Practical Research 1

Quarter 4 – Module 1:
Qualitative Research Design
 Practical Research 1
Alternative Delivery Mode
Quarter 4 – Module 1: Qualitative Research Design
First Edition, 2020

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Practical Research 1
Quarter 4 – Module 1
Qualitative Research Design
 Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests.
And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the four (4) qualitative research designs. The scope of this module permits
it to be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 1 – Research Design in Qualitative Research

After going through this module, you are expected to:

1. choose appropriate qualitative research design

1
 What I Know

Read the following research titles and identify their research design. Write “A” for
case study, “B” for phenomenological study, “C” for ethnography and “D” for
grounded theory. Write your answers on your notebook.

1. Nemo Dat Quod Non Habet: Lived Experience of the Senior High School
Teachers Teaching Practical Research Subjects
2. A Case Study of Student and Teacher Relationship and the Effect on Student
Learning
3. Lived Experiences of the Single Mothers in Parenting Male Siblings
4. A Case Study of Third Year Sociology Students at Polytechnic University of
the
Philippines
5. The Die is Cast: Lived Experience of the Novice Teachers in Handling Verbal
Bullying in a Middle School.
6. Lived Experiences of a Bread Winner Students in a Progressing Municipality
7. The Everyday Lives of Men: An Ethnographic Investigation of Young Adult
Male Identity
8. A Grounded Theory on the Making of Great Educational Leaders
9. Listening to Women: An Ethnography of Childbearing Women Living in
Poverty
10. A Grounded Theory Study of Decision-Making within Informal Work
Environments
Lesson
Research Design in
1 Qualitative Research
In the lessons, you will learn the different kinds of research designs in the
qualitative research method. But first, let us define the term. Research design is the
framework or structure that researchers choose in conducting his or her study. It is
also his/her overall strategy in answering the research problem. It also refers to the
methods and procedures that will be used in collecting, analyzing the measures of
the variables in a given research topic. In a qualitative study, there are four (4)
typical research designs. These are case study, ethnography, phenomenological
study, and grounded theory.

What’s In
Read carefully the following statements. Write T if the statement is true, F if
otherwise. Write your answers on your notebook.

1. Observance of proper citation is writing everything that you see in others’

work.
2. Paraphrasing is only applicable to your original ideas.
3. Ethics in literature review is doing what you think is right.
4. Research review is always geared towards positivism.
5. Evidence is only a secondary factor in research that is why citation is just an
additional work.

Notes to the Teacher

This module prepares the students to be familiarized with the
research design in qualitative research.
 What’s New

The misAdventures of Bok and Nonoy

What is the best research design for my research? Why it is the appropriate design
to my study? Is this design really appropriate for my study? Like Bok, you are
cramming and you do not know what to do. Maybe you are already tired of
searching, reading, analyzing and consolidating sources to make your study more
presentable. Or maybe you are preoccupied with so many things like the
advises of your classmates or information given to you by other students who have
just finished the subject. Well, you need to relax and take a deep breath. It is
because this topic is right for you! Yes you have heard it right. This module is for
you. Here you will learn the research methodology beginning from qualitative
research design, sampling procedure and sample, data collection, data gathering
instrument and analysis procedures. Nonetheless, this module discusses the
common research design used in a qualitative research. You do not have to look for
books explaining what is research design. It is because this module contains all the
things that you need to learn about research design. So, get your pen and start
reading this module.
 What is It

There are many research designs in different research methods. In qualitative

research, there are at least six (6) research designs. These are case study,
ethnography, phenomenological study, grounded theory, narrative, and historical
research. However, among those mentioned research designs, four (4) of them are
frequently used. These are case study, ethnography, phenomenological and
grounded theory (VanderStoep and Johnston 2009).

In the discussion, you will learn the definition and different concerns of those
research designs. Likewise, you will identify how those research designs are used
explicitly in qualitative research.

Four (4) Types Research Design for Qualitative Study

1. Case Study
2. Phenomenological Study
3. Ethnography
4. Grounded Theory

Case Study. It is a research approach in a qualitative method that is used to

generate or determine an in-depth understanding of an issue in its real-life context.
It can be an investigation of a single person, group, event or the community
(Kothari 2004). In carrying out a case study, this objectively describes a situation
of an individual, group, and organization. The term situation refers to a “case.” It
also identifies the critical issues of the case. It can be about a particular experience,
practices or event that influenced them. Lastly, it analyzes the case using relevant
theoretical concepts.

Examples
1. A Case Study on Student-Teacher Relationship and Its Effect on Student
Learning
2. A Case Study on Third Year Sociology Students’ Behavior in a University

There are instances that research design is expressed in the study. Example 1 and
2 indicated that they are both case studies. Example 1 investigates on the student-
teacher relationship while example 2 is about Sociology university student.
Aside from the indication of the design used, we can say that these are examples of
case studies because they explored and determined an in-depth understanding of
an issue's experiences in a given situation. In research 1, the experience is about
relationships. Further, the point is a student-teacher relationship, and the case is a
problem in students' learning. It is similar to research 2. The experience is college
life, the issue is struggles of 3rd-year Sociology students, and the situation is
demand in studies. Let us remember that a case study requires one (1) to thirty
(30) participants using interviews or observations . Furthermore, it is not
exclusively used in a qualitative method of research. It is also used in quantitative
research, specifically on the descriptive method.

Phenomenological Study or Phenomenology. This qualitative research approach

focuses on the commonality or similarity of the lived experience of an individual
within a particular group. The main aim of this research design is to come up with
a description of the nature of the specific phenomenon (Creswell 2013). Moreover,
it investigates observed unusual people or even as they appear without elaborative
study or explanation (Heidegger 1985). Thus, this is to describe and understand the
phenomenon of the participants’ lived experience.

There are two (2) main approaches in the phenomenological study. It can be the
descriptive or interpretative phenomenological approach. The interpretative
phenomenological approach gives insight into how a person makes sense of the
phenomenon (Edward 2015). Likewise, it provides a detailed examination of the
personal lived experience of the participants. On the other hand, a descriptive
phenomenological approach explores and described the lived experience of the
participants. It is also known as hermeneutical phenomenology.

Examples
1. The Die is Cast: Lived Experience of the Novice Teachers in Handling Verbal
Bullying in a Middle School
2. Nemo Dat Quod Non Habet: Lived Experience of the Senior High School
Teachers Teaching Practical Research Subjects

In the example 3 and 4, the word lived experience stands for a phenomenon. Thus,
it refers to a phenomenological investigation. Remember that once this term
appears in the title, it follows that the research is a phenomenological study. The
two (2) studies deals with experiences whether in descriptive or interpretative
approach. For the number of participants in the phenomenological investigation, it
usually ranges
from five (5) to twenty-five (25) participants (Creswell 2013). On the other hand,
according to De Guzman (2007), three (3) to thirteen (13) would suffice the number.

Ethnography. It is an approach in qualitative research that investigates the in-

depth study of culture or facet of learning (Ruane 2005). It explored the cultural
phenomena from the view and understanding of the participant/s of the study.
Likewise, it searches the relation of people to their environment. It can also be a
detailed description of the culture of a community. It aims to identify and analyze to
uncover the attitudes and emotions of a specific group of individuals (Ellis and
Bochner 1996). This research is done through direct observation of the
participant/s in their natural environment. Further, this gains insights on how
they interact with each other within their natural environment.

Four (4) Elements of Ethnographic Research

1. Interest in cultures and meaning-making. The researcher is motivated to look
into the culture and makes meaning the observable manifestations.
Examples

a. As a researcher you wanted to explore on practices of marriage ritual of

the Aeta in Zambales. Thus, it is part also of your investigation how these
practices became meaningful to these people.
b. You are conducting a research about the Magbukon tribe in Orion, Bataan
about their harvest festivity. Thus, it is part of your research to identify
the meaning of such practice to their own lives.
2. Looking at culture from different perspectives. The researcher looks at different
angle of the culture.
Examples

a. You are investigating on the culture of the Kapampangan descendants in

Abucay, Bataan. You need to bring holistic look at the topic in different
perspective to determine the answer.
b. You are exploring on the culture of the Ilocanos working at Freeport Area of
Bataan. As a researcher, you need to look at it in economic, social,
spiritual, and behavioral perspective to determine what you wanted to
know about them.
3. Paying attention to the language practices. The researcher is keen on the
word usage and its meaning.
Examples

a. You are conducting a research about the parental care of the chieftain of
different indigenous communities in Bataan. To understand the meaning of
their culture, you need to carefully pay attention on what they are going to
say and do. Every words and context of these words to comprehend the idea
they wanted to present.
b. You are conducting a research about the philosophy of the Badjao living in
the rural area of Bataan. As a researcher, you need to learn their language or
train yourself to understand the way they talk and to be keen on the words
they are uttering. It is because the words they were saying will be beneficial
to your research.
4. Collecting first-hand experience. The researcher personally experiences
the culture of the participant/s.
Examples

a. You are conducting a research about the Visayan migrants in Mariveles,

Bataan who are working as factory workers. In collecting data needed for
your research, it is important to experience their lives to understand their
situation. Important details are noted as observable practices.
b. You are conducting a research about the farmers of Bataan. To get essential
data for the study, you need to live or personally experience their lives as a
farmer.

Examples of ethnographic research

1. The Everyday Lives of Men: An Ethnographic Investigation of Young Adult
Male Identity
2. Listening to Women: An Ethnography of Childbearing Women Living in
Poverty

It is a common mistake that ethnographic research is only about tribal or

indigenous people. As the example stated, these are investigating young adult
males (example 1) and childbearing women (example 2). However, these are both
ethnographic study because they explore cultural phenomena. The first example is
about young adults’ identity, and the second example is about childbearing women
living in poverty. Thus, their situations express a distinct cultural phenomenon in
a marginalized setting. In ethnography, the suggested number of participants are
twenty (20) to
thirty (30) (Creswell, 1998) and thirty (30) to fifty (50) participants in ethnography
(Morse, 1994).

Grounded Theory. This research design involves the construction of theory through
gathering and analyzing data (Breuer 2009). It uses inductive reasoning (particular
to general) in coming up with emerging theory. It sets to discover or construct a
theory form the data that is systematically gathered and analyzed using
comparative analysis. It makes use of procedures like theoretical sampling and
open coding (Mey and Mruck 2011). This design identifies the situated nature of
knowledge and the contingent nature of the practice. Thus, it better determines
what happens.

Examples

1. A Grounded Theory on the Making of Great Educational Leaders

2. A Grounded Theory on Decision Making Process of the Young Leaders

In doing research using the design of grounded theory, you need to come up with a
theory based on the data you have gathered. Furthermore, this kind of research is
not solely for qualitative research. Most often, experts use triangulation research
design or mixed-method in analyzing to determine the emerging theory.
Triangulation research is the application of research methods in a study. On the
other hand, a mixed-method is the combination of qualitative and quantitative
research methods. In this design, It was suggested on having thirty (30) to fifty (50)
participants, while Creswell (2013) recommended twenty (20) to thirty (30)
participants.

What’s More
Read and answer the following questions carefully. Write your answers on your
notebook.

1. What do you call a research approach that is used to generate or to

determine an in-depth understanding of an issue in its real-life context?
2. In phenomenological study, how many participants can be considered?
3. What is a qualitative research design that identifies situated nature of
knowledge and contingent nature of practice?
 4. What is a research design that focuses on the commonality or similarity of
the lived experience of an individual within a particular group?
5. What do you call a research design that investigates on the in-depth study of
culture or facet of culture?

What I Have Learned

Assess your learning progress in research design by completing the following
statements into one (1) to two (2) sentences. Write your answers on your notebook.

1. I have learned that…

2. I have realized that I learn best when…

Rubrics on how your answers will be graded.

Criteria 5 4 3 2 1
The The The
The
composition composition composition
composition
is highly is moderately is fairly The
is organized
organized organized organized composition
Organization having 1 idea
wherein having 2 having 3 is not
that is not
ideas are ideas not ideas not organized
related to the
related to the related to the related to
topic.
topic. topic. the topic.
The The
The The The
composition composition
composition composition composition
does not has more
Grammar has 1 to 3 has 4 to 5 has 6 to 7
have any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.
 What I Can Do

Read the following situations carefully and identify the best suited research design
to be used. Write your answers on your notebook.

1. Suppose you are conducting a research about the emotional satisfaction of

Mobile Legends to the senior high school students. You are aware that your
brother and your cousins are online gamers of Mobile legend, what research
design you will use?
a. phenomenology b. case study c. ethnography
2. You are conducting research about the lived experience of the grade 11
student who suffered from Covid 19. You need at least four (4) participants.
It so happened that your brother and three (3) of your neighbors are
hospitalized for a month because of it. What research design you will use?
a. grounded theory b. ethnography c. phenomenology
3. Suppose you are conducting research about the perception of the elders of
the Magbukon tribe in Duale, Limay about education. Thus, you have set the
criteria in choosing your participants. These are 1) your participants have to
be a recognized elder of the tribe and 2) the participants have to be an elder
in Magbukon community in Duale, Limay. What research design you will
employ?
a. ethnography b. case study c. grounded theory
4. You are conducting a research about the challenges of working senior high
school students in your community. However, you know only few of them. It
so happened that you have two (2) cousins who are in grade 11 and working
as a crew in a food chain in your community. What research design you will
utilize?
a. case study b. phenomenology c. grounded theory
5. Suppose you are conducting a study on the lived experience of married male
teachers on implementing discipline in the classroom. It so happened that
you know male teachers in your school. What research design you will use?
a. phenomenological b. case study c. grounded theory
 Assessment

Read each research title carefully and identify the research design being used.
Write your answers on your notebook.

1. Lived Experience of Adult Female Sexual Assault Survivors

2. Case Study for the Philippines: Open Academy for Philippine Agriculture
3. Ethnographic Research Among Drinking Youth Cultures: Reflection from
Observing Participants
4. Lived Experience of Adult Caregiving Daughters and Their Elderly Mother
5. Exploring Challenges and Problems Faced by LGBT Students in Philippines:
A Qualitative Study
6. Poverty in Philippines: A Human Rights Problem
7. Lived Experience of Social Studies Teachers: Constructing Ideas about
Democratic Citizenship and Teaching
8. A Phenomenological Study of Leaders' Perceptions and Experiences in Local
Government
9. Case Study on the Reading Intervention in Early Elementary School Grade
Levels
10. Causality in Sequences of Action and Interpretation: An Ethnographic Study
of Emerging Activist Groups
 Additional Activities

Based on the research that you are currently conducting, determine the best
research design to be used. Explain your answer. Write your answers on your
notebook.

Rubrics on how your answers will be graded.

Criteria 5 4 3 2 1
The The The
The
composition composition composition
composition
is highly is moderately is fairly The
is organized
organized organized organized composition
Organization having 1 idea
wherein having 2 having 3 is not
that is not
ideas are ideas not ideas not organized
related to the
related to the related to the related to
topic. topic.
topic. the topic.
The The
The The The
composition composition
composition composition composition
does not has more
Grammar has 1 to 3 has 4 to 5 has 6 to 7
have any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.
 1
4

Assessment
1. phenomenology
2. case study
3. ethnography
4. phenomenology
5. case study
6. case study
7. phenomenology
8. phenomenology
9. case study
10. ethnography

What I Can Do What’s More

1. c 1. case study
2. a 2. Creswell – 5 to 25/ De Guzman 3 to 13
3. b 3. grounded theory
4. b 4. phenomenology or phenomenological study
5. ethnography

What’s In What I Know

1. F 1. b
2. F 2. a
3. F 3. b
4. T 4. a
5. F 5. b
6. b
7. c
8. d
9. c
10. d

Lesson
1

K Answe
ey r
References
Breuer, Franz. (2009). Reflexive Grounded Theory. Wiesbaden: VS Verlag.

Creswell. (2013). Philosophical, Paradigm, and Interpretive Framework.

Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among

five traditions. Thousand Oaks, CA: Sage Publications.

Edward, Karen-leigh. (2015). The Extension of Colaizzi ’ s Method of

Phenomenological Enquiry, no. January.
https://doi.org/10.5172/conu.2011.163.

Ellis, Carolyn, and Arthur P. Bochner. (1996). Composing Ethnography. Walnut

Creek: ALTAMIRA Press.

Heidegger, Martin. (1985). Phenomenological Interpretation of Aristotle.

Bloomington: Indiana University Press.

Kothari, C. R. (2004). Research Methodology: Methods and Techniques. 2nd ed. New
Delhi: New Age International Publisher.

Mey, Günter, and Katja Mruck. (2011). Grounded Theory Reader. VS Verlag.

Morse, J. M. (1994). Designing funded qualitative research. In Denizin, N. K. &

Lincoln, Y. S., Handbook of qualitative research (2nd Ed). Thousand Oaks, CA:
Sage.

Ruane, Janet M. (2005). Essentials of Research Methods: A Guide to Social Science

Research. Malden: Blackwell Publishing Ltd.

Tan, Emily B, and Allan De Guzman. (2007). Understanding the Essence of

Scholarship from the Lived Experiences of a Select Group of Outstanding
Filipino Researchers. Educational Research Journal 22 (I).

VanderStoep, S W, and D D Johnston. (2009). Research Methods for Everyday Life:

Blending Qualitative and Quantitative Approaches. 1st ed. United States
of America: Jossey-Bass Publisher.

15
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