Senior High School

Practical Research 1
Quarter 1 – Module 5:
The Value of Qualitative Research: Its
Kinds, Characteristics, Uses, Strengths,
Weaknesses and Importance Across
Fields of Inquiry
Practical Research 1- Senior High School
Alternative Delivery Mode
First Quarter- Module 5: The Value of Qualitative Research: Its Kinds, Characteristics,
Uses, Strengths, Weaknesses and Importance Across Fields of Inquiry
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer : Mr. Rogel Zamora Aro
Reviewer : Dr. Clavel D. Salinas
Illustrator : Mr. Rogel Zamora Aro
Layout Artist: Mr. Rogel Zamora Aro
Evaluator : Mr. Henry D. Espina Jr.
Moderator : Dr. Arlene D. Buot
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Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendents:
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Chief, CID : Dr. Mary Ann P. Flores
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PSDS/SHS Division Coordinator : Dr. Clavel D. Salinas

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ii
 Senior High School

Practical Research 1
Quarter 1 – Module 5:
The Value of Qualitative Research: Its
Kinds, Characteristics, Uses, Strengths,
Weaknesses and Importance Across
Fields of Inquiry

iii
 Key Message
For Educators:

Learning is a constant process. Amidst inevitable circumstances, Department

of Education extends their resources and looks for varied ways to cater your needs
and to adapt to the new system of Education as a fortress of Learning Continuity Plan.
One of the probable solutions is the use of Teacher-made Educational Modules in
teaching.

You are reading the Practical Research 1 – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Describes characteristics,
strengths, weaknesses, and kinds of qualitative research (CS_RS11-IIIb-1)” and
“Illustrates the importance of qualitative research across fields (CS_RS11-IIIb-
2)” as written and found in the K-12 Most Essential Learning Competencies.

The creation of this module is a combined effort of competent educators from

different levels and various schools of Department of Education-Cebu Province. In
addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
considering the physical, social and economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges

of teaching in a new normal education set-up. Through this module, the students are
given independent learning activities, which embodies in the Most Essential Learning
Competencies based from the K-12 Curriculum Competencies, to work on in
accordance to their capability, efficiency and time. Thus, helping the learners acquire
the prerequisite 21st Century skills needed with emphasis on utmost effort in
considering the whole well-being of the learners.

In addition to the material in the main text, you will also see this box in the body
of the module:

As the main source of learning, it is your top priority to explain clearly on how
to use this module to the learners. While using this module, learner’s progress and
development should be recorded verbatim to assess their strengths and weaknesses
while doing the activities presented independently in safety of their homes. Moreover,
you are anticipated to persuade learners to comply and to finish the modules on or
before the scheduled time.

iv
For the Learners:

As a significant stakeholder of learning, Department of Education researched

and explored on innovative ways to address your needs with high consideration on
social, economic, physical and emotional aspects of your well being. To continue the
learning process, DepEd comes up with an Alternative Delivery mode of teaching
using Teacher-Made Educational Modules.

You are reading the Practical Research 1 – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Describes characteristics,
strengths, weaknesses, and kinds of qualitative research (CS_RS11-IIIb-1)” and
“Illustrates the importance of qualitative research across fields (CS_RS11-IIIb-
2)” as written and found in the K-12 Most Essential Learning Competencies.

This module is especially crafted for you to grasp the opportunity to continue
learning even at home. Using guided and independent learning activities, rest assured
that you will be able to take pleasure as well as to deeply understand the contents of
the lesson presented; recognizing your own capacity and capability in acquiring
knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep you on

track on the Competencies, Objectives and
WHAT I NEED TO KNOW Skills expected for you to be developed and
mastered.

This part aims to check your prior knowledge

WHAT I KNOW on the lesson to take.

WHAT’S IN This part helps you link the previous lesson to

the current one through a short exercise/drill.

The lesson to be partaken is introduced in this

part of the module creatively. It may be
WHAT’S NEW through a story, a song, a poem, a problem
opener, an activity, a situation or the like.

v
 A brief discussion of the lesson can be read in
WHAT IS IT this part. It guides and helps you unlock the
lesson presented.

A comprehensive activitiy/es for independent

practice is in this part to solidify your
WHAT’S MORE knowledge and skills of the given topic.

This part of the module is used to process your

WHAT I HAVE LEARNED learning and understanding on the given topic.

A transfer of newly acquired knowledge and

skills to a real-life situation is present in this
WHAT I CAN DO part of the module.

This activity assesses your level of mastery

ASSESSMENT
towards the topic.

In this section, enhancement activities will be

ADDITIONAL ACTIVITIES given for you to further grasp the lessons.

This contains answers to all activities in the

module.
ANSWER KEYS

At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid

resources used in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care. Unnecessary

marks are prohibited. Use a separate sheet of paper in answering all
the given exercises.

vi
 2. This module is organized according to the level of understanding.
Skipping one part of this module may lead you to confusion and
misinterpretation.

3. The instructions are carefully laden for you to understand the given
lessons. Read each item cautiously.

4. This is a Home-Based class, your reliability and honour in doing the

tasks and checking your answers are a must.

5. This module helps you attain and learn lessons at home. Make sure
to clearly comprehend the first activity before proceeding to the next
one.

6. This module should be returned in good condition to your

teacher/facilitator once you completed it.

7. Answers should be written on a separate sheet of paper or notebook

especially prepared for Practical Research 1 subject.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch with
him/her for further discussion. Know that even if this is a home-based class, your
teacher is only a call away. Good communication between the teacher and the student
is our priority to flourish your understanding on the given lessons.

We do hope that in using this material, you will gain ample knowledge and skills
for you to be fully equipped and ready to answer the demands of the globally
competitive world. We are confident in you! Keep soaring high!

vii
 WHAT I NEED TO KNOW

Good day dear learner!

This module is solely prepared for you to access and to acquire lessons befitted
in your grade level. The exercises, drills and assessments are carefully made to suit
your level of understanding. Indeed, this learning resource is for you to fully
comprehend the characteristics, strengths, weaknesses, and kinds of qualitative
research (CS_RS11-IIIb-1) and the importance of qualitative research across
fields (CS_RS11-IIIb-2). Independently, you are going to go through this module
following its proper sequence. Although you are going to do it alone, this is a guided
lesson and instructions/directions on how to do every activity is plotted for your
convenience.

Using this learning resource, you are ought to describe the characteristics,
strengths, weaknesses, and kinds of qualitative research (CS_RS11-IIIb-1) and
illustrate the importance of qualitative research across fields (CS_RS11-IIIb-2)
as inculcated in the K-12 Most Essential Learning Competencies.

At the end of this module, you are expected to achieve the following objectives:

 identify the characteristics, strengths and weaknesses of qualitative

research;
 differentiate the kinds of qualitative research;
 explain the importance of qualitative research across fields in one’s
daily life; and
 display sincerity in accomplishing all activities in this module.

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 WHAT I KNOW

Pre-Test.
Directions: Read carefully each statement. Choose the best letter that represents the
correct answer. Use separate sheet of paper in answering this activity.

1. Which of the following is not a qualitative method?

a. observation b. depth interview
c. survey d. ethnographic study

2. Which of the following is a strength of a qualitative research?

a. representative of the whole b. provides in-depth information
c. is quick d. has a low response rate

3. Which of the following methods allows the researcher to closely monitor social
processes or objects?
a. observation b. content analysis
c. interview d. focus group

4. Which of the following is not a strength of qualitative research?

a. flexibility
b. representativeness of the whole
c. ability to observe non-verbal communication
d. high turnover rate

5. Which of the following methods allows the researcher to ask tour and probing
questions?
a. questionnaire b. ethnography
c. observation d. focus group

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6. Qualitative methods require great reflexivity. What does this mean?
a. separating oneself from the emotions of what is being studied
b. separating right from wrong answers
c. differentiating between responses
d. ability to disguise identity of researcher

7. Geraldine wanted to research parental attitudes to toy advertising so she invited six
mothers to get together, watch some carefully selected adverts and then discuss them.
She asked them some questions but mainly just encouraged them to talk. Which
research technique was she using?
a. focus group b. survey
c. in-depth interview d. observation

8. Which of the following is NOT a weakness of qualitative methods?

a. findings are not generalizable to an entire population.
b. prone to excessive subjectivity and researcher-bias.
c. the analysis process for qualitative data is not always straightforward.
d. sample selection fairness

9. Jamie spent the summer at music festivals having a great time and collecting data
on how festival goers behaved. Which qualitative research strategy was he using?
a. biography b. phenomenology
c. grounded theory d. ethnography

10. As part of a university project, Geraldine stood outside a cinema and counted the
people going in. She recorded men, women and children separately and noted how
many were in each group. Which research technique was she using?
a. survey b. focus group
c. observation d. experimentation

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 WHAT’S IN

Directions: Tell whether the following statements are strengths or weaknesses of a

qualitative research. Check the appropriate box. Write your reasons on the lines
provided to justify your answer for every statement. Use separate sheet of paper in
doing this activity.

1. Multiple methods for gathering data on sensitive subjects.

Strength Weakness

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Provide more detailed information to explain complex issues.

Strength Weakness

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Data collection is usually time consuming.

Strength Weakness

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. Accepts unstructured interpretation of the participants, respecting anything that is

in the participants’ context.

Strength Weakness

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. Conclusions are not generalizable because the subjects are few and sometimes
possess unique characteristics compared to typical respondents.

Strength Weakness

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4
 WHAT’S NEW

Test I.
Directions: Identify the following statements whether it refers to strength or
limitation/weakness of a qualitative research. Write S before the number to represent
strength and L to represent limitation or weakness of a qualitative research. Do this
using a separate sheet of paper.

___________ 1. Issues can be examined in detail and in depth.

___________ 2. Interviews are not restricted to specific questions and can be
guided/redirected by the researcher in real time.
___________ 3. Research quality is heavily dependent on the individual skills of the
researcher and more easily influenced by the researcher's personal
biases and idiosyncrasies.
___________ 4. The research framework and direction can be quickly revised as new
information emerges.
___________ 5. Rigor is more difficult to maintain, assess, and demonstrate.
___________ 6. The volume of data makes analysis and interpretation time
consuming.
___________ 7. The obtained data based on human experience is powerful and
sometimes more compelling than quantitative data.
___________ 8. Subtleties and complexities about the research subjects and/or topic
are discovered that are often missed by more positivistic inquiries.
___________ 9. It is sometimes not as well understood and accepted as quantitative
research within the scientific community.
___________ 10. The researcher's presence during data gathering, which is often
unavoidable in qualitative research, can affect the subjects' responses.
___________ 11. Issues of anonymity and confidentiality can bring/result to problems
when presenting findings.
___________ 12. Data usually are collected from a few cases or individuals so
findings cannot be generalized to a larger population. Findings can
however be transferable to another setting.
___________ 13. Findings can be more difficult and time consuming to characterize
in a visual way.
___________ 14. Qualitative research promotes a full understanding of human
behavior or personality traits in their natural setting.
___________ 15. Qualitative research involves several processes, which results
greatly depend on the researcher’s views or interpretations.

5
WHAT IS IT

MAJOR CHARACTERISTICS OF QUALITATIVE RESEARCH

Naturalistic Inquiry
Studying real-world situations as they unfold naturally; non-
manipulative, unobtrusive, and non-controlling; openness to whatever
emerges—lack of predetermined constraints on outcomes.

Inductive Analysis
Immersion in the details and specifics of the data to
discover important categories, dimensions, and
interrelationships; begin by exploring genuinely open
questions rather than testing theoretically derived
(deductive) hypotheses.

Holistic Perspective
The whole phenomenon under study is
understood as a complex system that is more than the
sum of its parts; focus is on complex interdependencies
not meaningfully reduced to a few discrete variables and
linear, cause-effect relationships.

Qualitative data
Detailed, thick description; inquiry in depth; direct
quotations capturing people‘s
personal perspectives and experiences.

Personal Contact and Insight

The researcher has direct contact with and gets close to the
people, situation, and phenomenon under study; researcher‘s personal
experiences and insights are important part of the inquiry and critical to
understanding the phenomenon.

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Dynamic systems
Attention to process; assumes change is constant and
ongoing whether the focus is on an individual or an entire culture.

Unique Case Orientation

Assumes each case is special and unique; the
first level of inquiry is being true to, respecting, and
capturing the details of the individual cases being studied;
cross-case analysis follows from and depends on the
quality of individual case studies.

Context Sensitivity
Places findings in a social, historical, and
temporal context; dubious of the possibility or
meaningfulness of generalization across time and
space.

Emphatic Neutrality
Complete objectivity is impossible; pure subjectivity
undermines credibility; the researcher‘s passion is
understanding the world in all its complexity – not proving
something, not advocating, not advancing personal agenda, but
understanding; the researcher includes personal experience
and empathic insight as part of the relevant data, while taking a
neutral nonjudgmental stance toward whatever content may
emerge.

Design flexibility
Open to adapting inquiry as understanding deepens and/or
situations change; avoids getting locked into rigid designs that
eliminate responsiveness; pursues new paths of discovery as they
emerge.

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 TYPES OF QUALITATIVE RESEARCH

• It is an approach to philosophy and not specifically a method of inquiry; this has

often been misunderstood. It is first and foremost philosophy, the approach
employed to pursue a particular study should emerge from the philosophical
Phenomenology implications inherent in the question.

• It is the direct description of a group, culture or community. Nevertheless, the

meaning of the word ethnography can be ambiguous; it is an overall term for a
number of approaches. Sometimes researchers use it as synonymous with
qualitative research in general, while at other times it‘s meaning is more
Ethnography specific.

• It is a development of theory directly based and grounded in the data collected

by the researcher. It is a research methodology for discovering theory in a
Grounded substantive area.
theory

• It is used for a research approach with specific boundaries and can be both
qualitative and quantitative. In addition, it is an entity studied as a single unit,
and it has clear confines and a specific focus and is bound to context.
Case Study

• Central to this qualitative research method is the examination of primary

documents to make you understand the connection of past events to the
present time. The results of your content analysis will help you specify
Historical phenomenological changes in unchanged aspects of society through the years.
Analysis

• Content analysis is a method of quantitative research that requires an analysis

or examination of the substance or content of the mode of communication
(letters, books, journals, photos, video recordings, SMS, online messages,
emails, audio-visual materials, etc.) used by a person, group, organization, or
any institution in communicating. A study of language structures used in the
Content & medium of communication to discover the effects of sociological, cultural,
Discourse institutional, and ideological factors on the content makes it a discourse
Analysis analysis. In studying the content or structures of the material, you need a
question or a set of questions to guide you in your analysis.

8
STRENGTHS & WEAKNESSES OF QUALITATIVE RESEARCH

Strengths
Weaknesses

1. It adopts a naturalistic
approach to its subject 1. It involves a lot of
matter, which means that researcher’s subjectivity
those involve in the in data analysis.
research understand things
based on what they find 2. It is hard to know the
meaningful. validity or reliability of
the data.
2. It promotes a full
understanding of human 3. Its open-ended
behavior or personality traits questions yield “data
in their natural setting. overload” that requires
long-time analysis.
3. It is instrumental for
positive societal changes. 4. It is time-consuming.
4. It engenders respect for 5. It involves several
people’s individuality as it processes, which
demands the researcher’s results greatly depend
careful and attentive stand on the researcher’s
toward people’s world views or interpretations.
views.
5. It is a way of
understanding and
interpreting social
interactions.
6. It increases the
researcher’s interest in the
study as it includes the
researcher’s experience or
background knowledge in
interpreting verbal and
visual data.
7. It offers multiple ways of
acquiring and examining
knowledge about
something.

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 RESEARCH IN DIFFERENT AREAS OF KNOWLEDGE

Subject Area Research Approaches

Research studies happen in any field of knowledge. Anthropology, Business,
Communication, Education, Engineering, Law, and Nursing, among others, turn in a big
number of research studies that reflect varied interests of people. Don’t you wonder how
people in these areas conduct their research studies? Belonging to a certain area of
discipline, you have the option to choose one from these three basic research approaches:
positive or scientific, naturalistic, and triangulation or mixed method. The scientific
approach gives stress to measurable and observable facts instead of personal views,
feelings, or attitudes. It can be used in researches under the hard sciences or STEM
(Science, Technology, Engineering, Medicine) and natural sciences (Biology, Physics,
Chemistry). The positive or scientific approach allows control of variables or factors
affecting the study. (Laursen 2010)

Hard Sciences vs. Soft Sciences

Just like in other subjects under soft sciences such as marketing, man’s thoughts
and feelings still take center stage in any research studies. The purposes of any
researches in any of these two areas in business are to increase man’s understanding of
the truths in line with markets and marketing activities, making him more intelligent in
arriving at decisions about these aspects of his life. Research types that are useful for
these areas are the basic and applied research. (Feinberg 2013)
A quantitative or qualitative kind of research is not exclusive to hard sciences or
soft sciences. These two research methods can go together in a research approach called
triangulation or mixed method approach. This is the third approach to research that allows
a combination or a mixture of research designs, data collection and data analysis
techniques.
Thus, there is no such thing as a clear dichotomy between qualitative and
quantitative research methods because some authorities on research claim that a
symbiotic relationship, in which they reinforce or strengthen each other, exists between
these two research methods. Moreover, any form of knowledge, factual or opinionated,
and any statistical or verbal expression of this knowledge are deduced from human
experience that by nature is subjective. (Hollway 2013; Letherby 2013).
According to dictionary.com hard science, noun, refers to any of the natural or
physical sciences, as chemistry, biology, physics, or astronomy, in which aspects of the
universe are investigated by means of hypotheses and experiments while soft science,
noun is any of the specialized fields or disciplines, as psychology, sociology, anthropology,
or political science, that interpret human behavior, institutions, society, etc., on the basis
of scientific investigations for which it may be difficult to establish strictly measurable
criteria.

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 WHAT’S MORE

Directions: Name the type of qualitative research (phenomenology, ethnography,

case study, content and discourse analysis, historical analysis, and grounded
theory) best suited for the following topics. On the space provided, give your
justifications of your answer. Use separate sheet of paper in doing this activity.

1. The Mangyans’ Burial Practices

______________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Relatives of Typhoon Victims
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. The Effectiveness of the K–12 Curriculum
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Spiderman: The Very First Film in the 21st Century
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. Philippines’ Political Party System: Then and Now
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. Filipino Caregivers in Japan
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. Travails of Senior Citizens at the LRT/MRT Stations
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
8. The Lone Grade VI Speed Reader of UST High School
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
9. Grade 11 Science Textbook
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
10. Student Activism Since the Marcos Era
______________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 WHAT I HAVE LEARNED

Directions: Explain the concepts you have learned by answering the following
questions. Use separate sheet of paper in accomplishing this task.

1. What comes to your mind the moment you hear qualitative research?
_________________________________________________________________
_________________________________________________________________

2. If you want to conduct a research study about your favorite restaurant in town, what
method of qualitative research is appropriate for your study? Explain your choice.
_________________________________________________________________
_________________________________________________________________

3. Differentiate subjectivity from objectivity.

_________________________________________________________________
_________________________________________________________________

4. Explain the connection between subjectivity/objectivity and your research work.

_________________________________________________________________
_________________________________________________________________

5. How is grounded theory different from other qualitative research methods?

_________________________________________________________________
_________________________________________________________________

6. Is the researcher himself the data gathering instrument? Why? Why not?
_________________________________________________________________
_________________________________________________________________

7. Can all research methods be used in one research study? Give reasons for your
answer.
_________________________________________________________________
_________________________________________________________________

8. Pretend you are the subject of a phenomenological study, how will the researcher
obtain data through you?
_________________________________________________________________
_________________________________________________________________

9. Given the chance to research, would you right away choose qualitative research?
Give reasons for your answers.
_________________________________________________________________
_________________________________________________________________

10. If you will do a qualitative research about the area in which your house is situated,
what could be your research problem or topic?
_________________________________________________________________
_________________________________________________________________

12
 WHAT I CAN DO

Directions: Check the right column representing your decisions about each statement
in the first column. Accomplish the last column, too. A separate sheet of paper is
needed in doing this activity.

Reasons/Reactions
Statements Agree Disagree
/Comments
1. Reasons happen in just
one field of knowledge.
2. All research types apply
to all Data collecting
techniques.
3. Sticking to one data
collection technique is the
best research method.
4. Subjectivity exists in
any social science
research.
5. Subjectivity and
objectivity are
inseparable.
6. Quantitative research
tends to be more objective
than subjective.
7. Past events in a
person’s life are the focus
of triangulation.
8. Biology and Chemistry
are hard sciences.
9. It is necessary for the
qualitative researcher to
conduct his or her
research in a laboratory.
10. The mixed method of
research happens only in
a quantitative research.

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 ASSESSMENT

Directions: Categorize the given research topic inside the triangle representing the
science under which such chosen topic is researchable. Write only the number of the
topic inside the triangle. Use separate sheet of paper in doing this activity.

Hard Sciences

Soft Sciences

Research Topics:

1. Iron Contents of Oregano Plants

2. Aling Bebs: A Filipino Centenarian

3. Electrical Wirings of a Japanese Car

4. Microorganisms in a Canal

5. Parents’ Views About the K–12 Curriculum

6. St. Joseph’s Grade 8 Teachers’ Questioning Techniques

7. Medicinal Elements of Guava Leaves

8. Historical Development of Filipino Novels in English

9. Muslim Wedding Rites

10. The Nature of Ebola Virus

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 ADDITIONAL ACTIVITY/IES

Directions: Based on your answers in the asessment part of this module, name the
specific subject under which each topic in the triangle may prosper as the focus of
research work. Also, opposite each subject, give the importance of researching on
such topic in a person’s daily life. Do this in a separate sheet of paper.

Subject Importance of the Research in One’s Daily Life

Topic 1 _____________________________________________________________

Topic 2 _____________________________________________________________

Topic 3 _____________________________________________________________

Topic 4 _____________________________________________________________

Topic 5 _____________________________________________________________

Topic 6 _____________________________________________________________

Topic 7 _____________________________________________________________

Topic 8 _____________________________________________________________

Topic 9 _____________________________________________________________

Topic 10 ____________________________________________________________

15
 16
Vary Part.
check all the Answers
WHAT’S MORE The teacher will
1. Ethnography Teacher!
2. Phenomenology Notes to the
3. Case Study
4. Content &
Discourse Analysis
5. Historical
Analysis
6. Phenomenology WHAT I KNOW
7. Grounded 1. c
Theory
8. Case Study 2. b
9. Content & 3. a
Discourse Analysis WHAT’S NEW
10. Historical 4. b
Analysis 1. S 5. d
2. S
WHAT I HAVE 6. a
LEARNED 3. L
7. a
4. S
Answers Vary 5. L 8. d
6. L 9. d
WHAT I CAN DO
7. S 10. c
Answers Vary 8. S
9. L WHAT’S IN
ASSESSMENT
10. L
1. Strength
1. Hard Science 11. L
2. Soft Science 2. Strength
12. S
3. Hard Science 3. Weakness
4. Hard Science 13. L
5. Soft Science 14. S 4. Strength
6. Soft Science 15. L 5. Weakness
7. Hard Science
8. Soft Science Note: Reasons
9. Soft Science may vary.
10. Hard Science
ADDITIONAL
ACTIVITIES
Answers Vary
ANSWER KEY
REFERENCES

Published Books

Baraceros, E. (2016). Practical research 1 (1st ed.). Sampaloc, Manila: Rex Book
Store, Inc.

Buensuceso, D., Dacanay, D., Manalo, G., & San Gabriel, N. (2016). Practical
research 1 (1st ed.). Pasig, Philippines: Department of Education-Bureau of
Learning Resources

Prieto, N., Naval, V., & Carey, T. (2017). Practical research 1 for senior high school.
Quezon City, Metro Manila: Lorimar Publishing, Inc.

Electronic Resources

Masterson, R., Phillips, N., & Pickton, D. (n.d.). Marketing: an introduction (4th ed.).
Retrieved from https://study.sagepub.com/masterson4e/student-
resources/chapter-5/multiple-choice-quiz

Reece, K. (2014). She’s going soft! – a commentary on “hard” and “soft” sciences.
Retrieved from https://www.promegaconnections.com/shes-going-soft-a-
commentary-on-hard-and-soft
sciences/#:~:text=%E2%80%9CHard%E2%80%9D%20sciences%20include
%20things%20like,the%20scientific%20method%20is%20used

Strengths and Weaknesses of Qualitative Approach (n.d.). Retrieved from

https://quizizz.com/admin/quiz/5de5d10838d20b001c8791da/strengths-and-
weaknesses-of-qualitative-approach

Qualitative research: characteristics, uses, strengths & weaknesses, and importance

(2020). Retrieved from https://elcomblus.com/qualitative-research-
characteristics-uses-strengths-weaknesses-and-importance/

Other Resources

K to 12 Most Essential Learning Competencies with Corresponding CG Codes

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For inquiries or feedback, please write or call:
Department of Education, Region VII, DepEd-Cebu Province
(Office Address) IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: cebu.province@deped.gov.ph

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