School SHS in Progressive Grade Level Grade 11

Weekly Home
Teacher LORINNY M. DALA Learning Area Practical Research 1
Learning Plan
Quarter
Teaching Date February 14-25, 2022 8 Days
Number of Days

DAY AND LEARNING LEARNING TASK MODE OF DELIVERY

TIME COMPETENCY
Week 1 • Shares research A. INTRODUCTION For Submissions of
February experiences and Welcome to the most anticipated and one of the most dreaded subjects in Senior Output:
14 – 18, knowledge High School! This is Practical Research 1, your introduction to research, more o Option 1: ONLINE
2022 (CS_RS11-IIIa-1); specifically, qualitative research. This subject will require you to read and write a Send outputs to the
• Explains the lot, so expect that you will be drafting a lot and revising a lot of paragraphs. Brightspace Learning
importance of Management. (Kindly,
research in daily One common misconception of students regarding practical research is that it is coordinate with your
life (CS_RS11- all about mathematics and its is unnecessary. You will often hear your classmates respective advisers
IIIa-2); or find yourself saying as to where can you particularly use this subject in real life, regarding your account.)
• Describes but in all honesty, everything that you are using and benefiting from are all parts o Option 2: Face-to-Face
characteristics, if not product of research. Starting from your phones, your snacks, your clothes Have the parent/
processes, and and even the way you are reading and trying to comprehend this weekly home guardian/student submit
ethics of research learning plan are all the products or benefits developed from studies. You may the outputs to the
(CS_RS11-IIIa-3); not be aware, but we are all incline to research consciously or unconsciously. This teacher in school at
• Differentiates subject is just here to make your studies more structured, more specific and February 25, 2022
quantitative from targeted to provide solutions to existing problems or explore more knowledge. from 8am until 3pm.
qualitative o Option 3: E-MAIL
research Learning Task 1. Word Cloud Submit your outputs to
(CS_RS11-IIIa-4); • Let play a short activity to determine how much do you know your teacher’s respective
and about our course before we start the week. E-mail address stated
• Provides examples • Fill out the empty figures with words or phrases that best suit the below.
of research in given prompts below. You may fill out the figures in the given
areas of interest answer sheet or draw it in your yellow pad paper. For Lesson Inquiries and
(CS_RS11-IIIa-5). What do we do when we Where and when can I use Instruction:
“research”? “research”?
 o Sections: GAS 11-
A,B,C and D, EPAS 11,
ICT 11-B
o Ms. Lorinny M. Dala
Teacher II/ PR1
Teacher
o Suggested
Consultation Hours:
Monday – Friday
8:00 AM – 5:00 PM
o Email Address:
lorinny.dala@deped.gov.ph
o Contact Number:
09614428251
• Keep your speculations and later let us see if your ideas are the o Facebook: Make sure
way we do research when we apply it to a particular situation or to be in the Practical
context. Research 1 Facebook
B. DEVELOPMENT Group and Group Chat
• Read the discussion attached after this WHLP for Week 1 and take
note of important points. o Sections: ICT 11-A and
• You may list the terms that you found familiar and those that you Automotive 11
may need to pay extra attention to learn about at the end of our o Ms. Jhossa Barron
lesson. You may use the table below: Teacher I/ PR1
What Words I Know What Words I Want to Teacher
Know About o Consultation Hours:
What I What I What I did What I Monday – Friday
Know Know More not know found out 8:00 AM – 5:00 PM
Before the After the Before the after the o Email Address:
Lesson lesson Lesson Lesson o Contact Number:
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
• You may also ask yourself the following guide questions as you read
the lesson:
1. What makes research different to news paper report? to a
Facebook post? to books?
2. What are things I must consider while undertaking research?
3. What are the process I must do in making a research?

C. ENGAGEMENT
Learning Task 2. Objective Measurement
a. Matching Type
o Answer the activity in the “What’s More” section of your
ADM Practical Research 1. Quarter 1 – Module 1: Nature of
Inquiry and Research on page 7. Write only the letter of the
correct answer on your answersheet/yellow pad.

D. ASSIMILATION
Learning Task 3. My Interests
o Since this is an applied subject, we are going to start mapping
your course of action in regards with your strand.
o List down 3 particular interest that you like personally.
o Then, think of any topic in your strand where your interest is
related to. Combine the two ideas.
 o (Optional) Search your keywords online and write down
reference materials you’ve found. Make sure to include the
topic, author and url of the webpage you will include.
• You may use the flow chart below to plan your ideas. Observe the
examples to be guided accordingly.

• Example: Videogames, Reading,

What are the Cooking
things that • 1.
interest you? 2.
3

•Example: GAS strand - Reading

Relatedness Materials of Students
•Example: ICT- Best Educational
to my Videogames
strand? •1.
•2.
•3

• 1.
References • 2.
Gathered
• 3.

Rubric:
Criteria Definition Points
 Completeness Output is completed with no 5
missing elements.

Content and Relation of content to chosen 5

Appropriateness strand
Personalization Originality of work without 5
plagiarism
Grammar and Mechanics Use of language and 5
punctuation
20

REFLECTION
Write your personal insights about the lesson using the prompts below:
I realized that research is
______________________________________.
I can use research when
______________________________________.
I want to know more about
______________________________________.
Week 2 • Describes A. INTRODUCTION For Submissions of
February characteristics, Now that we are done with introductions to what research is and its characteristics Output:
21, 2022 strengths, are, we will proceed further into one of its specific types. Grade 11 basically o Option 1: ONLINE
– weaknesses, focuses in Qualitative research while Grade 12 will be teaching you Quantitative Send outputs to the
February and kinds of research. This week, we will try to distinguish the differences amongst the two Brightspace Learning
25, 2022 qualitative and learn the different research designs under each category of research Management. (Kindly,
research according to data. coordinate with your
(CS_RS11- respective advisers
IIIa-5); and Qualitative research, as it name suggests, focuses on “quality;” therefore, it will regarding your account.)
• Illustrates the be dealing with descriptors rather than numbers. So set your worries aside o Option 2: Face-to-Face
importance of because there will be no statistics or mathematics yet. Make sure to pay extra Have the parent/
qualitative attention to the keywords to be presented this week. guardian/student submit
research the outputs to the
across fields B. DEVELOPMENT teacher in school at
(CS_RS11- • Read the discussion attached after this WHLP for Week 2 and take February 25, 2022
IIIb-2). note of important points. from 8am until 3pm.
Learning Task 1: Comparison and Contrast o Option 3: E-MAIL
• You may Answer the activity in the “What’s More” section of your Submit your outputs to
ADM Practical Research 1. Quarter 1 – Module 1: Nature of Inquiry your teacher’s respective
and Research on page 9. Draw and write your answer on your E-mail address stated
answersheet/yellow pad. Write at least 4 differences and 2 below.
similarities of qualitative and quantitative research.
For Lesson Inquiries and
Instruction:
o Sections: GAS 11-
A,B,C and D, EPAS 11,
ICT 11-B
o Ms. Lorinny M. Dala
Teacher II/ PR1
Teacher
o Suggested
Consultation Hours:
• You may also ask yourself the following guide questions as you read Monday – Friday
the lesson: 8:00 AM – 5:00 PM
1. What is the difference of qualitative research from quantitative o Email Address:
lorinny.dala@deped.gov.ph
research?
o Contact Number:
2. Which one is easier or harder? Justify your answers.
09614428251
3. Where can I use qualitative? How about quantitative?
o Facebook: Make sure
C. ENGAGEMENT
to be in the Practical
Learning Task 2. Objective Measurement.
Research 1 Facebook
a. Multiple Choices
Group and Group Chat
o Answer the activity in the “Assessment” section of your
ADM Practical Research 1. Quarter 1 – Module 1: Nature of o Sections: ICT 11-A and
Inquiry and Research on page 14. Write only the letter of Automotive 11
your answers in your answersheet or yellow pad paper. o Ms. Jhossa Barron
Teacher I/ PR1
Teacher
 o Consultation Hours:
D. ASSIMILATION Monday – Friday
Learning Task 3. Let’s Volt In! (Written Work 1) 8:00 AM – 5:00 PM
o Each class will form 7 groups. Each group will have a leader o Email Address:
that was volunteered by the class or volunteered o Contact Number:
himself/herself. Half of each group’s members will be chosen
by the leader and half will be chosen by the teacher.
o Each group will brain storm topics that they have listed in
Week 1 to CHOOSE AND WRITE a respective TITLE FOR
THEIR STUDY for the semester.
o Each group must list at least 3 TITLES for approval as their
written work 1. The output in this week will be used as your
starting point for your PT in week 3.
o Each TITLE must clearly state what will you be studying or
who will you be studying. Maximum of 20 words per title.
o Remember that your chosen topics must be related to your
strand and must adhere to the characteristics and
considerations of research that you have learned last week.
o Leaders may consult and receive their research title approval
through our respective GC.
o You may use the template below in writing your title
proposals.

Grade and
Section:
Group Number
and Name:
Members:
Title Proposals Option 1:
Option 2:
Option 3:

Rubric:
 Criteria Definition Points
Clarity of Content Topics proposed are 5
comprehensible and clear
Appropriateness to Topics proposed are related to 5
Strand the strand and are relevant.
Organization, Neatness, organization, 5
Presentability, handwriting, adherence to
Originality guidelines and originality (no
plagiarism)
Grammar and Mechanics Use of language and 5
punctuation
20

REFLECTION
Write your personal insights about the lesson using the prompts below:
I realized that qualitative research is
______________________________________.
I find ______________ as the most interesting type of research because
________________________.
I want to know more about
______________________________________.

Prepared by : Checked by : Checked by :

LORINNY M. DALA MARIA SUSETTE G. PALAO RONALD R. DRIO

Teacher II Master Teacher II Principal II
 Handout
School SHS in Progressive Grade Level Grade 11
Teacher LORINNY M. DALA Learning Area Practical Research 1

Hand Out Teaching Date Quarter

February 14-25, 2022 8 Days
Number of Days
Week 1: February 14, 2022 – February 18, 2022
Learning Competency:
• Shares research experiences and knowledge (CS_RS11-IIIa-1);
• Explains the importance of research in daily life (CS_RS11-IIIa-2);
• Describes characteristics, processes, and ethics of research (CS_RS11-IIIa-3);
• Differentiates quantitative from qualitative research (CS_RS11-IIIa-4); and
• Provides examples of research in areas of interest (CS_RS11-IIIa-5).
I. What is Research?
• According to Walker, 2010
o an organized investigation and study of materials and sources to create facts and reach new inference
o way in developing appropriate solutions to improve the individual’s quality of life.
o a systematic and objective search for reliable knowledge
• According to Crawford, as cited by Alcantara & Espina, 1995
o a verified approach of thinking and employing legalized instruments and steps to obtain a more adequate solution to a problem
that is otherwise impossible to address under ordinary means
II. Characteristics, Processes and Ethics of Research
• Characteristics of A Research
Prieto, et.al. (2017) stated that the following are the major characteristics of research:
1. EMPIRICAL - is based on observations and experiments of theories.
2. SYSTEMATIC - follows orderly and sequential procedures, based on valid procedures and principles.
3. CONTROLLED - In research, all variables, except those that are tested/ experimented on, are kept constant.
4. EMPLOYS HYPOTHESIS - refers to a search for facts, answers to questions and solutions to problems.
5. ANALYTICAL - shows analytical procedures in gathering the data, whether historical, descriptive, and or case study. 6.
6. OBJECTIVE - it is unbiased and logical. All findings are logically based on real-life situations.
7. ORIGINAL WORK - it requires its own examination and produces the data needed to complete the study.
 These characteristics are what differentiate research from other academic papers or work. Research has a specific scope and
objective. It can be clearly measured or there is a clear indicator of its frequency or existence. It can be realistically achieved within a
specific time frame.
• Processes in Research
Prieto, et.al. (2017) also added that the following are involved in the Research Processes:
1. DEFINE RESEARCH PROBLEM: What is the problem?
▪ Determining a specific problem through observation, experience or readings.
2. REVIEW OF RELATED LITERATURE: What evidence is already presented?
▪ Finding out different academic evidences and publications that presents findings or lack of thereof related to your
research problem.
3. FORMULATING HYPOTHESIS: How are we going to find/look for the answer to questions being studied?
▪ Formulating how specific variables or elements relate to one another.
4. RESEARCH DESIGN: Where will the study be shown and with what population?
▪ Determining the methodology and specific steps in how to perform the study.
5. COLLECTING DATA: Are we ready to gather the data? Where do we find the data?
▪ Designing, validating and applying a research instrument to gather data from the target respondents.
6. ANALYZING DATA: How do the data answer the research queries?
▪ Using appropriate mathematical methods or analytical methods to the gathered data.
7. INTERPRET AND REPORT: What are the implications of the results?
▪ Summarizing and presenting data, and drawing conclusions from the results.
• Ethical Considerations, and Ethical Codes and Policies
Every researcher needs to be aware of and anticipate ethical issues in research. One must consider treatment of participants,
respect for participants and justice.
According to Resnik, 2007, ethical norms are significant in conducting research studies as explained in the following:
1. First, ethics promotes the pursuit of knowledge, truth, and credibility. It also fosters values that are essential to collaborative
work.
2. Second, ethical norms help individuals to be accountable in every act that the researcher/s undertake.
3. Third, ensure that researchers are held accountable to the public.
4. Lastly, an ethical norm in research also needs public awareness. This can be evaluated by the researcher before conducting
the study because this may help a certain population in an area once the study is completed.
Here are the ethical codes and policies for research that one must keep in mind and abide according to Resnik (2007)
a) Honesty - Maintain all communication. Data should not be faked.
 b) Objectivity - Avoid biases in experimental designs, data analysis, interpretation, expert testimony, and other aspects of
research.
c) Integrity - Keep your promises and agreements.
d) Carefulness - Avoid careless errors and negligence.
e) Openness - Share data, results, ideas and tools. Be open to criticism and new ideas.
f) Confidentiality - Protect confidential communication.
g) Responsible - Publication Avoid duplicating publications.
h) Responsible Mentoring - Help to educate, mentor, and advise others.
i) Respect Colleagues - Treat all peers fairly.
j) Social Responsibility - Strive to promote social good. Avoid social harm.
k) Non- Discrimination - Avoid discrimination against colleagues or students on the basis of sex, races, ethnicity, and or others.
l) Legality - Be informed and obey relevant laws and institutional governmental policies.
m) Respect of Intellectual Property - Give proper acknowledgment or credits to all researchers.
n) Human Subject - Minimize risks that involve human lives, dignity, and privacy.
III. Categories of Research based on Goals: Pure Vs. Applied
• Pure Research (Basic Research/Fundamental Research) - mainly concerned with generalizations and with the formulation of a
theory(Kothari, 2004)
Example: (1) Research relating to a mathematical formula. (2) Research studies concerning human behavior to make generalizations
about human behavior.
• Applied Research - aims at finding a solution for an immediate problem facing a society or an industrial/business organization (Kothari,
2004)
Example: (1) Research to determine the effects of a social trend amongst the masses. (2) Research studies concerning human behavior to
find solutions to certain business problems.
IV. Categories of Research based on Data: Quantitative, Qualitative and Mixed
• Quantitative research is based on the measurement of quantity or amount. It is applicable to phenomena that can be expressed in terms
of quantity.
Example: Experimental Research or Survey Research
• Qualitative research is concerned with qualitative phenomenon, i.e., phenomena relating to or involving quality or kind.
Example: Motivational Research, Attitude or Opinion Research that aims to find out how people feel or think.
• Mixed Research possesses both quantitative and qualitative characteristics.
References:
Caballero, J. L. (2021). Department of Education ADM Practical Research 1. Quarter 1 – Module 1: Nature of Inquiry and Research
Kothari, C. R. (2004). Community reaction to noise from a suburban rifle range. In New Age International Limited, Publishers (2nd Revise).
Week 2: February 21, 2022 – February 25, 2022
Learning Competency:
• Describes characteristics, strengths, weaknesses, and kinds of qualitative research (CS_RS11-IIIa-5); and
• Illustrates the importance of qualitative research across fields (CS_RS11-IIIb-2).

I. Characteristics, Strengths, and Weaknesses of Qualitative Research (*kindly try to highlight how the three are different in each aspects)
Bases for Quantitative Research Qualitative Research Mixed Methods
Comparison
• used for identifying factors or • utilized when the research • best applied when both
predictors interest is new, there is no properties of quantitative and
• best used in testing effectivity, theory to be tested, or the topic qualitative research is needed
usability or utility of a mechanism has no certain identified to provide an adequate
or system variables to be used as point of understanding of the topic
Purpose
• applicable when one will evaluate study research and using one type
or confirm theories • commonly used when one aims alone is insufficient
• used when one aims to obtain a to explore, obtain insights,
generalization of the topic perspectives or views about
researched topics researched
• uses related literature as guide to • often uses related literature • may use related literature
formulate a hypothesis or questions used to establish what can be depending on the method of
Review of • used as a point of comparison for understood about the topic research used first or is the
Related the findings at the end of the study • exploratory in nature. It may highlighted focused of the
Literature also vary according to the type mixed method research
of qualitative researched being
done
• Closed-ended quantitative data is • Open-ended qualitative data is • Collects qualitative and
Type of Data
collected collected quantitative data
Collected
• uses instrument-based questions • Uses open-ended questions • It uses open-ended and close
Data Gathering whether researcher-made, • It may employ observations, ended questions
Instruments modified or made by an expert use interviews, use documents • In a mixed method research,
the use of interviews,

• uses a larger sample size
• the greater number of respondents
the more accurate the results are
Number of
Respondents
• uses statistical analysis to analyze data
• requires the use of statistics and
computer statistical programs such as
IBM SPSS, JMP, Minitab Statistical
software, systat 13 and Stata
Data Analysis
or audiovisual digital materials
as a way of gathering data
• purposefully selects
participants which are best
suited in providing data to
understand the research topic
• requires only a small number of
participants depending on the
qualitative design for it
considers the concept of
“saturation”
• uses text and image analysis to
analyze data.
• may use inductive and deductive
data analysis such as
context analysis, discourse analysis
or thematic analysis to be able to
examine and understand
relationships, emerging themes and
patterns from the data collected.
• also requires considering
participants’ meanings in
interpreting the data
• may use qualitative computer
programs to better analyze data
such as MAXqda, Atlas.ti or QSR
Nvivo
observations or documents can
be utilized to gather qualitative
data, and checklists, or numeric
records can be used to gather
quantitative data
• varies in the number of its
sample sizes
• may have an equal or unequal
number of respondents or
participants in both of its
qualitative or quantitative parts
depending on the researcher
and the topic being researched
• uses statistical and text analysis to
analyze collected data
• may use both quantitative and
qualitative analytical methods to
examine data.

• it presents gathered data through
statistical interpretation
Data • conclusions are provided and are given
Presentation in quantitative research
• uses the concept of “winnowing”,
coding, and classifying the data into
themes
• it presents gathered data through • it presents data across databases
themes, patterns, and interpretation.
interpretation • it may use both qualities of
• it provides a holistic report of the quantitative and qualitative
topic which includes perspectives research in data presentation.
revealed in the study

II. Kinds of Qualitative Research Design

1. Narrative research
• design of inquiry from the humanities in which the researcher studies the lives of individuals and asks one or more individuals
to provide stories about their lives (Riessman, 2008)
• this information is then often retold or restoried by the researcher into a narrative chronology
• in the end, the narrative combines views from the participant’s life with those of the researcher’s life in a collaborative narrative
(Clandinin & Connelly, 2000)
2. Phenomenological research
• is a design of inquiry coming from philosophy and psychology in which the researcher describes the lived experiences of
individuals about a phenomenon as described by participants
• this description culminates in the essence of the experiences for several individuals who have all experienced the phenomenon.
• this design has strong philosophical underpinnings and typically involves conducting interviews (Giorgi, 2009; Moustakas, 1994).
3. Grounded theory
• is a design of inquiry from sociology in which the researcher derives a general, abstract theory of a process, action, or
interaction grounded in the views of participants
• this process involves using multiple stages of data collection and the refinement and interrelationship of categories of
information (Charmaz, 2006; Corbin & Strauss, 2007, 2015).
4. Ethnography
• is a design of inquiry coming from anthropology and sociology in which the researcher studies the shared patterns of behaviors,
language, and actions of an intact cultural group in a natural setting over a prolonged period of time.
• data collection often involves observations and interviews.
5. Case studies
 • are a design of inquiry found in many fields, especially evaluation, in which the researcher develops an in-depth analysis of a
case, often a program, event, activity, process, or one or more individuals.
• cases are bounded by time and activity, and researchers collect detailed information using a variety of data collection procedures
over a sustained period of time (Stake, 1995; Yin, 2009, 2012, 2014)

II. Qualitative Research in Different Fields

STRAND : Information and Commuication Technology (ICT)

TITLE : Why Does the Use of Social Network Site (SNS) Make Users Happy? A Qualitative Analysis
REFERENCE : Dogan, U., Uysal, H., & Sidekli, S. (2018). Why does the use of social network site
(sns) make happy? : a qualitative analysis. International Journal of Educational Methodology, 4(3), 109-124.
https://doi.org/10.12973/ijem.4.3.109
Research Design: Qualitative Research - Phenomenological Research

ABSTRACT :
This study investigated the reasons why the usage of Social Network Sites (SNS) makes users happy. To this end, the study was
conducted with as a qualitative research method. The phenomenological design, which is a qualitative research method, was utilized for
determining why SNS usage cause happiness and having a better understanding of how SNS users describe SNSs and what they feel about it.
The study group was composed of 137 university students (60 males and 77 females) attending the Faculty of Education, Faculty of Science,
Faculty of Literature, and Faculty of Economics and Administrative Sciences at a university in the southwestern of Turkey. A structured, open-
ended interview was used as the data collection instrument. The contributors were asked the question "Why does SNS usage cause happiness?"
and their answers were retrieved. The answers were encoded and entered to the NVivo software to conduct analyses. Based on the most
frequent answers of the participants, three different experts were consulted, and seven themes were created accordingly. These seven themes
include Need for Stroke, Self-Concealment, Ease of Interaction, Ease of Accessing and Disseminating Information, Ease of Shopping, Leisure
Activity, and Fear of Missing Out. Subcategories were also created for these seven themes. It was concluded that the theme of FoMO is
nourished by all other themes.

STRAND : ELECTRONIC PRODUCTS ASSEMBLY AND SERVICING NC II

TITLE : Development and Acceptability of the Mobile Workstation for Electronic Products Assembly and Servicing Training
Program
REFERENCE : Oliquino, J.C. (2020). Development and acceptability of the mobile workstation for
electronic products assembly and servicing training program. International Journal of Innovative Technology and
Exploring Engineering. https://www.ijitee.org/wp-content/uploads/papers/v9i1/L36731081219.pdf
 Research Design: Quantitative Research – Descriptive Research, and R and D Process
ABSTRACT :
The advancement of the Philippine Education System specifically the implementation of the new Philippine Qualification Framework which
aims to address the challenges of the 4th Industrial Revolution and 21st-century education, necessitates that materials of instruction should be at
par with 21st-century technologies. Thus, there is a need for teachers to be innovative and resourceful enough, and to develop instructional/training
materials that will yield good effects on students. In the case of TESDA and the Senior High School TVL Track, workstations are in demand since it
used to develop more competencies and give hands-on experiences to students. The primary objective of this study was to develop a Mobile
Workstation for Electronic Products Assembly and Servicing (EPAS) NC II. It has specific objectives such as to make the design for the workstation;
to identify the materials and procedures; and to evaluate its acceptability in terms of functionality, cost-effectiveness, safety, and workmanship. The
Research and Development Process and Descriptive Method were used for the attainment of these objectives. Mean was used to compute the
results of the evaluation of electronics Instructors and Assessor; private electronics practitioner; and students enrolled in Electronics Product
Assembly Servicing NC II for the school year 2016-2017. The result of the evaluation of its acceptability showed that the workstation is highly
acceptable with the over-all weighted mean of 4.79. It is recommended that this workstation should be used in the classroom and community-based
training as instructional material for developing competencies in EPAS NC II. This can also be reproduced by TVET institutions and DepEd schools
that offer EPAS NC II.
References:
Caballero, J. L. (2021). Department of Education ADM Practical Research 1. Quarter 1 – Module 1: Nature of Inquiry and Research

Kothari, C. R. (2004). Community reaction to noise from a suburban rifle range. In New Age International Limited, Publishers (2nd Revise).
https://drive.google.com/file/d/1XBslFv864x-k2kG-gGxlc35IlDL8_3Z1/view

Cresswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantiative and Qualitative Research 4th Edition. Pearson Education.

Leavy, P. (2017). Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches. In The Guilford Press.
Guilford Publications.

Cresswell, J. W., & Cresswell, D. J. (2018). Research Design 5th Edition. In SAGE Publications Inc (5th Editio). SAGE Publications, Inc.