Grade

11
Self-Learning Module in PRACTICAL RESEARCH I
Lesson: Understanding Data and Ways to Systematically Collect Data
Quarter: IV Week: 1- Day and Time: See Class program
Learning competencies:
a.Chooses appropriate qualitative research design.
b.Describes sampling procedure and sample.
c.Plans data collection, data gathering instrument, and analysis procedures.
d.Presents written research methodology
Learning Tasks:
Study Notebook WORKSHEET (7)
✓ Pre-Test (1-2)
✓ Post-Test (5-6)

I. INTRODUCTION
In the previous lessons, you learned the purpose and need of literature review, its process and the criteria
in selecting, citing, and synthesizing literature sources. In this next lesson, it will focus on types and characteristics
of qualitative research designed. This module discusses the topics that will help the learners to develop describe
qualitative research designs, sample, data collection, analysis and procedures.
In this module, you are expected to attain the following:
a.Chooses appropriate qualitative research design.
b.Describes sampling procedure and sample.
c.Plans data collection, data gathering instrument, and analysis procedures.
d.Presents written research methodology

PRE-TEST
Choose the letter that corresponds to the best answer.
1. Bias is the leading factor in choosing respondents. What is the best sampling method to minimize bias?
A. Random sampling C. Stratified sampling
B. Systematic sampling D. None of the above
2. Researchers who focus on the study of culture take which type of qualitative research?
A. Case study B. Ethnography C. Grounded Theory D. Phenomenology
3. Researchers study just one individual, classroom, school, or program. What type of research is used?
A. Case study B. Ethnography C. Grounded Theory D. Phenomenology
4. Researchers who study various reactions to or perceptions of a particular phenomenon take which type
of qualitative research?
A. Case study B. Grounded C. Historical D. Phenomenology
5. Which is NOT included in the three things which must be clear to the researcher in doing their sampling
procedures?
A. How many data you will get C. How s/he will get participants
B. How much data s/he needs D. How s/he will select the sample
6. What type of research is applicable to this topic “Telephones from the Nuclear Era to the Digital Age”?
A. Case study B. Ethnography C. Historical D. Phenomenology
7. When a researcher aims to investigate the life and experiences of an alcoholic, a drug dependent or a
successful entrepreneur, which will he most likely choose as a qualitative research design?
A. biographical/Autobiographical C. Ethnography
B. Case Study D. Grounded Theory

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8. You would like to study the way of life of Mangyans, their folkways and mores. You will most likely use
what?
A. Case study B. Ethnography C. Grounded Theory D. Historical study
9. A school chooses 3 randomly selected athletes from each of its sports teams to participate in a survey
about athletics at the school. What data collection should you use?
A. Cluster B. Simple random C. Stratified D. Systematic
10. The coach lines all the players up by position and then selects every 3rd player to create groups
A. Cluster B. Simple random C. Stratified D. Systematic
III. A. DISCUSSION OF CONCEPTS
Lesson 1: QUALITATIVE RESEARCH DESIGNS
Design is a word which means a plan or something that is conceptualized by the mind. As a result
of a mental activity characterized by unfixed formation of something but an extensive interconnection of
things, a design in the field of research serves as a blueprint or a skeletal framework of your research
study. It includes many related aspects of your research work. A choice of a research design requires you
to finalize your mind on the purpose, philosophical basis, and types of data of your research, including
your method of collecting, analyzing, interpreting, and presenting the data. It is a plan that directs your
mind to several stages of your research work (De Mey, 2013).
Types
This present lesson discusses qualitative research designs detailing both your plan and method or
technique on doing your research study.
1. Case Study
To do a research study based on this research design is to describe a person, a thing, or any creature
on Earth for the purpose of explaining the reasons behind the nature of its existence. Your aim here is to
determine why such creature (person, organization, thing, or event) acts, behaves, occurs, or exists in a
particular manner. Usually, a case study centers on an individual or single subject matter. Your methods of
collecting data for this qualitative research design are interview, observation and questionnaire. One
advantage of case study is its capacity to deal with a lot of factors to determine the unique characteristics
of the entity (Meng, 2012; Yin, 2012).

2. Ethnography
A qualitative research design called ethnography involves a study of a certain cultural group or
organization in which you, the researcher, to obtain knowledge about the characteristics, organizational
set-up, and relationships of the group members, must necessarily involve you in their group activities.
Since this design gives stress to the study of a group of people, in a way, this one special kind of a case
study. The only thing that makes it different from the latter is your participation as a researcher in the
activities of the group.
Ethnography requires your actual participation in the group members’ activities while a case study
treats you, the researcher, as an outsider whose role is just to observe the group. Realizing this qualitative
research design is living with the subjects in several months; hence, this is usually done by anthropologists
whose interests basically lie in cultural studies (Winn, 2014).

3. Historical Study
This qualitative research design tells you the right research method to determine the reasons for
changes or permanence of things in the physical world in a certain period (i.e., years, decades, or
centuries). What is referred to in the study as time of changes is not a time shorter than a year but a
period indicating a big number of years. Obviously, historical study differs from the other research designs
because of this one element that is peculiar to it, the scope. The scope or coverage of a historical study
refers to the number of years covered, the kind of events focused on, and the extent of new knowledge or
discoveries resulting from the historical study. A clue about the scope is usually reflected by the title of the
study such as the following examples:

A Five-Year Study of the Impact of the K-12 Curriculum on the Philippine Employment System
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 The Rise and Fall of the Twenty-Year Reign of the Former Philippine President, Ferdinand E.
Marcos
Filipino-Student Activism from the Spanish Era to the Contemporary Period Telephones from the
Nuclear Era to the Digital Age
The data collecting techniques for a study following a historical research design are biography or
autobiography reading, documentary analysis, and chronicling activities. This last technique, chronicling
activities, makes you interview people to trace series of events in the lives of people in a span of time.
However, one drawback of historical study, is the absence, or loss of complete and well-kept old that may
hinder the completion of the study.
4. Phenomenology
A phenomenon is something you experience on Earth as a person. It is a sensory experience that
makes you perceive or understand things that naturally occur in your life such as death, joy, friendship,
caregiving, defeat, victory, and the like. This qualitative research design makes you follow a research
method that will let you understand the ways of how people go through inevitable events in their lives.
You are prone to extending your time in listening to people’s recount of their significant experiences to be
able to get a clue or pattern of their techniques in coming to terms with the positive or negative results of
their life experiences.
Comparing these two qualitative research designs, phenomenology and ethnography, the first aims
at getting a thorough understanding of an individual’s life experiences for this same person’s realistic
dealings with hard facts of life while the second aims at defining, describing, or portraying a certain group
of people possessing unique cultural traits. Focusing on people’s meaning and making strategies in relation
to their life experiences, phenomenology as a qualitative research design finds itself relevant or useful to
people such as teachers, nurses, guidance counsellors, and the like, whose work entails giving physical and
emotional assistance or relief to people. Unstructured interview is what this research design directs you to
use in collecting data (Paris, 2014; Winn, 2014).

5. Grounded Theory
A research study adhering to a grounded theory research design aims at developing a theory to
increase your understanding of something in a psycho- social context. Such study enables you to develop
theories to explain sociologically and psychologically influenced phenomena for proper identification of a
certain educational process. Occurring in an inductive manner, a research study following a grounded
theory design takes place in an inductive manner, wherein one basic category of people’s action and
interactions gets related to a second category; to third category; and so on, until a new theory emerges
from the previous data (Gibson, 2014; Creswell, 2012).
A return to the previous data to validate a newly found theory is a zigzag sampling. Moving from
category to category; a study using a grounded theory design is done by a researcher wanting to know
how people fair up in a process- bound activity such as writing.
Collecting data based on this qualitative research design called grounded theory is through formal,
informal, or semi-structured interview, as well as analysis of written works, notes, phone calls, meeting
proceedings, and training sessions (Picardie, 2014).

LESSON 2: SAMPLING
In research, sampling is a word that refers to your method or process of selecting respondents or
people to answer questions meant to yield data for a research study. The chosen ones constitute the sample
through which you will derive facts and evidence to support the claims or conclusions propounded by your
research problem. The bigger group from where you choose the sample is called population, and sampling
frame is the term used to mean the list of the members of such population from where you will get the
sample (Paris, 2013).
The beginning of sampling could be traced back to the early political activities of the Americans in
1920 when Literary Digest did a pioneering survey about the American citizens’ favorite among the 1920
presidential candidates. This was the very first survey that served as the impetus for the discovery by

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academic researchers of other sampling strategies that they categorized into two classes: probability
sampling or unbiased sampling and non-probability sampling (Babbie, 2013).

Probability Sampling or Unbiased Sampling

Probability sampling involves all members listed in the sampling frame representing a certain
population focused on by your study. An equal chance of participation in the sampling or selection process
is given to every member listed in
the sampling frame. By means of this unbiased sampling, you are able to obtain a sample that is capable of
representing the population under study or of showing strong similarities in characteristics with the
members of the population.
A sampling error crops up if the selection does not take place in the way it is planned. Such sampling
error is manifested by strong dissimilarity between the sample and the ones listed in the sampling frame.
(P) How numerous the sampling errors depend on the size of the sample. The smaller the sample is, the
bigger the number of sampling errors. Thus, choose to have a bigger sample of respondents to avoid
sampling errors. However, deciding to increase the size of your sample is not so easy. There are these things
you have to mull over in finalizing about this such as expenses for questionnaires and interview trips,
interview schedules, and time for reading respondents’ answers.
The right sample size also depends on whether or not the group is heterogeneous or
homogeneous. The first group requires a bigger size; the second, a smaller one. For a study in the field of
social sciences requiring an in-depth investigation of something such as one involving the national
government, the right sample size ranges from 1,000 to 1,500 or up to 2,500. On the other hand,
hundreds, not thousands, of respondents suffice for a study about any local government unit.
Types of Probability Sampling
1. Simple Random Sampling
Simple random sampling is the best type of probability sampling through which you can choose
sample from a population. Using a pure-chance selection, you assure every member the same opportunity
to be in the sample. Here, the only basis of including or excluding a member is by chance or opportunity,
not by any occurrence accounted for by cause-effect relationships. Simple random sampling happens
through any of these two methods:
Have a list of all members of the population; write each name on a card, and choose cards
through a pure-chance selection.
Have a list of all members; give a number to member and then use randomized or unordered
numbers in selecting names from the list.

2. Systematic Sampling
For this kind of probability sampling, chance and system are the ones to determine who should
compose the sample. For instance, if you want to have a sample of 150, you may select a set of numbers
like 1 to 15, and out of a list of 1,500 students take every 15th name on the list until you complete the
total number of respondents to constitute your sample.

3. Cluster
This is a probability sampling that makes you include a set of persons instead of individual
members to serve as sample members. For example, if you want to have a sample of 120 out of 1,000
students, you can randomly select three sections
with 40 students each to constitute the sample.

4. Stratified Sampling
The group comprising the sample is chosen in a way that such group is liable to subdivision during
the data analysis stage. A study needing group-by-group analysis finds stratified sampling the right
probability sampling to use.

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Non-Probability Sampling
Non-probability sampling disregards random selection of subjects. The subjects are chosen based
on their availability or the purpose of the study, and in some cases, on the sole discretion of the
researchers. This is not a scientific way of selecting respondents. Neither does it offer a valid or an
objective way of detecting sampling errors (Edmond, 2012).

Types of Non-Probability Sampling

1. Quota Sampling
You resort to quota sampling when you think you know the characteristics of the target population
very well. In this case, you tend to choose sample members possessing or indicating the characteristics of
the target population. Using a quota or a specific set of persons whom you believe to have the
characteristics of the target population involved in the study is your way of showing that the sample you
have chosen closely represents the target population as regards such characteristics.

2. Voluntary Sampling
Since the subjects you expect to participate in the sample selection are the ones volunteering to
constitute the sample, there is no need for you to do any selection process.

3. Purposive or Judgmental Sampling

You choose people whom you are sure could correspond to the objectives of your study like
selecting those with rich experience or interest in your study.

4. Availability Sampling
The willingness of a person as your subject to interact with you counts a lot in this non-probability
sampling method. If during the data-collection time, you encounter people walking on school campus,
along the corridors, and along the park or employees lining up at an office, and these people show
willingness to respond to your questions, then you automatically consider them as your respondents.

5. Snowball Sampling
Similar to snow expanding widely or rolling rapidly, this sampling method does not give specific set
of samples. This is true for a study involving unspecified group of people. Dealing with varied groups of
people such as street children, mendicants, drug dependents, call center workers, informal settlers, street
vendors, and the like is possible in this kind of non-probability sampling. Free to obtain data from any
group just like snow freely expanding and accumulating at a certain place, you tend to increase the
number of people you want to form the sample of your study (Harding, 2013).

POS-TEST
Choose the letter that corresponds to the best answer.
1. A great degree of man’s emotionality surfaces in a research design called _______.
A. case study B. ethnography C. historical D. phenomenology
2. No research design means no research _________.
A. motivation B. title C. direction D. data
3. The coach lines all the players up by position and then selects every 3rd player
to create groups
A. Cluster B. Simple random C. Stratified D. Systematic
4. This cliché –When you are in Rome, do what Romans do –is true for __________.
A. case study C. phenomenology
B. historical study D. ethnography
5. The who, what, why, and how of your research study are determined by your research ____________.
A. data B. title C. question D. design
6. A researcher’s personal participation in people’s activities is necessary in ________.
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 A. case study B. ethnography C. historical D. phenomenology
7. Bias is the leading factor in choosing respondents. What is the best sampling? method to minimize
bias?
A. Random sampling C. Stratified sampling
B. Systematic sampling D. None of the above
8. Researchers who focus on the study of culture take which type of qualitative research?
A. Case study C. Grounded Theory
B. Ethnography D. Phenomenology
9. Researchers study just one individual, classroom, school or program. What type of research is used?
A. Case study C. Grounded Theory
B. Ethnography D. Phenomenology
10. Which is NOT included in the three things which must be clear to the researcher in doing their
sampling procedures?
A. How many data you will get C. How s/he will get participants
B. How much data s/he needs D. How s/he will select the sample

REFERENCES
Abdullah, S.N. (2018). Practical Research 1: Qualitative Research [PowerPoint slides]. Retrieved from
http://www.academia.edu./ppt Date retrieved; June 16, 2020

Baraceros, E.L. (2016). Practical Research 2. Quezon City: Rex Printing Company, Inc.

Melegrito, ML.F& Mendoza, D.J (2017). Applied Research. Quezon City. Phoenix Publishing House, Inc.

Practical Research 1. Teachers Guide. DepEd. 2016

ANSWER KEY

B 10. D

A 9. B

B 8. B

A 7. B

B 6. C

D 5. B

D 4. D

D 3. A

C 2. B

D 1. A

POST-TEST PRE-TEST

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 ROSALES NATIONAL HIGH SCHOOL
SENIOR DEPARTMENT
Don Antonio Village, Rosales, Pangasinan

INSTRUCTION: Detach and submit this Worksheet together with the activity sheets.

WORKSHEET
Name:
Subject: PRACTICAL RESEARCH I
Grade/Section:
Subj. Teacher: Week: QUARTER 4 (WEEK1-4)

SUMMATIVE ASSESSMENT
A.Directions: Determine whether the given sentence talks about probability sampling or not. Write P if the
sentence talks about probability sampling otherwise write NP.
__________1. Checking every 10th student in the list
__________2. Interviewing some persons you meet on the campus
__________3. Dividing 100 persons into groups
__________4. Choosing subjects behaving like the majority members of NPC Town
__________5. Choosing a group of subjects among several groups
__________6. Choosing subjects capable of helping you meet the aim of your study
__________7. Choosing sample by chance but through an organizational pattern
__________8. Letting all members in the population join the selection process
__________9. Having people willing to be chosen as respondents
__________10. Matching people’s traits with the population members traits.
B.Identify what type of qualitative research is described in each of the following sentence.
_______________1. The focus of this qualitative research is theory development.
_______________2. It is designed to focus on the commonality of a lived experience with a particular group.
_______________3. The purpose of this research is to reach insights or conclusions about past persons or
occurrences.
_______________4. It is the most familiar and applicable qualitative research which deals with the traditions and
cultures of an ethnic group.
_______________5. The context of the case involves situating the case within its natural setting, which may be
physical, social, historical and/or economic.
_______________6. It is primarily conducted to generate theory through relevant information from very reliable
sources.
_______________7. It aims to determine what an experience means for the persons who have had the
experience of living in a community which is the subject of the study.
_______________8. It is a method of examination of evidence in understanding the past events.
_______________9. It refers to the investigation of a culture through in-depth study of the members of
the society.
_______________10. Team Effectiveness in an Academic School Organization: A Multiple Case Study
III. REFLECTIVE ASSESSMENT
1. What concepts or skills did you learn well?

2. What concepts or skills was difficult to understand?

3. What activities did you enjoy the most?

4. What activity was hard to execute?

5. Did you ask help from your teacher? (Yes or No).

If Yes, did you immediately receive the needed assistance?
Was the given assistance helpful for you to understand better the lesson?

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