PR 1 Module 1

The Great Plebeian College, Alaminos City, Pangasinan 1
MODULE IN PRACTICAL RESEARCH 1
PRACTICAL RESEARCH 1 – GRADE 12
MODULE 1
NATURE AND IMPORTANCE OF RESEARCH
IDENTIFYING THE INQUIRY
AND STATING THE PROBLEM
INTRODUCTION
Social media. Mobile applications. Gadgets. Appliances. Cosmetics. Almost
all of these things that we enjoy at the present time are results of tedious
study by inventors and scientists who’ve spent countless hours of research
in order
to come up with products that helped improve the living condition of the society we all live in.
As you now enter your final year in senior high school, you will also study about
research and how it helps improve the lifestyle of our society. You will also become aware of
the significance of research in different fields of interest, especially that you are in different
strands and shall pursue different career paths after graduation.
In this module, you will learn about the nature of inquiry and research, such as the
characteristics, processes, and ethics you have to consider in your respective studies, the
difference between qualitative and quantitative research, and characteristics of qualitative
studies.
You shall also be able to design your own research project that is connected to your
strand and use it to help met the needs of your community. You shall also undergo the process
of writing your own research title and identifying existing problems in the society that need
further study in order to be solved.
At this point, you might be quite overwhelmed by the tasks and target competencies
you have to meet. But don’t worry! We, your teachers, are here to help you in every step of the
way until you are able to do it on your own.
I believe that you can do well in this module. Are you ready?
LESSONS AND COVERAGE:
As you go further in this module, you will cover the lessons indicated below:
Lesson 1 – Nature of Inquiry and Research
Lesson 2 – Qualitative Research and Its Importance in Daily Life
Lesson 3 – Identifying the Inquiry and Stating the Problem
The Great Plebeian College

Don P. Reinoso St., Poblacion,
Alaminos City, Pangasinan
Tel.No.: 075-653-8794/e-mail:
gpcsecondary@gmail.com

Tel.No.: 075-653-8794/e-mail:
STUDY SCHEDULE
Week Lesson Competencies (MELC) Activities
Aug.22-26, Pre-Assessment  Shares research Module Pre-assessment

2022 experiences and
Lesson 1 – The Nature of knowledge Activity 1 – Tell me
Inquiry and Research  Explains the importance something!
of research in daily life
 describes characteristics,
processes, and ethics of
research
Aug. 29-  Differentiates quantitative Activity 2 – Hunt for

Sept. 2, from qualitative research Violation
2022  Provide examples of
Activity 3 – Ebony or
research in areas of
Ivory?
interest
Lesson 2 – Qualitative  Describes characteristics, Activity 4 – Let’s Surf!

Research and Its strengths, weaknesses,
Importance in Daily Life and kinds of qualitative
research
 Illustrates the importance
of qualitative research
across fields
Sept. 5-9, Lesson 3 – Identifying  Designs a research Activity 5 – Entitled

2022 the Inquiry and Stating project related to daily life
the Problem  Writes a research title
 Provides the
justifications/reasons for
conducting the research
Sept. 12-16,  States research question Activity 6 – What’s your

2022  Indicates scope and problem?
delimitation of research
Activity 7 – Drafting time!
 Cite benefits and
beneficiaries of research
 Present written statement
of the problem

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MODULE MAP
LESSON 1:
The Nature of Inquiry
and Research
The Importance of
Research in Daily Life
Characteristics,
Processes, and Ethics of
Research
Qualitative vs.
Quantitative Research LESSON 2:
Qualitative Research
and Its Importance in
Daily Life
Characteristics,
Processes, and Ethics of
Research
Qualitative Research
Across Fields
LESSON 3:
Identifying the Inquiry
and Stating the
Problem
Choosing a Research
Topic
Writing the Research Title
Writing the Justifications

for Conducting the
Research
Stating the Research

Questions
Determining the Scope

and Delimitations of the
Study
Citing the Benefits and

Beneficiaries of the
Research

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EXPECTED SKILLS
To do well in this module, you need to remember and achieve the following learning
competencies:
Lesson 1:
 CS_RS11-IIIa-1: Share research experiences and knowledge

 CS_RS11-IIIa-2: Explain the importance of research in daily life
 CS_RS11-IIIa-3: Describe characteristics, processes, and ethics of research
 CS_RS11-IIIa-4: Differentiate quantitative from qualitative research
 CS_RS11-IIIa-5: Provide examples of research in areas of interest
Lesson 2:
 CS_RS11-IIIb-1: Describe characteristics, strengths, weaknesses, and kinds of

qualitative research
 CS_RS11-IIIb-2: Illustrate the importance of qualitative research across fields
Lesson 3:
 Design a research project related to daily life

 Write a research title
 Provide the justifications/reasons for conducting the research
 State research question
 Indicate scope and delimitation of research
 Cite benefits and beneficiaries of research
 Present written statement of the problem
PRE-ASSESSMENT
Let us find out how much you already know about this lesson. I know you can
do it!
DIRECTIONS: Encircle the letter of the correct answer.
1. Which of the following is true about research as a field of discipline?

a. It is an investigation.
b. It disregards the use of scientific methods.
c. It provides further questions to existing problems.
d. All of the above
2. Which of the following is NOT true about the importance of research?

a. It provides us with necessary information in different fields.
b. Through it, new inventions and discoveries come into life.
c. It enables researchers to test and compare different theories and approaches.
d. It provides high income for the people in society.
3. What characteristic of research refers to it as exhibiting careful and precise judgment?

a. Logical b. Critical c. Methodical d. Empirical
4. What characteristic of research is evident when the research design and procedures are
repeated to arrive at a valid and conclusive result?
a. Replicability b. Cyclical c. Analytical d. Logical

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5. Which of the following is true when a research is cyclical?

a. It is based on direct experience or observation by the researcher.
b. It is based on valid procedures and principles.
c. It starts with a problem and ends with a problem.
d. It is conducted without bias using systematic method and procedures.
6. When a researcher is careful to conduct his/her research wisely at the right time and place, it
is called ___________.
a. Intellectual creativity c. Intellectual honesty
b. Prudence d. Healthy criticism
7. Which of the following is true when a researcher has intellectual curiosity?

a. New researches are always being created.
b. The truthfulness of the results is always doubted upon.
c. Facts are gathered honestly to arrive at honest results.
d. Deep thinking and inquiry of the things and situations around are always undertaken.
8. Which of the following is true about healthy criticism?

a. The research is conducted wisely, efficiently, and economically.
b. Data is collected truthfully.
c. The researcher is always skeptical of the truthfulness of the results.
d. None of the above
9. What is the first step of the research process?

a. Carrying out the study c. Drawing conclusions
b. Defining the problem d. Defining the hypothesis
10. Study the items below. They are some of the steps in the research process, but two of
these are not essential parts of qualitative research. What are they?
I. Forming all operational definitions III. Defining the variables
II. Defining the hypothesis IV. Planning for hypothesis testing
a. I and III b. II and IV c. I and IV d. III and IV
11. Which of the following is true regarding the differences between qualitative and quantitative
research?
a. Qualitative research makes use of non-statistical methods of inquiry; quantitative
research uses statistical techniques to analyze collected data.
b. Samples in qualitative research are often randomly selected; samples in quantitative
research are usually randomly selected.
c. Qualitative research makes use of quantifiable categories; quantitative research makes
use of nominal categories.
d. All of the above
12. Which kind of study can establish a cause-effect relationship between variables, assuming
that the research is appropriate and well-conceived?
a. Correlational study b. Case study c. Survey d. Experiment
13. There are 13 boys and 14 girls in the fifth period. What kind of data is this?
a. quantitative data c. discrete dta
b. qualitative data d. analytical data
14. The can candy was sour. What kind of data is this?
a. quantitative data c. discrete data

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15. What type of data contains descriptions like color, shape, smell, or texture?
a. quantitative data c. discrete data
16. A researcher interviews a cancer survivor regarding his struggles and motivations while
fighting cancer. What kind of qualitative research is this?
a. Basic Research c. Biographical Research
b. Phenomenological Research d. Survey Research
17. What type of qualitative research needs in-depth investigations of a single person, group,
event, or community?
a. Grounded Theory b. Ethnography c. Phenomenology d. Case study
18. What characteristic of research is evident based on direct experience or observation?

a. Critical b. Replicability c. Analytical d. Empirical
19. Which of the following is a characteristic of qualitative research?

a. Control over the context c. Inductive process
b. Deductive process d. Fixed research design
20. What is the knowing permission of an individual without undue inducement of force or
coercion?
a. plagiarism b. hypothesis c. informed consent d. waiver
21. Which of the following is NOT TRUE regarding the significance of the study?
a. Beneficiaries should be identified from indirect to direct.
b. Beneficiaries should be identified from direct to indirect.
c. The benefits that the beneficiaries would get from the study should be discussed.
d. None of the above
22. The research questions in qualitative research should fit which of the following guidelines?
a. They must contain variables to show a relationship
b. They must be set broadly to cover the wide array of the phenomenon to be studied
c. They should begin with “what”, “how” or “why”
d. They must suggest a cause-effect relationship
23. Researching natural setting means all of the following except:

a. Seeing participants behave
b. Observing participants interacting
c. Using structured questionnaires with participants
d. Having face-to-face interaction with participants
24. All of the following are guidelines in choosing a Research TOPIC except:
a. Interest in the subject c. Timeliness and relevance
b. Controversial Topic d. Availability of information
25. Which part of Chapter 1 includes the objectives of the study, wherein the problem should
be stated clearly both in general terms and in specific terms?
a. Background of the study c. Significance of the study
b. Statement of the problem d. Scope and delimitations

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Lesson 1
THE NATURE OF INQUIRY AND RESEARCH
Hello there! Our first lesson is divided into two parts: Week 1 and Week 2.
For our first week, we will dive into the definition of research, its importance, its characteristics,
processes, ethics, characteristics of a good research and researcher, the research process, and
ethics of research.
Let’s get started!
Activity 1. Tell me something!

EXPLORE
MELC: Shares research experiences and knowledge (CS_RS11-IIIa-1)
Core Values: Perseverance, Excellence
21st Century Skills: Communication, Media literacy
GAD Core Values: Equalized opportunities
Directions: Have you experienced doing research in the past? Share your experience through
writing a three-paragraph essay OR through a video. Follow the guidelines below.
Title: My Research Experience

(Feel free to use another title if you’d like.)
A. Content
Use the guide questions below in constructing your essay or your script for the video:
First paragraph: 1. When did you do your research?

2. What was the research for? (Example: for an assignment, for
personal experience, etc.)
3. What was your topic?
4. Did you do it alone or with a partner/group?
Second paragraph: 1. What steps did you take in doing your research?
2. What are the challenges or difficulties you have encountered?
3. How did you manage to overcome those challenges?
Third paragraph: 1. Now that you’re in Grade 12, how will those experiences help
you in your Practical Research subject?
B. Submission
You may choose to write a three-paragraph essay or shoot a one or two-minute video having
the content stated above.
1. For essay: Write in a whole sheet of intermediate/yellow paper or a short bond paper.
Submit it for checking on the given deadline.
2. For video: You may send your video to my Messenger account. Or, if the video size is too
large, you may also upload it to your Google Drive. Don’t forget to send me the link for
viewing and checking.
How was it? Were you able to recall your previous research experience? That’s great!

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For this lesson, you will learn about the nature of research – its definition, its importance, and
its characteristics, processes, and ethics involved. You will also unearth the differences between
qualitative and quantitative research, search for examples of researches in different areas of
interest, describe qualitative research, and illustrate its importance in different fields.
As you dive into our lesson, be guided by the motive question below:
What is research and why is it important to our daily lives?
FIRM-UP
MELC: Explains the importance of research in daily life (CS_RS11-IIIa-2)
Describes characteristics, processes, and ethics of research (CS_RS11-IIIa-3)
21st Century Skills: Information literacy, Communication, Critical thinking, Productivity
WHAT IS RESEARCH?
Research is derived from the prefix “re-” which means again and the root word “search”
which is synonymous to “look for”, “explore”, investigate”, “discover”, “study”, “inquire”,
examine”, “experiment”, “probe”, “analyze”, and “scrutinize”.
There are numerous other definitions of research, but they all share the concept of
inquiring into or investigating something in a systematic manner. In everyday language, we
refer to "doing research" to help us make decisions and decide on a course of action. When it
comes time to buy a new car, for example, you might do some "research" by consulting
Consumer Reports and a number of Internet sites that rate cars based on quality, customer
satisfaction, safety, and other factors. All of this "research," along with test-driving several
vehicles, will help you make your decision.
As a field of discipline, it is an investigation, study, exploration, or probe on anything by

applying systematic or scientific methods in gathering data to provide answers to some
questions or problems that are aimed to improve the quality of life.
Basic vs. Applied
Basic and applied research are two types of research. Basic research is motivated by
intellectual interest in a phenomenon and seeks to expand knowledge. Although basic research
may eventually inform practice, its primary goal is to learn more about a phenomenon.
Although basic research may eventually inform practice, its primary goal is to learn more
about a phenomenon. In his award-winning film An Inconvenient Truth, Al Gore presents quite
a bit of basic research (such as the rate at which the polar ice caps have been melting) as
evidence of global warming. Of course, this basic research has implications for what people can
do to combat global warming.

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On the other hand, applied research is done to improve the quality of practice in a
specific discipline. Applied social science researchers are generally interested in speaking to a
different audience than basic researchers. They hope that their work will be used to improve
the way things are done by administrators and policymakers. A public health researcher, for
example, might conduct a study to determine how healthier school lunch programs affect
childhood obesity. The study's findings would then be used to inform legislators revising the
policy, as well as school dieticians and administrators tasked with implementing the policy.
In its broadest sense, research is a systematic process that allows us to learn more
about something than we did before we began. We can use this process to add to the body of
knowledge in a field (pure research), improve the practice of a specific discipline (applied
research), assess the worth of something (evaluation research), or address a specific, localized
problem (action research).
Among the practical applications of research are discovering medical breakthroughs,

advancing technological developments, and understanding and solving problems in education,
business, economy, and society.
WHY IS RESEARCH IMPORTANT?
Research is significant for the following purposes:
1. Gather Relevant Information

The results of research(es) are used as springboard in conducting more researches or in
planning new products. For example, research on the basic needs of the target customers
can help companies develop and market a new line of products.
2. Improve Quality of Life

The breakthroughs in the field of transportation, communication, medicine, entertainment,
and food and nutrition are all possible because of researches conducted. Through continuous
research, these breakthroughs are further improved to make people’s lives convenient and
comfortable.
3. Understand History
Research plays an important role not only in helping us trace our history but also in
understanding and providing possible solutions to the pervading problems of our current
society.
4. Personal and Professional Development

You will gain more knowledge and thus widen your perspectives about life in general.
Professionally, you will not only meet your academic or school requirement but you will also
advance to a more challenging and exciting world of learning.
WHAT ARE THE CHARACTERISTICS OF A GOOD RESEARCH?
1. Empirical. This means that research is based on direct experience or observation by the
researcher. It is verified by direct observation or experience rather than theory. If it is a
direct experience of the researcher, then it will be more reliable and easier for the researcher
to look for related literature of his/her research.
2. Logical. This means that research is based on valid procedures and principles. The research
followed the correct process of conducting research and is sound and reasonable.

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3. Cyclical. Meaning, the research is a cyclical process because it starts with a problem and
ends with a problem. Every research ends with a new problem. This problem will be used by
the next researchers for the improvement of whatever research topic that is.
4. Analytical. The research utilizes proven analytical procedures in gathering the data,
whether historical, descriptive, experimental, or case study. This means that the research
should be accurate and organize.
5. Methodical. It means that research is conducted methodically without bias using systematic
methods and procedures. You will learn the process of research that should be taken to
consider your research good research. This will be discussed in the latter part of this lesson.
6. Critical. Research exhibits careful and precise judgment. There should be no bias.
7. Replicability. The research design and procedures are replicated or repeated to enable the
researcher to arrive at a valid and conclusive result. The research is considered good if
another study is conducted following the same procedure as the first study and still arrived
at the same result.
WHAT ARE THE CHARACTERISTICS OF A GOOD RESEARCHER?
1. Intellectual Curiosity. A researcher undertakes deep thinking and inquiry on the things
situations around him. This will help the researcher to easily find a topic for his research.
2. Prudence. The researcher is careful to conduct his research study at the right time and the
right place wisely, efficiently, and economically.
3. Healthy Criticism. The researcher is always doubtful as to the truthfulness of the results.
This is important for your research to exhibit careful and precise judgment.
4. Intellectual Honesty. An intelligent researcher is honest to collect or gather data or facts

to arrive at honest results.
5. Intellectual Creativity. A productive and resourceful investigator always creates new

researches.
WHAT ARE THE STEPS IN THE RESEARCH PROCESS?

Defining
the problem
Communicating Defining
the results the
hypothesis
Drawing Planning out the study

the conclusions to test hypothesis
Presenting Defining
the data the variables
Interpreting Forming all

the data operational
definitions
Collecting Carrying out
all data the study

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Since research employs the scientific method, it follows the steps in scientific inquiry as
you have learned in your science classes.
Since this is a process, it should follow one step after another, and you cannot go to the
next stage unless you are through with the first.
For qualitative research, take note that steps 2 (defining the hypothesis) and 3
(planning out the study to test hypothesis) are not essential parts, since they are used for
quantitative research. Planning out the study will be included, but not to test hypothesis.
Rather, it is for the purpose that is indicated in your objectives.
WHAT ARE THE ETHICS OF RESEARCH?
Ethics should be applied in all stages of research from the planning, to gathering of
data, to the analysis and interpretation, and in the evaluation (oral examination) of the
research.
1. Researchers should avoid any risk of considerably harming people, the environment, or
property unnecessarily. They should desist from subjecting persons to any experiment or
research procedure that is known beforehand to cause harm, stress, or pain with no
overwhelming benefit.
2. Researchers must not use deception on people participating.
3. Researchers must obtain informed consent from all involved in the study. Informed consent
means the knowing consent of an individual without undue inducement or any element of
force, fraud, pressure, or any other form of constraint or coercion. Its documentation is
required whenever there are human participants involved in the research.
4. Researchers must not preserve privacy and confidentiality whenever possible by using or
releasing data and information revealed to them in confidence.
5. Researchers must take special precautions when involving populations or animals which may
not be considered to understand fully the purpose of the study.
6. Researchers must not plagiarize the work of others, that is, not to present portions of
another’s report or data as their own, even if the other work or data source is cited
occasionally, and give proper acknowledgment and credit to the source/funding sources of
their research.
7. Grant and limit authorship to those who made a significant contribution to the research
endeavor.
8. Ensure that research results are accessible to the public once the research is concluded or as
soon as is reasonable.
9. Researchers must not twist their conclusions based on funding.
10. Researchers must not falsify research, thus, ensure the accuracy of all data that they have
gathered and/or used in their research.
11. Researchers must ensure that only the correct data, information, and research results shall
be reported in journals, conferences, and reports to clients in case of commissioned
research.
12. Respect the confidentiality and proprietary rights of peers, colleagues, and students whose
material is reviewed for publication, presentation, or funding by a grant.
13. Respect cultural, individual, and role differences among research participants and
consumers, including those based on age, sex, gender identity, sexual orientation,
nationality, ethnicity, disability, language, or socio-economic status.

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Activity 2. HUNT FOR VIOLATION

Let us now test your understanding of our topic for this week. You got this!
Directions: Study each situation below. If the situation violated the ethics of research, explain
why it is a violation. If it is not, then just write NOT A VIOLATION. Write your answer on the
space provided.
1. A movie reporter interviewed a movie star and published on a magazine every detail of the
past five relationships the movie star had without her consent.
2. A group of five students were assigned a topic for research. Two did the assignment and the
rest financed all expenses.
3. A group of researchers had a case study of a philandering husband. They revealed the name
of the man in their report, including pictures with the other woman.
4. Christine Grace was very careful in citing her references in her research report by making
sure that all authors were acknowledged in every citation.
5. In the final research report, Deo’s name was included by his friends even if he did not
contribute anything to the accomplishment of the task.
- End of Week 1 -

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We are now on Week 2 of our first lesson. How was your first week?
We have many things yet to learn about the nature of qualitative research. For this
week’s topic, we will focus on the difference between qualitative and quantitative research, the
kinds, characteristics, strengths, and weaknesses of qualitative research, and its importance to
our daily life.
Let’s get going!
MELC: Differentiates quantitative from qualitative research (CS_RS11-IIIa-4)

Describe characteristics, strengths, weaknesses, and kinds of qualitative research
(CS_RS11-IIIb-1)
Illustrate the importance of qualitative research across fields (CS_RS11-IIIb-2)
21st Century Skills: Information literacy, Critical thinking, Productivity
QUALITATIVE VS. QUANTITATIVE RESEARCH
Qualitative research focuses on meaning in context, and requires a data collection

instrument that is sensitive to underlying meaning when collecting and explaining data. Because
interviewing, observing, and analyzing are key components of qualitative research, people are
best suited for this job. Qualitative researchers want to know how people interpret their
experiences, how they build their worlds, and what meaning they assign to their experiences.
For instance, rather than surveying retired adults to determine the percentage and
characteristics of those who work part-time after retirement, we might be more interested in
how people adjust to retirement, how they think about this stage of their lives, the process they
went through when transitioning from full-time work to retirement, and so on. These inquiries
are about comprehending their experiences and would necessitate a qualitative design.
While Braun and Clarke (2013) make a somewhat simplified distinction between
qualitative and quantitative research, they write that "the most basic definition of qualitative
research is that it uses words as data." …collected and analyzed in various ways.
Quantitative research, on the other hand, collects and analyzes data using numbers.
Easily quantifiable categories are typically generated before the study and statistical techniques
are used to analyze the data collected.
Both qualitative and quantitative research, however, are designed to build knowledge.
For more contrasts between these two disciplines, you may refer to the following tables.
Quantitative Qualitative
Numbers Words
Point of view of the researcher Point of view of participants
Researcher distant Researcher close
Theory testing Theory emergent
Static Process
Structured Unstructured
Generalization Contextual understanding
Hard, reliable data Rich, deep data
Macro Micro
Behavior Meaning
Artificial settings Natural settings
Adapted from: Bryman, 2008, p.393

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Objective Subjective
Research questions answer how many or Research questions answer what and why
strength of relationship or difference
The literature review is usually done before The literature review may be done as the
the study study progresses
Tests theory Develops theory
Measurable Interpretive
Reports statistical analysis Reports rich narrative, individual
The basic element of analysis is numbers interpretation
The basic element of analysis is words/ideas
Researcher is separate The researcher is part of the process
Subjects Participants
Context-free Context-dependent
Reasoning is logistic and deductive Reasoning is dialectic and inductive
Establishes relationships and causation Describes meaning, discovery
Source: Anderson, John D. “Qualitative and Quantitative Research.” 2006
Lesson 2
QUALITATIVE RESEARCH AND ITS IMPORTANCE IN DAILY LIFE
ADVANTAGES OR STRENGTHS OF QUALITATIVE RESEARCH

1. It adopts a naturalistic approach to its subject matter, which means that those involved in
the research understand things based on what they find meaningful.
2. It promotes a full understanding of human behavior or personality traits in their natural
setting.
3. It is instrumental for positive societal changes.
4. It engenders respect for people’s individuality as it demands the researcher’s careful and
attentive stand toward people’s world views.
5. It is a way of understanding and interpreting social interactions.
6. It increases the researcher’s interest in the study as it includes the researcher’s experience
or background knowledge in interpreting verbal and visual data.
7. It offers multiple ways of acquiring and examining knowledge about something.
DISADVANTAGES OR WEAKNESSES OF QUALITATIVE RESEARCH
1. It involves a lot of researcher’s subjectivity in data analysis.

2. It is hard to know the validity or reliability of the data.
3. Its open-ended questions yield “data overload” that requires long-time analysis.
4. It is time-consuming.
5. It involves several processes, which results greatly depend on the researcher’s
views or interpretations.

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More information on the strengths and weaknesses of qualitative research is provided on the
table below.
Failure to distinguish people and social Too subjective –qualitative findings rely too
institutions from the “world of nature” much on the researcher’s often unsystematic
views and close personal relationship with
the people being studied
Artificial and spurious sense of precision and Difficult to replicate –unstructured nature of
accuracy of the measurement process qualitative data and no standard procedures
to be followed; interpretation profoundly
influenced by the subjectively leanings of a
researcher
Heavy reliance on instruments and Problems of generalization –the scope of the

procedures that hinders the connection findings of the qualitative investigation is
between research and everyday life restricted; impossible to know how the
findings can be generalized to other settings
Less focus on the meanings of events to Lack of Transparency –sometimes difficult to

individuals and a tendency to create a static establish what the researcher did and s/he
view of social life that is independent of arrived at the study’s conclusion
people’s lives
KINDS OF QUALITATIVE RESEARCH
The different kinds of quantitative research shall be tackled in the next semester. For
now, let us first learn the different types of qualitative study.
A. Phenomenology
It refers to the descriptive study of how individuals experience a phenomenon. Its
primary goal is to make people understand their experiences about the death of loved ones,
care for handicapped persons, friendliness of people, etc. In doing so, other people will
likewise understand the meanings attached to their experiences. It often seek commonalities
across individuals, rather than focusing on what is unique about individuals.
Examples:
1. What is the essence of the people’s experiences when they find out their loved
one has terminal cancer?
2. What coping mechanisms do patients employ before a major surgery?
3. What is the essence of the student’s experiences on uncaring teacher?
B. Ethnography
This is the study of a particular cultural group to get a clear understanding of its
organizational set-up, internal operation, and lifestyle. A particular group reveals the nature
or characteristics of their own culture through the world perceptions of the cultural group’s
members.
C. Case Study

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This involves a long-time study of a person, group, organization, or situation. It seeks

to find answers to why such a thing occurs to the subject. Often, it involves simply
observing what happens to, or reconstructing “the case history” of a single participant or
group of individuals (such as a school class or a specific social group.
D. Grounded Theory
This takes place when you discover a new theory to underlie your study at the time of
data collection and analysis. Through your observation of your subjects, you will happen to
find a theory that applies to your current study.
E. Biographical Study
It is considered an exhaustive account of life experience, it is the collection and
analysis of an intensive account of whole life or portion of a life, usually by an in-depth,
unstructured interview.
QUALITATIVE RESEARCH ACROSS FIELDS
Professionals in fields such as education, law, counseling, health, and social work have
frequently been interested in specific cases in order to better understand a phenomenon. For
example, Piaget developed his theory of cognitive development by studying his own two
children. Investigative journalism, as well as the humanities and arts, have long been interested
in depicting people's experiences in particular social contexts.
Activity 3. Ebony or Ivory? DEEPEN

For each item, write EBONY if it is a qualitative study, and IVORY if it is a quantitative study.
__________ 1. A survey of voters’ preferences in the May 2022 election

__________ 2. Single parents’ perceptions and experiences regarding their children’s learning
difficulties
__________ 3. A comparative study between male and female professionals’ time usage of
social media
__________ 4. The relative policy impact of women legislators on policymaking
__________ 5. The relationship between gender and smoking habits (e.g., number of cigarette
packs per day)
__________ 6. A political detainee’s ordeal inside his or her prison cell
__________ 7. The correlation between height and IQ level
__________ 8. Discriminatory immigration policies of some count
__________ 9. Population density and environmental degradation
__________ 10. Whether a plant grows faster indoors or outdoors
TRANSFER Activity 4. Let’s Surf
MELC: Provide examples of research in areas of interest (CS_RS11-IIIa-5)

21st Century Skills: Communication, Information literacy, Critical thinking Productivity
Directions: Browse the internet for a recent (not more than 5 years) research that is related to
your strand. Have it encoded, printed, then submit it on the indicated deadline.
1. In a short bond paper, you need to write:
a. the title;
b. researchers; and
c. its findings.
2. On the lower part of the paper, explain how this specific research has helped or could
help society.

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Lesson 3
IDENTIFYING THE INQUIRY AND STATING THE PROBLEM
EXPLORE
As we have previously tackled, the main aim of research is to solve existing problems in
society, which leads to the improvement of the quality of life.
Now, in this lesson, you shall discover the steps you needed to take in order to finally
start conducting your study. So, this section of this module shall guide you on how to choose a
research topic, followed by determining the focus of the study and writing the title. You will also
be taught on writing the justification for the research, formulate the research questions, decide
on and indicate the scope and delimitations of your study, and cite benefits that might be
derived from it. Ultimately, this will walk you through working on Chapter 1 of your qualitative
research proposal.
Let’s get right into it!
FIRM-UP
MELC: Designs a research project related to daily life (CS_RS11-IIIc-e-1)
Writes a research title (CS_RS11-IIIc-e-2)
Provide the justifications/reasons for conducting the research
(CS_RS11-IIIc-e-3)
CHOOSING A RESEARCH TOPIC

First things first. Before you exert much effort into writing your research, you must think
of possible research topics that are related to your interests and field of expertise (more of
which will be discussed later), narrow it down, and have it approved by your teacher.
A topic is researchable if the knowledge and information about it are supported by
evidence that is observable, factual, and logical. You may start by writing three topics of your
choice like what you did with the activity above. You might resent this, but soon you will realize
that there is wisdom to this practice. There is no such thing as a single best idea. It is easier to
jot down three ideas or even five, instead of selecting one single topic. In the process of
discussing these topics with your teacher, he/she may learn about your interests and discovers
other topics, and together, you may come up with one researchable topic, which may be
similar, slightly different, or different from the three topics you presented but still within your
line of interest and/or expertise.
Guidelines in Choosing a Research Topic
1. Interest in the subject matter
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Your interest in a topic may be caused by your rich background knowledge about it and by its
novelty; meaning, its unfamiliarity to you. Your real interest in a subject pushes you to
research, investigate, or inquire about it with full motivation, enthusiasm, and energy.
2. Availability of information
Collecting a lot of information as evidence to support your claims about your subject matter
from varied forms of literature like books, journals, and newspapers, among others, is a part
and parcel of any research work. Included in your investigation of the availability of reading
materials are questions on how updated and authoritative the materials are. Let these questions
linger as you tour the library: What are the copyright dates of the materials? How old or new
are they? How expert or qualified the writers are in coming out with such kind of reading
materials about your topic?
3. Timeliness and relevance of the topic

The topic is relevant if it yields results that are instrumental in societal improvement. It is timely
if it is related to the present. For instance, unless it is pure or historical research, research on
the ins and outs of people’s revolutionary acts will prosper more if it tackles the contemporary
revolutionary actions rather than those in the ancient time.
4. Limitations on the subject

This makes you link your choosing with course requirements. For example, to make you
complete the requirements, your teacher instructs you to submit a paper that will apply the key
principles you learned in the business, psychology, education, and so on. In
this case, you have no freedom to choose your topic based on your interest but have to
decide on one topic to finish your course.
5. Personal resources
Before sticking fully to your final choice, assess your research abilities in terms of your financial
standing, health condition, mental capacity, needed facilities, and time allotment to enable you
to complete your research. Imagine yourself pouring much time and effort into its initial stage,
only to find out later that you are unable to complete it because you failed to raise the amount
needed for questionnaires printing and interview trips. (Barbour 2014).
Possible sources of research topics:
a. Problem Situations
In school, you would hear classmates complain about teachers' teaching strategies,
and how they deal with their students, complaints about their failing grades, their love life,
their limited allowances, school facilities and equipment, their families, social networking
practices, computer gaming, social issues, unemployed graduates, graduates not finding the
right job, bullying. career opportunities, classmates getting sick, medicinal plants, waste
management, and many more.
At home, there are also problems that you dwell on, relationships, money matters,
infidelity, unemployment, neighbors, bills, health-related concerns, absentee parents and
more. You can move to the larger community and look into problems on politics, prices of
commodities, and other concerns.
For sure, if given the opportunity, you would help in any way you can to ease people
out of these problems. You can already start by doing a research on any of these
experienced problems, the recommendations you offer at the end of this research may
eventually effect solutions which can be more helpful than we ever imagined. These are
already your sources of a topic or topics for research.
b. Consider your passions or interest
What are you passionate about or interested about? Where would you like to make a
difference? You are going to spend a lot of time doing a qualitative study. Choosing a topic you
care about will keep you interested and could result in you making a difference where it matters
to you.

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c. Consider the settings available to you
In what places do you have convenient and regular access? What places will you be able to get
permission from participants?
If you want to answer a research question by observing people, where can you go where you
will not be noticed? If you want to interview people, where can you go where you can easily
approach people without disruption and within the regulations of the setting? Your topic is only
as good as the setting. The title should describe what you are studying and to what effect.
d. Consider Your Subjects

In order to study people, you have to gain their permission after thoroughly advising them of
such things as who you are, how you will keep their responses confidential, and what happens
if they want to quit.
WRITING THE RESEARCH TITLE

After finalizing the topic you would be interested to research on, you may now proceed
to formulating your research title.
The title summarizes your study's main idea or ideas. A good title uses as few words as
possible to adequately describe the contents and/or purpose of your research paper. It is the
part that is read the most, and mostly read first. A title that is too long usually contains too
many unnecessary words, such as "A Study to Investigate the..." A title that is too short
frequently uses words that are too general. For example, "Philippine Politics" could be the title
of a book, but it says nothing about the topic of a research paper.
The title should be developed early in the research process because it can help anchor
the focus of the study in much the same way the research problem does.
Effective titles in academic research papers have several characteristics.
 Indicate accurately the subject and scope of the study.
 Avoid using abbreviations.
 Use words that create a positive impression and stimulate reader interest.
 Use current nomenclature from the field of study.
 Identify key variables, both dependent and independent.
 May reveal how the paper will be organized.
 Suggest a relationship between variables which supports the major hypothesis.
 Is limited to 10 to 15 substantive words.
 Do not include "study of," "analysis of" or similar constructions.
 Titles are usually in the form of a phrase, but can also be in the form of a
question.
 Use correct grammar and capitalization with all first words and last words
capitalized, including the first word of a subtitle. All nouns, pronouns, verbs,
adjectives, and adverbs that appear between the first and last words of the title
are also capitalized.
 In academic papers, rarely is a title followed by an exclamation mark. However, a
title or subtitle can be in the form of a question.
Let us take this sample title:
A Phenomenological Study of the Behavior of Students with Absentee Parents

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From this title, the reader can find out a lot about the research before reading the actual
proposal or actual research report.
1. What are we looking at? behavior of students with absentee parents

2. Who are the subjects? students with absentee parents
3. It is going to be a qualitative study, and we know which will be used,
phenomenology.
4. We will just be using a small sample.
5. Data collection will involve obtaining information from the participants in some way-
interviews, observation, open-ended questionnaires, etc.
6. Data analysis will not be statistical, but the title does not give us a clue as to how
the data will be analyzed.
Another example:
A Phenomenological Study of the Levels of Pain Experienced by Children Aged 3-5

Years Undergoing an Intravenous Injection in the Presence of their Mothers
1. What are we looking at? levels of pain

2. Who are the subjects? children aged 3-5
3. It is going to be a qualitative study, and we know which will be used,
phenomenology.
4. We will just be using a small sample.
5. Data collection will involve obtaining information from the participants in some way-
interviews, observation, open-ended questionnaires, etc.
6. Data analysis will not be statistical, but the title does not give us a clue as to how the
data will be analyzed
At this stage, you will not have the final title of your finished research yet. That will
depend upon your results. However, you do need to have a working title, and this working title
out of necessity will encapsulate your proposed research.
Before attempting to write your research proposal about the phenomenon of interest to
you, you need to have spent some time thinking about, reading about, theorizing on,
rethinking, and discussing your ideas with colleagues and experts in the field or in your area of
interest.
More Sample Titles:
A Case Study of the Self-Confidence Levels of Children Transferring to a New School
A Grounded Theory Study on the Spending Practices of Parents

with Children Attending College
Activity 5. Entitled
Directions: List down 3-5 topics that can possibly be your springboard in conducting
your research. Submit it to your teacher for consultation and approval. Your title must
be approved before you proceed to the next steps.

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WRITING THE JUSTIFICATION FOR CONDUCTING THE RESEARCH

The justification for conducting the research should be integrated into the introduction
or background of the study.
Contrary to the usual practice when writing any literary piece, the introduction may be
written after everything has been done, or to be written last. This will give you the chance to
have fully grasped the whole study and thus, this is the time where you have seen the trends
and issues related to the study after doing a review of related literature and studies, thus you
have now internalized your objectives and are now fully aware of the possible contributions of
the study to theory and to practice. However, even at the beginning of the planning stage for
your research, you should already have put into writing a short justification for conducting the
study.
Trends, issues, objectives, and contributions to theory and practice should be the main
content of your introduction (de Guzman, 2013). The first two would be made clearer through
elated literature and studies and the last two from your perspective.
Trends may be presented through studies and statistics related to the topic from the
international, national, and local settings.
Issues may be presented with related literature on actual situations involving statistics
and legal provisions. Legal provisions may be taken from international to the local setting. The
last paragraph of the introduction may be devoted to a short discussion on why you decided to
conduct the study based on the trends and issues and the possible outcome contribution of the
study linking it to the problem at hand.
At the end of the day, after discussing all these four, you should have convinced your
reader that your study should have been conducted as you have proven a research gap in the
particular area. Needless to say, some topics might not need to be researched anymore as
there is no more research gap.
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You must not rush into gathering ideas and information about your topic. First, spend
time getting background knowledge about the problem that triggered off your research topic to
discover its relation to what the world, particularly the experts, professionals, and learned
people know about your topic. Also, reading for rich background ideas about the problem is
another way to discover some theories or principles to support your study. (Braun 2014;
Woodwell 2014)
We are now on Week 4! We have so much yet to learn. Hang on; you can do this!
MELC: States research question (CS_RS11-IIIc-e-4)

Indicate scope and delimitation of research (CS_RS11-IIIc-e-5)
Cite benefits and beneficiaries of research (CS_RS11-IIIc-e-6)

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STATING THE QUALITATIVE RESEARCH PROBLEM

Now that you have your topic for your qualitative research, you can now formulate your
research problems. You have to formulate a general problem and at least three specific
problems. These are the two parts of the research problem. The general problem gives an
overview of the research. This provides the direction and overall picture of what the researcher
aims to achieve.
To make your general problem easier, you may follow this pattern:
The purpose of this [ can either be phenomenological, grounded theory, ethnographic,

case, etc.] study is to (the type of study -understand, develop, describe, discover) [what:
indicate the central phenomenon of the study] of [who or what: indicate the participants]
involving [what or who: (a general definition of the central concept] from [when] to [purpose].
Example:
The purpose of this ethnographic study is to describe the training of Aeta
teachers from Castillejos, Zambales for the past ten years to provide insights into the
formulation of a teacher education model for indigenous people.
To simplify:
Type of study: Ethnographic study
What : The training
Who : Aeta teachers
When : Past 10 years
Purpose : Provide insights into the formulation of a teacher education model
for indigenous people.
The specific problems can be stated in question form.

Example:
General Problem: The study aims to explore the students’ images and views on
chemistry.
Specific Problems:
1. What are the students’ images on chemistry based on their drawings?
2. What are the students’ views on chemistry?
3. What learning theories are embedded in these images?
The following are some guidelines in formulating research problems:

• The general problem provides the overall picture and direction of the research. This is
usually stated in narrative form.
• The specific problems give the details of the research. These are generated from the
general problem.
• A set of specific problems are needed to be formulated. These problems are usually
stated in question form.
• Reading a lot of research articles in journals, books, magazines, and other reading
materials can help you formulate good research problems.

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Any method or technique of collecting, collating, and analyzing data specified by the
research design depends greatly on the research questions. The correct formulation of research
questions warrants not only excellent collection, analysis, and presentation of data, but a
credible conclusion as well. (Layder 2013)
Guidelines in Formulating Research questions
1. Establish a clear relation between the research questions and the problem topic.
2. Base your research questions on your RRL or Review of Related Literature because
existing published works help you get good background knowledge of the research problem and
help you gauge the people’s current understanding or unfamiliarity about the topic, as well as
the extent of their knowledge and interest in it. Convincing solutions to research problems or
answers to research questions stem from their alignment with what the world already knows or
what previous research studies have already discovered about the research problem or topic.
3. Formulate research questions that can arouse your curiosity and surprise you with
your discoveries or findings. This is true for research questions asked about a problem that was
never investigated upon.
4. State your research questions in such a way that they include all dependent and
independent variables referred to by the theories, principles, or concepts underlying your
research work.
5. Let the set of research questions or sub-problems be preceded by one question

expressing the main problem of the research.
6. Avoid asking research questions that are answerable with “yes” or “no” and use the
“how” questions only in quantitative research.
7. Be guided by the acronym SMART (specific, measurable, attainable, realistic, time-

bounded) in formulating the research questions. Applying SMART, you must deal with exact
answers and observable things, determine the extent or limit of the data collected, be aware of
the timeframe and completion period of the study, and endeavor to have your research study
arrive at a particular conclusion that is indicative of what objective, punctual or real in this
world.
WRITING THE SIGNIFICANCE OF THE STUDY
Research has only one main objective and that is the upliftment of the quality of life.
Thus, before you continue sitting down to write your research proposal, you have to be
convinced that this study of yours would lead to the ultimate goal of improving people’s lives,
not just to comply with a requirement.
To be able to do this, you may identify the groups who would eventually benefit from
your study, starting from the most direct beneficiaries to the ones who would be indirectly
benefitted by it. The study on job satisfaction and job performance would probably directly
benefited the employees, their clients, the HR Managers, and indirectly, the Department of
Labor and Employment, to the community, the society as a whole.

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After identifying the beneficiaries of the study, discuss the specific benefit that they
would get from it: that is, by discussing how the study would help in solving existing problems
of these identified groups leading towards the upliftment of their situation.
Be careful not to make the study as something like a magic wand, that after conducting
the study, it has already worked changes even without interventions from concerned
individuals, groups, or institutions through their programs, projects, and activities.

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Activity 6. What’s your problem? DEEPEN

Directions: With your approved research title, construct a general problem and three specific
problems. It may be in statement form or in question form. Use the space below.
Research Title:
General Problem:
Specific Problems:
1.
2.
3.
TRANSFER Activity 7. Drafting time!

MELC: Present written statement of the problem (CS_RS11-IIIc-e-7)
Directions: You may now draft the Chapter 1 of your qualitative research. Have it encoded,
then submit the printed copy to your teacher. Save the soft copy for future use.
We are now done with Week 4! That was a pretty hard but challenging start. I appreciate you
for making it this far. See you on our next module for the next parts!
- End of Week 4 -

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The Great Plebeian College, Alaminos City, Pangasinan 1

MODULE IN PRACTICAL RESEARCH 1

PRACTICAL RESEARCH 1 – GRADE 12

LESSONS AND COVERAGE:

Lesson 1 – Nature of Inquiry and Research

Lesson 2 – Qualitative Research and Its Importance in Daily Life

Lesson 3 – Identifying the Inquiry and Stating the Problem

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Week Lesson Competencies (MELC) Activities

Aug.22-26, Pre-Assessment  Shares research Module Pre-assessment

Aug. 29-  Differentiates quantitative Activity 2 – Hunt for

Lesson 2 – Qualitative  Describes characteristics, Activity 4 – Let’s Surf!

Sept. 5-9, Lesson 3 – Identifying  Designs a research Activity 5 – Entitled

Sept. 12-16,  States research question Activity 6 – What’s your

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Writing the Research Title

Writing the Justifications

Stating the Research

Determining the Scope

Citing the Benefits and

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 CS_RS11-IIIa-1: Share research experiences and knowledge

 CS_RS11-IIIb-1: Describe characteristics, strengths, weaknesses, and kinds of

 Design a research project related to daily life

DIRECTIONS: Encircle the letter of the correct answer.

1. Which of the following is true about research as a field of discipline?

2. Which of the following is NOT true about the importance of research?

3. What characteristic of research refers to it as exhibiting careful and precise judgment?

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5. Which of the following is true when a research is cyclical?

7. Which of the following is true when a researcher has intellectual curiosity?

8. Which of the following is true about healthy criticism?

9. What is the first step of the research process?

a. I and III b. II and IV c. I and IV d. III and IV

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18. What characteristic of research is evident based on direct experience or observation?

19. Which of the following is a characteristic of qualitative research?

23. Researching natural setting means all of the following except:

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Let’s get started!

Activity 1. Tell me something!

Title: My Research Experience

First paragraph: 1. When did you do your research?

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What is research and why is it important to our daily lives?

As a field of discipline, it is an investigation, study, exploration, or probe on anything by

Basic vs. Applied

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Among the practical applications of research are discovering medical breakthroughs,

WHY IS RESEARCH IMPORTANT?

Research is significant for the following purposes:

1. Gather Relevant Information

2. Improve Quality of Life

4. Personal and Professional Development

WHAT ARE THE CHARACTERISTICS OF A GOOD RESEARCH?

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WHAT ARE THE CHARACTERISTICS OF A GOOD RESEARCHER?

4. Intellectual Honesty. An intelligent researcher is honest to collect or gather data or facts

5. Intellectual Creativity. A productive and resourceful investigator always creates new

WHAT ARE THE STEPS IN THE RESEARCH PROCESS?

Drawing Planning out the study

Interpreting Forming all