PLACIDO T.

AMO SENIOR HIGH SCHOOL

PRACTICAL
RESEARCH 1
Learning Activity Sheets
Quarter 4
Week 1-4

Qualitative Research Design

A. Background Information for Learners

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 The lesson will help you understand the different research designs. The scope of this module permits it
to be used in many different learning situations.

B. Most Essential Learning Competency

Chooses appropriate qualitative design. (CS_RS11-Iva-c-1 )

C. Directions/ Instructions
After going through with this unit, you are expected to:
1. Read and follow each direction carefully.
2. Accomplish each activity for the mastery of competency.
3. Use the Learning Activity Sheets with care.
4. Always aim to get at least 80% of the total number of given items.
5. If you have any question, contact, or see your teacher through messenger or text

D. Exercises / Activities
D.1 INTRODUCTION
Activity 1. Multiple Choice
Direction. Choose the letter of the best answer. Write the letter of your answer on your notebook.
1. Norma went to T’boli community for immersion. She stayed there for thirty (30) days to study the
culture and norms of T’boli people. Norma certainly used the type of qualitative research.
A. Case Study C. Grounded Theory
B. Ethnography D. Phenomenology
2. The following statements discuss the ethical considerations in data collection EXCEPT________?
A. After the data are analyzed, it is always good to share sensitive findings back to the public.
B. Be respectful of people’s time and when possible, compensate them for it.
C. Be sure to protect the data you collect from people.
D. Try to remain neutral and unbiased.
3. The professor told his students to conduct a study of which a study of language structures used in the
medium of communication to discover the effects of sociological, cultural, institutional, and ideological
factors on the content and its effect in the discourse. The professor certainly emphasized the
__________ type of qualitative research.
A. Content & Discourse Analysis C. Grounded Theory
B. Ethnographical Study D. Phenomenological Study

4. Based on the research abstract above, what type of qualitative research is being used?
A. Case Study C. Grounded Theory
B. Ethnography D. Phenomenology
5. What type of data collection method is being followed by the researcher?
A. Focused Group Discussion (FGD) C. Structured Observation
B. In-depth Interview D. Survey
D.2 DEVELOPMENT
Types of Qualitative Designs

1. Case study
To do a research study based on this research design is to describe a person, a thing, or any creature
on the Earth for explaining the reasons behind the nature of existence. Your aim is to determine why such a
creature (person, organization, thing, or event) acts or behaves, occurs, or exist in a particular manner.
Your methods of collecting data for this qualitative research design are interview, observation, and
questionnaire. One advantage of the case study is the capacity to deal with a lot of factors to determine the
unique characteristics of the entity (Meng 2012; Yin 2012).

2. Ethnography
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 A qualitative research design that involves a study of a certain cultural group or organization in which
the researcher, to obtain knowledge about the characteristics, organizational setup, and the relationship of
the group members, must necessarily involve in their group activities. Since this design gives stress to the
study of a group of people, this is one special kind of a case study. The only thing that makes it different
from the latter is your participation as a researcher in the activities of the group. This design requires your
actual participation in the group members’ activities while the case study treats you, the researcher, as an
outsider whose role is just to observe the group. Here in ethnography design requires you to live with the
subject in several months. This aims at defining, describing, or portraying a certain group of people
possessing unique cultural traits (Walliman 2014).

3. Historical Study
This qualitative research design tells you the right research method to determine the reasons for
changes or permanence of things in the physical world in a certain period ( years, decades, or centuries).
What is referred to in the study as the time of change is not a time shorter than a year but a period
indicating a big number of years. This design differs from the other designs because of the element
SCOPE. The scope of coverage of the historical study refers to: a. number of years covered; b. the kind of
events focused on; and c. extend of new knowledge/discoveries resulting from the historical study. The
data collecting techniques for a study following a historical research design are biography or autobiography
reading, documentary analysis, and chronicling activities. Chronicling activities makes you interview
people a time. However, one drawback of historical studies is the absence, or loss of complete and well-
kept old that may hinder the completion of the study.

4. Phenomenology
A phenomenon is something that you experience on earth as a person. It is a sensory experience that
makes you perceive or understand things that naturally occur in your life such as death, joy, friendship,
caregiving, defeat, victory, and the like. This qualitative design makes you follow a research method that
will let you understand the ways of how people go to an inevitable event in their lives. You are prone to
extending your time in listening to people recount their significant experiences to be able to get a clue or
pattern of their techniques to term with the positive or negative results of their life experiences. This aims
at getting a thorough understanding of an individual’s life experiences for this same person’s realistic
dealings with hard facts of life ( Paris 2014).

5. Grounded Theory
A research study adhering to a grounded theory research design aims at developing a theory to increase
understanding of something in a psycho-social context. Such a study enables you to develop theories to
explain sociologically and psychologically influence phenomena for proper identification of a certain
educational process. Occurring an inductive manner, wherein one basic category of people’s action and
interactions gets related to a second category; to the third category; and so on, until a new theory emerges
from the previous data ( Gibson 201 14; Creswell 2012). A return to the previous data to validate a
newfound theory in a zigzag sampling. Moving from category to category, a study using a grounded theory
design is done by a researcher wanting to know how people fair up in a process-bound activity such as
writing. Collecting data on grounded theory design is through a formal, informal, or semi-structured
interview, as well as analysis of written works, notes, phone calls, meeting proceedings, and training
sessions ( Picardie 2014).

D.3 ENGAGEMENT
Activity 2. CONNECT ME RIGHT!
Directions. Draw a line linking two expressions in A and B. Write your answer on your notebook.

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D.4 ASSIMILATION
Activity 3. Research Design
Directions. Decide what research design is appropriate for each situation, based on what you learned about
qualitative research design. Conduct a research design by providing the answer to the following questions.
Answers should be written in your notebook.
a. What research design is appropriate for each situation?
b. What is the purpose of the research based on your design?
c. What is the methods or technique in collecting and analyzing the data?

Example
The grieving relatives of soldiers’ death in Marawi battle.
a. The best design for this is Phenomenological research design
b. This research design aims to understand the actions of the grieving relatives as they deal or cope with
their emotions from the loses of their love ones.
c. To gather the data, I’ll have an unconstructed interview. Ex.
What do you do to cope with the pain of losing someone dear to you?

1. Spend half a year living with the people in Ilocos Norte.

__________________________________________________________________________
__________________________________________________________________________
2. Have patience, time, and interest in listening to battered wives and raped victims,
__________________________________________________________________________
__________________________________________________________________________
3. Know the extent of Filipinos’ penchant for white-collar jobs during the Spanish era up to this period.
__________________________________________________________________________
__________________________________________________________________________
4. Give a verbal account or portrayal of the kindergarten pupils of St. Paul College
___________________________________________________________________________
___________________________________________________________________________
5. Discover the reasons for the excessive aggressiveness of Dino Cruz, a grade 4 pupil.
___________________________________________________________________________
___________________________________________________________________________
F. References for learners

Tamayo, C. (2020). Quarter 2- Module 1: Qualitative Research Design. First Edition, 2020.Printed in
the Philippines by Department of Education-School Division of Pasig City. Retrieved from
https://drive.google.com/drive/folders/1MwZ327BE-fibROGHPEPMhwpyZGDEC5r5?
fbclid=IwAR1IsBvSHogNoRZlmRhC3s6LOnOWTVkqt5BbQXNzxj7a6qL0VsOgTUEE5i4

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 Sample

A. Background Information for Learners

This module was designed and written with you in mind. It is here to help you master the description of
sample. The scope of this module permits it to be used in many different learning situations.

B. Most Essential Learning Competency

Describe sampling procedure and sample (CS_RS11-Iva-c-2)

C. Directions/ Instructions
After going through with this unit, you are expected to:
1. Read and follow each direction carefully.
2. Accomplish each activity for the mastery of competency.
3. Use the Learning Activity Sheets with care.
4. Always aim to get at least 80% of the total number of given items.
5. If you have any question, contact, or see your teacher through messenger or text

D. Exercises / Activities
D.1 INTRODUCTION
Activity 1. PRETEST
Directions. Read the questions carefully. Write the letter of the best answer in your notebook.
1. Which of the following statement is TRUE about sample and population in qualitative research?
A. In some instances, the sample and population may be identical.
B. Sample and population of a research study can never be identical.
C. A sample group can never represent the entire population.
D. Results from a sample could always be generalized to the entire population.
2. Which of the following best describes the population?
A. It is a subset of your entire group of interest.
B. It is the group of individuals who actually participate in your study.
C. It is the group (be it people, events, etc.) from which you actually collect data.
D. It is often the “who” or “what” that you want to be able to draw conclusions about at the end of
your study.
3. Which of the following can be considered as a sample for the research study about the effectiveness
of blended learning modality in the Philippines?
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 A. Fresh graduates looking for a job
B. Employees with above minimum wages
C. All students from all grade levels in the Philippines
D. Selected students from different grade levels representing certain regions of Philippines
4. Top performing high schools in Metro Manila are chosen to participate in a study of best teaching
practices in advanced generation. What is the population of the research?
A. High Schools in Metro Manila
B. Public High Schools in Metro Manila
C. Private High Schools in Metro Manila
D. Colleges and Universities in the country
5. What is the effective sample size for a phenomenology that explores the experiences of recovered
COVID19 patients?
A. A single recovered patient will do
B. Ten recovered patients despite saturation
C. Ten recovered patients where saturation is not yet reached
D. A recovered patient from each city or provinces in the country

D.2 DEVELOPMENT
In doing a qualitative research, it is not necessary to collect data from everyone in your group of
interest in order to get valid findings. Imagine if you wish to study the differences in men’s and women’s
college experiences in the Philippines, would you expect to collect data from all college students across the
country? Even if it were possible, it will require a lot of time, resources, and effort to accomplish.
If we are interested in a certain group of people, we often select just a few members of this group
and study them. From these selected people, we usually come to some conclusions about the larger group
where they belong. We use the following terms to represent these groups of people in research studies:

• POPULATION is the cluster of people, events, things, or other phenomena that you are most
interested in. It is often the “who” or “what” that you want to be able to draw conclusions about at the
end of your study.
• SAMPLE is a subset of your population. It is the group (be it people, events, etc.) from which you
actually collect data or the group of individuals who actually participate in your study.
• SAMPLING is the process or technique of choosing a sample from a population to participate in the
study. Different methods of sampling are employed in qualitative research which will be further
discussed in the next module.

Thus, only a sample (that is, a subset) of a population (group of interest) is selected for any given
study. In some instances, the sample and population may be identical, but more often they are not.
POPULATION VS. SAMPLE IN RESEARCH STUDIES Consider the research studies with their
corresponding population and sample as specified in the table.

The more
narrowly researchers define the population, the more they save on time, effort, and (probably) money,
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but the more they limit generalizability. That is why it is essential in research reports to describe the
population and sample in detail to determine the applicability of the research findings.

DETERMINING SAMPLE SIZE

In quantitative research, the goal would be to conduct a random sampling that ensures the sample
group would be representative of the entire population, and therefore, the results could be generalized to
the entire population. On the other hand, the goal of qualitative research is to provide in-depth
understanding and therefore, targets a specific group, type of individual, event or process. To
accomplish this goal, qualitative research focus will be on criterion-based sampling techniques to reach
their target group.
The study’s research objectives and the characteristics of the study population (such as size and
diversity) determine which and how many people to select. When determining sample size for
qualitative studies, it is important to remember that there are no hard and fast rules. There are, however,
at least three considerations:

1. The saturation or redundancy of the sample size must be considered. Theoretical saturation is the
point at which no new information is emerging in the data. The size and pattern of the sample need to
be considered. Some interviews conducted might result to no significant concepts.
2. The size of a sample is important to determine the difference within a target population. Having a
large sample size might assess the quantity of distinction that will eventually denote the population of
interest.
3. Approximation of a sample size grounded on the method of the study may be used. The rules of
thumb of effective sample size for each research approach and data collection methods presented
below are designed by Dr. Bonie Nastasi in his presentation “Qualitative Research: Sampling &
Sample Size Considerations”.

SAMPLING PROCEDURES IN QUALITATIVE RESEARCH

As there are difficulties in determining the sample size for a qualitative research, so it is when it
comes to selecting a sampling procedure or strategy. The sampling procedure adopted by qualitative
researcher is driven by the:1) Research question(s)/purpose; 2) Time frame of your study; 3) Resources
available.

Sampling in qualitative research includes purposive sampling, quota sampling, snowball

sampling and convenience sampling procedures. The reasons for a qualitative researcher to employ a
particular sampling strategy are discussed below.

1. Purposive Sampling. This is the most common sampling procedure, wherein participants are
selected according to pre-selected criteria based on the particular research question. To perform this
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 sampling, a researcher begins with specific perspectives in mind that he or she wishes to examine and
then seeks out research participants who cover that full range of perspectives. Example: A researcher
is conducting a phenomenology to explore the perspectives and experiences of patients with
hypertension while living with this disease. He selects only hypertensive patients to participate in his
study. Patients without hypertension were not included in the study.

2. Quota Sampling. In this sampling procedure, participant quotas are preset prior to sampling. To
perform this sampling, the researcher gathers data from only those participants who meet certain
characteristics that may include things such as age, place of residence, gender, class, profession,
marital status, etc. Example: In a case study that compares the academic performance of senior high
school students in public and private schools, the researcher divides a sample size of 500 students
into grade levels and tracks taken as follows; 250 students each for grade 11 and grade 12, 300
students taking Academic track, 100 students taking TVL and 100 students taking Sports and Arts.

3. Snowball Sampling. This sampling procedure is also called chain referral sampling. To perform this
sampling, the researcher recruits study participants by asking prior participants to refer others who
may be able to potentially contribute or participate in the study. Thus, the researcher’s sample builds
and becomes larger as the study continues, much as a snowball builds and becomes larger as it rolls
through the snow. This method often helps researchers find and recruit participants that may
otherwise be hard to reach. Example: A researcher who wanted to explore the lives of the previously
convicted people (“ex-convicts”) in terms of their social and emotional context toward society started
with an acquainted participant who then refers his inmates as another potential subjects.

4. Convenience Sampling. This sampling procedure is also called haphazard sampling and is most
useful in exploratory research. To perform this sampling, a researcher simply collects data from those
people or other relevant elements to which he or she has most convenient access. Example: A fast
food chain wants to improve the quality of its products and services according to the customers’
feedback by conducting a brief interview on those willing customers currently dining in.

D.3 ENGAGEMENT
Activity 2.1 Journo
Directions. Now let us test your knowledge from what you have learned in the lesson. Perform the given
tasks below. Write your answers in your notebook.
1. Answer the following questions:
a. What is the difference between sample and population?
b. Some people have argued that no population can ever be studied in its entirety. Would you agree?
Why or why not?
2. Determine the population and sample of each research studies below.
Research Topic Sample Population
1. A phenomenological study of
lived experiences of medical
workers who responded during the
COVID 19 pandemic in the
Philippines
2. The factors that lead the minors
to alcohol dependency upon
reaching their prime working age
3. How retired people age 65 and
over feel about their “golden years”
4. The effect of a student’s self-
esteem to his/her achievements in
the school
5. The effects of music on learning
of nursery students

Activity 2.2 Sampling Method

Directions. Identify the sampling method in each of the following situations:
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 1. A case study about students’ satisfaction with their living quarters on campus was conducted by
recruiting those students who stay in each of the different types or locations of on campus housing
only. Those who are living on student dorms/quarters but outside the campus were not included.
2. A researcher who sought to examine a certain issue regarding same sex marriage found a suitable
participant for the study thru social media. The participant is willing to be interviewed and even
refers his acquaintances who may also be potential subjects.
3. In a research conducted by a group of NGO volunteers regarding good lifestyle of people,
participants were recruited by asking people who dress good and look healthy in a certain mall.
4. The supreme student government of the school would like to form a group that will help fellow
students to pass all their subjects within the school year. They first determine the most common
causes why students fail in exams by conducting interviews from the two least performing students
for each section from each grade level.
5. An on-site reporter was able to gather information regarding the road traffic accident that occurs just
a few hours before he arrived at the scene by interviewing the street vendors and pedestrians present
during the accident.

D.4 ASSIMILATION
Activity 3. Assessment
Directions. Read the statements carefully. Write the letter of the best answer in your notebook.
1. What is sample in qualitative research?
A. It is your entire group of interest.
B. It is the group of individuals who actually participate in your study.
C. It is often the “who” or “what” that you want to be able to draw conclusions about at the end of your
study.
D. It is the group (be it people, events, etc.) that you want to be able to draw conclusions about at the
end of your study.
2. How does sample differ from population?
A. Sample and population are almost the same and can be interchanged.
B. Sample is the group from whom conclusions are drawn at the end of the study while population is
the group of your interest.
C. Population is the larger group from whom conclusions are drawn at the end of the study while sample
is a subgroup of population from which data are actually collected.
D. Sample is the larger group from whom conclusions are drawn at the end of the study while
population is a subgroup of the entire group of interest from which data are actually collected.

3. A researcher would like to study the effect of the increasing number of confirmed COVID19 cases and
months of community quarantine in certain places in the country to the mental health of Filipinos. From
which group should the researcher gather information?
A. Any Filipino from any part of the country
B. Filipinos living in cities or provinces under community quarantine
C. Confirmed COVID19 patients who recover from the disease in the Philippines
D. Overseas Filipino workers who arrived in the country during the community quarantine
4. Abigail wants to explore the childhood life of her claustrophobic friend that might cause her to develop
this condition. Which of the following is TRUE for her sample and population?
A. The sample and population of her study are the same.
B. The population of her study is her friend but not the sample.
C. The sample of her study is her friend but not the population.
D. The sample of her study must be taken from a group of claustrophobic patients.
5. A researcher would like to know how Filipino employees who lose their job due to the pandemic start
anew by conducting in-depth interview on willing participants. What is the effective sample size he/she
should used?
A. Interview approximately 30 people
B. Interview approximately five people
C. Create groups that average 5–10 people each.
D. Select a large and representative sample numbers similar to those in a quantitative study.

F. References for learners

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 Vinarao, P.M. G. (2020). Quarter 2- Module 2: Sampling Procedure. First Edition, 2020. Printed in the
Philippines by Department of Education-School Division of Pasig City. Retrieved from
https://drive.google.com/drive/folders/1MwZ327BE-fibROGHPEPMhwpyZGDEC5r5?
fbclid=IwAR1IsBvSHogNoRZlmRhC3s6LOnOWTVkqt5BbQXNzxj7a6qL0VsOgTUEE5i4

Data Collection

A. Background Information for Learners

The lesson will help you understand the different process and methods involved in undertaking
communication and distinguish the appropriate communication on media channel(s) to use in different
settings and situations.

B. Most Essential Learning Competency

Plans data collection, data gathering instrument, and analysis procedures (CS_RS11-Iva-c-3)

C. Directions/ Instructions
After going through with this unit, you are expected to:
1. Read and follow each direction carefully.
2. Accomplish each activity for the mastery of competency.
3. Use the Learning Activity Sheets with care.
4. Always aim to get at least 80% of the total number of given items.
5. If you have any question, contact, or see your teacher through messenger or text

D. Exercises / Activities
D.1 INTRODUCTION
Activity 1. Multiple Choice
Directions. Read the questions carefully. Write the letter of the best answer.
1. What term refers to the kinds of information researchers obtain from the subjects of their research?
A. Data Collection C. Research Data
B. Information D. Sampling
2. What type of research data is captured through observation of a behavior or activity?
A. Derived Data C. Observational Data
B. Experimental Data D. Simulation Data
3. What is the first step in planning data collection?
A. Determine how much data is needed
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 B. Determine the kind of data that is available
C. Identify the questions that you want to answer
D. Decide whether to measure a sample or the whole population
4. Which of the following is NOT true in data collection?
A. The researcher must determine how he/she will measure the data.
B. The researcher must first identify the questions that he/she wants to answer.
C. The researcher will always have credible findings even without data collection plan.
D. It is important that the researcher has determined who will gather data before conducting data
collection.
5. The company management has decided to use open-ended survey to determine how employees feel
about the newly imposed alternating working schedule for their essential workers. What will be the next
step the company management has to do?
A. The company management should plan how data will be presented.
B. The company management must assign a team who will be in-charged for data collection.
C. The company management must determine how they will measure the data to be gathered.
D. The company management must determine the number of essential workers that may answer
the survey.

D.2 DEVELOPMENT

What is RESEARCH DATA?

Research Data refers to the kinds of information researchers obtain from the subjects of their
research. Research data takes many different forms. It may be intangible as demographic information,
such as age, gender, ethnicity, and religion or an object as in physical research materials such samples of
rocks, plants, or insects. Here are some examples of the formats that data can take:

• Documents (text, MS Word), spreadsheets • Experimental data

• Lab notebooks, field notebooks, diaries • Test responses
• Questionnaires, transcripts, surveys • Content analysis
• Artifacts, specimens, physical samples • Codebooks
• Models, algorithms, scripts • Content analysis
• Focus group recordings; interview notes

Generally, data may be classified into four main types: observational, experimental, simulation,
and derived.

1. Observational Data – data captured through observation of a behavior or activity. It is collected

using methods such as human observation, open-ended surveys, or the use of an instrument or sensor
to monitor and record information.
2. Experimental Data – data collected through active intervention by the researcher to produce and
measure change or to create difference when a variable is altered. Experimental data typically allows
the researcher to determine a causal relationship and is typically projectable to a larger population.
3. Simulation Data – data generated by imitating the operation of a real-world process or system over
time. This method is used to try to determine what would, or could, happen under certain conditions.
4. Derived or Compiled Data – involves using existing data points, often from different data sources,
to create new data through some sort of transformation, such as an arithmetic formula or aggregation.

However, it is important to note that in qualitative research you will be generating data that is
primarily in the form of words, not numbers. Qualitative data describes qualities or characteristics
which may be difficult to precisely measure and analyze.

Data Collection Plan

Data collection is one of the most important stages of your research because the quality of the
data you collect will shape or limit the value and credibility of your findings. Thus, you must
formulate a plan before conducting the data collection. Here are the steps in creating a Data
Collection Plan.
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 1. Identify the questions that you want to answer.
• A well-thought-out-research-question identifies what you are going to explore the specific data
you need. Our data must be relevant to the study.
2. Determine the kind of data that is available.
• As a researcher, you must find out what kind of data is available to collect. You must list all the
data points that are needed to answer the questions the research is centered on. You may refer to
the types of research data in the earlier discussion.
3. Determine how much data is needed.
• We want to get enough data so what we can see patterns and trends. For each data element on
the list, write down how much data is needed. You may refer to the effective sample size
discussed in the previous lesson.
4. Determine how to measure the data.
• There are four types of measurement scales; (1) nominal scale – researchers simply assign
numbers to different categories in order to show differences, for example, a researcher concerned
with the variable of gender might group data into two categories, male and female, and assign the
number 1 to females and the number 2 to males, (2) ordinal scale - one in which data may be
ordered in some way—high to low or least to most, (3) interval scales – possesses all the
characteristics of an ordinal scale with one additional feature: the distances between the points on
the scale are equal, (4) ratio scales – an interval scale that does possess an actual, or true, zero
point.
5. Decide who is going to collect the data.
• This refers to the administration of the data collection. As a researcher, you can get the
information (1) yourself, with little or no involvement of other people; (2) directly from the
subjects of the study; or (3) from others, frequently referred to as informants, who are
knowledgeable about the subjects.
6. Determine where the data will be collected from.
• There are three broad strategies for obtaining data: collecting the data yourself, using existing
data which may come from government data, organization data, data repositories or existing
research studies, or combining these strategies together.
7. Decide whether to measure a sample or the whole population. • As we have learned from previous
lesson, oftentimes, it is impractical to measure an entire population of data. In such a case, we
then take a sample of data using different sampling techniques. But in rare situations, you may
choose to measure the entire population if reasonable.
8. Determine in what format the data will be displayed.
• The last step is to decide the format of displaying the data. We can display data in many ways such
as charts and diagrams.

Here is an example of a simple Data Collection Plan. While your data collection plan template may
vary slightly, it will likely contain many of the components found in the following example.

Research Title: The Effect of Distance Learning Modality to Senior High School Students’ Over-All
School Performance

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Data Gathering Research Instruments

The data gathering instrument is an important step in the research process. The instrument you
choose to collect the data will depend on the type of data you plan on collecting and how you plan to collect
it. “Data-gathering instruments for qualitative research” means open-ended questionnaires, interviews,
observation, or any other forms which are used to collect information. (Jones1985)

Let’s look at three of the most used data-collecting instruments in more detail.

1. Qualitative Questionnaires
Qualitative questionnaires attempt to elicit more in-depth responses and are usually designed to
find out what has changed as a result of the program, what the mentees have learned, and what they
are doing differently.
Answers obtained to open-ended questionnaire questions are analyzed using qualitative methods
and they involve discussions and critical analyses without the use of numbers and calculations.
Questionnaires have many uses, most notably to discover what the masses are thinking. These
include market research, political polling, customer service feedback, evaluations, opinion polls,
and social science research (O’Leary, 2014).
2. Interviews
An interview is a conversation for gathering information. A research interview involves an
interviewer, who coordinates the process of the conversation and asks questions, and an
interviewee, who responds to those questions. Interviews can be conducted face-to-face or over the
telephone. The internet is also emerging as a tool for interviewing.
The interview is an appropriate method when there is a need to collect in-depth information on
people’s opinions, thoughts, experiences, and feelings. Interviews are useful when the topic of
inquiry relates to issues that require complex questioning and considerable probing. Face-to-face
interviews are suitable when your target population can communicate through face-to-face
conversations better than they can communicate through writing or phone conversations (e.g.,
children, elderly or disabled individuals).

Types of Qualitative Interviews:

Interviews can be designed differently depending on the needs being addressed and the
information.

a. Semi-structured interviews:
In a semi-structured interview, the interviewer uses a set of predetermined questions and
the respondents answer in their own words. Some interviewers use a topic guide that serves as
a checklist to ensure that all respondents provide information on the same topics. The
interviewer can probe areas based on the respondent’s answers or ask supplementary questions
for clarification. Semi-structured interviews are useful when there is a need to collect in-depth
information in a systematic manner from a number of respondents or interviewees (e.g.,
teachers, community leaders).

b. Unstructured interviews:
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 In an unstructured interview, the interviewer has no specific guidelines, restrictions,
predetermined questions, or a list of options. The interviewer asks a few broad questions to
engage the respondent in an open, informal, and spontaneous discussion. The interviewer also
probes with further questions and/or explores inconsistencies to gather more in-depth
information on the topic. Unstructured interviews are particularly useful for getting the stories
behind respondents’ experiences or when there is little information about a topic.

c. Observation
Observation is a systematic data-collecting technique that involves watching individuals
in their natural environment or a naturally occurring situation. The processes under observation
are normal and not contrived. They can range from individual cases to groups and whole
communities. They provide highly detailed information about natural processes. The data
collection is laborious and time-consuming and may have to be repeated to ensure reliability.
However, observation schedules based on a set of expectations can make data collection easier.

What is an observation?
• A way to gather data by watching people, events, or noting physical characteristics in their
natural setting.
• Observations can be overt (subjects know they are being observed) or covert (do not know
they are being watched).

Participant Observation
• Researcher becomes a participant in the culture or context being observed. • Requires
researcher to be accepted as part of culture being observed in order for success

Types of Observation
1. Direct Observation
• This observation method makes you see or listen to everything that happens in the area of
observation. For instance, things happening in a classroom, court trial, street trafficking,
and the like come directly to your senses.
• To avoid waste of energy, time, and effort in observing you have to stick to the questions
that your research aims at answering.
• What you ought to focus your attention to during the observation is specified by your
research problems

2. Indirect Observation
• Results of an interaction, process or behavior are observed (for example, measuring the
amount of plate waste left by students in a school cafeteria to determine whether a new food
is acceptable to them).
• The level of observer participation can vary from wholly participant to a non-participant.
The non-participant observer has limited interaction with the people being observed
• Observers can collect data through field notes, video, or audio recordings, which can be
analyzed using qualitative analytical tools. If you code your observations to exact numerical
data, it can be analyzed using a quantitative approach.
• One of the main benefits of using wholly or partial participant observation is that the level
of immersion and prolonged involvement with participants can lead to a good rapport,
thereby encouraging participants to speak up freely. This helps with the rich details of the
collected data.

Data Gathering Instruments to Use According to Research Design

The plan on what instrument to use, definitely vary to the objectives of the research study. the types of
design are factors to decide what data gathering instrument is to be used

Research Designs Qualitative Research Instruments

Case studies ➢ Surveys
➢ interview
➢ documentation review
➢ artifact collection
Ethnography ➢ observation
➢ interview
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 ➢ survey and
➢ analysis
Phenomenology ➢ Interviews
➢ participant observation
➢ reflective diaries and
➢ researcher’s own introspective accounts
Grounded theory ➢ interviewing participants with open-ended questions.
➢ Participant Observation (fieldwork)
➢ focus groups
➢ Study of Artifacts and Texts

Coding is defined as classifying or categorizing individual piece data coupled with some kind of
retrieval system (Babbie 2016, 387). It is done by classifying qualitative data such as interview
responses, field notes, pictures, or symbols, into themes or concepts that they convey. This is important
in cataloguing examples of responses for every identified theme or concept. It is also important in
finding out patterns from the data which could help you build your new theory. Take for example this
essay response:

“The pandemic placed a big financial strain on my family. As my father lost his job as a
cameraman in a TV network, we became two months behind rent payment, the electric and
water bills started to pile up, and my sister chose not to enroll for her next semester at college.”

The given response contains various themes, but you can simplify the categorization of the data
by putting it in the context of your overall goal for the research. For example, if your goal is to identify
the financial strain experienced by Filipino families during the pandemic, you can classify the response
using codes such as ‘unemployment’, ‘missed payments’, or ‘educational struggles’. It is you, the
researcher, who thinks up of codes for the categorization of qualitative data.

Coding is done repeatedly until major patterns arise. You can visualize coding by thinking of an
essay written on piece of paper with you cutting the sentences with a scissor and filing them under a
folder with a certain classification. Coding has three types, in which the succeeding types are more
centrally organized than the preceding types (Babbie 2016, 388-391).

1. Open Coding – the first step at coding in which qualitative data are closely examined, compared with
one another, and then classified into discrete ideas. ‘Unemployment’, ‘missed payments’, and
‘educational struggles’ are examples of open coding. This is done for every response or data that you
process. If you find similar ideas from other responses, you will file them under the same code.

2. Axial Coding – this is done by regrouping the results of open coding and finding a core concept among
the codes. For example, codes such as ‘TV network closure’, ‘Tourism industry, and ‘Factories’ can
be classified under the axial code of unemployment by company closure.

3. Selective Coding – this is done to identify the single concept to which all other codes relate to. Once
that you have reviewed all of the data and identified all of the concepts, you will see a central concept
that ties it all. For example, if most of the responses point out that their families’ finances were
severely impacted due to the unemployment of the bread winner or the provider of the household, we
can point out unemployment as the selective code.

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Let’s try how coding is done with the given example. First, we start by performing open coding on the
responses given below. Read every response, then identify concepts then create a code for each of them.
You can highlight or underline specific ideas that correspond to the code.

Next, you
must perform
axial coding on
the codes that you have generated from open coding. You have to identify the core concepts among the
codes. You still have to refer to the responses to identify similarities and differences from the ideas and
determine which codes you could join together to generate the core concepts.

Finally, you need to perform selective coding. What does the entirety of responses convey? Do the
responses show a new discovery? Do they agree or disagree at a common point? Do the results of open
coding and axial coding confirm this idea? Generate the selective code by determining the single idea that
all of the respondents present in response to the research question. This time, their responses all point out
to unemployment, which the results of open coding and axial coding confirm.
There can be more than one central concept from the data collected. You can repeat the coding
process as much as you can to generate more ideas from the data to answer your research questions. For
example, you might wish to explore the connections between financial strains and educational struggles.
You can do so by repeating the coding process once more for this particular goal.
Concept Mapping
Another important step in qualitative data analysis is concept mapping. A concept map is a
graphical depiction of relationships of concepts or codes generated during the coding steps. This makes it
simpler for you to explain, and easier for the reader to comprehend.
A concept map may take any form as you wish, with codes written inside shapes and connected to
other codes with lines or arrows. As long as it conveys the relationships you discovered clearly, the
concept map serves as a useful analysis tool.

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 Ethical Considerations in Qualitative Data Analysis
You must remember that you are dealing with qualitative or subjective data, and that means that
such data may be open to different interpretations depending on whoever is processing it. In other
words, there are times that researcher bias may be suspected from the findings of the study. In the
concept map given above, a research may include the code political mishandling as one of the reasons
for the recent company closures in the country. Any issue concerning politics is a hot button issue, with
one side trying to defend their preferred politician, and another criticizing the same person. In this
situation, the researcher must provide ample reason for the generation of the code from the data and not
from his personal view. Generation of a code or concept unrelated to the data collected will present the
study as unreliable and questionable.
Another thing to consider is that the identities of those who gave their responses must be protected
unless they have willingly consented to revealing their identities. Qualitative data may betray certain
identities through their way of speech, or through their images and other media related to them, and this
can lead to criticism of their motivations for providing such responses. This cannot be avoided in
qualitative research, thus, extra care should be taken to ensure that the rights of the respondents are not
violated during the conduct and review of the study. In analysing data obtained from these media,
informed consent must always be practiced, and utmost care ensured to protect the participants’ privacy.

D.3 ENGAGEMENT
Activity 2.1 Let’s Plan
Directions. Create a data collection plan for your research interest by following the steps discussed in the
lesson. Use the template below as your guide.
Questions Data Sample Measurement Person Source Sampling Output
to be Size Assigned
answered

Activity 2.2 On Spot

Directions. Identify the
appropriate research design
and data gathering
instrument for each picture.

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Activity 2.3 WORK IT!
Directions. We will simulate coding by trying to find out reasons why people buy or patronize illegally
downloaded or pirated movies or TV shows. Interview and collect responses from at least five (5) of your
family members or friends. Ask them for their opinions for this topic:

“Why do people buy and watch illegally downloaded or pirated copies of movies or TV shows?”

Record their complete response. Perform open coding by identifying as many themes or concepts that you
can find.

Activity 2.4 Coding

Directions. Perform axial coding and selective coding on the results of open coding.
 To perform axial coding, identify the core concept by comparing similar concepts with each other.
Evaluate the responses with similar codes and ACTIVITIES identify what they are trying to convey,
which is the reason for buying or patronizing pirated media.
 To perform selective coding, evaluate all of the responses and find out a single concept that serves as
the foremost reason for buying pirated media.

Activity 2.5 Conclusions

Directions. Create a short conclusion on the findings of your interview. What were the reasons for buying
pirated movies or TV shows? Among the stated reasons, what is the main reason suggested by the
interviewees?

D.4 ASSIMILATION
Activity 3. Assessment
Directions. Read the statements carefully. Write the letter of the best answer in your notebook.
1. Which best describes the qualitative questionnaire?
A. It uses close-questions.
B. It uses open- ended questions.
C. It uses list of answers to choose from.
D. Its questions require a limited answer.
2. Which is not included as the strength of the qualitative questionnaire?
A. Time consuming
B. Allow for comparisons
C. Represent an even larger population
D. Reach a large number of respondents
3. Which is a strength of an unstructured interview?
A. A set of predetermined questions and the respondents answer in their own words.
B. The interviewer can probe areas based on the respondent’s answers or ask supplementary questions
for clarification.
C. The interviewer has better control over the types of information that they receive. They can pick their
own questions.

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 D. Some interviewers use a topic guide that serves as a checklist to ensure that all respondents provide
information on the same topics.
4. What should you do to avoid waste of energy, time, and effort in observing?
A. Observe results of interaction, process, or behavior.
B. Stick to the questions that answer the research aims.
C. Have a varied level of observer participation from wholly participant to a non-participant.
D. Collect data through field notes, video, or audio recordings and analyze them using qualitative
analytical tools.
5. If you will conduct a case study, what is the best data gathering instrument should you use?
A. Interview
B. Questionnaires
C. Artefact Collection
D. Participant observation

F. References for learners

Vinarao, P.M. G. (2020). Quarter 2- Module 3: Data Collection. First Edition,2020. Printed in the
Philippines by Department of Education-School Division of Pasig City. Retrieved from
https://drive.google.com/drive/folders/1MwZ327BE-fibROGHPEPMhwpyZGDEC5r5?
fbclid=IwAR1IsBvSHogNoRZlmRhC3s6LOnOWTVkqt5BbQXNzxj7a6qL0VsOgTUEE5i4

Research Methodology

A. Background Information for Learners

The lesson will help you understand the different research methodology as well as the elements to be
considered in writing a good research methodology.

B. Most Essential Learning Competency

Presents written research methodology (CS_RS11-Iva-c-4)

C. Directions/ Instructions
After going through with this unit, you are expected to:
1. Read and follow each direction carefully.
2. Accomplish each activity for the mastery of competency.
3. Use the Learning Activity Sheets with care.
4. Always aim to get at least 80% of the total number of given items.
5. If you have any question, contact, or see your teacher through messenger or text

D. Exercises / Activities
D.1 INTRODUCTION
Activity 1. Pretest
Directions. Choose the letter of the correct answer
1. Which statement best describes the research methodology?
A. It contains the introduction to the study.
B. It is the third chapter of the research paper.
C. It describes how the research is to be conducted.
D. It tells you how a certain recipe is to be prepared.
2. Which of the following is NOT an element of the research methodology?
A. Research design
B. Sampling procedure
C. Statistical analysis of data
D. Respondents or participants of the study
3. What is a research participant?
A. The researchers

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 B. The research assistants
C. People who answered the survey questionnaire
D. People who took part in performing tasks connected to the study
4. This element describes the specific framework that the researchers follow to solve the research
problem.
A. Research design
B. Research methodology
C. Respondents of the study
D. Data gathering procedure
5. What does it mean when you are required to write the data gathering procedure sequentially?
A. The name of the respondents are not revealed.
B. The expected results of the study are included.
C. The total number of participants are included.
D. The data gathering procedure is written in order from first step to last.

D2. Development
The Elements of the Research Methodology
Just as how a cookbook features the ingredients, equipment, and procedures of cooking a recipe, the
research methodology contains the following:
1. Research Design
2. Respondents or Participants of the Study
3. Sampling Procedure
4. Research Instrument
5. Data Gathering Procedure

Research Design
Select the appropriate qualitative research design for your study and describe how it could solve
the research problem. Research design describes the specific framework that you will follow to solve
your research problem. You may use qualitative research designs such as case study method,
ethnography, content analysis, phenomenological study, grounded theory, or other qualitative designs
that you may see fit for the problem. In this section, you will explain why you chose that specific design,
and how it could provide answers to your research questions and research problem.
Respondents or Participants of the Study
This section describes who your respondents or participants are, from which the data to answer
the research problem is collected. Respondents are the people who took part in your study by answering
a questionnaire or answer sheet. Participants, on the other hand, are the people who took part in the
study by performing tasks related to the purposes of the study.
For example, if you collected data through the use of a survey questionnaire, the people who
answered the questionnaire are your respondents. If you collected data through observation or through a
controlled experiment, the people you are observing are your participants. Interviewees could either be
respondents or participants depending on the design of your study. If they participated in an activity first
before they answered your interview questions, they are participants. If they simply answered a
structured interview or a set of questions you personally asked them, they are respondents.
What is important in this section is that you have to describe them to the reader. What are your
criteria for choosing the respondents or participants? Why did you choose them? What are their basic
profiles – age, gender, specific affiliations? You will also describe how many of them belong to specific
classifications as required by your research problem, such as how many are male and female in your
respondents or participants. You also have to describe if you included ‘accomplices’ or members of the
research team that is mixed into your participant or respondent pool to invoke a certain response from
them, and also how many were your accomplices.
If your research is a case study or comparative case study, where there are only one or two
specific persons as subjects of the research, you will also have to describe them through this section.

20
 You can use pseudonyms or aliases to hide the identity of specific persons who are the subjects of your
study.
Sampling Procedure
Sampling is perhaps one of the few mathematical procedures you will implement in qualitative
research. If your study involves more than two respondents or participants, you may have to perform
sampling for objective selection of respondents or participants. This means that this section is no longer
required if your study involves one or two persons only such as in case studies or comparative case
studies. However, in studies that involve a group of persons, such as in ethnography, you may still have
to perform sampling.
In this section, you will describe which sampling method you implemented, and why you chose
to implement it. You can choose between probability and nonprobability sampling types, depending on
what is most appropriate for your study. One thing to remember, especially if you are going to use
Slovin’s Formula for Sampling in probability sampling types, is that you no longer need to write down
the complete formula and solution at this section. You simply have to describe that you used Slovin’s
Formula and its result.
Since you are going to explain a procedure, explain in sequential detail how you will select
your participants or respondents. For example, if you are going to perform simple random sampling
through the use of a random number table, explain how you used the random number table and how
large were the sample selected. In writing the final form of your paper, you will report the specifics of
your sample in this section, such as how many belong in a specific gender or age group.
Research Instrument
In qualitative research, you are not limited to a single type of data gathering instrument. Aside
from survey questionnaires, you may use structured or unstructured interview questions, observation
checklists, audio and video recordings, or whatever data may be appropriate for your research problem.
In this section, you have to explain the reasoning behind your chosen instrument, and how it gathers
accurate data for your analysis. You will also have to explain the parts or contents of your research
instrument, so that the reader could see how it answers the research questions and helps solve the
research problem. For example, if the first part of your instrument requires the respondent to provide
their profile, describe which specific bits of data are you going to collect and why.
You do not have to attach a copy of the actual instrument or transcript in this section. Copies of
research instruments, transcripts of interviews, or screenshots of video clips must be attached at the
Appendices section of research paper.
Data Gathering Procedure
This section describes the entirety of how the data will be collected and the steps leading up to
it. Just like in sampling procedure, this is written sequentially, or according to order. Depending on the
advice of your research teacher, it can be written in essay form, or in a numbered or bulleted list form.
What is important is that you can explain in detail how the instrument will be used and data will be
collected.
You also have to explain the steps that led you to the data gathering activity. For example, if
you have to submit a letter toward a specific person requesting for consent for the data gathering
activity, include this in the narrative as well. If you are going to perform an activity with the
participants, or you have research team members that will work with the participants, describe this as
well in its entirety. If you are going to implement other materials or equipment, describe what these are
and what their uses are. Describe the setup of your data gathering activity, including the settings and
other backup plans if ever your original procedure did not go as planned.
D.3 ENGAGEMENT
Activity 2.1 Take Note
Directions. Go back to your recorded responses for Activity 1 from the previous module (Module 6).
Practice writing the Respondents of the Study section by describing each of your respondents (or
interviewees) without revealing their names.
Specifically, take note of the following information about your interviewees:

21
 Age:
Occupation:
Monthly salary/allowance:

Activity 2.2 Essay

Directions. Compose an essay for the Respondents of the Study section using the information collected
at Activity 1. You can use aliases or code names for your respondents if you wish to describe them
individually. You can also write the general age range or range of salary/allowance if you do not wish to
describe them individually. Your essay must not be less than 5 sentences long.

Activity 2.3 Crafting Time

Directions. This time, you will craft your research methodology and present it through a video
presentation.

Source:https://www.google.com.ph/search?q=rubric+in+research+presentation%27&hl=en&tbm=isch&sxsrf=ALeKk00SWHyNB64bjNAH8fbHHN06n00gew
%3A1620626757110&source=hp&biw=1707&bih=821&ei=Rc2YYOGeBK2Jr7wPkKmc2Aw&oq=rubric+in+research+presentation%27&gs

D.4 ASSIMILATION
Activity 3. Assessment
Directions. Choose the letter of the correct answer
1. Which statement best describes the research methodology?
A. It contains the introduction to the study.
B. It is the third chapter of the research paper.
C. It describes how the research is to be conducted.
D. It tells you how a certain recipe is to be prepared.
2. Which of the following is NOT an element of the research methodology?
A. Research design
B. Sampling procedure
C. Statistical analysis of data
D. Respondents or participants of the study
3. What is a research participant?
A. The researchers
B. The research assistants
C. People who answered the survey questionnaire
D. People who took part in performing tasks connected to the study
4. This element describes the specific framework that the researchers follow to solve the research
problem.
A. Research design
B. Research methodology
C. Respondents of the study
D. Data gathering procedure
5. What does it mean when you are required to write the data gathering procedure sequentially?
A. The name of the respondents are not revealed.
B. The expected results of the study are included.
C. The total number of participants are included.
D. The data gathering procedure is written in order from first step to last.
F. References for learners

22
Bacli, N.B (2020). Quarter 2- Module 4: Research Methodology. First Edition,2020.Printed in the
Philippines by Department of Education-School Division of Pasig City. Retrieved from
https://drive.google.com/drive/folders/1MwZ327BEfibROGH PEPMhwpyZGDEC5r5?
fbclid=IwAR1IsBvSHogNoRZlmRhC3s6LOnOWTVkqt5BbQXNzxj7a6qL0VsOgTUEE5i4

23