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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Dear Students,
This letter has been written in the hopes that we can help you understand where
we are, as your teacher during social distancing. Distance learning is unnatural, unwanted
but it is necessary. It presents many challenges for you, your family and for us, your
teachers. But please know that we are trying to provide you with learning opportunities.
We can only hope you will attempt to access and complete these in the best way you can.
It is very evident that human beings are bothered by a number of questions that
affect their daily activities, such as the pandemic COVID-19. Some attempt to answer
these baffling questions; thus, they conduct research studies in order to help these
affected people. Because they are curious to know the answers, then they engage in this
investigative undertaking called research.
Mastering the intricacies of performing qualitative research appears as a
challenging task for most students. However, through clear and easy-to-follow guidelines,
evidence-based exercises, interesting activities, and constant practice, this mastery can
be achieved.
These modules aim to acquaint Senior High students with concepts, principles,
themes, methods, and rudiments of research. These modules guide the students, through
a step-by-step process, in writing the research proposal and conducting qualitative
research.
These modules feature a variety of sources, citing authors and works that
represent the broad topics in the field of research, and use materials aimed to enhance
the research knowledge of students. Additionally, the discussion employs activities and
exercises designed to engage the students in a fun but meaningful learning experience
and addresses a variety of learning styles and interests.
We hope that these modules will lead you to effectively address problems and
issues in your respective communities through the proper application of the principles and
methods of research.
We want you to know that we will do our absolute best we can to provide you with
meaningful education from afar. So, let’s tackle this challenge together. We don’t stop
learning because we have stopped physically going to school. We only have our
interactions changed.
Stay with us and keep up with your learning. May the Lord’s peace and blessing
be with us.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
I, of Grade Section ,a
Signed: Conformed:
_________________________________________ _______________________________________________
Signature over printed name of student Signature over printed name of parent/guardian
Noted:
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
TABLE OF CONTENTS
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Module
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
UNIT 1
Nature and Inquiry of
Research
Learning Competencies
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Alexander Graham Bell, James Watson, Dado Banatao, Nikola Tesla and
Thomas Edison were some of the famous inventors who have contributed to the
progress of ourworld. Do you know the reason why they were able to
produce these kinds of inventions?
If you have a stable net connection, you may look the following links for additional information. I
https://www.schulich.uwo.ca/communications/the_pulse/2014/december/the_importance_of_the_research_experience_in
_undergraduate_medical_education.htmlhttps://dus.psu.edu/mentor/2013/05/undergraduate-research-students-
perspective/ http://www.huffingtonpost.com/dr-john-story/the-role-of-academicrese_ b_2204769.html
1
Barrot, J. S. (2018) Practical Research 1 For senior High School. Quezon City: C & E Publishing, Inc.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Before proceeding to the crafting of the questionnaire, Mia gathered the related
literature first.
Mia’s research was based on her observation that most grade 11 students prefer
GENYO toSCHOOLOGY as the learning management system for distance learning.
Mia explained the reasons why she chose grade 11 students and not grade 12
students.
Mia’s methodology was very detailed that inspired other researchers to conduct the
same study.
Mia came up with a model for GENYO as an educational tool for distance learning.
Mia included the transcripts of interviews to prove the validity of her study.
After gathering all the data, Mia concluded that the level of aptitude of grade 9 students
onvocabulary use is excellent.
drawing conclusion
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
3.GETTING FAMILIARIZED
ELABORATE WITH ETHICS OF
RESEARCH
WHAT IS RESEARCH ETHICS?
Research ethics refers to the moral principles and code of conduct
that define what good and acceptable research practices are. A person,
when conducting research, has to conform to the ethical standards so as to
uphold integrity and maintain the good reputation of his or her name.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
2. Beneficence
"Two general rules have been formulated as complementary expressionsof
beneficent actions in this sense: (1) do not harm and (2) maximize possible
benefits and minimize possible harms.” —The Belmont Report
This means that human subjects should not be harmed in the process of
research. Hence, the act of charity, mercy, and kindness with a strong connotation
of doing goodis strongly emphasized by this principle.
3. Justice
The benefits and risks of research should as much as possible be
distributed fairly.Researchers should not take from research participants without
giving back:
“For example, the selection of research subjects needs to be scrutinized in
order to determine whether some classes (e.g., welfare patients, particular
racial and ethnic minorities, or persons confined to institutions) are being
systematically selected simply because of their easy availability, their
compromised position, or their manipulability, rather than for reasons directly
related to the problem being studied. Finally, whenever research supported by
public funds leads to the development of therapeutic devicesand procedures,
justice demands both that these not provide advantages only to those who
can afford them and that such research should not unduly involve persons
from groups unlikely to be among the beneficiaries of subsequent applications
of the research.‖—The Belmont Report
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Falsification of data
It involves altering a result data for the intention to fit them to what is expected.
Fabrication of data
It involves creating a result without really undergoing the research process.
Nonpublication of data
It involves choosing not to include data because they do not conform to the
well-established body of knowledge.
Plagiarism
It involves claiming another person's ideas, works, or publication without proper
citation.20
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
EXPLAIN
WHAT ARE THE TYPES OF PLAGIARISM?
Source:
https://www.google.com/search?q=types+of+plagiarism+clone&rlz=1C1MSIM_enPH669PH670&sxsrf=ALeKk00bY3WYaE7jcQgVnK2aL_wFimWI3Q:1595845020494&source=lnms&tbm=
isch&sa=X&ved=2ahUKEwi2m8D8me3qAhUW_GEKHbU7CS4Q_AUoAXoECA0QAw&biw=1280&bih=609#imgrc=hrXdmPGuP- KUYM
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
QUALITATIVE QUANTITATIVE
What is reality? There are multiple SUBJECTIVE There is only ONE OBJECTIVE
realities reality that exists independent of
human perceptions.
What is the The TRUTH is SUBJECTIVE to each There is only ONE OBJECTIVE truth
truth? person. that can be studied.
What is the It is narrative, formal and personal. The report must be scientific and
structure? free of words that have subjective
meaning.
What is the The questions are in the form of what The questions are in the form of
language of and how (exploratory). what and how (Descriptive) and does
research (experimental) prediction.
questions?
How is the data The data is in the form of words, The data is in the form of numbers
presented? pictures, and objects. gathered from the research
instruments.
The researcher is the instrument.
How do the The data is analyzed by creating The data is analyzed by the use of
researchers themes. statistics.
analyze the
data? The research used an inductive The researcher used a deductive
method. method.
Source: https://www.scribbr.com/methodology/qualitative-quantitative-research/
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
EVALUATE
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
UNIT 2
Qualitative Research
and Its Importance
in Daily Life
Learning Competencies
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
ENGAGE
QUALITATIVE RESEARCH
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
EXPLORE
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Science and
Qualitative can help in improving
Technology technology and medical services
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
ELABORATE
1. CASE STUDY
A particular individual, program, or event is studied in depth for a defined
period of time
2. GROUNDED THEORY
A systematic procedure of data analysis that allows researchers to develop a
theory that explains a specific phenomenon
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
3. PHENOMENOLOGY
A study that describes the meaning of lived experience from the
perspective of the participants.
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4. ETHNOGRAPHY
A study on meanings, patterns, and experiences defined by a
cultural group in a holistic fashion
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EVALUATE
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
ModulE
2
UNIT 1
Identifying the
Inquiry and Stating
the Problem
Learning Competencies
Formulate clearly statement of Often, when we find out that we are going
research problem to engage in research, we immediately worry
and put on a skeptical face. It is our goal to
replace that worry with excitement, skepticism
with confidence. You will discover how much fun
it is to do research as we eagerly learn new
things and develop a new and better perspective
about research.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
ENGAGE
Did you know that parachutes function only when opened? In the same
manner your minds work when unlocked. Research study is like you are planning
to travel to a place you have not been to and the question is where and how do
you start? Where should you start a research? How do you choose a topic? What
far will it go and who will benefit from it. In research, you are inclining to think in
various stages that sorts out from the simplest to the most intricate thoughts. You
are beginning to perform what you want to research intending to know a new
subject into higher levels of thinking as you go through the several conditions.
The quality of thinking and devotion you give to your actions of choosing your
research, identifying question, knowing the coverage and the significance of your
research study strongly determined the success of your research work.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
SOURCES OF INTEREST
DAILY LIFE EXPERIENCES
Ex. Fishermen could have developed the most effective
way to grow fish because they are exposed to these
things.
ACADEMIC READINGS
PERSONAL HOBBIES
ATTENTION-CATCHING SITUATION
• Researchers can formulate questions as to how this
thing became possible, how that thing is able to do
those, etc.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Aside from the given criteria, there are other things that you should
consider in selecting your research topic.
NARROWING A TOPIC
Given the following broad topics for research, select one topic of your
choice and narrow or limit the topic to make it specific. Study the given example.
Topics to choose:
1. KPop
2. Social Networking
3. Video Gaming
4. Alternative Medicine
5. Cultural Beliefs
Example: Topic Chocolate
Topic Chocolate
Sub-Topics History of chocolate, making of chocolate,
health aspects of chocolate, chocolate
addictions, brands of chocolate
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
The research problem refers to the particular issue which you will address
in your study as well as the specific area of concern of the research. It states
what is to be investigated, identifies the variables in your study, and discusses
their relationships.
Example: The hesitation to consult with a doctor despite experiencing
chronic health problem. More and more patients are self-medicating and relying
on an albularyo/alternative medicine instead of going to clinics and hospitals.
This is a major area of concern that can be addressed in a study.
Here are some steps that you can follow in identifying your research
problem:Note that these steps can also be used in narrowing down your
topic.
a. Identify your area of interest.
b. Conduct preliminary research. Use reliable sources.
c. Create a concept map
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
After identifying your research problems, you now have to state it and
establish its place in your study. The statement of the problem includes the
following components:
A clear explanation of the problem and its causes
Evidence that supports the existence of the identified problem
Definition of concepts relevant to the problem
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Example: For the topic Facebook based e-portfolios, you may cite
the following as current practices in the use of ICT in classes:
The use of social networking services (SNS) for general and educational
purposes
The use of Facebook for educational purposes
The use of traditional types of writing portfolios
4. Research Gap
The research gap refers to an issue or area in your field of study that has yet
to be addressed or explored extensively. In discussing the research gap:
You may state that the current practices and conventions in your field of study
have not addressed other areas related to the issue or topic you are researching
on.
You may also state that these practices have failed to provide conclusive findings
regarding your topic.
Then, explain the need to address this issue or gap you have identified.
Make sure that the research gap you identified is relevant at present.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Example 2:
The objective of this ethnographic study is to differentiate the customs and
traditions of the Aetas and the locals of Zambales enrolled in Olongapo
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
National City High School for the school year 2014-2015. In this research,
the customs and traditions are defined as their practices in the celebration
of feasts.
Example 3:
The objective of this grounded theory study is to characterize the
general study habits of the high school students that belong to the top ten
of the class. The study habits are concentrated on the student’s
preparation before attending classes daily.
According to Creswell and Clark (2014), there are two types of research
questions. These are as follows:
1. Central questions – These are the most general questions that can be
asked.
2. Sub-questions – These questions subdivide the central question into more
specific topical questions and are only limited in number.
Creswell and Clark (2014) also provide some guidelines in formulating the
research question:
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5. The question ―What happened over time?‖ should be asked to explore the
process.
Examples:
i. What is the meaning of intrapersonal competencies?
ii. What does it mean to differentiate the customs and traditions of Aetas
to those of the locals?
iii. What does it mean to characterize the study habits of the top 10
students of the class?
2. Sub-question script
―What (aspect) does (participant) engage in as a (central phenomenon)?‖
Examples:
a. What level of self-concept does the school managers engage in as a
characteristic of interpersonal competencies?
b. What nature of practices do the Aetas and locals of Zambales engage
in as a part of their customs and traditions?
c. What kind of preparation does the top 10 high school students engage
in as an indicator of their general study habits?
Examples:
i. How would school managers describe intrapersonal competencies?
ii. How would the Aetas and locals of Zambales differentiate their customs
and
traditions?
iii. How would the top ten high school students characterize their general
study
habits?
In addition, Creswell and Clark (2004) also provide the following scripts as
a guide in designing qualitative central and sub-questions:
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Examples:
a. Should all mothers breastfeed their babies?
b. Should high school teachers be watchful over their Grade 7 students?
c. Do all teachers have a master’s degree?
d. Are family members helping their children in reviewing their lessons?
Examples:
a. What are the common preparations done by Grade 7 students during
their first days in school?
b. How do senior high school students respond to their Chemistry
teacher?
c. What are the study habits of students who are poorly performing?
d. How do the officers of Parent-Teacher Community Association assist
in the improvement of school facilities?
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Examples:
General Research Question: How does heavy traffic impact senior high
school students in Metro Manila?
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
A thesis statement contains one subject and two or more details. These
details may be explicitly stated in the sentence or they can be implied. The
following are examples of thesis statements that use explicit and implied
details, respectively:
Explicit Details: Heavy traffic impacts the senior high school students
psychologically, financially, and academically.
Implied Details: Heavy traffic impacts the senior high school students in
several ways.
The subject in both thesis statements is ―heavy traffic.‖ While the first
example details the specific impact of heavy traffic, the second example
only uses a phrase that suggests the existence of the impact of heavy
traffic.
This section has two formats. The first format is the paragraph form
where the contents are sequenced topically. This means that the
contents are not arranged based on the beneficiaries but based on the
relevance of the contribution or the sequencing of specific research
questions. When using this format, observe a one-to-one
correspondence between your specific research questions and the
specific contributions of your study. This means that each specific
research question should have a corresponding significance of the study.
The second format is the enumeration form where the contents are
arranged according to the beneficiaries. This is done by arranging this
section from general to specific. Below are some of the parties that may
benefit from your study.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Some of the useful phrases that you can use in writing this
section are as follows:
The findings of this study will prove useful to the following
entities:
This study will contribute to…
This study will provide useful insights to…
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Elaborate
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Example:
Do‘s! Don’ts!
Explain the importance of your o Write a background that is too long
research topic or short
Talk about the main o Be ambiguous in your writing, disorganized
developments and missing links and discuss unrelated subjects.
and gaps in your research area
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Example
This research aims to develop an evaluation model of a web-based tool
used in test administration for Grade 11 and 12 students. (Leanillo,
2016)
Specifically, it aims to answer the following questions:
1. What are the commonly used web-based tools used in test
administration?
2. How are these web-based test tools evaluated?
3. How could evaluation model be designed for web-based test
administration?
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
EVALUATE
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Module
2 UNIT 2
Learning from
Others and
Reviewing the
Literature
Learning Competencies
1. select relevant
literature;
2. cite related literature A literature review is a summary of studies
using a standard style;
3. synthesize information
related to a particular area of research. It
from relevant identifies and summarizes all the relevant
literature; research conducted on a particular topic. The
4. write a coherent review
literature review surveys scholarly articles,
of literature; and
5. follow ethical books, and other sources relevant to a particular
standards in writing area of research. The review should enumerate,
related literature; and describe, summarize, objectively evaluate and
6. present a written
review of literature.
clarify this previous research. The literature
Performance Standard review acknowledges the work of previous
researchers, and in so doing, assures the reader
PERFORMANCE STANDARD
that your work has been well conceived. It is
At the end of this
assumed that by mentioning a previous work in
unit, the students are
expected to select, the field of study, that the author has read,
cite, and synthesize evaluated, and assimilated that work into the
related literature and work at hand. This module is about learning from
use sources according
to ethical standards.
others and reviewing the literature.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
ENGAGE
Picture Analysis
Directions: Examine the image below. What does it tell you?
EXPLORE
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
1. WRITING A
EXPLAIN LITERATURE REVIEW
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
entire reading article into smaller parts will help the researcher correctly
interpret the information in the reviewed materials.
When writing the outline of your literature review, any writer should take a
note that unlike other papers, the literature review does not usually employ the
use of subheadings which other papers use (e.g. Introduction). This is
because literature reviews are usually a part of a bigger paper with an
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Introduction
Context
Importance
Aims
Scope
Key Themes
Body
Key themes expanded
Highlight importance
Draw conclusions
Expert views
Theories
Include all materials
Conclusion
Outline current knowledge
Areas not yet addressed (Gap)
It may occur in two levels. The first level is known as microlevel synthesis,
which involves consolidating individual ideas to explain a concept. You may do
the following strategies for an effective microlevel synthesis.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
1. Note any similarities and differences that are relevant to your paper among
the articles you are analyzing.
3. Draw conclusions regarding these articles so that the readers will know
what is important about them. An example is the contribution of these
articles to their field of study.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
The following table summarizes the differences between the theoretical and
conceptual frameworks:
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
The following guidelines will help you choose which theoretical framework
best suits your study:
1. Understand the variables included in your study as well as their relationship
with one another.
2. Review the existing literature related to your research topic.
3. Using the information that you have gathered from the literature, look for
possible theories that may potentially account for the expected results of your
research topic.
4. From these theories, select the one that is most relevant to your study and can
provide a blueprint for your research.
Here are some strategies that you can use in developing the conceptual
framework of your study:
1. Identify the key concepts in your study by referring to your research questions
or objectives.
2. Search for existing theories that incorporate the same concepts and look into
their relationships with one another.
3. Using the existing theories as a guide, plot your conceptual framework using a
concept map.
4. In case that there are concepts not covered by the selected theories,
incorporate them into your framework. However, make sure that you are
incorporating this concept into your framework because it is necessary for your
paper.
5. After completing the initial draft of your conceptual framework, write a
narrative explanation of each concept and how each of them relates with one
another. Again, there should be a basis for the relationship among the concepts
being incorporated.
6. Check if the conceptual framework is aligned with your research questions.
7. Note that the process of creating a conceptual framework is developmental.
This means it may still be refined or changed as you read more literature and
look into more theories.
3. CITING SOURCES
Citing sources provides evidence of your claims. It also creates a trail
which other researchers can use in locating other possible sources.
When writing, you need to cite original ideas of other researchers, facts
and figures, and other people’s exact statements. Failing to do so this
can lead to plagiarism and other forms of academic dishonesty.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Below are popular style guides. Each of these styles is used for
specific disciplines.
Style Guide Discipline
APA Business, economics, education, hotel and restaurant
management, psychology, and other fields under the
social sciences
MLA Arts, humanities, literature
Chicago Non-academic, periodicals (newspaper and magazines)
reference books
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Source: guide.library.ucsc.edu.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Here are examples of reference list entries in each of the three style
guides.
If you have a stable internet connection, you may visit the following links:
APA:
https://library.westernsydney.edu.au/main/sites/default/files/pdf/cite_APA.p
df
MLA:
https://library.douglascollege.ca/sites/default/files/MLA%208th%20Edition.p
df
Chicago:
https://library.douglascollege.ca/sites/default/files/Chicago%20Style%20She
et.pdf
For offline learners, you may refer to the quick guide for reference list
and in-text citation style of APA.
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Source: https://aut.ac.nz.libguides.com/ld.php?content_id=49292669
(You may search the link for a clearer copy.)
4. ETHICAL STANDARDS IN
WRITING LITERATURE REVIEW
You must observe the following ethical standards in writing your literature
review.
1. Cite your sources whether you quoted them directly or paraphrased them.
2. Report the findings in your cited studies objectively and accurately. Refrain
from distorting the data or information in these studies.
3. Avoid injecting editorial comments into or manipulating the language of your
sources just to make it appear that they support your own finding and
conclusions.
4. Refrain from fabricating information. Fabrication refers to making up data and
reporting them.
5. Avoid plagiarism.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Plagiarism involves using ideas and information created by other people but
without attribution to them. There are different levels pf plagiarism which may
vary from one institution to another.
4. Source plagiarism. It involves not naming the true source of the material
quoted, paraphrased, or summarized.
1. Keep track of file, and label the sources you have used.
2. Plan how you will take down notes and incorporate the ideas from the
studies you will include in your literature review.
3. Refrain from ―cutting-and-pasting‖ from sources. Read your sources
carefully and paraphrase them accurately using your own words.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
ELABORATE
Forms of Note-taking
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
EVALUATE
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Module
PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
3 UNIT 1
UNDERSTANDING
AND
SYSTEMATICALLY
COLLECTING DATA
Learning Competencies
1.choose
You have already identified your
appropriate qualitative
research design
research questions and reviewed related
literature ad studies for your paper. You
2.describe sampling
procedure and sample may be asking yourself, “What should I
do in my study next?” The next major
3.plan data collection,
data gathering stage in conducting a qualitative study is
instrument, and analysis planning and performing your research
procedures
methodology. There are five elements to
4.present written consider in this stage: the qualitative
research methodology
approach to be used in the study, the
Performance Standard participants and how they will be
At the end of this unit, selected, the research instruments, data
the students are expected collection procedure, and the data
to describe qualitative
research designs, sample, analysis. Without these elements, you
and data collection and cannot gather the needed data for your
analysis procedures.
research.
Engage
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Explore
Like playing the rebus, researchers must arrive with an answer to the
research problem by analyzing the data which are gathered using an instrument.
In the case of the rebus games the images become the instrument and the
content of these images are data. For you to arrive to the correct answer to each
picture, you had to look into the images and analyze their content. Thus, the
prerequisite for answering the game is the image and its content. The same
process is done in research. For you to be able to answer your research
questions, you have to know your:
•Research Design
•Sampling Techniques
•Data Collection Method
•Data Analysis and Procedure
These should be the content of your methodology, the second chapter of your
research paper.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
EXPLAIN 1.QUALITATIVE
RESEARCH DESIGNS
Research design is the process of structuring techniques and strategies
that help researchers solve their problems or answer their inquiry. The five major
research designs are ethnography, grounded theory, phenomenology, historical
or narrative approach, and case study.
1.Ethnography
ETHNOGRAPHY
Focus Describing and interpreting a culture-sharing
group
Type of problem Describing and interpreting the shared patterns
best suited for of culture of a group
design
Unit of analysis Studying a group that shares the same culture
Data collection Using primarily observations, and interviews,
forms but collecting other sources during extended
time of field
Data analysis Analyzing data through description of culture-
strategies sharing group; themes about groups
Written report Describing how a culture-sharing group works
2.Grounded Theory
It is commonly used to elicit ideas, opinions, or beliefs from the respondents
when a unified theoretical explanation is needed about an event, action, or a
process that fits the situation or actual work in practice which involves a series
of data gathering procedure to validate the information gathered from the
participants. It is particularly useful in investigating social processes including
causes, effects, and the conditions that influence them. Social processes refer to
activities and interactions among people. In utilizing this design, the researcher
has not predetermined theory, hypothesis, or expectations with the data. Instead,
he or she allows the theory to emerge from data. Thus, it adopts a neutral view of
a phenomenon and is less likely to be affected by any bias. 12
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GROUNDED THEORY
Focus Developing a theory grounded in data from field
Type of problem Grounding a theory in the views of participants
best suited for
design
Unit of analysis Studying a process, action, or interaction
involving many individuals
Data collection Using primarily interviews with 20-60
forms individuals
Data analysis Analyzing data through open coding, axial
strategies coding, and selective coding.
Written report Generating a theory illustrated in a figure
3.Phenomenology
It develops a clear and accurate description and understanding of human
experiences. It provides a detailed description of the participants’ experiences
and what theses mean to them. Phenomenology does not require immersion or
observation. Instead, it uses interviews for data collection. In these interviews,
the researcher needs to encourage participants to fully describe their
experiences and situation, their emotions, the images they encounter or imagine,
their thoughts, memories, and sensations.
PHENOMENOLOGY
Focus Understanding the essence of an experience
Type of problem Needing to describe the essence of a lived
best suited for phenomenon
design
Unit of analysis Studying several individuals having the same
experience
Data collection Using primarily interviews with individual, although
forms documents, observations, and art may also be
considered
Data analysis Analyzing data for significant statements, meaning
strategies units, textual and structural description of the
―essence‖
Written report Describing the ―essence‖ of an experience
4.Historical/Narrative Approach
It involves weaving together a series of events to form a cohesive story. It is
a systematic collection and evaluation of information which may include
documents, stories, and artifacts to describe, explain, and eventually understand
events and actions that happened in the past. It reconciles past conflicts in
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society and highlights challenges which can be used as a basis for creating
innovations.
Although it is not appropriate for large sample size due to the time it requires,
and is prone to the researcher’s subjective impression of data, historical
approach provides a holistic picture of a phenomenon and it allows the
researcher to continually revisit data using different perspective.
NARRATIVE
Focus Exploring the life of an individual
Type of problem Needing to tell stories of individual experiences
best suited for
design
Unit of analysis Studying one or more individuals
Data collection Using primarily interviews and documents
forms
Data analysis Analyzing for stories, ―restoring‖ stories, developing
strategies themes, often using a chronology
Written report Developing a narrative about the stories of an
individual’s life
5.Case Study
This is done when a researcher wants to know the deeper details about a
certain situation, event, activity, process, and even a group of individuals.
The analysis in this approach may be a single case or multi-cases, resulting to a
within-site research or a multisite study, respectively. A series of thorough and in-
depth data collection procedures from multiple sources of information is done.
Over a consistent period of time, researchers employ variety of data gathering
techniques such as observation, interviews and anecdotal documentation to
address the research objectives.
NARRATIVE
Focus Developing an in-depth description and analysis of a
case or multiple case
Type of problem Providing an in-depth understanding of a case/s
best suited for
design
Unit of analysis Studying an event, program, or activity
Data collection Using multiple sources such as interviews,
forms observation, documents, artifacts
Data analysis Analyzing data through description of the case and
strategies themes of the case as well as cross-case themes
Written report Developing a detailed analysis or one or more cases
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There are no fixed rules in determining the sample size for a qualitative study. It
is ultimately a matter of judgment on the part of the research. However, there are
points you need to consider, one of which is data saturation. Data saturation is a
point reached when the data are sufficient that additional data will no long longer
affect the patterns observed.
Qualitative research usually utilize smaller sample size as the intention of this
type of research is to describe a phenomenon and not to make generalization
about it. Generally, the suggested number of participants in a qualitative
study ranger from 10-30 people or until your data is saturated. For a case
study, it usually ranges from 1-15 participants depending on your research
questions. For focus group discussion, the typical number of participants is from
5 to 10 people per group.
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Purposive Sampling or
Criterion- based Sampling
Participants are selected using
pre-determined criteria related to
your research questions.
Example: If you want to
understand the struggles of LRT
commuters, you need to select
people who have frequently
taken the LRT for several years.
Quota Sampling
It uses a set of criteria for
selecting samples.
However, quota sampling also
considers the size and proportion
of each subgroup to ensure that
the selected samples represent
the different segments of the
population
Snowball Sampling
Researchers identify a member
of a target populationand asks
him or her to identifyother
members of the population who
possess the characteristics
relevant to yourresearch. These
members willbe asked to refer
another possible participant of
the study. This method is most
useful when participants are
difficult to locate.
Convenience Sampling
It involves the selection of
participants based on ease of
finding them. Although it saves
the researcher time, energy, and
money, it is considered the
sampling method with the
weakest rationale and lowest
credibility.
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The four most common methods of data collection in qualitative research are
participant observation, interview, focus group discussion, and document
analysis.
the researcher sees how people behave and
interact with one another, either in a
OBSERVATION controlled or natural setting
The tools used in collecting data in qualitative studies are called research
instruments. In qualitative research, research instruments are also known as
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Methodology
Research Design
Explain why you are using qualitative design in your study
Explain the specific qualitative research design or approach used in your study and
why this is chosen
Context and Participants
Explain the context of the study or the time and place where the study is
conducted
Explain relevant details about the participants. These include the number of
participants and their demographic characteristics such as age, gender,
socioeconomic status, and other relevant information
Instrument
Describe the instrument and justify its use. Explain how it was validated and
revised if applicable. If it is adopted, explain its reliability and the reason for its
adoption.
Data Collection
Explain specific steps that you will undertake to complete the data collection phase
of your study.
Data Analysis
Provide an overview of the steps you will undertake to complete the data analysis
phase of your study.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
EVALUATE
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Module
3 UNIT 2
Finding Answers
Through Data
Collection
Learning Competencies
Now that you have identified your
At the end of the module,
the students should be research design, sample size, sampling
able to collect data method, and data collection methods,
through observation and
interviews.
the next critical stage in qualitative
research is the actual data collection.
The aim of data collection is to obtain
relevant information from the research
Performance Standard participants. When we say that a piece of
The learners gather information is relevant, it means that the
relevant information with information addresses your general and
intellectual honesty.
specific research questions or research
objectives.
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ENGAGE
EXPLORE
We can't avoid making snap decisions about other people. Who is
powerful or weak? Who is caring or aggressive? Who is trustworthy and who is
competent? This is called unconscious bias and this cartoon shows it in action.
At first glance we might be confused because we (wrongly) assume the surgeon
is the father - who is now dead - it is in fact the mother. This is prejudice, and it is
often wrong.
This is the activity I gave you because I want to know if this generation of
teenagers still have unconscious bias regarding gender roles and the factors
affecting it. What I did is an example a simple data collection procedure. But we
have to take note that in research, there are various things that you need to
consider in gathering qualitative data.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
1.DATA COLLECTION
EXPLAIN INSTRUMENTS
A good research instrument may elicit an organized data that would help him/her in
finding answers to the research problems.
Types of Interview
Classification of Questions
The following are six categories of questions that you can ask during interview.
1. Demographic Characteristics-includes questions about the participants’ age,
educational background, religion, civil status, socioeconomic status, etc
2. Behavior-questions under this category are about what the interviewees are
doing or have done
3. Emotions-questions under this category are about what an interviewee feels
about a certain situation or as she is being interviewed
4. Knowledge- questions under this category relate to the interviewee’s
familiarity with acertain subject
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5. Opinions or Values- questions under this category elicit information on what the
interviewee thinks about a topic or issue.
6. Sensory Perceptions-questions under this category are about what the
interviewee hasheard, seen, smelled, tasted, and touched
Source: https://www.researchgate.net/figure/semi-structured-interview-script_tbl2_318438255
(You can visit the link to know more about the study)
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Source: https://www.semanticscholar.org/paper/A-Qualitative-Study-of-Young-Women%27s-
Beliefs-About-Payne-Sundstrom/94015379fc249e63c0546d85bd6f3eea23db76b9/figure/0
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During observation, you can focus on the variables listed on the table.
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ELABORATE
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
EVALUATE
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Module
PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
4 UNIT 1
Analyzing the Meaning
of Data, Drawing
Conclusions, Reporting
and Sharing Findings
Learning Competencies
infer and
explain
Using a certain method of collecting and
patterns and analyzing data, the researcher will get to
themes from gather varies world perceptions from
data
different people. Through all these diverse
relate the
findings with opinions coming from a set of people,
pertinent researchers will be able to discover certain
literature idea patterns governing the entire data
Performance Standard collected.
The learner should be
able to analyze and
draw out patterns and
themes with
intellectual honesty.
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ENGAGE
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
EXPLORE
After gathering your data, it is now time to write the results and discussion
of your study. This section has two portions and it reports and explains the data
you collected. The portions can be written in two ways. The results and
discussion can be combined into one consolidated section or written as two
separate sections in the paper.
1.RESULTS
The results section is where you report the findings of your study
based upon the methodology [or methodologies] you applied to gather
information. The results section should state the findings of the research
arranged in a logical sequence without bias or interpretation. A section
describing results is particularly necessary if your paper includes data
generated from your own research (Annesley,2010).
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
EXPLAIN
Present the results on how the research questions or findings are presented
•The presentation of the results shuld correspond to each research question or objetive.
•Avoid presenting results that do not answer your research question or objectives.
•Sidelights - findings that do not address the research questions and objectives of your study.
•It can also be used for future research and advanced knowledge.
•Sidelights can be featured at the end of each subsection corresponding to
•a research objectives or question or at the end of the results portion itself.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Results portion:
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―We walk on eggshells… it’s the fear that’s the worst…‖ (Donal:
81a, b)They managed this fear by adopting a watchfulness strategy with
their children, Donal kept a nightly vigil.
―for three months every night, at 1:00, 2:00, and 3:00 in the
morning and looking in to see if he was (other son) alright.‖ (Donal:81c, d)
On the second master theme ―making sense of the suicide‖ described how
participants tried to make sense of the suicide. They achieved this by
ruminating about the pre-death demeanor of the deceased and about the
events that led up to the actual act of suicide. The compelling factor that
was noted in the transcripts was that participants needed to match the
deliberateness of the suicide to what they believed about the world, about
themselves, and their loved one. This task was very difficult for them. The
deliberateness of the suicide act was discrepant with their beliefs about a
predictable world. They tried to integrate the experience of suicide into
their schemas about life by considering how the death fitted into what they
already knew about the cause of suicide:
2.DISCUSSION
The discussion portion provides the interpretation of the results.
This interpretation is linked to the literature and studies you have cited in
your literature review. However, the discussion of your results is not
simply a restating your introduction or related literature. Instead you
should explain how your findings differ from those of other studies, or how
these studies support your findings. You also need to explain how your
findings address your research question or objectives. Doing all of these
will help you provide significant understanding or insights regarding the
data or phenomenon you are investigating.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
•Emphasis the new or important findings from your results, then explain the reason
behind these findings.
•Discuss the interpretation of the unexpected results.
Refrain from merely repeating your result or just introducing new results in your
discussion
Link the results to the related literature and research works similar to your
own, as well as the theories and current practices in your field of study
•Do previous studies or theories support or contradict your findings and vice versa?
•How do your findings contribute to the literature in your field of study?
•Review more studies and scholarly works as well in order to explain the results.
•Remember to cite all the sources you will be using in your discussion.
•For example, you may say that your interpretation can be limited due to small
sample size used in data collection. In explaining these limitations, however,
refarin from being apologetic.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
After analyzing the data you have gathered your next step is to draw your
conclusion. This makes you form conclusions that arise from the factual data
you encountered and analyzed.
Any conclusion that you give about what you found out through your
analysis of data you collected is a ―warranted conclusion,‖ which
explains how the evidence or findings resulting from your data analysis
stands to prove or disprove your conclusion.
The best kind of proof to back up your conclusion is one that is factual
and logical or given by correct reasoning.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Use Expressions that center on the topic rather than on yourself, the
researcher.
Have your conclusion contain only valid and supported findings instead of
falsified results.
Practice utmost honesty and objectivity in stating the results of your critical
evaluation of outcomes that you expect to support your conclusion.
5.RECOMMENDATIONS
The recommendations of your paper has two functions. While the
implications identify the areas of concern that can be addressed based on the
findings, the recommendations provide an actual course of action to address
these areas of concern. Thus, your recommendations may be in terms of
theoretical, practical, or methodological aspects. The second function relates to
how future studies can address the limitations encountered in your research. For
instance, if the sample size is one of the limitations of your study, you may state
that future studies can increase the number of participants involved.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
•Show how your results fit in with other work that has been done in
your field.
•Point out the agreements and disagreements between your data
Relation to other and that of others.
•In presenting your own interpretation of the results, consider the
research strengths and weaknesses of alternative interpretations from the
literature.
•It is also important to point out the limitations of your study as
recommendation for future researchers.
•Knowledge you are sure of because you have reliable evidence for
Using cautious it
ELABORATE
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Examples:
One author:
Cruz, Josie A. Mt. Pinatubo Lahar.(Quezon City:GB Press.
2016).
Two authors:
Oteza, Nina C. and David, Jose L. Climate Change.(Baguio City:KLM
Co.2018)
Three authors: (List names in order they appear on the
title page.)
Ramos, Celso A., Bautista, Cora C. and Vinluan, Gloria F. Energy-
giving Foods.(Pasay City:ABC Press. 2016)
Three or more authors: (Use the first name in the list)
Samson, Esther N. et al. Philippine Trial Courts. (Quezon
City: Rex Book Store, Inc. 2016).
Thesis, Dissertations and other Unpublished Works Example:
Villar, Rosalina. D.‖Modern Language Theories‖ (Ph.D dizz., U.P.
Diliman, 2016).
Citation or In-text Citation – Family name of the author and page
number of info.
Examples:
(Lizardo 257)
(Decena, Obeza, Jurado (120-130)
(Fortun et al. 234 – 250)
(Gregorio: 1:56 – 80
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Full author’s surname and first name - Initials and middle initials
(optional middle initials), date of publication, title of the book or
periodical - Italicized, place of publication, and the publisher.
Examples:
One author:
Fajardo, J. A. (2016). The ebola virus. Quezon City: GB press.
Two authors:
Oropesa, N. C. & David, J. L. (2017). Palawan Penal colony. Baguio
City: KLM Company.
Three authors: (List names in order they appear on the title
page.)
Revilla, C. A., Bautista, C. C., & Vinuya, G. F. (2017). Boy scout
jamborees. Pasay City: ABC Press.
Three or more authors: (Use the first name in the list)
Sonora, E. N. et al. (2016). Regional trial courts. Quezon City: Rex
Book Store, Inc.
If you have a stable net connection, you may look for the following links for additional information:
https://sscc.libguides.com/citations/mlavsapa
https://www.youtube.co m/watch?v=qPODFCNIJeA
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
EVALUATE
.
WRITTEN WORK 3: 30 PTS
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
CULMINATING PERFORMANCE
TASK 2: 30 PTS
Task: Systematic Review of Literature through Repertory Grid
(RepGrid) Analysis
Learning Objectives:
1. To select, cite and synthesize related literature.
2. To identify research gap (macro-level synthesis).
Description:
Consideration:
Students are provided with gathered literatures or articles by the
teachers.
Students are also provided with a repertory grid and synthesis
matrix.
Guidelines:
Read the given articles as your guide for your literature review.
Pay further attention to its structural features. Analyze the data asked for in
the repertory grid and complete the required data as necessary.
In writing a synthesis for Review of Related Literature, a
synthesis matrix will be of great help. The main idea 1 are those related or
similar to those ideas presented in the paper whereas the main idea 2 are
those ideas opposed or not related to those ideas presented in the paper.
For more guidelines in doing synthesis, refer to Module 2, UNIT 2.
Using the outline for synthesis discussed in module 2, write your
synthesis about the literature review, and make sure to identify research
gap.
Print your work on a short bond paper. Follow the format below.
Font: Arial 11
Margin: Narrow
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
COMMENTS/SUGGESTIONS
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
REFERENCES
Books
Journals
Begley, M., & Quayle, E. (2007). The lived experience of adults bereaved by
suicide: A phenomenological study. DOI: 10.1027/0227 -5910.28.1.26
Clemente, R., Julaton, A., & Orleans, A. (2016). Research in Daily Life 1.
Sibs Publishing House Crick. Nature Education 1(1):100.
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PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH
Websites
Annesley, Thomas M. (2010): "Show Your Cards: The Results Section and
the Poker Game." Clinical Chemistry 56 1066-1070.
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from https://www.history.com/topics/inventions/alexander-graham-bell
https://www.si.edu/osp/policies/Compliance/Human%20Subjects%20i
n%20Research/Co nsent%20sample.pdf
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