Practical Research 1

Quarter 2 – Module 1:
Qualitative Research Design
Practical Research 1 – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 1: Qualitative Research
Design First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

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

Development Team of the Module

Writer: Dexter V. Fernandez

Editor: Niljoy G. Senina
Reviewer:
Illustrator: Dexter V. Fernandez
Layout Artist: Firstname MI. Lastname
Cover Design: Firstname MI. Lastname

Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
Asst. Schools Division Superintendent : William Roderick R. Fallorin
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Learning Area: Firstname MI. Lastname
District Supervisor, Assigned Subject : Firstname MI. Lastname
District LRMDS Coordinator, Assigned Subject: Firstname MI. Lastname
School LRMDS Coordinator, Assigned Subject: Firstname MI. Lastname
School Principal, Assigned Subject : Firstname MI. Lastname
Lead Layout Artist, Assigned Subject : Firstname MI. Lastname
Lead Illustrator, Assigned Subject : Firstname MI. Lastname
Lead Evaluator, Assigned Subject : Firstname MI. Lastname

Printed in the Philippines by Department of Education – Schools Division of

Bataan
Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
Practical Research 1
Quarter 2 – Module 1:
Qualitative Research Design
Introductory Message
For the facilitator:

Welcome to the Practical Research 1 – Grade 11 Alternative Delivery Mode

(ADM) Module on Qualitative Research Design!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

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

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

1ii
For the learner:

Welcome to the Practical Research 1 – Grade 11 Alternative Delivery Mode

(ADM) Module on Qualitative Research Design!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

2ii
 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You can do
i

iv
3
 What I Need to Know

This module is designed to let the students be familiarized on the different research
designs used in qualitative research. Furthermore, they be able to determine how
these research designs are used in the study.

At the end of the module, it is expected that students will imbibe the following
competencies:

1. chooses appropriate qualitative research design (CS_RS11- IVa-c-

1) 2.

1
 What I Know

Identify what is the best research design for the following research titles. Write A
for phenomenological study, B for ethnography, C for grounded theory and D for
case study.

1. Nemo dat quod non habet: Lived experience of the senior high school
teachers teaching practical research subjects
2. A case study of student and teacher relationship and the effect on
student learning
3. Lived experiences of the single mothers in parenting male siblings
4. A case study of third year Sociology students at Polytechnic University
of the Philippines
5. The die is cast: Lived-experience of the novice teachers in handling
verbal bullying in a middle school.
6. Lived experiences of a bread winner tricycle driver in a progressing
municipality
7. The everyday lives of men: An ethnographic investigation of young
adult male identity
8. A grounded theory on the making of great educational leaders

9. Listening to women: an ethnography of childbearing women living in

poverty
10. A grounded theory study of decision-making within informal work
environments

2
 Lesson
Common Research Designs
1 in Qualitative Research

In the lessons, you will learn the different kinds of research designs in the
qualitative research method. But first, let us define the term. Research design is
the framework or structure that researchers choose in conducting his or her study.
It is also his/her overall strategy in answering the research problem. It also refers
to the methods and procedures that will be used in collecting, analyzing the
measures of the variables in a given research topic. In a qualitative study, there is
four typical research designs. These are case study, ethnography,
phenomenological study, grounded theory.

What’s In

Write T if the statement is true, otherwise, F if it is false.

1. Observance of proper citation is writing everything that you see in

others’ work.
2. Paraphrasing is only applicable to your original ideas.
3. Ethics in literature review is doing what you think is right.
4. Research review is always geared towards positivism.
5. Evidence is only a secondary factor in research that is why
citation is just an additional work.

Cite five (5) examples on how do you follow ethics in writing a qualitative research?
Explain.
1.

3
2.

3.

4.

5.

Notes to the Teacher

This module prepares the students to appreciate research through
its connection to the experience of the students and importance of
research to humanity.

4
 What’s New

What is the best research design for my research? Why it is the appropriate design
to my study? Is this design really appropriate for my study? Like Bok, you are
cramming and you do not know what to do. This topic is right for you! Here you will
learn the common research design used in a qualitative research. Likewise, you
know when they are used.

What is It

There are many research designs in different research methods. In qualitative

research, there are at least six (6) research designs. These are case study,
ethnography, phenomenological study, grounded theory, narrative, and historical
research. However, among those mentioned research designs, four (4) of them are

5
frequently used. These are case study, ethnography, phenomenological and
grounded theory (VanderStoep and Johnston 2009).
In the discussion, you will learn the definition and different concerns of those
research designs. Likewise, you will identify how those research designs are used
explicitly in qualitative research.

Four (4) Types Research Design for Qualitative Study

1. Case Study
2. Phenomenological Study
3. Ethnography
4. Grounded Theory

Case Study. It is a research approach in a qualitative method that is used to

generate or determine an in-depth understanding of an issue in its real-life context.
It can be an investigation of a single person, group, event or the community
(Kothari 2004). In carrying out a case study, this objectively describes a situation of
an individual, group, organization, or organization. The term situation refers to a
“case.” It also identifies the critical issues of the case. It can be about a particular
experience, practices or event that influenced them. Lastly, it analyzes the case
using relevant theoretical concepts.
These are the examples of case studies:

This is the case to be investigated. The

existing relationship between two (2)
individuals.

1. A case study of student and teacher relationship and the effect on student
learning

There are instances that research design is

expressed in the title of the research.

There are instances that research design is

expressed in the title of the research.

2. A case study of third year Sociology students at Polytechnic University of the

Philippines

This is the case to be investigated. Case

can be special experiences faced by
Sociology student.
6
Aside from the indication of the design used, we can say that these are examples of
case studies because they explored and determined an in-depth understanding of
an issue's experiences in a given situation. In research 1, the experience is about
relationships. Further, the point is a student-teacher relationship, and the case is a
problem in students' learning. It is similar to research 2. The experience is college
life, the issue is struggles of 3rd-year Sociology students, and the situation is
demand in studies. Let us remember that a case study requires one (1) to thirty
(30) participants using interviews or observations. Furthermore, it is not
exclusively used in a qualitative method of research. It is also used in quantitative
research, specifically on the descriptive method.

Phenomenological Study. This qualitative research approach focuses on the

commonality or similarity of the lived experience of an individual within a
particular group. The main aim of this research design is to come up with a
description of the nature of the specific phenomenon (Creswell 2013). Moreover, it
investigates observed unusual people or even as they appear without elaborative
study or explanation (Heidegger 1985). Thus, this is to describe and understand
the phenomenon of the participants’ lived experience.

There are two (2) main approaches in the phenomenological study. It can be the
descriptive or interpretative phenomenological approach. The interpretative
phenomenological approach gives insight into how a person makes sense of the
phenomenon (Edward 2015). Likewise, it provides a detailed examination of the
personal lived experience of the participants. On the other hand, a descriptive
phenomenological approach explores and described the lived experience of the
participants. It is also known as hermeneutical phenomenology.
These are the examples of phenomenological studies:

This is the phenomenon to be investigated

(challenges in handling verbal bullying)

1. The die is cast: Lived experience of the novice teachers in handling verbal

bullying in a middle school.

The term lived experience stands for
Phenomenology. Thus, once this term
appears in the title, this means that it is a
phenomenological study.

7
 The term lived experience stands for
Phenomenology. Thus, once this term
appears in the title, this means that it is a
phenomenological study.

2. Nemo dat quod non habet: Lived experience of the senior high school
teachers teaching practical research subjects

This is the phenomenon to be investigated

(difficulties in teaching practical research
subjects).

Take note that in the titles, there is the word “lived-experience.” This particular
term represents that the researches are phenomenological study. It deals with lived
experiences, whether in a descriptive or interpretative approach. For the number of
participants in the phenomenological investigation, it usually ranges from five (5) to
twenty-five (25) participants (Creswell 2013). On the other hand, according to De
Guzman (2007), three (3) to thirteen (13) would suffice the number.

Ethnography. It is an approach in qualitative research that investigates the in-

depth study of culture or facet of learning (Ruane 2005). It explored the cultural
phenomena from the view and understanding of the participant/s of the study.
Likewise, it searches the relation of people to their environment. It can also be a
detailed description of the culture of a community. It aims to identify and analyze
to uncover the attitudes and emotions of a specific group of individuals (Ellis and
Bochner 1996). This research is done through direct observation of the
participant/s in their natural environment. Further, this gains insights on how
they interact with each other within their natural environment.
These are the four (4) elements of ethnographic research:
1. Interest in cultures and meaning-making – The researcher is motivated to
look into the culture and makes meaning the observable manifestations.
Example:

As a researcher you wanted to explore on practice of marriage ritual of the Aeta in

Zambales. Thus, it is part also of your investigation how these practices became
meaningful to these people.

8
Another example:

You are conducting a research about the Magbukon tribe in Orion, Bataan about their
harvest festivity. Thus, it is part of your research to identify the meaning of such
practice to their own lives.

2. Looking at culture from different perspectives – The researcher looks at

different angle of the culture.
Example:

You are investigating on the culture of the Kapampangan descendants in Abucay,

Bataan. You need to bring holistically look at the topic in different perspective to
determine the answer.

Another example:

You are exploring on the culture of the Ilocanos working at Freeport Area of Bataan.
As a researcher, you need to look at it in economic, social, spiritual, and behavioral
perspective to determine what you wanted to know about them.

3. Paying attention to the language practices – The researcher is keen on the

word usage and its meaning.
Example:

You are conducting a research about the parental care of the chieftain of different
indigenous communities in Bataan. To understand the meaning of their culture, you
need to carefully pay attention on what they are going to say and do. Every words
and context of these words to comprehend the idea they wanted to present.

Another example:

You are conducting a research about the philosophy of the Badjao living in the rural
area of Bataan. As a researcher, you need to learn their language or train yourself to
understand the way they talk and to be keen on the words they are uttering. It is
because the words they were saying will be beneficial to your research.

4. Collecting first-hand experience – The researcher personally experiences the

culture of the participant/s.
Example:

You are conducting a research about the Visayan migrants in Mariveles, Bataan who
are working as factory workers. In collecting data needed for your research, it is

9
important to experience their lives to understand their situation. Important details are
noted as observable practices.

Another example:

You are conducting a research about the farmers of Bataan. To get essential data for
the study, you need to live or personally experience their lives as a farmer.

These are the examples of Ethnography:

In this example, the participants are young adult male. Because this
stand for a group of people having specific character, that is why this
study became ethnography.

1. The everyday lives of men: An ethnographic investigation of young adult

male identity

Most often, ethnographic research design is

declared in the title. If not declared, the
participants involve would give you a clue
why it became an ethnography

2. Listening to women: an ethnography of childbearing women living in poverty

In this example, the participants are childbearing women whose condition

is in poverty. Because this stand for a group of people having specific
character, that is why this study became ethnography.

It is a common mistake that ethnographic research is only about tribal or

indigenous people. As the example stated, these are investigating young adult
males (example 1) and childbearing women (example 2). However, these are both
ethnographies because these explore cultural phenomena. The first example is
about young adult’s identity, and the second example is about childbearing women
living in poverty. Thus, their situations express a distinct cultural phenomenon. It
is suggested that there has to be thirty (30) to (50) participants in ethnography.

Grounded Theory. This research design involves the construction of theory

through gathering and analyzing data (Breuer 2009). It uses inductive reasoning
(particular to general) in coming up with emerging theory. It sets to discover or

10
construct a theory form the data that is systematically gathered and analyzed using
comparative analysis. It made use of procedures like theoretical sampling and open
coding (Mey and Mruck 2011). This design identifies the situated nature of
knowledge and the contingent nature of the practice. Thus, it better determines
what happens.

These are the examples of grounded theory:

Made mentioned about the research design.

1. A grounded theory on the making of great educational leaders

This refers to the specific framework of the educational leaders: how they
became great educational leaders

Made mentioned about the research design.

2. A grounded theory study of decision-making within informal work

environments

This refers to the specific framework on how decision-making is done

under informal work environment

In doing research using the design of grounded theory, you need to come up with a
theory based on the data you have gathered. Furthermore, this kind of research is
not solely for qualitative research. Most often, experts use triangulation research
design or mixed-method in analyzing to determine the emerging theory.
Triangulation research is the application of research methods in a study. On the
other hand, a mixed-method is the combination of qualitative and quantitative
research methods. In this design, It was suggested on having thirty (30) to fifty (50)
participants, while Creswell (2013) recommended twenty (20) to thirty (30)
participants.

What’s More

Choose the letter of the best answer.

11
1. Suppose you are conducting a research about the emotional satisfaction
of Mobile Legends to the senior high school students of a school. You are aware
that your brother and your cousins are online gamers of Mobile legend, what
research design you will use?
a. Phenomenological
b. Case Study
c. Ethnography
2. You are conducting research about the lived experience of the grade 11
student who suffered from Covid 19. You need at least four (4) participants. It
so happened that your brother and three (3) of your neighbors are hospitalized
for a month because of it. What research design you will use?
a. Phenomenological
b. Case Study
c. Ethnography
3. Suppose you are conducting research about the perception of the elders
of the Magbukon tribe in Duale, Limay about education. Thus, you have set the
criteria in choosing your participants. These were 1) your participants have to
be a recognized elder of the tribe and 2) the participants have to be an elder in
Magbukon community in Duale, Limay. What research design you will employ?
a. Phenomenological
b. Case Study
c. Ethnography
4. You are conducting a research about the challenges of working senior
high school students in your community. However, you know only few of them.
It so happened that you have two (2) cousins who are in grade 11 and working
as a crew in a food chain in your community. What research design you will
utilize?
a. Phenomenological
b. Case Study
c. Grounded Theory
5. Suppose you are conducting a study on the lived-experience of married
male teachers on implementing discipline in the classroom. It so happened that
you know male teachers in your school. What research design you will use?
a. Phenomenological
b. Case Study
c. Grounded Theory

12
 What I Have Learned

In this lesson, you have learned the four (4) common research designs used in
qualitative research. These are case study, phenomenological, grounded theory,
and ethnography. A case study is a research approach in a qualitative method that
is used to generate or to determine an in-depth understanding of an issue in its
real-life context. A phenomenological study is an approach in qualitative research
that focuses on the commonality or similarity of the lived experience of an
individual within a particular group. Ethnography is an approach in qualitative
research that investigates the in-depth study of culture or facet of learning.
Grounded theory is a research design that involves the construction of theory
through gathering and analyzing data.

What I Can Do

Write T if the statement is true but write F if the statement is false.

1. Case study is a research approach in qualitative method that is used
to generate or to determine an in-depth understanding of an issue in its real-
life context.
2. In phenomenology, it is suggested that there has to be thirty (30) to
(50) participants.
3. Phenomenological study identifies situated nature of knowledge and
contingent nature of practice.
4. Ethnography focuses on the commonality or similarity of the lived
experience of an individual within a particular group.
5. In grounded theory, it requires for one (1) to thirty (30) participants
using interview or observations.
6. Grounded theory investigates on the in-depth study of culture or facet
of culture.

13
 7. Case study involves the construction of theory through gathering and
analyzing data.
8. Grounded theory aims to identify and analyze to uncover attitudes
and emotions of a specific group of individuals.
9. In case study, three (3) to thirteen (13) would suffice the number.
10. It is recommended that in ethnography, twenty (20) to thirty (30)
participants.

Assessment

Identify what is the best research design for the following research titles. Write A
for phenomenological study, B for ethnography, C for grounded theory and D for
case study.

1. Lived experience of adult female sexual assault survivors

2. Case study for the Philippines: The open academy for Philippine
agriculture
3. Ethnographic research among drinking youth cultures: reflection
from observing participants
4. Lived experiences of adult caregiving daughters and their elderly
mother
5. Exploring challenges and problems faced by LGBT students in
Philippines: A qualitative study
6. Poverty in Philippines- A human rights problem
7. Lived experiences of social studies teachers: Constructing ideas about
democratic citizenship and teaching
8. A phenomenological study of leaders' perceptions and experiences in
local government
9. Case study of the impact of reading intervention in early elementary
school grade levels
10. Causality in sequences of action and interpretation: An ethnographic
study of emerging activist groups

14
 Additional Activities

Identify what is the best research design for the following research titles. Write A
for phenomenological study, B for ethnography, C for grounded theory and D for
case study.

1. Lived experiences of the teachers handling senior high school married

students in a school
2. Evaluate the role of financial information in the business decision
making process
3. A grounded theory study of educational psychologists’ mental health
casework in schools. DAppEdPsy thesis, University of Nottingham.
4. Effect of the competitive advantage strategy on business efficiency tool
activation
5. Analysis on Samsung’s innovation policy drives its research and
development extension
6. Lived experience of being a sole mother in Taiwan
7. Lived experiences of helping professionals with learning disabilities
8. Being there: A grounded-theory study of student perceptions of
instructor presence in online classes
9. ‘Fighting a losing battle’: A Glaserian grounded theory of midwives’
workplace stress
10. Fulfilling the fundamentals of life: A grounded theory of the process of
human-horse relationship development

15
16
References
Breuer, Franz. 2009. Reflexive Grounded Theory. Wiesbaden: VS Verlag.

Creswell. 2013. “Philosophical, Paradigm, and Interpretive

Framework.”

Edward, Karen-leigh. 2015. “The Extension of Colaizzi ’ s Method of

Phenomenological Enquiry,” no. January.
https://doi.org/10.5172/conu.2011.163.

Ellis, Carolyn, and Arthur P. Bochner. 1996. Composing Ethnography. Walnut

Creek: ALTAMIRA Press.

Heidegger, Martin. 1985. “Phenomenological Interpretation of Aristotle.”

Bloomington: Indiana University Press.

Kothari, C. R. 2004. Research Methodology: Methods and Techniques. 2nd ed.

New Delhi: New Age International Publisher.

Mey, Gü nter, and Katja Mruck. 2011. Grounded Theory Reader. VS Verlag.

Ruane, Janet M. 2005. Essentials of Research Methods: A Guide to Social Science

Research. Malden: Blackwell Publishing Ltd.

Tan, Emily B, and Allan De Guzman. 2007. “Understanding the Essence of

Scholarship from the Lived Experiences of a Select Group of Outstanding
Filipino Researchers.” Educational Research Journal 22 (I).

VanderStoep, S W, and D D Johnston. 2009. Research Methods for Everyday Life:

Blending Qualitative and Quantitative Approaches. 1st ed. United States of
America: Jossey-Bass Publisher.

17
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division Learning
Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan Telefax:

(047) 237-2102