Learning Area Grade Level 11

W5&6
Practical Research 1
Quarter 4 Date
I. LESSON TITLE Analyzing the Meaning of the Qualitative Data
II. MOST ESSENTIAL LEARNING Collects data through observation and interviews; infers and explain
COMPETENCIES (MELCs) patterns and themes from data; and relates the findings with pertinent
literature.
III. CONTENT/CORE CONTENT Collecting data, inferring and explaining patterns and themes from data
and relating the findings with pertinent literature.
IV. LEARNING PHASES AND LEARNING ACTIVITIES

I. Introduction (Time Frame: 30 minutes)

On the previous weeks, you already learned how to plan data collection, data gathering instrument and analysis
procedures and how to present written research methodology.
In doing a qualitative analysis, one should put emphasis on the meaning of the data. Every data collected describes the
evidence that can provide a researcher answer to his/her questions. These questions can come from so many sources such as
surveys, interview, focus group discussion and observation. The lesson provided a clear discussion about the methods and
techniques in the actual collection of data in a qualitative research. The following are the different types of data analysis in
qualitative research: interviewing, documentary analysis, observation, questionnaire and focus group discussion.
Data analysis will involve a process called labeling and coding. The different types of data analysis are: systematic analysis,
content analysis, narrative analysis, discourse analysis, grounded theory and conversational analysis. The process of coding
and categorizing is an essential part after doing an interview, observation and others. Codes serve as a direction to label,
compile and organize a researcher‘s data. It can also allow a researcher to summarize and synthesize what is happening in
his/her data

D. Development (Time Frame: 120 minutes)

The Patterns and Themes from Data Gathered

By going back to your research question, you need to analyze the data to review the purpose of the study. This gives you
the direction of finding a solution to a problem which could be done in two ways. These ways are (1) describing a situation,
incident or occurrence; and (2) recognizing the main themes that come out from the field notes of your interviews, citing in a
word for word format. The themes can be quantified to present the frequency that makes it significant. In writing content
analysis analyzes the content of interviews and observational field notes in order to recognize the main themes that will emerge
from the respondents' responses. The following steps to consider in analyzing the themes are:
1. Identify the main themes. In each question, carefully study the descriptive responses of your respondents to understand
the meaning they convey. Since the participants express themselves in various words and languages, choose the wording
of the themes in such a way that the implication of the responses classified under a theme is precisely signified. The basis
for assessing the wording of unstructured interviews therefore tends to be these themes.
2. Assign codes to the main themes. The researcher should assign codes (numbers or keywords) to the main themes obtained
from the frequency of occurrence through a random selection of few responses to an open-ended question or from your
observational or discussion notes.
3. Classify responses under the main themes. The identified themes classify the responses found in your transcripts of all your
interviews or your notes.
4. Integrate themes and responses into the text of your report. Put together the identified different themes into the text of
your report. Your choice depends on the way you want to communicate the findings to your readers. Although some
people have done it either by using verbatim or word-for-word responses or by getting the frequency of the theme and
a present sample of the responses.

Relating the Findings with Pertinent Literature

In writing the findings after data analysis and interpretation, the researcher needs other related literature of the study. This
several related literature can help you strengthen the findings. For instance, if different sources point out the same conclusions,
as well as your result reveals, the researcher is most likely confident of the results. Enhancing your discussion of findings, you
need to consider these ways to increase the credibility:
1. Use several sources of data. The data you use from different sources can help you check your findings. For instance, you
are more confident if you have the same interpretation of findings as other related literature.
 2. Track your choices. The results should be more convincing in order to make others understand when drawing conclusions.
It should be properly recorded in the written analysis process to help another person see and comprehend the decisions
you have made. To help others follow your reasoning, write your decisions during the analysis process. This includes the
explanations for the focal point you take, the labels you build for the category, changes to the categories you produce,
and any assumptions you make about the data as you work with the text.
3. Involve others. Feedback and ideas from others can help both analysis and interpretation.

E. Engagement (Time Frame: 240 minutes)

Learning Task 1: Let us Conduct a Survey

Directions: Ask at least 10 individuals or family members who are enrolled in school during the COVID-19 pandemic the given
question below. Tabulate, sort and code the different themes from the responses obtained. Analyze and evaluate the
processed available data. Answer the guide questions that follow.
What do you like most in the new normal learning modalities
offered by your school?
Guide Questions
1. How did you find the activity?
2. How did you sort and code their responses?
3. What specific method do you have difficulties with? Why?

Learning Task 2: Process Time!

Directions: Complete the table below. Determine the codes / categories / themes of the questions.
Area of focus Codes Categories Themes
1. What are the safety measures you have set in your home during
this COVID-19 pandemic?

2. During this pandemic, how are you handling your learning and
answering your modules, and doing household chores?

3. What is the subject you consider the most difficult in the new
normal of education?

Learning Task 3: Observe! Observe! Observe!

Directions: Find a spot nearby where you can conduct a 10 minute uninterrupted observation. As part of this activity, note
down in bond paper your observation of the following:

⚫ What is happening within the location?

⚫ How you are feeling and how you think this might influence what you are observing and recording?

Learning Task 4: Remembering Yesterday!

Directions: If you are reading this today, remember what you are did yesterday including the people around you or within your
family. Make mental notes to consciously remember items in order in which they occurred. Describe scenario of what you are
doing and your family members since the time you woke up until you got asleep. Write all your observations in bond paper.

Learning Task 5: It is the Protocol

Directions: Choose a partner anyone from your home. Plan for an interview protocol about their ambition using the template
below:

Interview Protocol
Date:
Basic information about the interview Time:
Who:
Introduction
 Opening Question

Content Questions

Closing Instructions

A. Assimilation (Time Frame: 60 minutes)

Generalization
Observation involves the use of our sensory systems (including eyes and ears) to record behavior. These measures are the
basic data used to describe naturally occurring behavior or to assess the effects of our independent research variable. Finding
answers to your questions is possible through these theoretically based data-collection.
Interviewing is one method by which qualitative data can be gathered. Although it may be less formal than quantitative,
it is important to design a systematic interview technique as well as carefully validated data. Interviews are different from
questionnaires as they involve social interaction. Quite often interviews will be recorded by the researcher and the data written
up as a transcript (a written account of interview questions and answers) which can be analyzed at a later date.

V. ASSESSMENT (Time Frame: 15 minutes)

(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)

Learning Task 6: Time to assess!

Directions: Read and analyze each item. Encircle the letter of the correct answer.

1. Which of the following is not true about observation?

A. Observation is expensive.
B. Observation is time-consuming.
C. Observation replaces interviewing.
D. Observation requires operational definitions.
2. Cincy Merly uses her sensory systems to record information and behavior. Which terms describes the statement?
A. Interview B. Observation
C. Experiment D. Research
3. Which of the following refers to the researcher’s analyzing the information closely to recognize common subjects, topics,
ideas and context trends that come up repeatedly?
A. Generating themes B. Naming Themes
C. Reviewing themes D. Thematic analysis
4. Peejay wants to involve social interaction in obtaining data. What method is the most appropriate to use?
A. Interview B. Observation
C. Experiment D. Research

5. The analysis of relevant literature helps us recognize the questions to be answered about a research subject that is still
essential. Which of the following roles of RRL represents the statement?
A. The RRL leads to definitions of problems, selection of methods, and interpretation of findings.
B. The RRL states the stand of the researcher on conflicting views relative to the study.
C. The RRL reports the contribution of others to the study.
D. The RRL provides sources of significant problems.

VI. REFLECTION (Time Frame: 15 minutes)

• Communicate your personal assessment as indicated in the Learner’s Assessment Card.

In your journal, write your personal insights about the lesson using the prompts below.

I understand that ___________________.

I realize that ________________________.
I need to learn more about __________.
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES REFERENCES

Abueg, L. C. Practical Research 1. University of the Philippines

Buensuceso, Dacanay, Manalo & San Gabriel (2016). Practical Research 1 Teacher’s Guide: First
Edition. Department of Education
Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches.
Los Angeles: Sage.
Gecolea, Cincy Merly B. and Gecolea, Peejay G. (2020). Self-Learning Module in Practical
Research 1. Department of Education, Division of Calamba City
Guevarra (2020) Practical Research 1, Grade 11 Alternative Delivery Mode Quarter 2 Module 5:
Understanding Data and Ways to Systematically Collect Data. DepEd

Prepared by: PEEJAY G. GECOLEA, CINCY MERLY B. GECOLEA Checked by: ISABELITA R. HIZON