., Pates, C., Batar, A., Montana,
V., Alberca, K., Aragasi, Y., & Ruiz, S. (2019). Local government of
Davao city in context Davao City National High School.
Unpublished

Castillo-Montoya, M. (2016). Preparing for Interview Research: The

Interview Protocol Refinement Framework. Qualitative
Report, 21(5).

Zoleta, D., Verona, J., Lumpay, L., Mendoza, F., Famador, N., Sumilhig,
A., Quintana, H., & Morales, J. (2019). Exploring the lived
experiences of fraternity members: Telltales of brotherhood. Davao
City National High School. Unpublished

For inquiries or feedback, please write or call:

Department of Education – Davao City Division

E. Quirino Avenue, Davao City

Telephone: (082) 227 4762

Email Address: lrms.davaocity@deped.gov.ph

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