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PARTS OF CHAPTER 2: Methodology

WRITING FOR THE

1. RESEARCH DESIGN
METHODOLOGY
(2 Paragraphs)
 Is it a descriptive,
| Understanding Data and Ways to
phenomenological, case study,
Systematically Collect Data
content and discourse? Define it.
 Why did you decide to use this
particular research design?

1 2

| Research Design
The researchers have chosen a
qualitative descriptive design for
this study. This research design
is…(define it).
This qualitative descriptive
research design was chosen for
CASE STUDY
this study because… (state why).

3 4

Qualitative Research Design Qualitative Research Design

| CASE STUDY
• Studies a person, place, or event
in a defined time frame (Leedy &
Omrod, 2001)
• Structure: the Problem, The
context, The Issues, and Lessons
Learned
| CASE STUDY
• Sources of Information:
• Direct or participant observation,
interview, archival records,
physical artifacts, audiovisual
records

5 6

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Qualitative Research Design
| CASE STUDY
• The researcher spends time in
the natural setting of people
studied.
• Includes lessons learned and
patterns found that connect with
theories.
7 8
Qualitative Research Design
| CASE STUDY
• Examples:
• Drug-rehabilitated teenagers,
transgender, gay marriage,
success stories
9 10
Qualitative Research Design
| ETHNOGRAPHIC
RESEARCH
• Studies people that share a common
culture (Leedy and Omrod, 2001).
• Studies an intact cultural group in a
natural setting over a prolonged
period by collecting observational
data (Creswell, 2003).
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Qualitative Research Design
| CASE STUDY
• May be of an individual or group
of persons.
• Used in order to gain deeper
insight on a phenomenon,
validate earlier findings, and
gather more deep-seated data.
ETHNOGRAPHIC
RESEARCH
Qualitative Research Design
| ETHNOGRAPHIC
RESEARCH
• Interactive, requires extensive time in
the participant’s natural setting to
observe, interview, and record
processes (MacMillan, 1993).
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Qualitative Research Design

| ETHNOGRAPHIC
RESEARCH
• Researchers use a video camera or
audio/voice recorder if interviews are
lengthy.
• Provide evidence of the group’s PHENOMENOLOGICAL
shared culture that developed over
time. RESEARCH

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Qualitative Research Design Qualitative Research Design

| PHENOMENOLOGICAL | PHENOMENOLOGICAL
RESEARCH RESEARCH
• Purpose of the study is to
• Search for the underlying
understand an experience from
meaning of the research
the research participant’s point-
participant’s experience
of-view (Leedy & Omrod, 2001).
(Creswell, 1998).
• Focus is on the research
participant.

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Qualitative Research Design Qualitative Research Design

| PHENOMENOLOGICAL | PHENOMENOLOGICAL
RESEARCH RESEARCH Critical Qs
• What does the • How will • What are
• After obtaining data from experience he/she his/her
observations, videos, lengthy mean to the describe the significant
research lived comments
interviews, etc., the critical participant experience of or remarks?
questions are asked: himself? being at the
center of the
research
process?

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Qualitative Research Design

Qualitative Research Design
| PHENOMENOLOGICAL
| PHENOMENOLOGICAL
RESEARCH Procedural
RESEARCH
research format (1/2):
• Examples:
• Comfort Women of World War II • Writing the research questions that
• Rehabilitated drug dependents explore the experience.
• Rescued trafficked women • Conduct interviews.
• College graduates who opt to do outreach • Analyze data to find cluster of
in a community instead of practicing their meanings.
profession

19 20

Qualitative Research Design

| PHENOMENOLOGICAL
RESEARCH Procedural
research format (2/2):
• Writing a report to understand more
clearly the essential structure of the
experience. DESCRIPTIVE
• Data collected should lead to themes
of people’s perceptions of their RESEARCH
experiences.

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Qualitative Research Design Qualitative Research Design

| DESCRIPTIVE RESEARCH
• The goal of qualitative descriptive
studies is a comprehensive
summarization, in everyday
terms, of specific events
experienced by individuals or
groups of individuals.
| DESCRIPTIVE RESEARCH
• To some researchers, this design
does not exist, forcing other
researchers to feel they have to
defend their research approach
by giving it ‘epistemological
credibility.’

23 24

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Qualitative Research Design
| DESCRIPTIVE RESEARCH
• There are a number of
researchers who believe and
support the fact that ‘qualitative
descriptive’ is a viable and
acceptable label for a qualitative
research design.
25
Qualitative Research Design
| DESCRIPTIVE RESEARCH
• (Lambert, C., & Lambert E., 2012)
• According to Sandelowski (n.d.),
qualitative descriptive research:
should be seen as:
• a categorical, as opposed to a non-
categorical, alternative for inquiry;
27
Qualitative Research Design
| DESCRIPTIVE RESEARCH
• does not require a conceptual or
highly abstract rendering of the data,
compared to other qualitative
designs.
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Qualitative Research Design
| DESCRIPTIVE RESEARCH
• While phenomenology, grounded
theory, and ethnography also are
descriptive qualitative approaches, by
nature, they are not exclusively in the
descriptive domain because they also
tend to explain phenomena.
26
Qualitative Research Design
| DESCRIPTIVE RESEARCH
• is less interpretive than an
‘interpretive description’ approach
because it does not require the
researcher to move as far from or into
the data; and,
28
Qualitative Research Design
| DESCRIPTIVE RESEARCH
• Qualitative descriptive studies are the least
“theoretical” of all the qualitative
approaches to research.
• In addition, qualitative descriptive studies
are the least encumbered studies,
compared to other qualitative approaches,
by a pre-existing theoretical or
philosophical commitment.
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Qualitative Research Design
| DESCRIPTIVE RESEARCH
• Qualitative descriptive studies tend to
draw from naturalistic inquiry, which
purports a commitment to studying
something in its natural state to the extent
that is possible within the context of the
research arena.
31
Qualitative Research Design
| DESCRIPTIVE RESEARCH
• Of basic importance is for researchers
to be able to defend their sampling
strategies to meet the purposes of
their studies.
33
Qualitative Research Design
| DESCRIPTIVE RESEARCH
• Data collection also may include
observations, and examination of
records, reports, photographs, and
documents.
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Qualitative Research Design
| DESCRIPTIVE RESEARCH
• Regarding the use of sampling in a
qualitative descriptive design, virtually any
purposeful sampling technique may be
used.
• The goal is to obtain cases deemed rich in
information for the purpose of saturating
the data.
32
Qualitative Research Design
| DESCRIPTIVE RESEARCH
• Data collection of qualitative
descriptive studies focuses on
discovering the nature of the specific
events under study.
• Involves minimal to moderate,
structured, open-ended, individual or
focus group interviews.
34
Qualitative Research Design
| DESCRIPTIVE RESEARCH
• The presentation of data from a
qualitative descriptive study involves
a straightforward descriptive
summary of the informational
contents of the data that is organized
in a logical manner.
36
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Qualitative Research Design
| DESCRIPTIVE RESEARCH
• The presentation of data from a qualitative
descriptive study involves a
straightforward descriptive summary of
the informational contents of the data that
is organized in a logical manner.
• How the data are organized depends upon
the researcher and how the data were
rendered.
37
OTHER QUALITATIVE
RESEARCH DESIGNS
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PARTS OF CHAPTER 2: Methodology
2. LOCALE OF THE STUDY
(1 paragraph)
 Where and When will the study
take place (Semester, School Year)?
 How long will the study take place
(in months)?
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Qualitative Research Design
| DESCRIPTIVE RESEARCH
Data presentation can be arranged by:
• time of occurrence;
• categories/subcategories;
• actual or reverse chronological order of events;
• most prevalent to least prevalent themes;
• moving from a broad context of an event to a
narrower context (i.e. specific cases); or, describing
an event from the perspective of more than one
participant.
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Other Qualitative Research
Designs
• Grounded Theory
• Content and Discourse Analysis
40
| Locale of the Study
This study will take place in
Angeles City Science High School
in Lourdes Sur East, Angeles City.
It will be conducted over the
course of six months, from
November 2018 to March 2019,
the second semester of the 2018-
2019 academic year.
42
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PARTS OF CHAPTER 2: Methodology

SAMPLING PROCEDURES
3. RESEARCH PARTICIPANTS
AND INFORMANTS (or CONSULTANTS) • Sampling means the
(4 paragraphs) size/number of research
– Who are they? participants in your study.
– Describe them.
– What sampling design did you
choose?
– Why did you use that sampling
design?

43 44

SAMPLING PROCEDURES
• Sampling means the
size/number of research
participants in your study.

• Classified into two: NON-PROBABILITY

• Probability and Non-Probability SAMPLING
Sampling

45 46

Non-Probability Sampling Non-Probability Sampling

• Convenience Sampling: choosing • Quota Sampling: Population has been

respondents at the convenience of the
researcher: Where you can have easy access
• Samples: Snowballing or friendship
pyramiding
divided into classes or categories
• Probability of being selected is known by the
participant
• Members of the population selected are not
disqualified from being included in the
results
• Example: Surveying in order to obtain a
desired number of participants from various
categories

47 48

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Non-Probability Sampling

• Judgmental Sampling:
• The researcher uses his own “expert”
judgment
• Example: study of potential users of a new
recreational facility

PROBABILITY SAMPLING

49 50

Probability Sampling Probability Sampling

• Simple Random Sampling: Draw a list of all • Stratified Random Sampling:

members of the population
• From the list, a sample is drawn to give equal
chance of being drawn
• Computerized sampling programs or
random number tables may be used to avoid
bias
• Categorizing members of the population
into mutually exclusive and collective
exhaustive groups
• Example: Categorizing by Average Yearly
Income of Street Vendors: The researcher
may stratify them by barangays

51 52

Probability Sampling Probability Sampling

• Cluster Sampling: • SYSTEMATIC SAMPLING:

• Groups are defined in order to maintain • The researcher uses the nth member after
heterogeneity of the population
randomly selecting the first through nth
• Clusters are representative samples of the
population as a whole. element as starting point.
• After the clusters are established, a simple
random sample of clusters is drawn and
members of the chosen clusters are sampled.
• Example: Measuring the age distribution of
persons in a locality

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| Research Participants and

Other forms of Sampling
• Criterion Sampling:
selection based on specific
characteristics
• Homogenous Sampling:
Selection of participants
with the same experiences
Informants (1/3)
• Maximum Variation
Sampling: the objective is
The study's participants consist of
to obtain more in-depth
views. Otherwise known a specific group of grade 11
as Total Enumeration.
students who are currently
• Deviant Case Sampling:
Seeking cases that differ
enrolled in ACSci-SHS. They are
from the dominant
pattern student athletes who have been
invited to partake in this research.

55 56

| Research Participants and | Research Participants and

Informants (2/3) Informants (3/3)
Purposive sampling was utilized t The informants of this study
o determine the total number of comprise a curriculum expert, a
participants in this study, as only f psychologist, and a registered
emale athletes were selected. nurse. (Explain why)

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PARTS OF CHAPTER 2: Methodology

| Research Instrument (1/3)
4. RESEARCH INSTRUMENT
(2 paragraphs) The primary means of data
 Where did you get the instrument? collection employed in this study
 What instrument? (Interview, involved the utilization of a
Focused Group Discussion, structured interview and an
Observation)
observation tool.
 What are the exact questions?

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| Research Instrument (2/3) | Research Instrument (3/3)

The researchers deployed these i The questions used in our

interview and the items used for
nstruments to elicit comprehen
the observation tool are as
sive insights from the study's pa
follows:
rticipants and informants.
(List your official research instrument
questions, then discuss why you chose
such questions.)

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PARTS OF CHAPTER 2: Methodology

5. DATA COLLECTION
PROCEDURE (min. of 2 para.)
 Who will administer the
instrument? DATA COLLECTION
 When and where will they
administer it? AND ANALYSIS
 How will you get through the step-
by-step process?
PROCEDURE

63 64

DATA COLLECTION AND

ANALYSIS PROCEDURE
• Primary Data Collection Techniques
 Interview
 Participant Observation
 Focused Group Discussion/Interview
 Observational Evaluation
 Biography/Autobiography
 Questionnaire
Interview
• Participants talk about their experiences, point-of-
views, feelings, beliefs
• Can take the form of open-ended questions,
informal conversations, formal interviews, and in-
depth discussions
• Can be one-time interviews or multiple interviews
• May be structured, unstructured, or semi-structured
• THERE HAS TO BE A TRANSCRIPT OF THE WHOLE
INTERVIEW.

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Components of an
Participant Observation
Interview
• Researcher immerses himself in the natural
• Heading setting of the participant
• Instructions to the • Natural setting: home, office, school, etc.
• Immersion enables the researcher see, hear, feel,
Interviewee/Interviewer and experience the participant’s daily life
• Key research questions • The researcher participates and observes fully in
the activities of the group without them knowing
• Probes to follow key questions he is a researcher.

• Transition messages of the

interviewer
• Space for recording interviewee's
67 68

Focused Group
Observational Evaluation
Discussion/Interview
• Participated by 6 to 8 persons (usually the
research informants or consultants) • Researcher may or may not
• Advantage: Critical and sensitive issues can be participate in the group activities
freely discussed
• Different views and perspectives are expressed: which he/she is observing.
a rich source of data
• Moderator/Researcher must be skilled in • Researcher observes and records
facilitating group discussion and stay focused both verbal and non-verbal
on the topic
• TRANSCRIPT OF THE WHOLE PROCEEDINGS IS behavior of the person/s being
NEEDED.
observed.

69 70

| Data Gathering
Biography/Autobiography
Procedure (1/6)
• Written accounts of a person’s Interviews with participants and
life
informants were conducted by
• Diaries, Journal Entries, Logs,
the researchers themselves.
They interviewed the participants
at ACSci, where the participants
are enrolled.

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| Data Gathering
Procedure (2/6)
The researchers conducted
interviews with the informants at
their respective workplaces.
73
| Data Gathering
Procedure (4/6)
Upon obtaining the principal’s
approval to conduct a study
among the students of ACSci-
SHS, the researchers will
subsequently request the consent of th
e parents or legal guardians
of the participants.
75
| Data Gathering
Procedure (6a option)
Specifically, the participants
possess the entitlement to decline part
icipation, retract their involvement,
and receive comprehensive disclosure
regarding the essence of this study.
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| Data Gathering
Procedure (3/6)
The interviews for the participants wer
e conducted outside of class
hours to minimize disruption to
their classes, while the interviews
for the informants were
conducted during regular office
hours.
74
| Data Gathering
Procedure (5/6)
The parents or legal guardians will be
required to duly sign a consent form.
In addition, the participants will need
to provide informed consent,
indicating their awareness of their
rights as study participants, through
their own signature.
76
| Data Gathering
Procedure (6b option)
Particularly, participants are
entitled to their right to refuse, to
withdraw, and their right to be
informed about the nature of this
study.
(Add more information as needed.)
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PARTS OF CHAPTER 2: Methodology
6. ETHICS OF RESEARCH
(2 paragraphs)
 What ethics of Research are
needed for your study?
 What specific area(s) of the study d
oes this particular ethics apply to,
and why?
 Did you include consent forms?
79
| Ethical Considerations
(1b option)
The following ethical considerations
were seriously prioritized in this
study: Researchers’ responsibility,
confidentiality, and the assurance
that no physical, moral, or
psychological harm will be inflicted
on the participants.
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| Ethical Considerations
(3a option)
Because the participants were
all minors and were enrolled in
SHS, which is classified as basic
education, consent and assent
forms were provided.
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| Ethical Considerations
(1a option)
In this study, the responsibility of
the researchers, confidentiality, and
the guarantee that the volunteers
won't suffer any physical, moral, or
psychological harm were all given
high priority.
80
| Ethical Considerations
(2/3)
These ethical considerations
were deemed necessary for this
study because… (state reasons).
82
| Ethical Considerations
(3b option)
Consent and assent forms were
given because the participants
are all minors and are currently
taking up SHS which is
considered under basic
education.
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Quantitative Quantitative
Research Research
• Research Design • Research Design
• Locale of the Study • Locale of the Study
• Population and • Research Participants
Sample and Informants
• Data Gathering • Data Collection
Procedure Procedure
• Instrumentation • Research Instrument
• Statistical Treatment of • Data Analysis (for Q4)
Data (for Q4) • Ethical Considerations
• Ethical Considerations

85

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