Ay2021-2022 PR1 Modules

Lenovo
[COMPANY NAME]
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.
MARY KATHLEEN T. ALVAREZ

ARLENE T. DACANAY
MARIAN B. DICAWAN
SAIDA B. GUIVAC
JENNEFER V. MOSTRALES
MARICEL N. PEDRAL
MA. NIZA A. RODILLAS
1
ACKNOWLEDGMENT AND PROMISSORY NOTE
I, of Grade Section ,
I fully understand that in submitting requirements in all my subjects, I follow the

basic rules on crediting sources and obtaining permission when using materials
for academic purposes. Hence, if I fail to do citation and acknowledgment of
sources, it would merit an automatic WARNING/REPRIMAND and because of
which I shall get a Conduct Grade of Needs Improvement (NI) or Unsatisfactory
(U) in that particular grading period when the offense was committed. Therefore, I promise in
the presence of my parent/guardian that:
1. I will constantly observe proper citation and acknowledgment when using resources forall
my academic requirements for this AY 2020-2021; and
2. I will abide by the school’s rules and regulations.
Signed: Conformed:
_________________________________________ _______________________________________________
Signature over printed name of student Signature over printed name of parent/guardian
Noted:
DR. ROMEO E. JAVIER

Principal
2
TABLE OF CONTENTS
Acknowledgment and Promissory Note 2

INTRODUCTION TO QUALITATIVE RESEARCH
MODULE 1
Unit 1 Nature and Inquiry of research 4

Qualitative Research and Its Importance in
Unit 2 Daily Life 16
QUALITATIVE RESEARCH: THE PROBLEM

MODULE 2
Identifying the Inquiry and Stating the
Problem
Unit 1 2
Learning from others and Reviewing the

Unit 2 Literature 4
QUALITATIVE RESEARCH: DATA ANALYSIS
MODULE 3
Understanding the Data and Ways to
Systematically Collect Data
Unit 1 5
Unit 2 Finding Answers through Data Collection 6

QUALITATIVE RESEARCH: THE FINDINGS
MODULE 4
Analyzing the Meaning of Data, Drawing
Conclusions, and Reporting and Sharing
Unit 1 7
Findings
9
CULMINATING TASK
3
Module
PRACTICAL 1 RESEARCH 1: QUALITATIVE RESEARCH
UNIT 1
Nature and Inquiry of
Research
Learning Competencies
At the end of the module, the

students should be able to:
People communicated with the use of signs,
a. design a research project symbols and drawing, they cooked their food with
related to everyday life; fire, they bathed in rivers or seas, they played with
b. describe the justification or
reason for conducting the study; leaves and twigs, and they did things manually.
c. write a research title However, the manner of doing these certain actions
has drastically changed over a period of time. Now,
d. state the research questions;
people use phones to communicate, they use
e. indicate the scope and
delimitation of the research; electricity to cook food, they bathed in tubs, they play
f. cite the benefits and virtually and they literally live with technology. All of
beneficiaries of the research; these were made possible by research.
g. write the statement of the
problem.
This module gives an overview of the nature
of inquiry and research. It provides opportunities for
Performance Standard: the students to explore the relevance of conducting
Formulate clearly statement of
research in their daily undertakings and how this
research problem
endeavor will be done according to ethical and
methodical standards.
4
Let’s warm up!

Match the inventors to the machine
ENGAGE
or concept they had invented.
5
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?
Research is the answer. Research makes things

possible.
EXPLORE 1.UNDERSTANDING THE

NATURE OF RESEARCH
WHAT IS RESEARCH?
Barrot (2018) states that research is a systematic inquiry that explains or
describes a phenomenon, predicts an outcome, and poses questions for further
1
studies. Its mainpurpose is to gather evidence and to gain knowledge.
WHAT IS THE IMPORTANCE OF RESEARCH?

In economics, research can be used in developing human capital, new
products, technology, and services.
In socio-political development, research can provide information relevant
topolicy-making and governance, as well as culture and values.
In education, research can increase understanding of phenomena that a
person may find interesting and relevant. Moreover, research will instil the values
of discipline, resourcefulness, hard work, and patience; thus, improving
communicative, organizational, and other practical skills.
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.
6
12 WHAT ARE THE CHARACTERISTICS OF RESEARCH?
Recursive because it involves performing steps in a cyclical and non-linear way.
Before proceeding to the crafting of the questionnaire, Mia gathered the

related literature first.
Empirical because it is based on verifiable evidence, observation or experiences
Mia’s research was based on her observation that most grade 11 students prefer
GENYO toSCHOOLOGY as the learning management system for distance learning.
Logical because it is based on sound principles and a systematic procedure.

Mia explained the reasons why she chose grade 11 students and not grade
12 students.
Replicable because it can be repeated by other researchers.
Mia’s methodology was very detailed that inspired other researchers to conduct
the same study.
Solution-oriented because it addresses a particular problem.
Mia came up with a model for GENYO as an educational tool for distance learning.
Objective because it requires accurate recording of data.

Mia included the transcripts of interviews to prove the validity of her study.
Requires Higher order thinking skills because it involves interpreting and
After gathering all the data, Mia concluded that the level of aptitude of grade 9
students on vocabulary use is excellent.
drawing conclusion
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2.KNOWING THE PROCESS

EXPLAIN
OF RESEARCH
The research process involves identifying, locating, assessing, and

analyzing the information you need to support your research question. These are
the same skills you need any time you write a report, proposal or put together a
presentation. As you progress from one step to the next, it is often necessary to
rethink, revise, add material or even adjust your topic. You have to remember
that much will depend on what you discover during the research process.
Read. It is an important skill in research.
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3.GETTING FAMILIARIZ
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.
A Glimpse of the History of Research Ethics
Source: Resnik, D.B. (2020). Research Ethics Timeline. Retrieved

https://www/niehs.nih.gov/research/resources/bioethics/timeline/index.cfm
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The Three Principles of the Belmont Report

1. Respect for person
“The principle of respect for persons… [includes]

…two separate moral requirements: the The Data Privacy Act of 2012
requirement to acknowledge autonomy and
therequirement to protect those with diminished It is the policy of the State to
autonomy” —The Belmont Report protect the fundamental human
right of privacy, of
This means that you cannot use communication while ensuring
information about people without getting their free flow of information to
informed consent. Moreover, the individual has promote innovation and growth.
all the right to decide whether to participate in
the study ornot.
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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THE ANIMAL RIGHTS AND WELFARE IN

RESEARCH
1. Reduce The Animal Welfare Act of1998
If casualties cannot be avoided, the
number of animal subjects should be minimized This aims to protect and
without sacrificing the result of the study. promote the welfare of all animals
2. Refine in the Philippines by supervising
If harm cannot be avoided, research and regulating the establishment
procedures are evaluated and refined carefully to of all facilities utilized for
minimize possible pain and suffering of the animal breeding, maintaining, keeping,
subjects. treating or training of all animals
3. Replace either as objects of trade, subjects
If there is a possibility of replacing animals by for research or as household pets.
other
materials or other non-living subjects, the option
for
replacement should be explored.
WHAT IS SCIENTIFIC MISCONDUCT?

It involves deviation from universally accepted conduct in research
undertakings, resulting to scientific dishonesty.
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.
Faulty data gathering procedures

 It involves negligence or carelessness leading to errors in measurements or faulty
researchinstruments.
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
11
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
12
ELABORATE 4.LEARNING THE TYPES

OF RESEARCHES
RESEARCH according to PURPOSE
Basic research develops or test theories and propositions by

discovering generalizations and principles regarding a phenomenon.
To expand knowledge and satisfy curiosity
Applied research tests the theory in actual problem situations.
To provide potential solutions to human and societal

problems
Action research solves problems within an organization or community.
To address a pressing problem in a very

specific context
What do you think about this?
Qualitative Research is making “kwento” without “kwenta”

while Quantitative. Research is doing “kwenta” with “kwento”.
RESEARCH according to METHODS
Qualitative research is used to discover and gain an in-depth

understanding of individual experiences, thoughts, opinions, and trends while
Quantitative research is used to quantify opinions, attitudes, behaviors and other
defined variables with the aimof supporting or refuting the hypotheses
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Differences of Qualitative and Quantitative Research
QUALITATIVE QUANTITATIVE
What is the It aims to explore meaning and It aims to examine relationsh

purpose? people’s experiences. variables.
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 tr
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 d
research (experimental) prediction.
questions?
How is the data The data is in the form of words, The data is in the form of number
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
researchers themes. statistics.
analyze the
data? The research used an inductive The researcher used a dedu
method. method.
Source: https://www.scribbr.com/methodology/qualitative-quantitative-research/
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EVALUATE
WRITTEN TASK 1: 30 PTS
This will be uploaded to your GENYO accounts.
PERFORMANCE TASK 1: 30 PTS
15
UNIT 2
Qualitative Research
and Its Importance
in Daily Life
At the end of the module,

Generally, qualitative research is
the students should be
able to: a. describe associated with the assessment of social
characteristics, strengths, dimensions and the exploration of the
weaknesses, and kinds of
characteristics observed from the
qualitative research; and
participants. Hence, the results are
b. illustrate the considered to be more meaningful, which in
importance of qualitative
research across fields. turn gives direction to guide the research.
Performance Standard: This module focuses on qualitative

research as one of the kinds of research. It
also aims to let you understand how
the students are expected qualitative research is employed by
to decide on suitable researchers in order to answer research
qualitative research In
different areas of Interest.
1
6
Complete the bubble wrap by writing words

related to QUALITATIVE research.
ENGAGE
QUALITATIVE RESEARCH
17
EXPLORE
Qualitative research seeks a deeper understanding

of a phenomenon, instead of providing a numerical
description of a large population. It is used to gain
understanding of underlying reasons, opinions, and
motivations and it provides insights into the problem or
helps to develop ideas or hypotheses for potential
quantitative research (De Franzo, 2011).
EXPLAIN 1.UNDERSTANDING THE

NATURE OF RESEARCH
WHAT ARE THE STRENGTHS OF QUALITATIVE RESEARCH?
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2. KNOWING THE IMPORTANCE OF

QUALITATIVE RESEARCH ACROSS
FIELDS
As days pass by, people had realized that living in a world filled with different
race make them a unique part of the system. People had probably think and ask
about these unique traits, its similarities and differences. In such way,
qualitative research plays a vital role in answering those doubts and queries in
those certain aspects. Here are some examples of the importance of qualitative
research across fields.
Qualitative can help you understand the

Humanities and behavior and experiences of other people,
Social inquiry like your classmates, neighbors, and
even your fellow Filipinos.
Qualitative can help you better

Culture and the
understand people’s culture. It will
Arts
help you learn about how arts
Qualitative can help in improving

Science and
Technology
technology and medical services
Sports Qualitative can help you understand

the problems of athletes and the
challenges in implementing sports.
1
9
ELABORATE
1. CASE STUDY
A particular individual, program, or event is studied in depth for a defined
period of time
What is the purpose of Case Study?
Its main purpose is to observe the behavior without manipulation

in order to understand a certain situation.
What are the methods used in Case Study?
The researcher gathers case study data through observations,

interviews and document analysis.
● The researcher gathers context information.
● The researcher needs to spend time on site.
What are examples of research titles for CASE STUDY?
An Analysis of Human Resources Practices at Starbucks Coffee Company

Gene Expression Omnibus Data to Fight Cancer
Keep in mind these ESSENTIAL QUESTIONS:

 How do the participants describe the experiences of the situation?
 What are the reactions or immediate responses of the participants?
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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Its main purpose is to develop a theory about the processes under

investigation in a natural setting.
What is the purpose of Grounded Theory?
What are the methods used in Grounded Theory?
The researcher interviews approximately 20-30 participants or until

data achieves saturation.
What are examples of research titles for GROUNDED THEORY?
How Dentists Read a Technique Article: A Grounded Theory

Investigation.
Intentionality in Healing--The Voices of Men in Nursing: A Grounded
Theory Investigation
Keep in mind this QUESTION:

 What THEORY have you developed from the gathered data?
3. PHENOMENOLOGY
A study that describes the meaning of lived experience from
the perspective of the participants.
What is the purpose of Phenomenology?
Its main purpose is to arrive at a description of the nature of the

particular phenomenon.
What are the methods used in Phenomenology?
The researcher uses in-depth conversations with the participants.

The researcher may use participation, observation and introspective
21
What are examples of PHENOMENOLOGICAL research titles?
The Lived Experience of Being a Sole Mother

A Phenomenological Study of self and Sense Making

 What have the participants experienced in terms of the
phenomenon?
 What contexts or situations have typically influenced the participants’
experiences of the phenomenon?
4. ETHNOGRAPHY
A study on meanings, patterns, and experiences defined by
a cultural group in a holistic fashion
What is the purpose of Ethnography?

Its main purpose is to learn from rather than study members of a
cultural group.
What are the methods used in Ethnography?
The researcher observes over an extended period of time.

The researcher interviews those who studied the same cultures.
What are examples of research title of ETHNOGRAPHY?

Mental well-being of Patients from Ethnic Minority Groups during
Critical Care: A Qualitative Ethnographic Study
Ethnopedagogy and Local Genius: An Ethnographic Study
 What did the researcher learn from the cultural group?

 How do the researcher’s interpretations align with the cultural group
and other researchers?
22
EVALUATE
WRITTEN TASK 2: 30 PTS

23
ModulE
2
UNIT 1
Identifying the
Inquiry and Stating
the Problem
At the end of the module, the

students should be able to:
a. design a research project

related to everyday life;
Qualitative Research will provide you with
b. describe the justification or
a general understanding of how to conduct
reason for conducting the study;
c. write a research title practical qualitative research and possibly even
d. state the research questions; encourage you to undertake a study that may
e. indicate the scope and have been thinking about doing. Research is a
delimitation of the research; delightful way to discover valuable learning and
f. cite the benefits and skills. Through this subject, you help develop
beneficiaries of the research;
your abilities in establishing connections,
g. write the statement of the
listening, writing, and observing which the
problem.
primary elements are needed in the qualitative
Performance Standard: research process. You will find out how to
Formulate clearly statement of conduct practical researches that you can apply
research problem in your specific track.
Often, when we find out that we are going

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.
2
4
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.
“Minds are like

EXPLORE parachutes. They only
function when opened.”
Let’s get started!

KEY QUESTIONS
1. Where should I begin?
2. How is a topic chosen?
25
EXPLAIN Do you know where to begin?
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
 Can stimulate one’s interest to explore a particular topic.
PERSONAL HOBBIES
• Ex. Survey the views of people about a certain issue because they
enjoy doing so
ATTENTION-CATCHING SITUATION
• Researchers can formulate questions as to how this thing became
possible, how that thing is able to do those, etc.
1.SELECTING THE RESEARCH TOPIC

The research topic is an area of interest you will explore in your study. The
following are the considerations you should make when selecting a research
topic.
1. Relevance – A relevant topic addresses the needs of the target audience of the research
paper.
2. Interest – An interesting topic should be appealing both to your readers and to you as a
researcher.
3. Manageability – A manageable topic can be explored within your abilities and a certain time
limit. Furthermore, this topic is neither too broad nor too narrow.
4. Availability of resources – This refers to the accessibility of financial resources,
references, and human resources required for the completion of the research.
26
Aside from the given criteria, there are other things that you should
consider in selecting your research topic.
1. Avoid overly recent topics

2. Avoid highly technical and specialized topics
3. Refrain from choosing highly sensitive or controversial topics
Let’s give it a try!
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
What sub-topics are of Health aspects of chocolate.

most interest to you?
What new questions do Are there health benefits to eating chocolate?

you have about your Can chocolate boost your mood? Is chocolate
topic? addictive?
Develop a topic I will explore the health benefits of eating

statement chocolate, specifically focusing on how
chocolate affects moods and brain chemistry.
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2.PRESENTING THE BACKGROUND OF

THE STUDY
This section describes the current state of your field of study and the issues
that compelled you to undertake your research.
Here are the components of the Background of the Study:
1. Description of the current state of the field.

State that the general area where your study belongs currently remains
a significant area or research, and continues to be of interest to researchers,
practitioners, and leaders in the field.
Example: If you are conducting a study on the use of Facebook-based
e-portfolios in writing classrooms, you may point out that this is a highly
significant area of research in the field of information and communication
technology (ICT) and education.
2. Statement of the Problem: Description of the issues that will be addressed by the
study.
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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USEFUL WEBSITES AND Concept mapping is a technique where visuals and

ONLINE TOOLS graphics are used for generating ideas. Doing this will help you
Bubbl.us create a visual representation of the ideas related to your
Bubbl.us is an online general research topic. It will then help you determine the
application that can be used specific area you will focus on.
in creating concept maps
for your research. The Below is an example of a concept map for the general
following area are the steps topic ―Homelessness.‖
in using Bubbl.us:
1. If you have a stable

connection, you may visit
https://bubbl.us.
2. Sign up and create an
account.
3. Create ―New Mind
Map‖ and start creating a concept
map.
4. Type your central
idea in the yellow bubble.
5. Expand your concept
map. Hit the ―tab‖ key to create or ―a
same-level idea and ―CTRL
+ enter‖ or ―command
+ enter‖ to create a
sub-level idea.
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
3. Description of the current practices and convention used in addressing the issue
Explain the current practices used by the researchers, practitioners, or
authorities in your field, specifically in relation to your study.
29
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.

your topic.
You may also state that these practices have failed to provide conclusive findings regarding
 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.
Example: Gap on the study Facebook based e-portfolios


English classes.
You can say that there are very limited number of studies on the use of this social networking site in
 You can also say that there are few studies on the use of Facebook for creating e-portfolios.
5. Your current study

Show how your study fills the research gap you have identified.
Example:
 You may say that your study offers a new methodology, approach, or solution to the issue.
 You may also say that your study proposes a new theory.
An Overview of the Research
3.THE STATEMENT OF THE

PROBLEM
Problem and Research Question
Chapter I of the research paper is called The Problem and Its Background
(sometimes also called The Introduction in an IMRAD Format)
30
It is composed of the following sections:

1) Background of the Study,
2) Statement of the Problem,
3) Scope and Delimitation, and
4) Significance of the Study.
What is a research problem?

Writing the General Problem in a Qualitative Study
In the book Principles of Qualitative Research: Designing a Qualitative Study,

Creswell and Clark (2014) provide the following criteria in writing the purpose
statement:
1. It should use single and not compound sentences.
2. It should clearly express the purpose of the study.
3. It should include the central phenomenon.
4. It should use qualitative words, e.g., explore, discover, and explain.
5. It should identify the participants in the study.
6. It should state the research site.
A sample pattern for the purpose statement is provided below.
The purpose of this (narrative, phenomenological,

grounded theory, ethnographic case) is to (understand, describe,
develop, discover) the (central phenomenon of the study) for (the
participants) at (the site). At this stage in the research, the
(central phenomenon) will be generally defined as (a general
definition of the central concept). (Creswell and Clark, 2014)
Below are examples of a general problem.

Example 1:
The overall objective of this phenomenological study is to describe the
intrapersonal and interpersonal competencies of school principals, and
their relationship to the school effectiveness in the Division of Bataan for
the School year 2001-2002. The result is used as a basis for an
intervention program (Cristobal, 2003). Here, intrapersonal is the school
managers’ own self-concept and personality while interpersonal is the
communication and expressions in dealing with subordinates.
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
31
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.
The general problem is followed by an enumeration of the specific

problems. These problems are usually stated as questions that the
researcher seeks to answer. Therefore, the specific problems must
meet the following criteria:
1. They must be in question form.

2. They must define the population and the samples of the study (respondents).
3. They must identify the variables being studied.
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:
1. The question should begin with words such as ―how‖ or ―what‖.

2. The readers should be informed of the information that will be discovered, generated,
explored, identified, or described in the study.
3. The question ―What happened?‖ should be asked to understand the results.
4. The question ―What was the meaning to the people of what happened?‖ should be
asked to understand the results.
32
5. The question ―What happened over time?‖ should be asked to explore the process.
1. Central question script

a. ―What is the meaning of/what does it mean to (central phenomenon)?‖
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?
d. ―How would (participants) describe (central phenomenon)?‖
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:
Types of Research Questions
 In general, there are two types of questions formulated in research. These are as follows:
1. Non-researchable questions – These are questions of value and are

answerable by Yes or No.
33
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?
2. Researchable questions – These are questions of opinions, perceptions, or

policy that are raised to accumulate data. Formulating a clear, significant question prepares the researcher
for subsequent decision-making on research design, data collection, and data analysis.
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?

These are as follows:
Dickoff et.al (as cited by Wilson, 1989) provide further classification to research questions.
1. Factor-isolating questions – These ask the question ―What is this?‖

These questions are sometimes called factor-naming
questions because they isolate, categorize, describe, or name
factors and situations.
Examples:
a. What is the profile of school principals in terms of the following? Age
Management
Experience Civil status
b. What are the levels of competencies of school principals as described by their
respective teachers and themselves in terms of the following? Intrapersonal
Interpersonal
2. Factor-relating questions – These ask the questions ―What is happening

here?‖ the goal of these questions is to determine the relationship among factors that have been identified.
34
Examples:
a. What is the relationship of the level of performance of the senior high school
teachers to the OJT performance of the students enrolled in the business track of Saint Louis University?
b. How does the performance level of volleyball teams of boys differ to that of
the girls?
3. Situation–relating questions – These questions ask the question

―What will happen if…?‖ These questions usually yield
hypotheses testing or experimental study designs in which the
researcher manipulates the variables to see what will happen.
Examples:
a. What are the effects of computer -learning assisted methods of teaching to the
interest level of the sophomore to their history subjects?
b. How significantly different is the performance of the call center agents who are
well rested than those who are not?
4. Situation-producing questions – These ask the question ―How can I make it

happen?‖ These questions establish explicit goals for actions, develop plans or prescriptions to achieve
goals, and specify the conditions under which these goals will be accomplished.
Examples:
a. Based on the findings, what human relation intervention program can be adopted to
enhance or improve the effectiveness of existing teaching methods?
b. What faculty development activities can be sponsored by the PTCA to improve the
performance of graduating students in the UP College Admission Test
(UPCAT)?
Developing the Thesis Statement
The thesis statement is a one-sentence answer to the general

research question. It is the central idea of your research and serves as
a road map for your paper. The following is an example of a general
research question and the thesis statement that can be derived from it:
General Research Question: How does heavy traffic impact senior high
school students in Metro Manila?
Thesis Statement: Heavy traffic impacts senior high school students in

Metro Manila psychologically, financially, and academically.
35
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.
4.WRITING THE SIGNIFICANCE OF

THE STUDY
The significance of the study details the specific contribution of your
study as well as its benefits to different people and organizations.
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.
 Practitioners of the field (e.g., teaching practitioners in general)

 Government agencies (e.g., Department of Education)
 The organization, institution, or company where the participants come from
(e.g., Saint Louis University)
 Heads and administrators of an organization, institution, or company
36
(e.g., Principal or School Director)

 Staff of an organization, institution, or company (e.g., Teachers)
 The group where your participants belong (e.g., Students)
 Future researchers
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…
5.WRITING THE SCOPE AND

DELIMITATION
The scope and delimitation is a section of the research paper that
specifies the parameters under which the study will be conducted. It sets
the boundaries of your research of your research in terms of the following:
 Topic or subject matter

 Objectives
 Issues being addressed
 Principal variables
 Locale, setting, or area
 Time Frame
 Participants (age, sex, population, size, traits)
You must also provide a justification for the

boundaries you set in terms of these parameters. For
example, if you are conducting a study on bullying, you can
delimit it to cyberbullying among teenagers in urban areas.
You may use the following phrases when writing this

section:
 This study covered…
 This study focused on…
 The coverage of this study…
37
6.WRITING THE RESEARCH TITLE

The research title summarizes the main idea of the whole paper. It is the part
of the paper that is read first and most frequently. The title should be written
using the fewest possible words without compromising clarity and sense.
A research title should have the following characteristics:

1. It should summarize the main idea of the paper.
2. It should be a concise statement of the main topic.
3. It should include the major variables of the research study
4. It should be self-explanatory.
5. It should describe or imply the participants of the study.
Here are some guidelines in writing your research title:
1. Write your title in the declarative or question form.

2. Indicate the subject and scope of your study by specifying your dependent
and independent variables. The dependent variable is the one which is affected
or influenced in the study, while the independent variable is the one that
influences the dependent variable.
3. Avoid abbreviations unless they are commonly known.
4. Use the currently acceptable terminology in your field of study.
5. Avoid using phrases such as ―A Study of… and ―An Investigation of…‖ as these
would lead to ambiguity.
Elaborate
A. Background of the Study
 Purpose of background of the study

a. The general definition of the topic/problem area
b. Historical basis for the existence of the problem
c. Efforts made towards addressing similar challenges
d. How the efforts failed to be realized hence the need for your study
 Contents of the background of the study:
a. Presentation of the problem. Describe the existence of
an unsatisfactory
condition or a problem that needs a solution.
b. Historical background of the problem - Give the historical background of the
problem, if applicable.
c. Geographical conditions of the study locale - If applicable, describe the
geographical location of the study.
d. Rationale of the study - Give the reason(s) why the study should be
conducted.
38
Example:
In 2004, the researcher migrated to the Philippines to accompany her

spouse who was at the time studying at the Adventist Institute for
International Advanced Studies (AIIAS) in Silang, Cavite. They
discovered the study opportunities and were motivated by the quality
of education and low school fees being offered. They visited several
colleges and universities to collect pamphlets and sent them back to
Vanuatu for educational awareness. The Ni-Vanuatus became aware
and decided to send students to study in the Philippines. The first two
schools to receive Vanuatu students were AMA Computer College in
Dasmari as, Cavite and Air Link Aviation College in Paranaque City.
The researcher came to know Cavite State University (CvSU) in 2009
and transferred from AMA. (Ngwele, March 2011)
The Do’s and Don’ts of Writing a Research Background Study
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, disorgan
developments and missing links and discuss unrelated subjects.
and gaps in your research area
Focus on the relevant aspects of

your study explaining how it will o Forget the reader may not be familiar
lead to the progress of scientific with the details of your work.
knowledge.
Engage your findings in a o Elaborate on your background
chronological findings literature
Articulate your ideas in a clear o Forget to provide a historical
and concise manner perspective
Engage the readers by building o Forget to check your target journal’s

a story around the central instruction for presenting the study
theme of your research
background
39
B. Statement of the Problem

(Purpose Statement and Research Questions)
A series of questions used in researching the topic. It is composed of:
 The general statement of the problem (the purpose statement)
 The specific sub-problems or sub-questions (or research questions)
Guidelines in Writing the Statement of the Problem (Calderon

Gonzales,1993)
 The general statement of the problem and the research questions should be formulated
first before conducting the research.
 Research questions should be stated in the interrogative and each should be clear to
avoid confusion.
 Each research question should be researchable separately from the other questions
and must be based upon known facts and phenomena which is accessible to the researcher.
 Answers to each research question can be interpreted apart from the answers to
the other specific questions and must contribute to the development of the whole research study.

development of the entire study.
The summary of the answers to all the specific questions will give a complete
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?
40
EVALUATE
Written Task 3 (30 points)
This will be uploaded to your Genyo accounts.
Performance Task 2 (30 points)
41
Module
2 UNIT 2
Learning from
Others and
Reviewing the
Literature
By the end of the lesson,

you will be able to:
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
of literature; and literature review surveys scholarly articles,
5. follow ethical standards books, and other sources relevant to a particular
in writing related literature; and area of research. The review should enumerate,
6. present a written review
describe, summarize, objectively evaluate and
of literature. Performance
Standard clarify this previous research. The literature
review acknowledges the work of previous
PERFORMANCE STANDARD
researchers, and in so doing, assures the reader
At the end of this that your work has been well conceived. It is
unit, the students are
assumed that by mentioning a previous work in
expected to select,
cite, and synthesize the field of study, that the author has read,
related literature and evaluated, and assimilated that work into the
use sources according to
work at hand. This module is about learning from
ethical standards.
others and reviewing the literature.
4
2
ENGAGE
Picture Analysis
Directions: Examine the image below. What does it tell you?
Share your thoughts.
EXPLORE
Your Viewpoint Why do you need to review the

literature for your research?
Knowing your perception of the Where and how this information is

Review of Related Literature found?
What should be done with the

information after it has been found?
43
1. WRITING A
EXPLAIN LITERATURE REVIEW
What is a Literature Review? USEFUL WEBSITES AND

ONLINE TOOLS FOR WRITING
A literature review is an academic text RESEARCH PAPER
that provides an overview or the landscape of
a specific topic. It involves the review of 1. Google Scholar is a
several scholarly works to identify, what is search engine where you
known and not known about a certain topic. can look for research articles
across different fields of study
Below are purposes of a literature review. 2. Microsoft Academic takes a

different approach and generates
for each paper that is indexed an
1. It establishes the importance of your topic and the overview page that allows to
easily explore top citing articles
research gap. and references of the article.
2. It provides readers with relevant information that
will familiarize them with topic 3. Core is an academic search
engine dedicated to open access
3. It clarifies the contradictions between and among research papers. For each
previous studies. search result a link to the full
4. It just justifies your research method, questions, and text PDF or full text web page is
provided.
your conceptual or theoretical framework
4. EBSCO provides online
Stages Observed in Writing the databases to libraries worldwide
with content that includes full-
Literature Review text journals, books,
monographs, reports, essays, and
A literature review follows a systematic other various types of
publications.
approach in writing its content. The premise of
the review should be clarified and the relation 5. Others: ProQuest, Science
Direct, Scopus
of the cited resource materials to the study
should be established.
1. Problem formulation. The researcher must
determine the research problem before the review of literature is
conducted to fully understand the variables considered in the study.
2. Literature search. Any reading material that is
related to the study must include a discussion and explanation
3. Data evaluation. The indicators that are
synthesized from various relevant sources must further build the
researcher’s confidence as the variables of his or her study are made.
4. Analysis and interpretation. Breaking the
4
4
entire reading article into smaller parts will help the researcher correctly
interpret the information in the reviewed materials.
Types of Literature Review
1. Evaluative Review. It is a type of literature review which focuses on providing a discussion

of the literature in terms of its coverage and contribution to knowledge in particular.
2. Exploratory Review. This is a type of literature review which focuses on finding out what
actually exists in the academic literature in terms of theory, empirical evidence, and research methods as they
pertain to specific research topic an its related wider subject area. It is also used to sharpen, focus, and identify
research questions that remain unanswered in the specific topic.
3. Instrumental Review. This is a type of literature review which focuses more on methods
used and the tools employed during the study. This type is usually used for both qualitative and quantitative works.
4. Systematic Review. This is a type of literature review which focuses on critically analyzing
the works done by previous authors.
Literature Review Process
Literature Review Structure
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
45
introductory and conclusion part and not a separate paper in itself.

Literature review outlining, on the other hand, simply uses the paragraphs in
a logical and systematic manner, with which each thesis of the paragraphs
works in conjunction with each other to support the main thesis of the article
while succeeding parts of each paragraph works to support the main thesis of
a paragraph.
Provided below is an example of a literature review outline (for

synthesizing):
Review of Related Literature Outline
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)
Synthesizing the Literature Review

Synthesizing involves examining and consolidating several articles or
texts that talk about a similar or related topic to your own.
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.
1. Read all the related ideas carefully.

2. In each of the references, cluster the ideas that are similar and those that are distinct
from one another. You may use a concept map for this purpose.
3. Decide on how you will arrange the ideas.
4. Insert the corresponding citations while writing the synthesis.
Drafting the Literature Review requires higher order thinking skills.
46
The second level is known as macrolevel synthesis, which involves

consolidating several studies to establish a research gap. It also involves
drawing conclusions from the references you reviewed based on their
similarities with and differences from one another. Macrolevel synthesis is not
just about describing the participants, the method, findings, and conclusions of
your selected articles. Instead, this form of synthesis highlights the ideas in each
article that are important for your paper.
Here are some guidelines in doing macrolevel synthesis:
1. Note any similarities and differences that are relevant to your paper among the articles
you are analyzing.
2. Note any issues that was not addressed by your references.
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.
Repertory Grid Analysis (RepGrid) is a suitable tool for information

systems researchers used in gathering qualitative data. It is a qualitative tool in
the preliminary stages of an information system research project and concurs
with the findings between or among previous authors
Below is an example of a tool that may be used in reviewing

related literatures for a research study.
47
2. THEORETICAL AND CONCEPTUAL

FRAMEWORK
Research Framework
A framework is defined as ―a set of ideas that provide support to

something‖ (Merriam -Webster, n.d.). Essentially, any concept or theory requires
a strong framework to establish its feasibility. In the case of research, it serves as
the building blocks for the foundation of the study.
There are two types of research framework
Theoretical framework It is formulated from existing theories and

serves as the foundation of the study. It is a general frame of reference used for
making observations, defining concepts, developing research designs, and
interpreting and generalizing findings. This can be used in different studies.
The Conceptual framework is derived from a combination of theories
or parts of theories. It refers to a system of ideas, assumptions, and theories
that inform and support and cater specifically to your study. It guides the
researcher in synthesizing the different theories used in formulating a new one.
Theoretical and conceptual frameworks are presented in the visual and
narrative forms to present information clearly. The visual form uses
diagrams and charts, while the narrative form utilizes paragraphs to explain
the visual representation of the frameworks.
The following table summarizes the differences between the theoretical

and conceptual frameworks:
Theoretical Framework Conceptual Framework

Scope Broader in scope and can More focused in scope as it
be used in different directly relates to a specific
studies study
Focus of A particular theory A set of related concepts th
Content be specifically used in the s
Number of Contains only one theory May combine different theo
Theories in one framework into one cohesive framewor
Time of Already existing prior to Developed while planning a
Development the conduct of the study writing a specific research
48
Selecting Your Theoretical Framework
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.
Developing Your Conceptual Framework
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.
49
Two forms of citing sources:
a. In-text citation – requires indicating the source of the information within the body of the
text. The source usually includes the last name of the author and the year the source was published.
Types of In-text Citation
Type of Citation Example
Subject-heading Reliability, as defined by Miller and Wilson (1983) is ―the

extent to which a test would give consistent results if
applied more than once to the same people under
standard conditions.‖
Author-heading Miller and Wilson (1983) define reliability as ―the extent
to which a test would give consistent results if applied
more than once to the same people under standard
conditions.‖
Date-heading In 1983, Miller and Wilson defined reliability as the
―extent to which a test would give consistent results if
applied more than once to the same people under
standard condition.‖
b. Reference list – pertains to the complete bibliographic information of the reference used.
This appears at the end of the paper.
In-text citation and the reference list should always go together. In short,
every source that is cited within the text should also appear in the reference
list with complete bibliographic information. It is also necessary that both in-
text and reference citation consistently follow a single documentation or style
guide.
 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
50
 The following are examples of in-text citation in each of the three

style guides.
Examples:
th
APA Style (6 edition)
E-portfolios are ―personalized, web-based collection of work, responses
to work, and reflections that are used to demonstrate key skills and
accomplishments for a variety of contexts and time periods‖ (Lorenzo &
Ittelson, 2005, p.3).
th
MLA Style (8 edition)
E-portfolios are ―personalized, web-based collections of work,
responses to work, and reflections that are used to demonstrate key
skills and accomplishments for a variety of contexts and time periods‖
(Lorenzo and Ittelson 3).
th
Chicago Manual of Style (17 Edition)
E-portfolios are ―personalized, web-based collections of work, responses to work,
and reflections that are used to demonstrate key skills and accomplishments for a
variety of contexts and time periods‖ (Lorenzo and Ittelson 3).
Source: guide.library.ucsc.edu.
51
 Here are examples of reference list entries in each of the three style guides.
th
APA Style (6 edition)
th
MLA Style (8 edition)
th
Chicago Manual Style (17 edition)
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

style of APA.
For offline learners, you may refer to the quick guide for reference list and in-text citation
52
53
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.
54
 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.
According to Manlapaz and Francisco (2005), writers may commit any

of the four types of plagiarism.
1. Word-for-word plagiarism. It involves copying verbatim without giving credit to the

source.
2. Paraphrase plagiarism. It involves replacing some of the words with other words
without changing the sentence structures.
3. Mosaic plagiarism. It involves changing the structures or sentence patterns while

retaining most of the words.
4. Source plagiarism. It involves not naming the true source of the material quoted,
paraphrased, or summarized.
You can avoid plagiarism through the following ways:
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.
55
ELABORATE
Other Important Skills in Drafting the Literature Review
Note-taking Is another higher-order thinking skill that you need in

drafting your literature review and writing your research paper. This
refers to writing information from sources and incorporating it later
into the research paper.
Forms of Note-taking
1. Summarizing involves condensing a lengthy piece of source

material. It can be done in an outline or non-outline form. Effective
summarizing will improve your skills in reading, writing and
research. The following are the guidelines that you may follow in
summarizing texts.
1. Make sure to include all information that is important.

2. Leave out information that might be interesting, but not important (extra
supporting details or description).
3. Put the details in the same order in which they appear in the text.
4. Don’t repeat information, even if it’s repeated in the text.
5. Use key vocabulary from the text when you can.
6. Combine ideas or events that go together.
7. Use category words instead of lists of words
(e.g. vegetables instead of carrots, beans and corn).
2. Paraphrasing involves rewording ideas from the original text in a more

detailed way. It is typically used for simplifying complex texts. Since paraphrasing focuses on the details
and not only on the main idea, the length of a paraphrased text is almost the same as that of the original
text.
1. Place the information in a new order

2. Break the complex ideas into smaller units
3. Use concrete, direct vocabulary in place of technical jargon
4. Use synonyms for words in the source
5. Accompany each important fact or idea in your notes with the source page
number
6. Incorporate the paraphrase smoothly into the grammar and style of your own
writing
56
EVALUATE

57
Module
3
UNIT 1
UNDERSTANDING
AND
SYSTEMATICALLY
COLLECTING DATA
At the end of this unit,

the students should be
able to:
1.choose
You have already identified y
appropriate qualitative
research questions and reviewed related
research design
literature ad studies for your paper. You
2.describe sampling
may be asking yourself, “What should I
procedure and sample
do in my study next?” The next major
3.plan data collection,
stage in conducting a qualitative study is
data gathering
instrument, and analysis planning and performing your rese
procedures
methodology. There are five elements to
4.present written consider in this stage: the qualita
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
to describe qualitative
analysis. Without these elements,
research designs, sample,
and data collection and cannot gather the needed data for your
analysis procedures.
research.
Engage
5
8
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.
59
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
It involves studying a particular group or population in the natural setting or

their habitat. It aims to describe, analyze, and interpret behavior patterns, belief
systems, and unique language of people in a particular culture and ethnicity. It is
best used in studying culture-sharing groups in their natural environment. The
culture sharing group may be a school, family, or a community.
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
60
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
61
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
62
1. SAMPLING AND SAMPLING

METHODS
Sampling refers to the process of systematically selecting individuals, units, or
settings to be examined in your study. Sampling helps you select the right
participants for your study and draw conclusions about the population where the
selected samples belong. A population is a large collection of objects or
individuals who are the focus of your research.
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.
Nonprobability Sampling-The samples are selected through the researcher’s

subjective judgment without any intention to make generalizations about a wider
population. The four most common non-probability sampling methods include
purposive sampling, snowball sampling, quota sampling, and convenience
sampling.
63
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.
64
3. PLANNING THE DATA

COLLECTION AND ANALYSIS
PROCEDURE
Data collection is an activity where the researcher obtains relevant
information to address the specific research questions or objectives of the study.
Qualitative research typically uses multiple sources of evidence or methods in
data collection. This technique is known as triangulation. Through triangulation,
you can establish the reliability of the data you have collected. Reliability refers to
the consistency of the results with the data. This means that you get the same
findings from your various sources. A related measure to reliability is validity,
which refers to the ability of the data to address the research questions of a
study.
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 beh
interact with one another, either
OBSERVATION controlled or natural setting
most beneficial when you want to c

non- readily observable data. These
INTERVIEW experiences, opinions, values, feelin
knowledge
another type of interview which is us

FOCUSED GROUP researching on cultural norms, sh
DISCUSSION experiences, and issues experience
specific cultural group or subgro
involves the examination of docume

records relevant to your study. Th
FOCUSED GROUP
documents include archival reco
DISCUSSION
(historical records), and physical ar
(tools or artworks)
The tools used in collecting data in qualitative studies are called research
instruments. In qualitative research, research instruments are also known as
65
guides, which contain the topics to be covered or questions to be answered in

the data collection.
Types of Data According to Sources

1.Primary Data- gathered directly from the participants of your study
collected using interviews, focus group discussion, observation and
surveys
2.Secondary Data- collected by someone besides the researcher, e.g.
media reports, published research, public documents, and internet
materials
4. DATA COLLECTION PROCEDURE

AND ANALYSIS
Data collection procedure is a section in the methodology that details the
specific steps that the researcher took in order to gather the needed data. This
section explains who collected the data and how he/she did it. This section also
presents all the process or activities the participants have engaged in and where
these took place.
Data Analysis is the process of transcribing, examining, classifying,

tabulating, testing, and recombining data. Through data analysis, you are able to
make conclusions about your findings or understand a phenomenon.13
66
Elaborate Structure of the Methodology
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
 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
 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.
 Explain specific steps that you will undertake to complete the data collection phase of your
study.
 Provide an overview of the steps you will undertake to complete the data analysis phase of
your study.
67
EVALUATE
WRITTEN TASK 1 (30 points)

This will be uploaded to your GENYO accounts
68
Module
3 UNIT 2
Finding Answers
Through Data
Collection

Now that you have identified your
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.
6
9
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.
70
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.
Characteristics of a Good Data Collection Instrument
1. It should be brief but effective.

2. It must be able to gather information other than what is available.
3. The arrangement of questions must be sequenced in increasing difficulty.
A. Interview-the researcher personally asks the key informants about things or information he/she
needs from the subjects
Types of Interview
1. Structured interview -the researcher prepared

and organized questions that the
respondents will answer
2. Semi-structured interview -the researcher prepares a specific set of questions but could
ask follow-up questions to the respondents for them to elaborate their answers
3. Unstructured interview -the researcher prepares an outline of the topics that he/she
needs to personally ask from the interviewee in spontaneous and conversation-like manner
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
71
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
Example of interview question scripts:
Title: Resilience Processes Within the School Context of Adolescents

with Sexual Violence History
Source: https://www.researchgate.net/figure/semi-structured-interview-script_tbl2_318438255
(You can visit the link to know more about the study)
72
Title: A Qualitative Study of Young Women's Beliefs About Intrauterine Devices:

Fear of Infertility
Source: https://www.semanticscholar.org/paper/A-Qualitative-Study-of-Young-Women%27s-
Beliefs-About-Payne-Sundstrom/94015379fc249e63c0546d85bd6f3eea23db76b9/figure/0
B. Focus Group Discussion-useful to obtain certain types of information or when

circumstances would make it difficult to collect information using other methods to datacollection
1. There are limited resources prevent more than a small number of interviews
beingundertaken.
2. It is possible to identify a number of individuals who share a common factor and it isdesirable to
collect the views of several people within that population/sub group.
3. Group interaction among participants has the potential for greater insights to be developed.
C. Observation-the researcher tracks the subjects’ behavioral change over a specificperiod of

time
73
During observation, you can focus on the variables listed on the table.
Categories of Coverage Points to Note

Variables T
Appearance Physical features, age, Features of an individual that ar
y
gender,clothing indicative of his or her members
p
ina group or subgroup, professi
e
religion, ethnicity, and
s
socioeconomicstatus
Behavior during Interaction among people, the Social rank, gender, age,
o
communication length of their communication profession,use of body languag
f
and orinteractions, languages used,
interactions nonverbal cues
O
Personal Space Physical proximity of one People’s preferences
b
personto another regardingpersonal space
s
Human Flow The number of people who Frequency of flow, length of sta
e
r enterand exit a particular thenumber of people

v community accompanying a person enterin
or exiting a community
a
Peoplet Individuals who stand Characteristics of the ―star’ me

i outamong group of of the group, how other people
o people interactwith them
n
Natural or Unstructured Observation -The researcher observes the
subjects in the natural setting or in their actual environment. The observation
is done from outside of the environment.
1. Participant Observation-requires the researcher to be involved in the usual activities of

the subjects and gives
the researcher direct and first-hand
experience of what the
respondents are experiencing
2. Overt Observation- the participants know that you are a researcher or observer
3. Covert Observation-the participants are not aware that you are a researcher or observer
4. Controlled Observation- ―ideal-situation‖ observation where the subjects are taken
away from their actual environment and are subjected to ideal conditions determined by the researcher
74
D. Document Analysis-It involves the interpretation of selected documents through analyzing

their content. Documents for analysis include public records, personal documents, and physical evidence. Examples
of public records are annual reports, policy manuals, laws, curricula, and news articles. Personal documents include
blogs, face book posts, diaries, and reflection logs. Lastly, physical evidence includes flyers,
ELABORATE
The data collection process is not limited to determining the

instruments and techniques you will use. There are ethical
considerations that you need to understand before gathering your data
especially when human participants are involved.
1.Provide the potential participants an informed consent.

2.Inform the participants that they have the right to refuse
to participate in the study.
3.Guarantee the participants that all collected information shall
be treated with utmost confidentiality, and that their anonymity
shall be preserved.
4.Secure your data in a way that will keep them from being
accessed by person not involved in the study.
5.In case you decide to give a token to the participants, be sure
that it is reasonable. This means that the token must not cause
undue influence on the participants’ behavior throughout the data
collection procedure.
75
EVALUATE
Written Task 2 (30 points)
This will be uploaded to your GENYO accounts
76
ModulePRACTICALRESEARCH 1: QUALITATIVE RESEARCH
4 UNIT 1
Analyzing the Meaning
of Data, Drawing
Conclusions, Reporting
and Sharing Findings
At the end of the

module, the students
should be able to:
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.
7
7
ENGAGE
The following are examples of manifestations and reasons behind the

emotions that the students experience. Each column represents the situation for
the students; each column should contain three types of emotion. After arranging
the emotions on the answer sheet provided, come up with a theme for each set
of columns. Write the theme on the blue colored boxes above each situation.
 S
m
i
l
Wining ia prize in Receiving failing grades Getting into a fight with a
schoolcontest classmate
n
g
 Crying
 Fro
 Screaming
 Being lethargic
 Glowing eyes
 Clenched fists
 Beaming
 Glaring eyes
78
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.
One consolidated section Two separate sections

Results and Discussion Results
1. Research Objective/ Question 1 1. Results for Research

a. Results Objective/Question 1
b. Discussion 2. Results for Research
Objective/Question 2
3. Results for Research
2. Research Objective/ Question 2
Objective/Question 3
a. Results
b. Discussion Discussion
1. Discussion of Results for

3. Research Objective/ Question 3 ResearchObjective 1
a. Results 2. Discussion of Results for
b. Discussion ResearchObjective 2
3. Discussion of Results for Res
Objective 3
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).
79
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.
In your presentation of results, feature direct quotations
•Include negative results in your results portion.

•Negative results are those data that run contrary to your expected results.
Take caution in featuring sidelights in your presentation of results
•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.
Use non-prose materails appropriately
•Nonprose materials - tables, graph and charts

•These are best used in a combination of quantitative and qualitative study.
•If used in a qualiative study, the main focus should be on the textual presentation.
Observe the guidelines in creating your non-prose

materials
•Your non-prose materials should be understandable on their own.
•They should not repeat what is contained in the textual findings but should highlight
the relationship among the data
Avoid providing comments about the findings and interpreting your results
•Reserve these comments for the discussion portion in order to

•distinguish between this portion and the results portion.
 Below is an example of results portion in a qualitative study
80
Results portion:
Master Theme Arising

from
Controlling the impact  Numbers
ofthe suicide  Avoiding of sharing of feelings
 Protective
 Watching other family members
 Fearful of further suicides
 Responding to suicide attempts
 Changes in communication patterns
 Being careful of what is said and avoiding former
socialactivities
Making sense of  Searching for reasons why the suicide happened
thesuicide  Questioning the prior relationship with the deceased
 Feeling guilt and blame
 Reviewing the deceased character
 Looking for external stressors
 The motive for suicide
 Reviewing the suicide act
Social uneasiness  Needing support but felt let down by friends and
community
 Feeling marked by suicide
 Upset by people’s responses
 Self-imposed social isolation
 Protective about details of suicide when asked
 Feeling understood and safer with others that are
bereavedby suicide
Purposefulness  The death had changed how life is viewed
 A feeling that their lives are totally changed and
that thedeceased is now helping them
 Engaging in new activities
 Role in helping others
The first master theme ―Controlling the impact of the suicide‖
describes the immediate reaction of the participants when they discovered
that their relative had killed themselves. The early months were at a time
of intense pain, distress, fear, and turmoil for both the individual and family
as a whole. The impact of the suicide on the family system was controlled
in two ways. Participants assumed the role of ―protector‖, watching for
fear of more suicides occurring in the family, while siblings became
―peacekeepers.‖ Parents said that they need to engage in ―safety
behaviors‖ because they were very frightened and worried about further
suicide occurring among surviving children.
81
―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:
―But I can accept there was something in [ ] for whatever

reason, depression or something out there that led him to do that. Maybe
something we did’nt know about, something in his personality type, there
was something in { }’s that he went and did it.‖ (Cathy: 94b ,c)
If you have a stable net connection, you may click the following links for additional information on thematic
analysis: https://www.youtube.com/watch?v=KUZ6iGvJlGI&list=RDCMUC2oCugzU6W8-
h95W7eBTUEg&start_radio=1&t=99
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.
82
Anchor your research discussion portion on your

research objectives and questions
•Start with restating your research questions or objectives in a declarative form.

•Followed by a synopsis of your results.
In organizing your discussion, start from the specific to general
•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
•Provide an alternative explanation for your findings, this enablesyou

to •contribute to your field of study.
•Avoid making unnecessary speculations that are not sufficiently supported by your
findings.
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.
Present the potential limitations of your interpretation
•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.
Observe other conventions in writing the discussion portion.
•Be specific, concise and direct to the point

•Use subheadings to make your discussion organized.
•Make the terms in the discussion consistent with those in your introduction and
related literature.
•Use the present tense for stating established facts and the past tense for reporting
3.findingsDRAWINGinpriorstudies. CONCLUSION
83
The conclusion is intended to help the reader understand why your

research should matter to them after they have finished reading the paper. A
conclusion is not merely a summary of the main topics covered or a re -
statement of your research problem, but a synthesis of key points and, if
applicable, where you recommend new areas for future research. For most
college-level research papers, one or two well-developed paragraphs is sufficient
for a conclusion, although in some cases, three or more paragraphs may be
required.
 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 Conclusions drawn or deduced by you from facts or

statements resulting from logical thinking rather than from
another assumption, prediction, or generalization are the only
ones included in the conclusion section of your research paper
(Decilo, 2014).
 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.
 Make your conclusions related to the claims or arguments of varied research studies
andwritten works you have subjected to your Review of Related Literature.
Creating a link between your discoveries and your review of
literature indicates the ability of your paper to expand or
enhance any existing knowledge about your research study
(Harding, 2013).
 Confidently state how your conclusions work to debunk or contradict existing theories,correlative
assumptions, and published works.
 Your conclusion must obviously provide sufficient evidence to justify their alignment withor its
support to recent theories and research findings.
Most importantly, your conclusions must present your

judgement of the truthfulness of your findings and your
assessment of their capacity to answer either positively or
negatively your research hypothesis or research question
84
Pointers in Writing Conclusion
Explain your point insimple and clear sentences.
Use Expressions that center on the topic rather than on yourself, the
researcher.
Include only necessary items; exclude any piece of information or picture

not closely related to your report.
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.
4.LIMITATIONS OF THE STUDY

This refers to the factors that the researcher fails to control or use and
can be addressed by future studies. It puts boundaries or limits to the
extensiveness of your findings and the strength of your conclusions
It should be noted that the limitations of the study are different from the
scope and delimitations of the research. Limitations of the study pertain to the
factors that the researcher failed to control or consider throughout course of the
study. Thus, the scope and delimitation pertains to what you have focused on in
your study as you started it. In contrast, the limitations of the study pertain to the
conditions that emerged in your research as it progressed.
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.
85
5.REPORTING AND SHARING

FINDINGS
The findings of your research are meant to be reported to or shared
with others because your primary aim in researching is to strengthen existing
knowledge or discover new ones for the improvement of the world. Hence, you
have to bring your findings out to the readers in a way that you must
communicate things you procedurally performed and things you found out
through your principled data collecting and analysis methods.
Take into consideration your listeners/ readers and their extent of

knowledge about the subject area you intend to discuss. Listeners/ readers get
more interested in a certain topic when they can benefit from it or even relate to
it. Usually the sharing of information can be more interesting and easily
understood if you go into detail.
Presenting Qualitative Data
Qualitative is usually expressed in words, and this results in a large

quantity of written material, through which you must guide your reader.
Structure is therefore very important. Try to make your sections and
subsections reflect the themes that have emerged from your analysis of the
data, and to make sure your reader knows how these themes evolved.
The reporting of qualitative data usually consists of words, from

written documents or interview transcripts (but may include images), which
have been analyzed in some way, often into themes. In reporting the data, it
is generally important to convey both the themes and some of the flavor of
the actual words.
Discussing results and drawing conclusions involves making

claims about interpretation, significance and applicability. This is done
within a research tradition where existing knowledge is always being
modified in the light of new results.
86
•Draw together your research question and your own

Research research results.
•Summarize the major findings that come from the research
question and relate them to what you originally proposed to find out.
•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 and that of others.
Relation to other •In presenting your own interpretation of the results, consider
the strengths and weaknesses of alternative interpretations from
the literature.
research •It is also important to point out the limitations of your study
as recommendation for future researchers.
Using cautious •Knowledge you are sure of because you have reliable evidence for
it
language •Other knowledge you are less sure of
•Other knowledge you think is only within the realms of possibility
ELABORATE
Referencing your Research (RECALL)
Referencing your research means directing your readers

to exact sources of data or information stated in your report,
particularly those stated in the review of related literature. This is
easy for you if the moment you collect your data, you begin
practicing a systematic, accurate, and complete recording of the
identities of the sources of data. Without proper referencing,
readers might question the validity of the contents of your
research paper.
Two commonly used referencing style
I. MLA Style – Modern Language Association

 This referencing style is often used in literature, history, and arts.
 Under the MLA system, the items in the bibliography are arranged alphabetically,
you do not need to number them.
87
 Documentary notes follow the same entry as bibliography except for the name
wherein the first name precedes the family name. (base it on example one under Bibliography; Josie, Cruz
A.)
 For bibliography entry, write the book information in this order:
Full author's surname and first name (optional middle name
initial), title of the book or periodical, place of publication,
publisher, and date of publication.
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
II.APA Style - American Psychological Association

• This is also called "Author-Date Style." This is often used by researchers in the field
of natural science and social sciences.
• References are arranged alphabetically.
88
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.
APA for online materials
Slides and films/Videos Examples:

Guadencio, K. C. (2016). ―Family
planning.‖ Quezon City:
Palmal Press. Slides.
Arenas, E. A. (2017). ―Philippine rental
laws.‖ Manila: SSG Press.
Filmstrip.
Online Books Example:
Litchten, F. D. (2016). American pragmatics.
http:AMPRA 2etext2014/14w0310txtz.
Citation or In-text citation – Family name of the author

and year of pubication
Example:
 (Lizardo, 2016)
 (Decena, Obeza, Jurado 2016, pp. 120-130)
 (Fortun et al, 2016)
 According to Gregorio(2017)
 Olivares (2016) maintains that… - Family name, date and
phrase.
* A study of the Yolanda Tent House is a ―doable research work‖ (Aquino, 2016,
19
p.78)
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
89
Structure/Format of a Research Report

I. Title
The title gives information about the research, short and catchy
that should attract the reader.
II. Abstract
It concisely contains all essential components of the research
all summed up in 150 to 200 words.
III. Introduction
This part explains the background of the research problem, and
states a set of specific research questions and of optional hypotheses
or assumptions.
IV. Method
This section explains the types and sources of data as well as the
method you used in collecting and analyzing the data you have gathered.
V. Findings
This part contains your analyzed findings that can be presented
in several ways such as: graphical presentation, statistical method or
written discussion.
VI. Discussion & Conclusion
Findings resulting from thematically or theoretically gathered
and analyzed data with the capacity of leading you to a valid conclusion
are explained in this section.
VII. Recommendations
To broaden the readers' knowledge and understanding of the
area covered by the research, recommend or let the readers positively
consider some activities they can possibly do to extend, modify,
replicate, or validate the findings of your research work.
VIII. References
Alphabetize, identify, and list in this section all sources
of knowledge you used in carrying out your study.
IX. Appendix
This contains copies of the table, questionnaires, interview
rates, observation checklist, and other materials that are indispensable or
18
necessary in completing your research study.
90
EVALUATE
.
WRITTEN WORK 3: 30 PTS
PERFORMANCE TASK 2: 30 PTS
91
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:
This project requires students to read and analyze peer-reviewed

articles which are a crucial part in the process of writing a research paper.
Literature review serves as the initial step in doing a research. Using the
template provided, accomplish a repertory grid by analyzing and evaluating the
articles. Thereafter, synthesize the data by identifying research gap.
Synthesizing involves examining and consolidating several articles that talk
about related topics.
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
Note: The activity has three parts.

A. Repertory Grid (10)
B. Synthesis Matrix (10)
C. Synthesis Proper/Review Proper (consolidation of ideas found in the journals)
(10)
92
RUBRIC FOR THE SYSTEMATIC REVIEW OF LITERATURE
CRITERIA EXCELLENT (5) GOOD (3) POOR (1)

The topic is clearly The topic and the The topic to
Introduction defined and context for research need are examined is
research is provided. presented. provided.
EXCELLENT (5) GOOD (3) POOR (1)
All the resources are The major works are The major works
examined and covered included but not covered omitted and
Coverage of Content in-depth; significance of in adequate depth; significance is not clea
research critiqued. significance of research
discussed.
A clear analysis and An analysis and synthesis Did not synthesize
synthesis are of the history and information or dis
presented-discussed relationship found in the topic in the broade
Synthesis of Ideas the history and literature are presented. context of the scholarl
relationship among key literature
points found in
literature
It goes from general to It follows basic flow of It has no clear directio
Organization specific; transitions ideas but not all sections and subtopics are
relate sections. follow logical order. connected.
Writing is clear and Paragraph or sentence Ideas are not expresse
concise; ideas are well structure are clearly; more than
developed and repetitive;6-10 grammatical
Clarity of Writing
coherent. 0-5 grammatical and spelling spelling errors.
grammatical and errors.
spelling errors.
In-text citations and Citations within text and Works cited were
reference list are in the corresponding listed in the references
Citations/References complete and properly reference list were
formatted using APA included but with some
style formatting problems.
TOTAL POINTS: ___/30
COMMENTS/SUGGESTIONS
9
3
REFERENCES
Books
Baraceros, E. L. (2019). Practical research 1. Sampaloc Manila: Rex Book

Store, Inc.
Barrot, J. S. (2018). Practical research 1 for senior high school.Quezon City:

C&E Publishing, Inc.
Barrot, J.S. (2018). Practical Research 1. Sampaloc, Manila: Rex Bookstore,

Inc.
Cabili, J.B.M. (2020) Practical research 1 module 4. Department of

Education-Bureau of Learning Resources, Manila, Philippines.
Calmorin,M. & Palmer-Calmorin, L. (2008). Research methods and thesis

Quezon City.
Cristobal, A. P. & Cruz-Cristobal, M. D. (2017). Practical Research 1 for

senior high school.Quezon City: C&E Publishing, Inc.
Pastor, M. Z. (2020). Practical research 1 module 3. Department of

Education-Bureau of Learning Resources. Manila, Philippines.
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
Blackstone, A. (2012) Principles of sociological inquiry: Qualitative and

quantitative methods.Retrieved at openlibrary
repo.ecampusontario.ca
Clemente, R., Julaton, A., & Orleans, A. (2016). Research in Daily Life 1.
Sibs Publishing House Crick. Nature Education 1(1):100.
Gonzales, M, C., Rivilla, A. M. Garrido, M D., Domingue, M.M. ( 2019).

Learning Platform in distance higher education: Student’s perceptions.
Turkish Online Journal of Distance Education -TOJDE, 20 (1).
Heredia, J. D., Carvalho, L. Vieira, E. M. Designing for distance learning in

developing countries: A case study. Journal of Open, Flexible and
Distance Learning, 23(1).
Hong, C., Jih, R. Y. (2014). The effects of distance learning on learning

effectiveness.Journal of Mathematics, Science and Technology
Education, 10 (6).
94
Kilinc, B. K., yazic, B. Gunsoy, B. (2019). Perceptions and opinions of

graduates about the effects of open and distance learning in Turkey.
Turkish Online Journal of Distance Education -TOJDE, 21 (9).
Mittelmeier, J. Rogaten, J. (2019). Understanding the early adjustments

experiences of graduate distance education students in South Africa.
International Review of Research in Open and Distributed Learning, 20
(3).
Radovan, M. (2019). Should I stay, or should I go? Revisiting student

retention models in distance education.Turkish Online Journal of
Distance Education-TOJDE, 20 (3).
Randler, C, Horizum, H. B. Vollmer, C. (2014). The influence of personality and

chronotype on distance learning willingness and anxiety among
vocational high school students in Turkey. The International Review of
Research in Open and Distance Learning, 15 (6).
Reju, C.O. Jita, L.C. (2020). A comparative investigation of assessment

practices in distance and online learning undergraduate mathematics in
Nigeria. Journal of Educational Research and Practice, 10 (1). DOI:
10.5590/JERAP.2020.10.1.06
Traxler, J. (2017). Distance learning- predictions and possibilities. Education

Sciences.doi:10.3390/educsci8010035
Viera,L. M., Feraso, M. & Schroeder, C. S. (2014). Connecting multiple

intelligences through open and distance learning: going towards a
collective intelligence?. European Journal of Open Distance and E-
learning,17 (1).
Websites
Annesley, Thomas M. (2010): "Show Your Cards: The Results Section and the
Poker Game." Clinical Chemistry 56 1066-1070.
APA VS MLA Comparision.(2019). Retrieved

fromhttps://sscc.libguides.com/citations/mlavsapa
De Franzo, S. (2011). What’s the difference between qualitative and

quantitative research? Retrieved at
https://www.snapsurveys.com/blog/qualitative -vs-quantitative-
research/
Dobbins,B. (2018) Moving pictures:Thomas Edison and the invention of the

GIFER.Retrieved from https://gifer.com/en/F4U8.
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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
How To Do a Proper Thesis Defense Using the Right PowerPoint

Presentation. (2018).Retrieved from https://slidemodel.com/proper-
thesis-defense-using-right-powerpoint- presentation/
Kinsinger, F. (2009).Beneficence and the professional's moral imperative.

Retrieved from
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eficence%20is%20
defined%20as%20an,moral%20imperative%20of%20doing%20right.
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YouTube. https://www.youtube.com/watch?v=qPODFCNIJeA
McCombes, S. (2020). APA vs MLA: The key differences. Retrieved from

https://www.scribbr.com/citing-sources/apa-vs-mla/
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questions-fzyq6Y.
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YouTube.
https://www.youtube.com/watch?v=KUZ6iGvJlGI&list=RDCMUC2oCu
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Lenovo

Mastering the intricacies of performing qualitative research appears as a

MARY KATHLEEN T. ALVAREZ

ACKNOWLEDGMENT AND PROMISSORY NOTE

I fully understand that in submitting requirements in all my subjects, I follow the

the presence of my parent/guardian that:

DR. ROMEO E. JAVIER

Acknowledgment and Promissory Note 2

Unit 1 Nature and Inquiry of research 4

QUALITATIVE RESEARCH: THE PROBLEM

Learning from others and Reviewing the

Unit 2 Finding Answers through Data Collection 6

PRACTICAL 1 RESEARCH 1: QUALITATIVE RESEARCH

At the end of the module, the

Let’s warm up!

Research is the answer. Research makes things

EXPLORE 1.UNDERSTANDING THE

WHAT IS THE IMPORTANCE OF RESEARCH?

12 WHAT ARE THE CHARACTERISTICS OF RESEARCH?

Recursive because it involves performing steps in a cyclical and non-linear way.

Before proceeding to the crafting of the questionnaire, Mia gathered the

Empirical because it is based on verifiable evidence, observation or experiences

Logical because it is based on sound principles and a systematic procedure.

Replicable because it can be repeated by other researchers.

Solution-oriented because it addresses a particular problem.

Objective because it requires accurate recording of data.

Requires Higher order thinking skills because it involves interpreting and

2.KNOWING THE PROCESS

The research process involves identifying, locating, assessing, and

Read. It is an important skill in research.

Source: Resnik, D.B. (2020). Research Ethics Timeline. Retrieved

The Three Principles of the Belmont Report

“The principle of respect for persons… [includes]

THE ANIMAL RIGHTS AND WELFARE IN

WHAT IS SCIENTIFIC MISCONDUCT?

Faulty data gathering procedures

ELABORATE 4.LEARNING THE TYPES

RESEARCH according to PURPOSE

Basic research develops or test theories and propositions by

To expand knowledge and satisfy curiosity

Applied research tests the theory in actual problem situations.

To provide potential solutions to human and societal

Action research solves problems within an organization or community.

To address a pressing problem in a very

What do you think about this?

Qualitative Research is making “kwento” without “kwenta”

RESEARCH according to METHODS

Qualitative research is used to discover and gain an in-depth

Differences of Qualitative and Quantitative Research

What is the It aims to explore meaning and It aims to examine relationsh

WRITTEN TASK 1: 30 PTS

This will be uploaded to your GENYO accounts.

PERFORMANCE TASK 1: 30 PTS

This will be uploaded to your GENYO accounts.

At the end of the module,

Performance Standard: This module focuses on qualitative

Complete the bubble wrap by writing words

Qualitative research seeks a deeper understanding

EXPLAIN 1.UNDERSTANDING THE

2. KNOWING THE IMPORTANCE OF

Qualitative can help you understand the

Qualitative can help you better