12

11
Inquiries,
Investigations &
Immersion
Quarter 4 – Module 6
Finding Answers to Research
Questions (Qualitative)
Inquiries, Investigations and Immersion – Grade 12
Quarter 4 - Module 6: Finding Answers to Research Questions (Qualitative)
First Edition, 2021

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Inquiries,
Investigations and
Immersion
Quarter 4 – Module 6
Finding Answers to Research
Questions (Qualitative)
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to
understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if
you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 Let Us Learn!

After going through this module, you are expected to:

1. Forms logical conclusions, makes recommendations based on

conclusions, and writes clear report

By the end of the module, the learners are expected to:

• Identify the different methods of collecting and analyzing data in

qualitative research;
• Develop a coding theme and interpret data; and
• Explain the importance of qualitative methods of data collection
and analysis.

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 Let Us Try!

Choose the best answer. Write your answer on a separate sheet of

paper.

1. Which method of data analyses used to analyze documented

information in the form of texts, media, or even physical items
characteristics?
a. Content c. Narrative
b. Grounded Theory d. Thematic
2. Which statement pertains to thematic analysis of data
a. It involves looking at each case narratively
b. It is used in conjunction with other methods
c. It shows the main themes that summarizes all the views collected
d. It enables one to focus on human behavior in an indirect way by
analyzing their communication
3. It is a conversation between two or more people (the interviewer and the
interviewee) where questions are asked by the interviewer to obtain
information from the interviewee following a structured guidelines or
pointers.
a. Individual interview c. Questionnaires
b. Observation d. Vlog
4. Which of the following best describes qualitative data analysis?
a. It is an awkward, haphazard process
b. It begins after all data has been collected
c. It builds from abstraction to specific, concrete examples
d. It is ongoing, cyclic process integrated into all phases of research
5. Which of the following is not included in qualitative data preparation
and analysis?
a. Getting familiar with the data
b. Revisiting research objectives
c. Identifying patterns and connection
d. Describing relationship between two variables
6. It refers to using qualitative data to explain why a certain phenomenon
happened by studying a variety of similar cases in different setting and
using the data to derive causal explanations.
a. Content analysis c. Grounded theory
b. Discourse analysis d. Framework Analysis
7. It is used to analyze content from various sources, such as interviews
of respondents, observations from the field, or surveys. It focuses on
using the stories and experiences shared by people o answer the
research questions
a. Content b. Grounded Theory

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 c. Narrative d. Thematic
8. It is a step in qualitative analysis of data which simply means
converting all the data into a text format by either reporting the data
into a spreadsheet or manually typing in the data or choose from any
of the computers assisted qualitative data analysis tools.
a. Arranging data
b. Coding data
c. Validating data
d. Setting a code to the data collected
9. Which of the following is not included in the main stages of thematic
analysis?
a. Coding the data
b. Summarize data
c. Identify themes
d. Develop a coding scheme
10. Which of the following does NOT describe qualitative data
interpretation?
a. It must also be remembered that interpretation does not
necessarily depends on the point of view of the researcher.
b. Interpretation of findings is making sense of the data collected,
and an act to identify the lessons learned from the study.
c. Interpretation of qualitative findings is a process of
intellectualizing beyond the emerging themes to broader
perspectives of the data.
d. In interpreting results, it is helpful to group similar responses
into categories then identify usual patterns to derive meanings
from what may seem unrelated and wordy responses.
11. Which of the following does NOT describe a qualitative data?
a. It uses statistical data
b. Mostly non-numerical data like texts
c. An exploratory way of finding the explanation of “how” and why
of a certain event or phenomenon
d. Collected through methods of observations, one-to-one interview,
conducting focus groups and similar methods.
12. What step should not be followed in data interpretation?
a. Think beyond the data
b. Consider the data from various perspectives
c. Disregard outlying data or data that seems to be exception
d. Make visible the assumptions and beliefs that influence your
interpretation
13. These are series of questions and other prompts for the purpose of
gathering information from respondents.
a. Questionnaires b. Blog

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 c. Interview d. Survey
For questions 14 to 15, refer to the Table of Responses of Grade 11 students
from XYZ National High School when asked about their General
Mathematics subject.

Question Response Theme

“Medyo lisod ang uban exercises kay wala man
gud lain textbook. Kami pa mangita ug laing
resources.” LEARNING
“I find some exercises a little harder because we RESOURCES
don’t have other reference books.”
Kamusta “Pwede man ma search online ang mga topic
man ang pero wala free internet sa school.”
inyong “We can research online but we don’t have internet
General connectivity.”
Mathematics “Wala mi libro sa balay para makareview.”
“We don’t have books which I can use to review.”
nga subject?
“Gusto ko magpatutor kang Mam pero maulaw
Translation: ko mangutana sa klase.”
“I want to be tutored by our teacher but I’m too shy
How do you
to ask a question.” STUDENT’S
find your
“Unta maghatag si Mam ug kopya sa iyang PREFERENCES
General
powerpoint.”
Mathematics
“I hope our teacher provided us a copy of the
subject? powerpoint used in class.”
“Naa untay online tutorial.”
“I hope they provided us with online tutorials.”
“Kay ga trabaho man ko, gamay ra akong time
mag review sa balay.”
“I have no extra time to review at home because of
work.” SITUATIONS
“Dugay nako nakaundang mao medyo lisod na THAT HAMPER
makasabot.” STUDENTS TO
“I find it hard to understand the lessons because it’s ACHIEVE
been a while since I stopped schooling.” LEARNING
“Kulang ra gyud ang isa ka adlaw nga
discussion sa kadaghan sa module.”
“A day won’t be enough to discuss the lessons given
that we have plenty of modules to cover.”

14. Which of the following statements does NOT belong to the theme
LEARNING RESOURCES?
a. “I find some exercises a little harder because we don’t have other
reference books.”
b. “We can research online but we don’t have internet connectivity.”
c. “We don’t have books which I can use to review.”
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 d. “A day won’t be enough to discuss the lessons given that we have
plenty of modules to cover.”
15. Which of the following is not among the theme of the responses of
Grade 11 student from XYZ High School when asked about their
General Mathematics subject?
a. Learning Resources
b. Students Preferences to Achieve Learning
c. General Mathematics
d. Situations that Hamper Students to Achieve Learning

Let Us Study

A. METHODS OF COLLECTING DATA

A research following a qualitative approach is exploratory way of finding
the explanation of “how” and “why” of a certain event or phenomenon.
Qualitative data is using mostly non-numerical data like texts, videos,
and people written or spoken words. We can gather data from simple
interviews, transcripts, documents, blogs, observations, survey, and
focused group discussion using a specific structure or unstructured
guides.

The following are the methods of data collection in qualitative research:

A. Observation Research

Observation is a preferred tool for collecting data where the use of

interviews and questionnaires are not possible, such as when the
study participant are very young children and those with disabilities.

When using the observation method, you use your senses to observe
and study people in their natural settings. It involves observing
behavior and recording the results of your observations using the
following systematic guidelines:

1. Observations should be certain and carefully planned. Pre-

planned research questions serve as guide throughout the
process.
2. An observation checklist should be prepared prior to the
observation process. This shall be used for recording
observations. A video recording may also be used when observing
behavioral data that you want to measure or collect.
3. Both qualitative and quantitative research methods may be used
for data analysis.

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B. Interview
An interview is a personal conversation between two or more people
which constitute the target population for the purpose of collecting
information for a research project. Interviews are used to explore the
opinions, beliefs, viewpoints, thoughts, experiences, and judgements
about something. The interview method is preferred by researchers
on qualitative research projects due to its high response rate, longer
time and opportunity to view behaviors and listen to personal views
and perceptions about a research topic of interest.

a. Forms of Interview

Interviews may take the following forms:

1. Structured Interview
In is a structured interview, the researcher uses an
interview schedule. This is a set of prepared questions
that are asked from one respondent to another. The
interviewer cannot change the wordings of the
questions nor rephrase the original question.

2. Semi-structured interview
The interviewer has a pre-determined set of questions
or schedule but as a researcher you can explore other
information. The respondent is free to answer the
questions. This needs longer time to conduct allowing
the respondent to discuss experiences or perspectives
on a particular topic. Additional questions are asked
by the interviewer for additional information needed.

3. Unstructured interview
This is a very informal form of interview. An interview
schedule is not necessary. The researcher usually
uses open-ended questions, giving him the
opportunity to ask questions for clarification and
deeper understanding. This type of interview is time
consuming and you have to employ a different type of
data analysis.

b. Interviewing Individuals for a Qualitative Research

When interviewing an individual to obtain detailed information

or perceptions about a program or issue, it is usually referred
to as in-depth interview. In-depth interviews are used if
respondents are not comfortable discussing in a group.

The following is a simple checklist or guide in conducting in-

depth interviews.

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 1. Planning Stage
• Identifying the participants in the study first by
groups. You may use purposive sampling. Then,
you may identify the individuals within the
formed group.
• Have a listing of the respondents to be
interviewed.

2. Development of Instrument
• Develop the interview guide
• List the questions to be asked during the
interviewer
• An ideal number of not more than 15 questions
may guide you in the interview. However, further
questions may be asked for in-depth probing of
issues which may pop out during the interview
process.

c. Interviewing Groups of People for Research (Focus Group

Discussion)

Focus groups are used when your research interest in on the

cultural norms of a group of people. You will be able to
generate views, perceptions, practices, and beliefs on issues
unique to the cultural groups or subgroups presented.

When interviewing groups of people called focus group, you

may use the following guide:
1. Employ purposive sampling in choosing the group of
respondents.
2. Invite the group of respondents in advance.
3. Send the information sheet and consent form to the
respondents.
4. Set the time and venue of the interview.
5. Set up the technical support like video recording, camera,
projector, etc.
6. Provide refreshments for the participants and offer them
traveling expenses, if needed.
7. Provide the proper orientation about the interview to the
participants.
8. Explain the objective or purpose of the research study and
the interview process.
9. Develop and use the interview guide with open-ended
questions.
10. In focus group interviews, you may ask further questions,
clarify issues or unclear responses.

d. Sample Interview Questions

1. Questions may be open-ended

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 “Please describe your thoughts about Alternative
Learning System (ALS)”

As an ALS student,
• What activities do you perform inside the
classroom?
• What activities do you perform outside the
classroom?
• How will you describe your activities inside the
classroom?
• How will you describe your activities outside the
classroom?
• Describe the quality of the modules and other
materials you are using.
• Describe the strategic being used by your
teachers to help you succeed in your studies.

2. You may use probing questions for further

clarification. Here are some examples of probing
questions:
• Please elaborate the issue on low quality
modules.
• Please explain further your thoughts.
• Please give examples.
• What else can you say about the program?
• Please tell me more about your experiences in
community outreach.
• How did you feel when you won the contest?
• What other health services are available in your
municipal hospital?

C. Document Review

This method of data collection includes deriving relevant information

from existing documents such as annual reports, proceedings of
seminars, statistical data, bulletins, newspapers, manuscripts,
brochures, pamphlets, proposals, data files, and various public
records. The documents may be produced by government and
private agencies, schools, NGO’s, ministries, and other
organizations.

The document review process gives you the systematic procedure for
obtaining useful and relevant information from the documents you
will review. Document review can be used as a stand-alone method
or a complement to other research methods.

Currently in the advent of ICT, electronic (computer-based and

internet-transmitted) materials can be used as documents for

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qualitative research. Even radio and television program scripts can
also provide documentary materials for research purposes.

a. Documents Review as a Qualitative Research Method

The rationale for document analysis lies in its role to
supplement other methods of collecting data in qualitative
research methods. Research studies that are used mixed
research methods, combining quantitative and qualitative
research techniques, sometimes include document analysis.

Some examples of research studies that utilize document

analysis in combination with other methods are the following:

1. Evaluation of Public and Private Partnerships in

Education
This could be done using surveys, interviews, and
review of documents like memoranda, circulars on
government-assisted projects in schools like fire
drills, earthquake drills, community libraries, etc.

2. Impact of Leadership Training on Leadership

Development of SHS Student Leaders
Questionnaire combined with interviews and
document analysis could be used for this study.

3. Support Roles of Teachers and Students in the School

Improvement Plan
The document reviews can be designed to identify the
important support roles of both teachers and
students in the school improvement program, based
on programs held, annual reports, newsletters, and
proceedings of programs and activities.

4. Ethnographic Study of Beliefs, Culture, and Practices

of Indigenous Peoples of Mindoro
The Mangyan Heritage Center welcomes researchers
to its library/archive which contains a
comprehensive collection of documents of the
Mangyans. Document review is the best method of
data collection for this type of research.

5. Historical Study of the Town of Cainta, Rizal

Document analysis of existing data files, coffee table
books, and interviews with key informants can be
utilized for this type of research.

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 D. Audio-Visual Data and Materials
These are sounds and images such as videotapes and films that
researchers collect to assist in understanding the research problem
at hand.

Visuals are very popular with the new generation, brought about
using mobile phones with camera and engagement in social
networking. You can do an authentic documentation of actual
situations, practices, evidences, reactions, and interactions, like
group or individual interviews.

The benefits of using audio-visual materials are the following:

1. It’s a cheaper and quicker way to gather data.
2. Actual situations recorded are novel and authentic.
3. The images could be transferred and stored in many ways.
4. The tool is easier to use.
5. Research findings could be presented easily through a visual
presentation.
6. With the advent of ICT and social networking, recording videos is
becoming a popular tool in collecting data in research.

B. ANALYZING THE MEANING OF QUALITATIVE DATA

Once you have carefully planned and conducted your research, you
need to consider how to analyze and present your collected data to
a variety of audiences.

Here are the steps and guidelines for you to follow throughout the
qualitative analysis procedure:

1. Process and record the raw data immediately, while doing the
data collection process.
2. Start analyzing as the data is being collected. You should begin
reviewing the data and start processing them by classifying and
coding the pieces of data, as well as grouping them by themes
and patterns.
3. Data Reduction. You reduce or transform your raw data by
identifying or focusing only on those data that are meaningful
and relevant to your research study.
4. Identify Relevant Themes and Patterns. This is the focus in
qualitative data analysis. You group the raw data into meaningful
themes or patterns. The type of analysis is dependent on the
research question you posed before the collection of data. Once
the themes or patterns are grouped, you can analyze the meaning
by connecting them back to the research questions.

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 5. Reporting the Data. In this step, you arrange or organize the data
and decide on the format you will use to display the data. You
may use diagrams, tables, matrix, graphs, or textual
presentation. You should be able to identify patterns,
comparisons, or relationships within groups and across groups.
6. Interpreting Findings and Drawing Conclusions
To draw reasonable conclusions, Krathwohl (1998) recommended
the following procedures:
• Interpret your findings.
• Determine how your findings help answer the research
questions.
• Identify the implications of your study in terms of practice
and policy.

C. IDENTIFYING MEANINGFUL PATTERNS AND THEMES

The identification of meaningful patterns and themes is the core of qualitative

data analysis.

There are two primary ways of doing the analysis, namely,

• Content analysis
• Thematic analysis

A. Content Analysis
This technique could be used when qualitative data has been collected
through interviews, focus groups, observations, and documentary
analyses.

This procedure is used to categorize oral or spoken words, or a person’s

conduct or behavior, sorting, grouping, codification, and tabulation.

Content analysis may be done on two levels:

1. First is the basic level, a descriptive discussion of what the
data is. It simply specifies what was said and no further
explanation or comments on how and why is was said should
be done.
2. Second is the higher level, a more interpretative analysis that
combines the specific responses, as well as what may have
been inferred or implied from the data. Interpretation involves
what the data means.
Content analysis also involves coding and classifying of the data, also
referred to as categorizing and coding or indexing. The aim of content
analysis is to make sense of data and to make inferences about the
messages or findings.

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 Steps of Content Analysis
Content analysis does not measure or quantify data. It is a research
method for subjective interpretation of the content of text data through
the systematic classification process of coding and identifying themes
and patterns.

1. Prepare your data.

You transcribe your data from the beginning of the data collection
process. This will save time during the analysis of the data.
2. Determine the unit of analysis.
You classify the contents into units or themes. They are textual, a
word, phrase, or sentence. Each unit or theme should be related
with each other. You also base the units/themes on the research
objectives.
3. Develop the categories and coding system.
You develop the categories or types of behavior or attitudes.
Compare the categories and put together across the categories
formed.
4. Pre-test the coding system.
You select a sample and pre-test the coding system to determine
consistency.
5. Code all the textual data.
You apply the coding system to all the data. This could either be
done manually or with the use of a software. The work is usually not
done automatically by the software, nut it is controlled by the
researcher.
6. Check the validity and reliability of the data.
You must be sure that your keep accurate and detailed field notes.
You may show the field notes to an outside researcher, either a
research colleague, a judge, a panel, or independent fellow
researcher or other experts in the field.
7. Draw inferences.
The inferences should be based on the coding system. You must
explain based on the categories and determine relationships and
patterns.
8. Present the results.
The results should be supported by secondary data. You may use
tables, graphs, matrices, and diagrams for a better presentation of
results and analysis.

B. Thematic Analysis
This is a form of pattern recognition within the data. It provides a simple
interpretation and concise description of themes and patterns in the
data set. The general procedure involves a careful review of the raw
data. You identify the themes after coding and categorizing the data.

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Steps in Thematic Analysis
The most widely used steps for conducting thematic analysis was
provided by Braun and Clarke (2006): a six-step process of
conducting thematic analysis.

Develop a Coding Scheme

Initial themes can be collected to develop a coding scheme. This
includes the enumerated themes and the codes applicable to the
data. Each broad code has a few subcodes. It is recommended to
use a coding scheme as soon as initial data have been gathered.

Coding the Data

The next step is applying these codes to the whole data set. This
can be done on either the margins of the transcripts or the
statements in line. In ideal settings, the whole data set should be
coded to ensure honest and exhaustive analysis.

There are six basic steps in coding data:

a. Get an idea of the entire set.
After reading the transcriptions carefully, write down some
ideas as they arise in the margins and transcription.
b. Select one interesting document.
Choose the shortest and perhaps the most interesting
transcript, reread it, and ask questions, “What is the
respondent talking about?” Discern the underlying meaning
and jot down in the margins of the transcript.
c. Start the document coding process.
Divide the transcript into segments, put brackets in each of
the segments, and give specific code to each phrase or word
that exactly explains or describes the meaning of the text
segment.
d. List all the code words.
After coding the whole text, look for redundant codes by
grouping the similar ones. Through this process, the list of
codes can be reduced into a more manageable number. It is
recommended to limit the number of codes from the start of
the process, so that it is easier to manage the reduction of code
number.
e. Review the list against the data.
Apply this preliminary organizing process to the same
transcripts and find out if the new codes appear.
f. Categorize the codes for emerging themes or descriptions of
the subject or setting.
Themes or categories are the same codes combined to identify
major ideas in the data. Identify five to seven categories

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 representing the most discussed responses of the subjects.
These few themes will enable the researcher to write an in-
depth information about a few themes, rather than a broad
description about many themes.

Developing a Coding Theme

Using the questions in your research data, use the following steps
in developing a coding theme. Use the “How to Analyze Data and
Use Codes or Categories” steps (Taylor-Powell and Renner, 2003).

1. Get to know your data.

Read your data very well and have a good grasp of the meaning
that each statement tries to convey. Open coding, the initial
coding, is the process of examining data and finding themes
that are apparent (Strauss and Corbin, 1990).
2. Focus on the analysis.
Your participants might be giving pieces of information that
are not related or significant to your present study. Be sure to
identify and disregard them.
3. Review the purpose and go back to the research question.
Always go back to the purpose of your study and your research
questions. They will guide and help you identify what is
important and they are your main guides in analyzing your
data.
4. Identify themes or patterns.
Use codes or labels, such as the one in the example given,
during this process. Basically, we use labels or highlighter to
identify themes or patterns. Your thorough understanding of
your data will facilitate this process.
5. Ask team to analyze.
You can ask another person (your teammates) to reanalyze the
data to make sure nothing is missed during the open coding.
6. Organize themes into categories: preset or emergent
Once codes have been identified, you can now organize them
in tabular form.
7. Identify patterns within and among categories
This is when you categorize patterns and themes that you
have identified in your data. This is the final step. You can
further streamline your categories by looking at those that you
think could be combined to form just one category. Go back
to your research questions. Those themes and patterns that
you have identified are the answers to your research
questions.
Here is an example of a transcribed result of an interview conducted in
Bulua National High School to displaced learners during the Marawi

11
siege. They were able to come up with varied theme depending on the
questions asked. This is a result based on one on one interview.

INFORMANT 1
VERBATIM TRANSLATION THEME
I: Paano ka nakarecover I: How did you recover Recovered
sa nangyari sa Marawi? after the siege?

P: Para sa akin, P: For me, I have

nakarecover rako sa recovered from what
nangyari sa Marawi. happened in Marawi ever
Magmula nung tumira since we started to live in
kami dito sa Auntie ko, my aunties because we
mas napalapit kami sa became closer and we
isa’t isa at nasanay din started to get used to the
ako sa pamumuhay dito. way of living here.
I: May nagbago ba sa I: Is there any changes in Separation
pamilya ninyo magmula your family ever since
nung nangyari yun? that happened?

P: Oo, kasi nagkahiwa- P: Yes, my family got

hiwalay kaming pamilya separated because of
nang dahil doon. what happened.
I: Na apektuhan ba ang I: Did it affect the cultural Getting
cuture ng mga Maranao? practice of the influenced by
Maranaos? Christian
culture
P: Oo, kasi unti-unti
nang nagagaya ng mga P: Yes, because the
Maranao yung Gawain ng Maranaos are starting to
mga Christian tulad ng adopt the things that
pakikipagrelasyon at Christians do like getting
hindi na rin pagsuot ng in a relationship and not
kumbong. weiring a veil.
I: Para sayo, may I: Is there changes in Strong faith
nagbago ba? you?

P: Para sa akin hindi. P: For me, no. Because

Kasi mas lumakas yung my faith in God became
pananampalataya ko sa even stronger.
panginoon.

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 INFORMANT 1
VERBATIM TRANSLATION THEME
I: Anong natutunan mo I: What have you learned Not neglecting
matapos ang nangyari? after what happened? the cultural
practices

P: Yung natutunan ko ay, P: I have learned that,

kahit nasa Christian area even though you’re in a
ka, wag mo dapat non-muslim area, you
kalimutan ang relihhiyon shouldn’t neglect the
mo at ang mga practice practice of your religion.
niyo sa relihiyon?
I: Paano mo I: How would you help Offer them a
matutulungan yang mga those people who are job
katulad mong nakaranas experienced the same?
ng hirap?

P: Gusto kong tulungan P: I want to help them

sila sa pamamaraan
find a job so that they can
natutulungan silang
start their life over again.
maghanap ng trabaho
para makapagsimula ulit
sa pamumuhay nila.

D. DISCUSSION OF RESEARCH FINDINGS

The discussion of your research findings should not only tackle the
summary of the results you have found but it should also depict novelty
or original thinking.

Discussion of the research findings should be well-organized and broad in

scope as you relate these findings to pertinent literature.

This discussion should give you the following opportunities:

1. The opportunity to highlight and discuss how the findings of your
study have reinforced what has already been done by other
student researchers in the same area. Clear links should be
established to the literature you have reviewed for the research
project.
2. The opportunity to study carefully how your study reflects or
differs from existing knowledge of the area where you have chosen
to conduct your research. You can compare your findings with
the results of other studies in the same field. You identify the
differences and similarities between your findings and the
existing works and findings of other students. You make an

13
 outline of the comparison and explain fully the analysis of the
results.
3. The opportunity to discuss the contribution of the findings of your
study to the body of existing literature and knowledge. You can
explain how your research findings extend further with current
happenings to the research area. In so doing, you are justifying
the contribution of your work to the field.
4. The opportunity to explain why you thought it necessary to
embark on the research you have done. You must identify the
gaps in current works of other researchers about the topic of
interest which will justify the need for your research.

Data Analysis and Interpretation Tips

The following are some tips in analyzing and interpreting
qualitative data that can be helpful to beginning researchers:
a. Consider the data from various perspectives. What ever the
research may be or whatever data have been collected, it is
always best to ask what that data mean for readers.
b. Think beyond the data. Make the most out of the data, neither
too much nor too little. Ensure that the connection between
or among the data sets and their interpretation are clear.
Anchor all data interpretations on the research objectives.
c. Make visible personal assumptions and beliefs or models that
influence the interpretation, representing personal views of
the world. These models are usually not carefully analyzed
and might be below the level of understanding. If left
unexamined, the assumptions and beliefs might lead to wrong
interpretations. Think and reason carefully. Individual or
collective listing of assumptions about inquiry can be done.
d. In some cases, outlying data or data that is different from
others may be encountered and regarded accordingly.
Consider incorporating them in the analysis and
interpretation of data.
e. Watch out for some data that may come in surprise,
contradictory, or puzzling, because they usually lead to useful
insights. They must also be given attention for an holistic
interpretation of data.

Let Us Practice

Extracted from an unpublished research paper conducted by Ms.

Cristy G. Dablo of the Division of Misamis Oriental are the narrated
experiences of teenagers realizing the inevitable pregnancy. The
research is entitled, “Teenage Pregnancy and its Interventions:
Minimizing Future Risks Among High School Students”.

14
There were three central themes which emerged based on the
interviews with the five (5) respondents’ experiences that cherished
relationships as substantial and tough acquisition of love
(C.R.Y.S.T.A.L.) in the acceptance of being pregnant at an early age
towards successful adjustment.

The three central themes are the following: 1) life’s turning point: a
baby bump, 2) role changing: new set of responsibilities. And 3) glint
of hope: a blessing in disguise. Choose which theme best fit each
table.

Table 1. Experiences Knowing that you are Pregnant

Theme: ________________________________________________________
R1 “Kanang nahadlok ko kay basin dili ko panagutan sa akong
uyab, pero mas nahadlok ko nga basin dili madawat sa akong
ginikanan samot na nga dili sila ganahan sa akong uyab.”
{I’m afraid that my boyfriend won’t carry the responsibility, but I
am more afraid of my parents not accepting me for they don’t like
my boyfriend.}
R2 “Nahadlok ko gayon ga to the point nga nagplano ko nga
ipalaglag ang bata nga naa sa ako tiyan tungod kay wala nay
ginikanan na akong maduolan sa akong pagburos og nagplano
pod ko maghikod nalang.”
{My fear reached the point where I planned to abort the baby
because I don’t have parents to turn to. With that, I planned to
commit suicide.}
R3 “Kada gabii komag hilak kay gahuna-huna kung unsaon nako
pagsulbad ani nga problema. Gusto nako ipalaglag ang bata
kay dili ko ready nga mahimong inahan.”
{I cried every night while thinking on how to solve the problem. I
wanted to abort the child since I am not ready to become a
mother.}
R4 “Pagkabalo nako na buros mura kog na down ug ayo tungod
kay ga overthink kog ayo sa mga possible nga mahitabo og wala
pod ko kabalo unsa akong buhaton. Mas samot ko nahadlok
unsaon pag atubang sa problema ng ana buros ko sa sayo nga
pang-edad.”
{As soon as}
R5 “Nahadlok ko… kay maulawan akong pamilya. Naghunahuna
ko nga dili ipadayun ang akong gidala. Ug siguro magpalayu
nalang, mu undang ug eskwela. Nawad-an kog paglaum sa
akong kinabuhi tungod ani nga bata.”
{I’m afraid… because I put shame on my family. I thought of
aborting my baby inside my tummy. I want to stay away from
them, I want to stop schooling. I lost hope in my life because of
the baby.}

15
Choose which theme that best fit Table 2.

1) Life’s turning point: a baby bump, 2) role changing: new set of

responsibilities, and 3) glint of hope: a blessing in disguise.

Table 2. Adopting your life knowing that you are pregnant

Theme: ________________________________________________________
R1 “Dako gayod kayo ang kabag-ohan labi na maglaag kay buntis
baya sige ra katulgon ang tapulan na maglakawlakaw, na ana
laing obligasyon ang baby sa tyan.”
{Many changes happened especially on going outside because
I’m pregnant. I’m always sleepy and lazy to go outside since I’m
obligated to look after the kid inside my womb.}
R2 “Nag attempt ko paglag sa bata kay naglibog ko unsaon ni but
friend nag ingon na ayaw kay bunga na sa inyong love and a
blessing kay dili tanan makaanak.”
{I attempted to abort the baby because I was confused on
handling this. However, a friend of mine stopped from doing by
reasoning out to me that the baby is the product of our love and
not all people are capable of bearing a child.}
R3 “Dili ko gusto na ilang huna-hunaon na desperado na kayo ko
nga babae so I tried to abort na nga sa akoa na part nga wala
koy parents living alone ug naa pa ning bata. Nah! I am not
ready na mahimong mama. Huhu. Pwede maghikog?”
{I don’t want them to think that I’m desperate, so I tried abortion.
For in my part, I live alone and have no parents. With this
additional burden of naaah. I am not ready to become a mom
huhuhu. Can I commit suicide?}
R4 “Naglisod gyud ko ug adjust tungod sa akong sitwasyon karon
halos kada gabii maghilak pero gikaya nako nga ginbugaton sa
problem ani tungod gadala ko kinabuhi nga naa sa akong tyan.
Ginamotivate nako ang mga kaugalingon nga kaya nako ni
malampasan ang tanan.”
{I have difficulty adjusting because of my situation right now. I
cried every night. I try to bear the weight of the problem because
I’m carrying a life inside my tummy. I motivated myself to
overcome this.}
R5 “Karon naglisod gyud ko labi na nga nagbulag mi sa akong
partner in crime, unsaon nako pagpadako sa umalabot nga
bata, labi na walay financial support from the said partner plus
nieskwela pa ko ug dili sapat ang financial na gihatag sa akong
ginikanan.”
{I am struggling since we just broke up with my partner in crime.
How am I going to raise my child especially I receive no financial
support from my partner? Also, I’m still a student and the
financial support my parents provided isn’t enough.}

16
Choose which theme that best fit Table 3.

1) Life’s turning point: a baby bump, 2) role changing: new set of

responsibilities, and 3) glint of hope: a blessing in disguise.

Table 3. The present condition

Theme: ________________________________________________________
R1 “Karon kay ok na kayo ko. Naa akong pamilya nga nagasupport
og gaalaga sa akoa.”

{I feel better this time. I have family who supports and take care
of me.}
R2 “Karon na feel nako ang support sa akong pamilya. Ila kong
gialagaan. Kay unsaon pa man daw nila og kasuko kung
naana. Karon usaon pa man daw nilla og kasuko kung naana.
Karon ginatabangan ko nila mama kon unsaon maanak na
baby.”

{I can now feel the support coming from my family. They took
care of me. How can they be mad when the baby is here? My
mom teaches me how to look after the kid when it arrives.}
R3 “Nagbasol ko? Oo kay ayha ra nako narealize nga sayop tong
akong gihimo nga humana. Nasoko ko sa akong kaugalingon
kay nagpaapekto ko.”

{Did I blame myself? Yes, because I only realized my fault after

the deed is done. I am mad at myself because I allowed myself
to be affected by it.}
R4 “Karon kay kontento nako sa akong kinabuhi kay naa sila
mama para sa akoa. Naa akong supportive na mga amigo.”

{I am contented with my life right now because I have my

parents and my friends are supportive of me.}
R5 “Karon kay maingon nako ga dili pa gyud ko stable financially
kay wala gasustento akong uyab og parents, pero
gapaningakamot ko para healthy si baby paggawas.”

{For now, I can say that I’m not yet financially stable because
my boyfriend and parents doesn’t provided sustenance.
However, I work hard so my baby will be delivered healthy.}

Let Us Practice More

Complete the table. Think of possible preset

codes/categories/themes for the given questions.

17
 Area of Focus Codes/Categories/Themes
1. What is the consumers and
vendors perception on the NO
PLASTIC POLICY in Cagayan de
Oro City?
2. What is the response of chain
smokers on the No Smoking
Ordinance in the Province?
3. How do you deal with bullies?
4. How effective is the Policy on
Wearing School Uniform?
5. What is the most common reason
for students who enrolled in the
Open High School?

Let Us Remember

Fill in the blank with the correct word or phrase to complete each sentence.

1. ________________ are used when your research interest in on the

cultural norms of a group of people.
2. ________________ provides a simple interpretation and concise
description of themes and patterns in the data set.
3. ____________ is a preferred tool for collecting data where the use of
interviews and questionnaires are not possible.
4. ________________ or data that is different from others may be
encountered and regarded accordingly.
5. _____________________ needs longer time to conduct allowing the
respondent to discuss experiences or perspectives on a particular
topic.
6. We use __________ or highlighter to identify themes or patterns.
7. An ____________ is a personal conversation between two or more
people which constitute the target population for the purpose of
collecting information for a research project.
8. _________________ also involves coding and classifying of the data, also
referred to as categorizing and coding or indexing.
9. _________________ can be used as a stand-alone method or a
complement to other research methods.
10. _________________ are used if respondents are not comfortable
discussing in a group.

18
 Let Us Assess

Choose the best answer. Write your answer on a separate sheet of paper.
1. If a researcher works at a cafeteria and observed the waiters, this is
an example of:
a. Observation c. Focus Group
b. Interview d. Document Review
2. Qualitative research involves looking at _______ data:
a. Numerical data c. Categorical data
b. Non-numerical data d. Statistical data
3. Document reviews as a method of data collection can make use of the
following:
a. Written report c. Minutes of meetings
b. Oral presentations d. All of the above
4. Which of the following data collection techniques is not applicable for
qualitative research?
a. Interviews c. Observations
b. Questionnaire d. Focus groups
5. Which of the following is not true?
a. Content analysis is concerned with frequencies while thematic
analysis is concerned with inferences and explanations
b. Both content analysis and thematic analysis are concerned with
themes and patterns
c. Content analysis is used for both qualitative and quantitative
research
d. Thematic analysis is easier to use than content analysis
6. Which of the following best describes qualitative data analysis?
a. It is an awkward haphazard process.
b. It begins after all data has been collected.
c. It builds from abstraction to specific concrete examples.
d. It is ongoing cyclic process integrated into all phases of
research.
7. Which statement pertains to thematic analysis of data
a. It involves looking at each case narratively.
b. It is used in conjunction with other methods.
c. It shows the main themes that summarizes all the views
collected.
d. It enables one to focus on human behavior in an indirect way by
analyzing their communication.
8. It is a conversation between two or more people (the interviewer and
the interviewee) where questions are asked by the interviewer to
obtain information from the interviewee following a structured
guidelines or pointers.
a. Individual Interview c. Questionnaires
b. Observation d. Vlog
9. What step should not be followed in data interpretation?

19
 a. Think beyond the data
b. Consider the data from various perspectives
c. Disregard outlying data or data that seems to be exception
d. Make visible the assumptions and beliefs that influence your
interpretation
10. Which of the following does NOT describe qualitative data
interpretation?
a. It must also be remembered that interpretation does not
necessarily depends on the point of view of the researcher
b. Interpretation of findings is making sense of the data collected,
and an act to identify the lessons learned from the study.
c. Interpretation of qualitative findings is a process of
intellectualizing beyond the emerging themes to broader
perspectives of the data.
d. In interpreting results, it is helpful to group similar responses
into categories then identify usual patterns to derive meanings
from what may seem unrelated and wordy responses.

Let Us Enhance

Using the same data extracted table from the unpublished research
paper identify which the following interpretation best describe.

Interpretation A: Table # ____________________

Most (3 out of 5) of the respondents were worried much for they do not
know what to do with situation. The role changing happened due to
physical changes of the body and the thought of another life put
themselves in a dilemma of additional responsibility; yet, they are too
young, incapable of supporting oneself, and financially dependent to
parents of their studies. Since the partner also do not have the
capability to handle the responsibility, for they are still young to think
of, some got separated leaving the teenage mother to take all the
responsibilities. Though the parents felt bad, they still accepted and
have no other choice but to take all the responsibilities. Though parents
felt bad, they still accepted and no other choice but to help the teenage
pregnant mother.

According to Bandura as stated by Cherry (2011) acceptance is an

important stage in the process to reach the goal of successful
adjustment. People with a strong sense of self-efficacy view challenging
problems as tasks to be mastered, develop deeper interest in the
activities in which they participate to, form a stronger sense of
commitment to their interests and activities, and recover quickly from
setbacks and disappointments.

2
Interpretation B: Table # ____________________

Majority (3 out of 5) of the respondents felt much better as their parents

accepted the fact of being pregnant at an early age despite the drama of
the situation. Table # showed the acceptance of having a baby, role
changes to self and new responsibilities made the respondents happy
towards adjustment with the help and support of parents and friends.
Excitement of the coming of the baby is a blessing in disguise for the
family and friends that somehow gave encouragement to the teenage
mother to continue to take care and love and determined to continue
their studies in preparation for the future of oneself and the baby.

A different way or process of adjustment, that starts with the sense of

self of having an impact on life experiences, which somehow
relationships of family, and friends have the influenced on how to
undergo the process of adjustment. According to Añonuevo, C.A. as
stated by Natividad et. al (2005), family is still the primary source of
care. The family is very important in the care of adolescents. Though
the family is facing many changes and challenges, it continues to have
the responsibility of taking care of each member’s needs. Such
relationships of close family ties cherished older person to adjust
situations of life successfully.

Let Us Reflect

Write a reflection learned from the discussion. In writing your

reflection, you have to complete the sentence below on the lines provided.

I learned that
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

I realized that
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3
If given a chance I would apply this
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4
 5
Let Us Try
1. A 6. C 11. A
2. C 7. C 12. C
3. A 8. B 13. A
4. B 9. B 14. D
5. D 10. A 15. C
Let Us Practice
1. Life’s turning point: a baby bump
2. Role changing: new set of responsibilities
3. Glint of hope: a blessing in disguise
Let Us Remember
1. FOCUS GROUPS 6. LABELS
2. THEMATIC ANALYSIS 7. INTERVIEW
3. OBSERVATION 8. CONTENT ANALYSIS
4. OUTLYING DATA 9. DOCUMENT REVIEW
5. SEMI-STRUCTURED INTERVIEW 10. IN-DEPTH INTERVIEWS
Let Us Assess
1. A 6. B
2. B 7. C
3. A 8. A
4. B 9. C
5. B 10. A
Answer key to Activities
 References

Cristy G. Dablo, 2019. “Teenage Pregnancy and its Interventions: Minimizing

Future Risks among High School Students”. Unpublished Action
Research, Child Protection Policy Category, Alubijid National
Comprehensive High School, Division of Misamis Oriental.

Nelia G. Prieto, Victoria C. Naval, and Teresita G.Carey, Practical Research

2, Quezon City: LORIMAR Publishing, Inc., 2017, 108-118

Emily A. Tabamo, 2019, CoOl Mo-Learn (Collaborative Online Mobile

Learning): An Alternative Instructional Delivery in General Mathematics
for Senior High Open High, unpublished action research, Teaching
Learning Category, Bulua National High School, Division of Cagayan
de Oro City.
For inquiries or feedback, please write or call:

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