SENIOR HIGH SCHOOL DEPARTMENT

SAMUEL CHRISTIAN COLLEGE

Navarro, City of Gen. Trias, Cavite FIRST SEMESTER: MODULE 4
ATS 3: Practical Research 1
(046) 402-0725 | 0916-729-5830 Teacher: Ms. Marish Cuenca
scc@samuelchristiancollegegtc.com SCC Silid Credentials: cuenca.marish@gmail.com
SCC Facebook Account Link:
https://www.facebook.com/sccmarishcuenca/

MODULE

4 Understanding Data and Ways to Systematically Collect Data

Qualtrics (May 21, 2020) wrote 5 Common

Errors in the research process, they are: (1)
population specification, (2) Sampling and
Sample Frame Errors, (3) Selection, (4) Non-
responsive, and (5) Measurement. All of these
are inclusions of Chapter III Methodology.

To guide you in this module, below is a simple map of the lessons covered ibn this module:

CHAPTER III
METHODOLOGY

Research Design Time and Place of the Study Research Instrument

Participants of the Study Sampling Technique Data Collection and

Management

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

Page | 1
 CHAPTER III: METHODOLOGY

In this lesson you will learn the following:

Learning target
Lesson No. and Title Essential Question
(Acquisition Make-Meaning Transfer)
Lesson 1: o Go back to your research a. I can define research design (A)
Understanding Data problem/the topic of your group. b. I can determine the types qualitative of
and Ways to What is the most applicable research design (A)
Systematically research design to use and why?
c. I can describe the sampling procedures
Collect Data o Why is it important to follow the
correct method in conducting a and sample (A)
research? d. I can plan data collection and analysis
procedures (T)
e. I can present written research
methodology (T)

Resources/Referen Clamor-Torneo, H. S. and Torneo, A. R. (2017). An Introduction to Qualitative

ces Research Practical Research 1. Sibs.
Mendoza, D. J. and Melegrito, M. L. F. (2017). Applied Research: An
Introduction to Qualitative Research Methods and Report Writing.
Phoenix.
Apodaca, D. (2019). Diwa Senior High School Series: Practical Research. Diwa.
Dissertation Chapter 1 – 5 Sections Rubric - Version 1(May 1, 2019)
Core Values Leadership, Innovativeness
21st Century Skills Critical thinking, Creativity, Motivation, Problem Solving

ACTIVITY 1.

INSTRUCTION. Look at the picture below. How do you think the scientists came up with a vaccine this
pandemic? What do you think is the first thing they did before coming up with a vaccine?

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

Page | 2
CHAPTER III This part of the paper documents how the study is conducted
with enough detail so that replication by others is possible.
METHODOLOGY

RESEARCH DESIGN This section describes the research methodology for the study (quantitative,
qualitative, or mixed) and explains the rationale for selecting this particular
methodology as opposed to the alternative methodologies.

A research design is the overall framework or outline of the study. This will
serve as the blueprint for the collection, measurement, and analysis of data.

REMEMBER!
The goal of your paper will determine the type of design you should use, not
the other way around!

Uses authoritative source(s) to justify the design.

Note: Do not use introductory research textbooks (such as Creswell) to
justify the research design and data analysis approach.

TYPES OF RESEARCH DESIGN

1. Case Study – are in-depth examinations of people, groups of people, or institutions. To conduct
a case study, the researcher may draw upon multiple sources of data such as observations,
interviews, documents, and thru questionnaires.

2. Ethnography – involve the collection and analysis of data about cultural groups. According to
Leininger (1985), ethnography can be defined as “the systematic process of observing, detailing,
describing, documenting, and analyzing the lifeways or particular patterns of a culture (or subculture)
in order to grasp the lifeways or patterns of the people in their familiar environment” (p. 35).

3. Historical Study – concern the identification, location, evaluation, and synthesis of data from
the past. It is the goal of historical research not only to discover the events of the past, but also to
understand how they relate to the present and to the future.

4. Phenomenology – examine human experiences through the descriptions provided by the people
involved. These experiences are called lived experiences. The purpose of phenomenological studies
is to describe the meaning that each subject attaches to experiences.

5. Grounded Theory – is a qualitative research approach developed by two sociologists, Glaser and
Strauss (1967). The purpose of a grounded theory study is to collect and analyze data, and then
develop a theory based on that data.

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

Page | 3
PARTICIPANTS OF THE STUDY

This section discusses the setting, general population, target population, and study sample. The
discussion of the sample includes the research terminology specific to how the sample population and
final sample will be protected.
Describes the general population (i.e., students with disabilities), target population (i.e. students with
disabilities in one specific district - geographic location) and the study sample (students with disabilities
in the district that participated in the study - actual study sample). Describes the study sample size.
Provides evidence (based on the empirical research) literature that sample size is adequate for the
research design.

TIME AND PLACE OF THE STUDY

This section generally describes where and when will the research be conducted. It simply determines
the time and place of the study and the reason for choosing the certain place. Supporting citations are
helpful to strengthen the reason of choosing your place. While the time must be doable in a span given
by the research teacher.

SAMPLING TECHNIQUE Population is the complete group of

persons, animals, or objects that possess
the same characteristics that are of the
researcher’s interest

The process of choosing samples from a

population is called “sampling”.

Sample is the suggested number reliable

and valid to represent the population.

Qualitative Sample Size Suggestions:

Qualitative analyses typically require a smaller sample size than quantitative analyses. Qualitative
sample sizes should be large enough to obtain enough data to sufficiently describe the phenomenon
of interest and address the research questions. The goal of qualitative researchers should be the
attainment of saturation. Saturation occurs when adding more participants to the study does not result
in additional perspectives or information. Glaser and Strauss (1967) recommend the concept of
saturation for achieving an appropriate sample size in qualitative studies. Other guidelines have also
been recommended. For an ethnography, Morse (1994) suggested approximately 30 – 50
participants. For grounded theory, Morse (1994) suggested 30 – 50 interviews, while Creswell (1998)
suggested only 20 – 30. For phenomenological studies, Creswell (1998) recommends 5 – 25 and
Morse (1994) suggests at least six. These recommendations can help a researcher estimate how many
participants they will need, but ultimately, the required number of participants should depend on when
saturation is reached.

Defines and describes the sampling procedures (such as convenience, purposive, snowball, random,
etc.) supported by scholarly research sources. Includes discussion of sample selection, and assignment
to groups (if applicable), and strategies to account for participant attrition.

Describes the site authorization process, confidentiality measures, study participation requirements, and
geographic specifics.

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

Page | 4
 Two Types of Sampling Methods:

Probability sampling involves random selection, allowing you to make

statistical inferences about the whole group.

Non-probability sampling involves non-random selection based on

convenience or other criteria, allowing you to easily collect initial data.

Probability Sampling methods

Probability sampling means that every member of the population has a chance of being selected.
It is mainly used in quantitative research. If you want to produce results that are representative of
the whole population, you need to use a probability sampling technique.

There are four main types of probability sample.

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

Page | 5
Probability sampling
1. Simple random sampling
In a simple random sample, every member of the population has an equal chance of being
selected. Your sampling frame should include the whole population.

To conduct this type of sampling, you can use tools like random number generators or other
techniques that are based entirely on chance.

Example
You want to select a simple random sample of 100 employees of Company X. You assign a number
to every employee in the company database from 1 to 1000, and use a random number generator
to select 100 numbers.

2. Systematic sampling
Systematic sampling is similar to simple random sampling, but it is usually slightly easier to
conduct. Every member of the population is listed with a number, but instead of randomly
generating numbers, individuals are chosen at regular intervals.

Example:
All employees of the company are listed in alphabetical order. From the first 10 numbers, you
randomly select a starting point: number 6. From number 6 onwards, every 10th person on the
list is selected (6, 16, 26, 36, and so on), and you end up with a sample of 100 people.

If you use this technique, it is important to make sure that there is no hidden pattern in the list
that might skew the sample. For example, if the HR database groups employees by team, and
team members are listed in order of seniority, there is a risk that your interval might skip over
people in junior roles, resulting in a sample that is skewed towards senior employees.

3. Stratified sampling
Stratified sampling involves dividing the population into subpopulations that may differ in
important ways. It allows you draw more precise conclusions by ensuring that every subgroup is
properly represented in the sample.

To use this sampling method, you divide the population into subgroups (called strata) based on
the relevant characteristic (e.g. gender, age range, income bracket, job role).

Based on the overall proportions of the population, you calculate how many people should be
sampled from each subgroup. Then you use random or systematic sampling to select a sample
from each subgroup.

Example :
The company has 800 female employees and 200 male employees. You want to ensure that the
sample reflects the gender balance of the company, so you sort the population into two strata
based on gender. Then you use random sampling on each group, selecting 80 women and 20
men, which gives you a representative sample of 100 people.

4. Cluster sampling
Cluster sampling also involves dividing the population into subgroups, but each subgroup should
have similar characteristics to the whole sample. Instead of sampling individuals from each
subgroup, you randomly select entire subgroups.

If it is practically possible, you might include every individual from each sampled cluster. If the
clusters themselves are large, you can also sample individuals from within each cluster using one
of the techniques above.

This method is good for dealing with large and dispersed populations, but there is more risk of
SCC
error in • sample,
the A mark ofas
Excellence • A testimony
there could of Faith •
be substantial A heart of Service
differences between clusters. It’s difficult toPage | 6
This method is good for dealing with large and dispersed populations, but there is more risk of error
in the sample, as there could be substantial differences between clusters. It’s difficult to guarantee
that the sampled clusters are really representative of the whole population.

Example:
The company has offices in 10 cities across the country (all with roughly the same number of
employees in similar roles). You don’t have the capacity to travel to every office to collect your data,
so you use random sampling to select 3 offices – these are your clusters.

Non-probability sampling methods

In a non-probability sample, individuals are selected based on non-random criteria, and not every
individual has a chance of being included.

This type of sample is easier and cheaper to access, but it has a higher risk of sampling bias, and
you can’t use it to make valid statistical inferences about the whole population.

Non-probability sampling techniques are often appropriate for exploratory and qualitative research.
In these types of research, the aim is not to test a hypothesis about a broad population, but to
develop an initial understanding of a small or under-researched population.

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

Page | 7
1. Convenience sampling
A convenience sample simply includes the individuals who happen to be most accessible to the
researcher.

This is an easy and inexpensive way to gather initial data, but there is no way to tell if the sample
is representative of the population, so it can’t produce generalizable results.

Example
You are researching opinions about student support services in your university, so after each of
your classes, you ask your fellow students to complete a survey on the topic. This is a convenient
way to gather data, but as you only surveyed students taking the same classes as you at the same
level, the sample is not representative of all the students at your university.

2. Voluntary response sampling

Similar to a convenience sample, a voluntary response sample is mainly based on ease of access.
Instead of the researcher choosing participants and directly contacting them, people volunteer
themselves (e.g. by responding to a public online survey).

Voluntary response samples are always at least somewhat biased, as some people will inherently
be more likely to volunteer than others.

Example
You send out the survey to all students at your university and a lot of students decide to complete
it. This can certainly give you some insight into the topic, but the people who responded are more
likely to be those who have strong opinions about the student support services, so you can’t be
sure that their opinions are representative of all students.

3. Purposive sampling
This type of sampling involves the researcher using their judgement to select a sample that is most
useful to the purposes of the research.

It is often used in qualitative research, where the researcher wants to gain detailed knowledge
about a specific phenomenon rather than make statistical inferences. An effective purposive sample
must have clear criteria and rationale for inclusion.

Example
You want to know more about the opinions and experiences of disabled students at your university,
so you purposefully select a number of students with different support needs in order to gather a
varied range of data on their experiences with student services.

4. Snowball sampling
If the population is hard to access, snowball sampling can be used to recruit participants via other
participants. The number of people you have access to “snowballs” as you get in contact with more
people.

Example
You are researching experiences of homelessness in your city. Since there is no list of all homeless
people in the city, probability sampling isn’t possible. You meet one person who agrees to
participate in the research, and she puts you in contact with other homeless people that she knows
in the area.

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

Page | 8
RESEARCH INSTRUMENT

This section identifies and describes the types of data that were collected as well as the specific
instruments and sources used to collect those data.

Triangulation refers to the practice of using multiple sources of data or multiple approaches to
analyzing data to enhance the credibility of a research study.

Types of data collection method/research instrumentation:

1. Documentary Analysis
This instrument may require the researcher to examine available resources or documents.
E.g., Archival documents and government sources

2. Interview
According to Silverman (1997: 98), interviews are active interactions between two or more people
leading to a negotiated contextually based result. These interactions can come in a structured,
unstructured or semi-structured form to generate insights and concepts.
A. Structured Interviews - verbally administered questionnaires, in which a list of predetermined
questions are asked, with little or no variation and with no scope for follow-up questions to responses
that warrant further elaboration. Consequently, they are relatively quick and easy to administer and
may be of particular use if clarification of certain questions are required or if there are likely to be
literacy or numeracy problems with the respondents. However, by their very nature, they only allow
for limited participant responses and are, therefore, of little use if 'depth' is required.
B. Unstructured interviews - do not reflect any preconceived theories or ideas and are
performed with little or no organization. Such an interview may simply start with an opening question
such as 'Can you tell me about your experience of visiting the dentist?' and will then progress based,
primarily, upon the initial response. Unstructured interviews are usually very time-consuming (often
lasting several hours) and can be difficult to manage, and to participate in, as the lack of
predetermined interview questions provides little guidance on what to talk about (which many
participants find confusing and unhelpful). Their use is, therefore, generally only considered where
significant 'depth' is required, or where virtually nothing is known about the subject area (or a
different perspective of a known subject area is required).
C. Semi-structured - interviews consist of several key questions that help to define the areas to
be explored, but also allows the interviewer or interviewee to diverge in order to pursue an idea or
response in more detail. This interview format is used most frequently in healthcare, as it provides
participants with some guidance on what to talk about, which many find helpful. The flexibility of
this approach, particularly compared to structured interviews, also allows for the discovery or
elaboration of information that is important to participants but may not have previously been thought
of as pertinent by the research team.

There are different types of interview:

- Individual, face-to-face verbal interchange
- Face-to-face group interviews (focus groups)
- Telephone surveys

3. Observations
Observation
SCC • is a systematic
A mark data-collecting
of Excellence technique
• A testimony of that involves
Faith • A heart of Service watching individuals in their
Page | 9
natural environment or in a naturally occurring situation.
3. Observations
Observation is a systematic data-collecting technique that involves watching individuals in their natural
environment or in a naturally occurring situation.

Types of Observations:
A. Naturalistic Observations - The researcher observes the subject in the natural settings or in their
actual environment.
B. Participative Observations - The observer in this type of observation requires the researcher to be
involved in the usual activities of the subjects.
C. Non-naturalistic Observations - This is also called as the ideal situation observation. Subjects are
taken away from their actual environment.

4. Questionnaire
It requires the respondents to answer a prepared set of questions.

Types of Questions:
A. Yes of No - Items in the questionnaire are answerable by yes or no
B. Recognition - Respondents are made to choose from the choices given in the questionnaire
C. Completion - Respondents are requested to supply the necessary information in the blanks placed
after each statement
D. Coding - The respondents are asked to rank or give numerical rating
E. Subjective - The respondents are free to give their opinions and answers to questions
F. Combination - This makes use of one or more type of question in a single questionnaire

DATA COLLECTION AND MANAGEMENT

This section details the entirety of the process used to collect the data. It describes each step of the
data collection process in such a way that another researcher could replicate the study.

Qualitative Studies: Provides detailed description of data collection process that would allow
replication of the study by another researcher, including all sources of data and methods used, such as
interviews, member checking, observations, surveys, and expert panel review.

Note: The collected data must be sufficient in breadth and depth to answer the research question(s)
and interpreted and presented correctly, by theme, research question and/or instrument.

Describes the procedures for obtaining informed consent and for protecting the rights and well-being
of the study sample participants. Describes (for both paper-based and electronic data) the data
management procedures adopted to maintain data securely, including the length of time data will be
kept, where it will be kept, and how it will be destroyed.

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

Page | 10
EXERCISE (30 points- by group)

Draft your questions.

General Directions: According to the given groupings of your research teacher, discuss with
your groupmates to complete this activity. Create a Google document for this activity.

With the guidelines given on the lecture above, make a draft of your questionnaire. Make sure
everything is anchored on theoretical framework so you can achieve your objectives.

Note: There is no specific number of questions required nor the type of questions prescribe.
Distinguish how many and what type of questions do your study need depending on your set
objectives. Lastly, your own format will be applied.

Rubrics for grading (by group):

Content- 10
Organization- 10
Formats- 5
Timebound- 5
Total 30

SUMMATIVE ASSESSMENT: (30 points- by group)

Write up. With the approval of your research teacher, write the Chapter 3 of the approved topic
from your Exercises. This chapter must follow the standard format given by your research
teacher. It should include the following:

• Chapter III – Methodology

Research Design
Participants of the Study
Time and Place of the Study
Sampling Technique
Research Instrument
Data Collection and Management

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

Page | 11
1. Prepare your Chapter III for your presentation (Consultation purposes)
2. Make it sure that all of the members of the group are present.
3. Have an advance reading about Chapter III Methodology

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

Page | 12