PROJECT CLAID (Contextualized and Localized Activities Intended for Distance Learning)

Name :______________________________ Date: ____________ Score:________

PRACTICAL RESEARCH I- G11

Quarter 4 – Week – 1
Competency: Choose the appropriate qualitative research
design.
Lesson: Qualitative Research Design

Objectives:
1. Identify the similarities and differences of qualitative research designs.
2. Display fundamental knowledge of various qualitative research
designs.
3. Choose the most appropriate research design for your study.

CONCEPT

Have you ever told a story, or listened to your friend’s experiences? Do

you observe their gestures, their tone of voice, and their enunciation of
words? Both listening and telling stories are pleasures that only
humans can experience. Through these experiences, perceptions,
beliefs, and ideas that we share and listen to, we understand more
about events, phenomena, and how people behave the way they do. In
research, how will storytelling be helpful for us in doing our research?
What specific ways and skills should we learn to gain an in-depth
understanding of people’s perceptions?
Quipper, Philippines

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Q4 Week No.1 Competency Code: (CS_RS11-IVa-c-1)
Competency: Choose the appropriate qualitative research design.
 ACTIVITY NO.1

Getting Started

Activity 1-A

Directions: Read the following selection regarding the significance of

interviews. Then, answer the guide questions that follow.
Interview as Parts of Daily Life
By Cesar A. Cisneros-Puebla, Robert Faux & Gunter Mey

Interviews have become a part of our daily lives. We read interviews in the press; we see
people interviewed on television; many of us know of the “celebrity interview.” One consequence of
this familiarity is the tendency to simplify. An interviewer asks the interviewee questions- a question
eliciting an answer (Gubrium & Holstein, 2002). However, the interview in qualitative research is a
critical method in much of the work many of us do. Unlike the interview of the “popular” media with
is rigid question and answer format, the interview in qualitative research comes in many guises, as can
be seen in this issue. It goes beyond mere fact gathering and attempting to construct meaning and
interpretation in the context of conversation (Kvale, 1986).
The interview as a way to gather information is, of fairly recent origin; there being a time when
an interview as such did not exist. Of course, as Benney and Hughes (1956) point out, people have
always asked questions and most as an interview. The emergence of the interview only came about
when the roles “interviewee” became formalized.
The development of interviews reflected relationship between individuals. It gradually
became commonplace for “strangers” to asks questions of one another to gain knowledge. Riesman
and Benney (1956) see this change as the result of “the modern temper.” More recently, David
Silverman (1997), seeing the widespread use and impact of interviews on contemporary life, has
suggested that we live in an “interview society” (p. 248). Among the conditions required by an
interview society, Silverman sees an informing subjectivity- the evolution of a self as an object of
narration. This came about only when individuals qua respondents are perceived as offering
meaningful knowledge to share with others. Interpersonally, this is seen in the democratization of the
interpretations of one’s experience; individuals are seen as “significant commentators on their own
experience” (Gubrium & Holstein 2002, p.5). What this means, in part, is the traditional roles of
interviewer and interviewee have become more fluid. Individuals are able to come together in
dialogue and meaningfully discuss their experiences.
We see transformation of the individual through the interview. The interview gives individuals
appropriate outlets through which experiences and thoughts can be shared with others in meaningful
interactions. But, given the widespread use of interviews, have they, the interviews, transformed
society? Gubrium and Holstein (2002) rightly suggest that interviews have prepared us “as both
questioners and answerers to produce readily the society of which we are a part. The modern temper
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Q4 Week No.1 Competency Code: (CS_RS11-IVa-c-1)
Competency: Choose the appropriate qualitative research design.
gives us the interview as a significant means for realizing the subjectivity and the social contexts that
bring it about” (p.9).

1. According to the selection, how do the interviews in “popular” media

differ from those qualitative research?
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2. How can describe the contemporary form of interview?
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3. Have interviews really changed the society (at least in the relevant
aspects of life)? Why or why not?
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4. What do you think is the utmost importance of interview in a qualitative
research?
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Discussion

GATHERING AND GENERATING DATA

Having established what previous research have discovered,
documented, and published on the topic of interest, the next step in
conducting a study is gathering and generating new data.
This step requires researchers to answer the following questions:

• What are the gaps in existing knowledge that the study seeks to
fill?
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Q4 Week No.1 Competency Code: (CS_RS11-IVa-c-1)
Competency: Choose the appropriate qualitative research design.
 • What kind of information is needed to fill those gaps?
• How will the study collect that information?
• How does one ensure that the information collected in the
research is the kind to fill the gaps and answer the initial
inquiry?
Method- a technique which the researcher uses to gather and
generate data about the subjects of the study.
Methodology- the section of the research paper which explains why
the researcher chose to use particular methods.
Research design- a plan which structures to study and ensure that
the data collected and generated will contain the information needed
to answer the initial inquiry as fully and clearly as possible.

MAIN METHODS USED IN QUALITATIVE RESEARCH

Individual interviews are like conversations which are designed to
elicit the information that the researcher needs.
Group interviews are conducted with several participants
simultaneously, and may be more appropriate in some cases, such as
when the study concerns a community issue or shared experience.

COMMON RESEARCH DESIGNS

Phenomenological Design. This design focuses on obtaining descriptions of
the subjects’ or respondents’ lived experiences either in writing or through
interviews. The goal of this study is to analyze the meaning behind these
experiences for each subject rather than generalizing to greater population.
(Donalek, 2004)
Historical Design. This design focuses on the identification, location,
evaluation, and synthesis of data or evidence from the past to confirm or reject
a hypothesis. Data for historical research maybe found in printed documents,
such as official records, reports, archives, and even diaries; or in non-textual
artifacts, such as relics, maps, pictures, and audiovisual material.
Case Study Design. A case study design is a comprehensive, in-depth
examination of as specific individual, group of people or institution. It may be
used to gain insights into an obscure or specific problem; provide background
data for broader studies; or explain socio-psychological and socio-cultural
process. It may also be considered as quantitative or qualitative research,
depending on the purpose of the study and the approach chosen by the
researcher.

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Q4 Week No.1 Competency Code: (CS_RS11-IVa-c-1)
Competency: Choose the appropriate qualitative research design.
Grounded Theory Design. Grounded theory is a systematic research
approach developed by two sociologists, Barney Glaser and Anselm Strauss,
in which rigorous procedures are used to collect data, analyze that data, and
formulate a theory on the matter at hand.
Historical Design. This design focuses on the identification, location,
evaluation, and synthesis of data or evidence from the past to confirm or reject
a hypothesis. Data for historical research maybe found in printed documents,
such as official records, reports, archives, and even diaries; or in non-textual
artifacts, such as relics, maps, pictures, and audiovisual material.
Action Research Design. Action research is a design which involves a cycle
of identifying a problem regarding a situation or process, developing a strategy
for intervention (the ‘action’) with the purpose of improving the said situation
or process, implementing said intervention, and observing and analyzing the
results until a sufficient level of understanding the problem is achieved.
Meta-Analysis Design. This design is a systematic evaluation of multiple
individual studies on a topic in order to not only summarize the results, but
also develop a new understanding of the research problem.

ACTIVITY NO. 2

Getting it Right
Directions: Encircle the letter of the correct answer.

1. Which of the following is NOT a qualitative research method?

A. Focus Group discussions C. Observations
B. Interviews D. Survey with numerical questions

2. Which of the following is included in the methodology of the study?

A. The chosen research methods
B. Theoretical concepts used in the study
C. Explanations for the methods and concepts
D. All of the above
3. Case studies may concern in-depth examination of ________________.
A. Groups of people C. Individuals
B. Individuals D. All of the above
4. The qualitative research title, “The Experiences of Students Engaged in
Bullying: Basis for the Program of Prevention,” is a type of
_______________

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Q4 Week No.1 Competency Code: (CS_RS11-IVa-c-1)
Competency: Choose the appropriate qualitative research design.
 A. Action Research C. Grounded-theory study
B. Case Study D. Historical study
5. Consider this title: “The Lived Experiences of Surviving a Tornado.”
Which of the following designs did the researcher most likely use?
A. Ethnographic
B. Grounded theory
C. Historical
D. Phenomenological

ACTIVITY NO. 3

Sparking
Directions: Answer the following questions. Refer to your proposed study for
the other questions.

1. Based on what you have learned, which research design is most

applicable to your research project? Explain how and why it is so.

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2. Begin composing the methodology of your proposed study by providing

the required information below.

Definition of specific method(s) to be used:

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Reference:

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Definition and description of theoretical concepts to be used:

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Q4 Week No.1 Competency Code: (CS_RS11-IVa-c-1)
Competency: Choose the appropriate qualitative research design.
Rationale for choosing the study:

REFERENCES

Cristobal Jr., A. & Cristobal, M.C. (2017). Practical Research 1 for Senior
High School, C & E Publishing, Inc.

Prepared by:

ALJON I. FERNANDO
City of Mandaluyong Science High School

Editors:

MARY JANE SP. YORO CLARISSA P. TIBAR JAYPEE G. CASIPIT

Master Teacher II, MHS Master Teacher II, ABIS Master Teacher II, MPNAG
Content Language Layout

Approved:

RAMON M. BELARDO JR.

Education Program Supervisor, English

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Q4 Week No.1 Competency Code: (CS_RS11-IVa-c-1)
Competency: Choose the appropriate qualitative research design.