Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Passi City
PASSI NATIONAL HIGH SCHOOL
Passi City, Iloilo

Self - Learning
Module for
Senior High School
Learners

Grade Levels: Grade 11

Applied Subject: Practical Research 1

Semester: Second
Weeks: 3 - 5

LEARNING COMPETENCIES:

• Plans data collection, data gathering instrument, and analysis

procedures (CS_RS11- IVa-c-3)
• Presents written research methodology (CS_RS11- IVa-c-4)
• Collects data through observation and interviews (CS_RS11- IVd-f-1)

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 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Passi City
PASSI NATIONAL HIGH SCHOOL
Passi City, Iloilo

PRACTICAL RESEARCH 1
(Qualitative Research)
Quarter 4, Weeks 3 to 5

Most Essential Learning Competencies:

• Plans data collection, data gathering instrument, and analysis procedures
(CS_RS11- IVa-c-3)
• Presents written research methodology (CS_RS11- IVa-c-4)
• Collects data through observation and interviews (CS_RS11- IVd-f-1)

Research Methods and their Instruments

Most Frequently Used Data Collection Methods

Individual Interviews

Interviews are conversations that are designed to obtain specific kinds of

information.

Life histories are also needed in this area. These are narrative self-disclosures
about the individual’s life experiences.
Data obtained from an interview may be recorded on audiotapes or
videotapes with the permission of the respondent. This is because some
researchers believe that recording responses by hand jeopardizes rapport, reduces
the amount of eye contact, and may disrupt the pace and flow of the interview.

Types of Interviews
1. Unstructured. The researcher must be skilled in steering the course of the
interview. The interviewer must be knowledgeable on the subject or topic
of concern. This can be in the form of normal conversations or a
freewheeling exchange of ideas.

2. Structured. The conduct of questioning follows a particular progression and

has a well-defined content. The interviewer does not ask questions that are
not part of the questionnaire but he or she asks the interviewee to clarify
his or her answers.

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 3. Semi-structured. There is a specific set of questions, but there are also
additional probes that may come in the form of follow-up questions that are
not included in the list or original questions. Through this process, the
researcher can gather additional data from a respondent that may add
depth and significance to the findings.
The instrument often used in this method is the interview schedule. Although
interviews are often dynamic and it is very difficult to get different interviews with
different people to follow exactly the same flow. Researchers can use interview
schedules to ensure that the interview stays on track, and even to give their
interview the desired amount of structure.
Group Interviews
Group interviews are interviews conducted with several respondents
simultaneously --- ideally six to ten people. This method may be used when a
certain effect is desired, or if a topic calls for it.
Researchers conducting group interviews often use instruments called topic
guides, which resemble interview schedules, but are less restrictive in structure to
allow the respondents a more free and dynamic exchange of ideas. It is not
uncommon to have two researchers moderating a group interview – one to
facilitate the discussion, and the other to take notes, handle logistics, and the like.
With permission from all the respondents, a group interview may also be
documented via a video or audio recording device.
Group interviews can be classified into two types:

1. Focus groups – Participants in a focus group are selected by the researcher

according to specific sampling criteria, e.g., licensed dermatologists who
have been practicing for at least ten years; current college students majoring
in English who are vying for honors.

2. Natural groups – The participants belong to a group that exists independently

of the study, e.g., all members of the marketing department of a certain
company; members of a local sports team.

Observation

This method enables the researcher to conduct research in an immersive

manner, collecting data on a natural phenomena or behavior as it occurs. The
instrument often used in conjunction with this method is called an observation
checklist or observation guide. Observation checklists are quantitative in nature,
and make use of ratings or numerical rankings; observation guides are more
qualitative, and allow for more general, descriptive documentation.

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 Observation must be done in a quiet, inconspicuous, and unobtrusive manner
to get realistic data. It can be used to gather information such as the
characteristics and conditions of individuals, verbal communication, non-verbal
communication and activities, and environmental conditions. The following
dimensions should be taken into consideration: the focus of observation:
concealment, the condition wherein the subject of observation has no knowledge
of that he or she is being observed; duration; and the method of recording the
observations.

There are two types of observation:

1. Structured. The researcher devices checklist as a data collection tool wherein
expected behaviors of interest have been specified. The researcher just
records the frequency of the occurrences of the behavior.
2. Unstructured. This is performed by the researcher as he or she tries to
explain events without any preconceived ideas about what will be observed.
The researcher observes things as they happen.

Advantages of Observation
1. It is the most direct measure of behavior.
2. It provides direct information.
3. It is easy to complete and is efficient.
4. It can be used in natural or experimental settings.

Disadvantages of Observation
1. It may require training.
2. It is susceptible to bias.
3. Observer’s presence may create an artificial situation.
4. It can potentially overlook meaningful aspects.
5. It is open to misinterpretation.
6. It is difficult to analyze.

Improving your Observation Skills

1. Look at everyday life in a clear manner.
2. Be curious.
3. Be inquisitive.
4. Be open to new experiences.
5. Know your own behavior, attitudes and personal skills and how they impact
others.
6. Be willing to seek the inputs of others.
7. Be open to new ideas.
8. Practice good listening skills.
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 9. Set aside personal biases.
10. Be comfortable with ambiguity.

Surveys or Questionnaires

Surveys, also known as questionnaires, are perhaps the most commonly used
instrument in research --- particularly in quantitative research. It is a list of panned,
written questions about a particular topic, with spaces provided for the response
to each question, intended to be answered by a number of persons. This means
that questionnaires are both a method and an instrument. It is relatively
inexpensive, easy to administer, potentially more consistent than the other
methods, assures confidentiality, and minimizes biases based on question-
phrasing modes. However, it also has its own disadvantages: respondents may
interpret the questions differently, and may answer them in ways the researcher
did not intend. There is also the strong possibility that some respondents will
choose not to fill out or return their questionnaires.

The questionnaire can be structured or unstructured. It is structured if

possible answers are provided and respondents just have to select them. It is
unstructured if the questions are open-ended --- no options are provided and the
respondents are free to answer however they wish. Structured questionnaires are
generally used for quantitative research, while unstructured questionnaires are
more suited to qualitative research.

Types of Questions

1. Yes or No type. Items are answerable by yes or no.

Ex.: Do call center agents have the right to refuse calls? ( ) Yes ( ) No

2. Recognition type. Fixed alternative answers are already provided, the

respondents simply choose from among the given choices. It contains close-
ended questions.
Example: Educational qualification
___ Elementary school graduate ___ College graduate
___ High school graduate ___ MA/PhD
___ Technical/Vocational school graduate ___ Others (pls. specify) _________

3. Completion type. The respondents are asked to fill in the blanks with the
necessary information. Questions are open-ended.
Ex.: As a teacher, after seeing a misbehavior done by a pupil, I will
_______________________.

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4. Coding type. Numbers are assigned to names, choices, and other pertinent
data. This entails knowledge of statistics on the part of the researcher; as
statistical formula application is necessary to arrive at the findings.
Ex. On a scale of one to ten, how will you rate your student’s communication skills?

5. Subjective type. The respondents are free to give their opinions about an
issue of concern.
Ex.: What can you say about teachers who are deeply committed to their work?

Researchers may choose to construct questionnaires consisting of a single

type of question, or divide their questionnaire into two or more short sections,
each using a different type of questions.

Wordings of Questions

Nieswiadomy (2014) provides the following guidelines in formulating

questions.
1. Questions should be stated in an affirmative rather than in a negative
manner.
2. Ambiguous questions, such as those which contain words like many, always,
usually, and few should be avoided.
3. Double negative questions, like when asking two questions in one, should
not be practiced.

Ex.: Do you want to become the class president and seek a position in the
student council?

Characteristics of a Good Data-collection Instrument

1. It must be concise yet able to elicit the needed data. According to Shelley
(1984), the length of a questionnaire must be two to four pages and the
maximum time of answering is ten minutes. Shelley added that a desirable
length of each question is less than 20 words.

2. It seeks information which cannot be obtained from other sources like

documents available at hand.

3. Questions must be arranged in sequence, from the simplest to the most

complex.

4. It should pass validity.

5. It must be easily tabulated and interpreted.

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Scales Commonly Used in an Instrument
Particularly for quantitative research, the data collected via the various
instruments needs to be managed in a measurable manner. The following scales
are used in research instruments to make respondents’ answers uniformly
measurable:

1. Likert Scale. It is a common scaling technique which consists of several

declarative statements that express a viewpoint on a topic. The
respondents are asked to indicate how much they agree or disagree with
the statements. The answers usually come in the form of acronyms, e.g.,
SA for Strongly Agree, A for Agree, D for Disagree, and SD for Strongly
Disagree.

Example: A Likert Scale that measures attitudes towards the ban of cell phones in
school.

ITEMS
a. There would be difficulty in contacting my parents. SA A D SD
b. I will be able to concentrate my time in listening to SA A D SD
my teachers.
c. It would stop cell phone thefts in school. SA A D SD

2. Semantic Differential Scale. The respondents are asked to rate

concepts on a series of bipolar adjectives. The advantages in using this are

that it is flexible and easy to construct.

Example: Description of the School Librarian

Competent 5 4 3 2 1 Incompetent
Punctual 5 4 3 2 1 Not punctual
Pleasant 5 4 3 2 1 Unpleasant

In formulating the instrument of the study, the following should be considered:

a. the type of instrument used

b. conceptual definition of the instrument with corresponding references
c. rationale or reasons why the researcher decided to use the instrument
d. description of the essential parts of the instrument.

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Data Gathering Instrument Example:

Extent of Participation of Nursing Students in Infection Control Practices at

the Neo-Natal Intensive Care Unit (NICU): Basis for Enhanced RLE
Supervisory Program (Quiazon, 2007)

The study used a questionnaire as the primary research instrument. Padua

(2001) defined questionnaire as a list of planned, written questions related
to a particular topic, with space provided for the responses to each questions.
In the same manner, the questionnaire is commonly used in normative
survey and in the measurement of attitudes and opinions (Good, 1991). In
other words, the questionnaire is the best instrument that supplies the
necessary information to complete a research study as it is commonly used
in behavioral research or social research (Calderon & Gonzales, 2005).
Two sets of questionnaires were prepared: one for the student
respondents and another for the clinical instructors. The student’s
questionnaires included the respondent’s profile namely: age, gender, civil
status, and types of hospital assigned. The second part deals with infection
control practices in the NICU. The CI’s questionnaire was similar with that of
the student-respondents except that this did not contain the questions on
the profile of the student-respondents.
The researcher employed the rating scale which has the following
descriptions or verbal interpretation:

Value Scale Verbal Interpretation

5 4.20 – 5.00 Very Great Extent
4 3.40 – 4.19 Great Extent
3 2.60 – 3.39 Moderate Extent
2 1.80 – 2.59 Low Extent
1 1.00 – 1.79 No Extent

Validity and Reliability

Validity
Validity refers to the quality of the instrument of being functional only within
its specific purpose. That is, an instrument is valid if it measures what it is
supposed to measure. Since the instruments of the study are used by the
researcher in the methodology to obtain the data, the validity of each one should
be established beforehand. This is to ensure the credibility of the findings, and the
correctness and accuracy of the following data analysis.

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Types of Validity
In Educational Testing and Measurement: Classroom Application and
Practice, Kubiszyn and Borich (2007) enumerate the different types of validity.
1. Face validity. Also known as logical validity, it involves an analysis of
whether the instrument is using a valid scale. The procedure calls only for
intuitive judgment. Just by looking at the instrument, the researcher decides
if it has face validity. It includes the font size, spacing, the size of the paper
used, and other necessary details that will not distract respondents from
answering the questionnaire.
2. Content validity. This kind of validity is determined by studying the
questions to see whether they are able to elicit the necessary information.
This type of validity is not measured by a numerical index, but instead relies
on logical judgment as to whether the test measures its intended subject.
Content validity is measured by subjecting the instrument to an analysis
by a group of experts who have theoretical and practical knowledge of the
subject. Three to five experts would suffice. The experts assess the items of
the questionnaire and determine if the items measure the variables being
studied. Then, the experts’ criticisms will be considered in the revision of the
instrument.

3. Construct validity. This type of validity refers to whether the test

corresponds with its theoretical construct. It is concerned with the extent to

which a particular measure relates to other measures and to which it is

consistent with the theoretically-derived hypothesis. Therefore, the process
of construct validation is theory-laden. Factor analysis, a relevant technique
to construct validity, is a refined statistical procedure that is used to analyze
the interrelationships o behavior data.

4. Criterion-related validity or equivalent test. This type of validity is an

expression of how scores from the test are correlated with an external
criticism.

Two Types
a. Concurrent validity. It deals with measures that can be administered
and validated at the same time. It is determined by administering both
the new test and the established test to a group of respondents, then
finding the correlation between the two sets of scores. Validity is
established with an accepted and availed second test that measures
what the researcher is trying to measure.
b. Predictive validity. It refers to how well the test predicts the future
behavior of the examinees. This is particularly useful in aptitude tests,

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 which are tests to predict how well test-takers will perform in some
future setting.

Reliability
Reliability refers to the consistency of the results of an instrument in repeated
trials. A reliable instrument can also be used to verify the credibility of the subject
if the latter yield the same results in several tests. However, this is only true if the
instrument is valid. It is important to note that, while a valid instrument is always
reliable, a reliable instrument is not always necessarily valid.

Methods in Establishing Reliability

1. Test-Retest or stability. In this method, the same test is given to a group

of respondents twice. The scores in the first test are correlated with the
scores in the second test. When there is a high correlation index, it means
that there is also a high reliability of the test. Some of the problems here are
the observations that some subjects may be able to recall certain items given
during the first administration of the test, and that the scores may differ
because the students have adapted to the test. Carmines and Zeller (1979),
in their book Reliability and Validity Instrument, list the weaknesses identified
using the test-retest method.

a. Even if the test-retest correlation can be computed and established, its

interpretation is not necessarily straightforward. A low test-retest

correlation may not indicate that the reliability of the test is low but
rather signify instead that the underlying theoretical framework has
changed. The longer the time interval between measurements, the
more likely that the concept has changed.

b. Reactivity refers to the fact that sometimes, the very process is not
done logically and that phenomenon can induce change in itself.

c. Overestimation due to memory is another weakness in using the test-

retest method. The person’s mental recollection of his or her responses
which he or she gives during the first measurement is quite likely to
influence the responses which he or she gives during the second
measurement. Memory effects may influence reliability estimates.

2. Internal Consistency. If the test in question is designed to measure a

single basic concept, it is reasonable to assume that a respondent who gets
one item right is likely to be right in another similar item. In other words,

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 items should be correlated with each other and the test ought to be internally
consistent.

Other Criteria for Assessing Validity and Reliability

There are also other forms of criteria that can be used in assessing the
literature (Polit and Beck, 2004).

1. Sensitivity. The instrument should be able to identify a case correctly, i.e.,

to screen or diagnose a condition correctly.
2. Specificity. The instrument should be able to identify a non-case correctly,
i.e., to screen out those without the conditions correctly.
3. Comprehensibility. Subjects and researchers should be able to
comprehend the behavior required for accurate and valid instruments.
4. Precision. The instrument should discriminate among people who exhibit
varying degrees of an attribute as precisely as possible.
5. Speed. The researcher should not rush the measuring process so that he
or she can obtain reliable instruments.
6. Range. The instrument should be capable of detecting the smallest
expected value of the variable to the largest, in order to obtain meaningful
measurements.
7. Linearity. The researcher normally strives to construct measures that are
equally accurate and sensitive over the entire range of values.
8. Reactivity. The instrument should, as much as possible, avoid affecting

the attribute being measured.

NOTE:
Tasks 1 and 2 shall be answered on Week 3.

TASK 1
Directions: Answer the following questions thoroughly. The use of additional
references is encouraged.
1. What methods and instruments will you use to gather data to answer your
research problem? Describe them. Remember to cite your references.
2. Why did you choose these methods and instruments?
3. What rating scale will you use? Discuss it in detail.

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 TASK 2
Directions: Choose the correct answer from the box and write the letter of your
answer on the space provided.
A. Concurrent validity F. Construct validity
B. Specificity G. Range
C. Predictive validity H. Face validity
D. Linearity I. Reliability
E. Precision J. Content validity
1. It is also known as logical validity.
2. It refers to how well a test can predict future behaviors.
3. It refers to the consistency of the results of an instrument in repeated trials.
4. It refers to quality of an instrument of being equally accurate and sensitive over
the entire range of values.
5. Instruments having this kind of validity are able to elicit the necessary
information.
6. It refers to how well an instrument can identify a non-case correctly.
7. It refers to the capability of an instrument to detect the smallest expected value
to the largest.
8. This kind of validity refers to whether the test corresponds with its theoretical
construct.
9. It refers to the capability of the instrument to precisely discriminate among
people who exhibit varying degrees of an attribute.

10. This kind of validity deals with measures that can be measured and validated
at the same time.

The Observation Method

Observation involves the use of our sensory systems (including eyes and ears) to
record behavior. These measures are the basic data used to describe naturally occurring
behavior or to assess the effects of our independent research variable. Therefore, they
must be gathered with care. Observations such as these (judgments that behavior has
or has not occurred) are inherently more subjective than other data collection
procedures. Because judgments are based on our perceptions, the same event occurring
in the environment will be perceived differently by different people (Lammers & Badea,
2013).

Steps in the Process of Observing (Creswell, 2007)

1. Select the research site.
-This refers to the site where you can best understand your central
phenomenon or topic being studied. Gaining access through letter of consent is a
prerequisite first step that a researcher must do.
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 2. Develop observational protocol.
-The observational protocol is a method used for recording observation
notes. It includes both ―descriptive‖ or those about what happened and
―reflective‖ or learning based on what have been observed.

3. Focus the observation.

-Before writing any notes, think of what catches your attention. There will
be a lot in the site, but focus your observation only on what will help you
understand your research question.
4. Determine your role.
-What will you be as a researcher? Will you be a participant observer or non-
participant observer?

5. Record field notes.

-Using the Observation Protocol, record what you observe using your five
senses. The observation should be arranged chronologically or in order.

6. Slowly withdraw.
-After observation, slowly withdraw by thanking the participants for their
time.

Sample Observation Protocol (Creswell, 2007 )

Duration of Activity: 60 mins
Descriptive Notes Reflective Notes
General:
What are the experiences of Grade 11 as they
study Basic Calculus?

Start of observation: 7:00 AM

The class started on time, but some students I wonder if these students always come late?
arrived late.

There are more than 50 students in the Can the teacher manage this big class?
classroom.

Some students seated at the back start to I wonder if it’s the class that makes them sleepy
become sleepy. or their activity at night?

The Interview Method

Interviewing is one method by which qualitative data can be gathered. Although

it may be less formal than quantitative, it is important to design a systematic interview
technique as well as carefully validated data.

Steps in Conducting an Interview (Denzin 2013; Bernard2013; Rubin 2012)

Step 1: Getting to Know Each Other

• The interview starts from the time you, he interviewer, and your respondents see
each other at the place of interview, that is, if this is a traditional interview.
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 • Naturally, seeing each other for the first time, your tendency would be to talk with
each other to establish friendship and a relaxed mood for both of you.

Step 2: Having an Idea of the Research

• This second step requires you to tell the respondents about the nature of the
interview—its purpose, importance, scope, and so on. Telling them of these salient
features of the activity enables them to anticipate not only the kind of questions
they will get to face, but also the appropriate answers they will give.

Step 3: Starting the Interview

• You open this step with a question to encourage the respondent to talk about
himself or herself, including his or her age, family, current activities, and other
things you think appear special or interesting to him or her.
• Following these self-introduction questions are questions on the subject’s
thoughts, attitudes, or performance of his or her job or any current work
assignment.
• The respondent’s answers do not only help you get some clues on his or her ways
or techniques of responding to interview questions, but also give you hints on the
right ways to ask your subjects the questions that will elicit the right data for your
research

Step 4: Conducting the Interview Proper

• Interview questions in this step are on the interviewee’s open and extensive talking
of things related to the research theme or research questions and on those
anticipated by him/her or emanating from his/her explanations, descriptions, or

narrations of things. Open or unstructured questions asked in this step of the

interview aim at investigating the questions.

Step 5: Putting an End to the Interview

• Signs of the approaching end of the interview work to alert the respondent in
winding up with his or her talking.
• This step also reminds you of your responsibility to let the respondent be free in
airing whatever doubts or questions he or she has about the research design,
method, interview time, and other aspects of the interview.

Step 6: Pondering Over Interview Afterthoughts

• This last step of the interview gives the respondent the opportunity to ask
questions about the interview activity and let him or her have an idea about what
will happen next to the interview results.

Parts of an Interview Protocol (Creswell, 2007)

1. Basic Information about the Interview.
-It includes the time and date of the interview, where the interview takes
place, and who the participants to be interviewed are.

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 2. Introduction.
-This provides instructions to the interviewer which will serve as his/her
guide in conducting the session. It is a prerequisite that the interviewer introduce
himself/herself including the objectives of the research.

3. Opening Question.
-This is about getting to know participants so they will feel at ease. Questions
related to their work or activities are good opening questions. Very personal
questions must be avoided.

4. Content Questions
-These are sub-questions based on the central phenomenon being studied.
5. Closing Instructions
-Thank the interviewee of his/her time

NOTE:
Tasks 3 and 4 shall be answered on Week 4.

TASK 3
Choose the letter that corresponds to the correct answer.
1. Which of the following is False in the process of observing?
a. Before writing any notes, think of what catches your attention
b. After recording observation, it should be arranged chronologically or in order.
c. After observation, slowly withdraw by thanking the participants for their time.
d. Gaining access through letter of consent is not necessary. You may start the
observation right away.

2. The following are parts of an interview Protocol EXCEPT:

a. Content Questions c. slowly withdrawn
b. Introduction d. Opening Question

3. At the start of the interview, the following are things to consider except:
a. questions on the subject’s thoughts, attitudes, or performance of his or her job
or any current work assignment.
b. encourage respondent to talk about himself/herself including age, family, etc.
c. Open or unstructured questions asked in this step of the interview
d. respondents give you hint on the right ways to ask your subjects the questions
that elicit the right data for your research

4. It refers to a method used for recording observation notes.

a. observational protocol c. determining your role
b. research site d. field notes

5. Which of the following isn’t true about observation?

a. observation replaces interviewing c. observation is expensive

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 b. observation is time-consuming d. Observation requires
operational definition

TASK 4

Directions: Based on your research proposal, prepare your data gathering

instrument to be answered by your respondents.

NOTE:
Task 5 shall be answered on Week 5.

TASK 5
Directions: Provide the required information below. Refer to your proposed research
study.
1. Proposed research: ____________________________________________
2. Gather data from at least three of your target respondents using the data gathering
instrument you made in Task 4. You may do this through face-to-face while
observing the minimum health protocols, text messages, calls, or online means.
3. Relate your interpretation based on the gathered data.

General Instructions:

ALL ACTIVITIES AND TESTS SHOULD BE ANSWERED WITH YOUR COMPLETE NAME
AND PRAC. RESEARCH 1 LABEL AND WEEK NUMBER AT THE TOP OF YOUR ANSWER
SHEETS.

Option 1: For Students with laptop/ computer with internet connection, you can type your answers
in a Word document or screen shot or take a clear picture of your output and submit it
through your teacher’s messenger or email.
Option 2: For Students with laptop/ computer but no internet connection and choose to have their
output computerized, you can have it printed and have it submitted to the Teacher-
Adviser through your parents. Observance of minimum health safety standards is
required.
Option 3: For Students who do not have laptop/ computer, you can write your answers in a 1
whole sheet of intermediate paper and submit it to the Teacher-Adviser through your
parents. Observance of minimum health safety standards is required.
Note:
- The activities should be answered individually.
- Collaboration with other classmates is highly encouraged but output should not be the
same.
- For Students who are under quarantine, they need to comply with the safety protocols of
the City Health Office until given clearance. They will be given time to submit their output.
References:
• Cristobal, A. P. & De la Cruz - Cristobal, M. C. (2017). Practical Research 1 for Senior High School. C & E Publishing,
Inc.
• CRESWELL, JW. QUALITATIVE INQUIRY AND RESEARCH DESIGN. CHOOSING AMONG FIVE TRADITIONS.
THOUSAND OAKS, CA: SAGE PUBLICATION, n.d.
Prepared by: MARY FAITH M. LIDAWAN JANETTE R. PANES
DARYL P. VILLANUEVA JR. IRVIN KIT G. PABULAYAN
MARY ANN S. LALANTACON LYNDON P. ISANAN

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