Parada National High Grade

School Grade 11
School Level
Student Learning
Mary Rose E. Alegria Practical Research 1
Teacher Area
Teaching
April 4, 2024 Fourth Quarter
Date and Quarter
10:00 am – 11:20 am
Time

I. OBJECTIVES
The learner demonstrates understanding of qualitative research design.
1. the range of research
topics in the area of
inquiry
2. the value of research in
the area of interest
3. the specificity and
feasibility of the problem
posed
1. the range of research
topics in the area of
inquiry
2. the value of research in
A. Content
the area of interest
Standards
3. the specificity and
feasibility of the problem
posed
1. the range of research
topics in the area of
inquiry
2. the value of research in
the area of interest
3. the specificity and
feasibility of the problem
posed
The learner demonstrates
understanding of
B. Performance
The learner is able to describe qualitative research design.
Standard
C. Learning
The learner chooses appropriate qualitative research design (CS_RS11-
Competencies/
IVa-c-1).
Objectives
hooses appropriate qualitative research
(Write the LC
desig
code for each)
At the end of the lesson, learners are expected to…
A. identify different types of qualitative research designs;
B. determine the qualitative research design in the sample researches;
D. Specific
and
Learning
C. express appreciation on the importance of research design in
Competencies
conducting research.
express appreciation of the importance of research design and
sampling methods in the conducting a research study
II. SUBJECT MATTER
A. Content Qualitative Research Design
 Qualitative Research– involves collecting and analyzing non-numerical
data to understand concepts, opinions or experiences.
Research Design – it is the outline or the blueprint of your research. This
will determine what type of research you will be conducting.
Types of Qualitative Research Design
A. Case Study – finding the reason/s behind such occurrence drives
you to also delve into relationships of people related to the case
under study.
B. Ethnography – studies group of people that share a common
culture. It requires time in a site to systematically observe,
interview and record processes.
B. Concept C. Content and Discourse Analysis – calls for a detailed and
systematic examination of the choice and use of words from which
concepts or images are vividly derived.
D. Phenomenological Study – to understand lived experiences from
the research participant’s point of view and how they find their
experiences meaningful.
E. Grounded Theory – is an attempt to extract a general abstract
theory of a process, or interaction grounded in views of research
participants.
F. Historical Analysis – it can show patterns and occurred in the past
and over time which can help to see where we came from and what
kind of solutions we have used in the past.
Thumbs up, Thumbs Down – The students will raise the Thumbs Up and
Thumbs Down emoji based on the correct answer in each item presented.

1,2,3 Eyes on the board – The teacher may call out “1, 2, 3, eyes on me,”
and students know to stop what they're doing and respond with “1, 2, eyes
on you.” Not only does it capture students' attention, but it refocuses them
on the process of responding.
C. Strategy
Crystal Clear – The teacher will say “Crystal” to ask the students if they
understand what is being discussed, then the students will answer “Clear”
if they did understand. It may use also to get the attention of the students.

Call a friend – The teacher will call a student to answer a certain question
to get a recitation points, when then student didn’t answer the question,
he/she will give a chance to call a friend or one of his/her groups to help
him/her answer the given question.
 Visual Aids
 Printed worksheets
 Printed example researches
 Emoji Stick
D. Instructional
 Padlet
Materials
 Tablet
 Data connection/hotspot
 Projector
 Board
  Practical Research 1 Textbook pp. 116-119
 https://onlinelibrary.wiley.com/doi/10.1002/9781119222781.ch14
 https://www.matec-conferences.org/articles/matecconf/abs/
2019/21/matecconf_icfmce2019_01032/
matecconf_icfmce2019_01032.html
 https://www.tandfonline.com/doi/full/
10.1080/10720537.2022.2032503
 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9037218/
 https://psycnet.apa.org/record/2016-50558-001
E. Reference  https://repository.cpu.edu.ph/handle/20.500.12852/1144
 https://pdxscholar.library.pdx.edu/open_access_etds/4035/
 https://www.researchgate.net/publication/
233858380_Historical_Research_A_Thematic_Analysis_of_Conv
ention_and_Conference_Themes_for_Selected_Professional_Healt
h_Education_Associations_from_1975_to_2009
 https://www.researchgate.net/publication/
346401427_A_Phenomenological_Analysis_of_Filipino_Students'
_Experiences_of_Bullying_In_State_Universities_and_Colleges

III. PROCEDURES
Teacher’s Activity Student’s Activity

“Please all rise as we pray! May I
call our prayer leader for today,
Student 1.”
(Students will stand for the prayer)
Student 1: “Let us put ourselves in
the presence of God, in the name
of the father. Dear Lord, as we
gather to begin this class today, we
ask for your presence and
guidance. We know that without
you, we can do nothing. We ask
that you open our minds and hearts
to receive the knowledge and
understanding we will be taught.
Amen.”

“Good morning, everyone!” Class: “Good morning, Ma’am!”

“Okay, so before you take your (Student will pick up the trash and
seats, kindly pick up all the pieces of arrange their chairs.)
papers under your chairs and align
your chairs properly.”

“We’re now in the second half of (Students will read the house
the semester. Let me present to you rules.)
our new sets of house rules.”
A. Reviewing
previous lesson House Rules…
or presenting  This classroom is a free
the new lesson space.
 Always remember to be
happy.
 Enjoy the discussion
 Respect each other
 Take care of the tablet
 Raise your emoji
 appropriately

“To set our expectations, let us (Students will read the learning
read our learning objectives for objectives.)
today. Please read, everyone.”

“Before we proceed to the lesson

proper, let’s have a rundown of the
lessons we had discussed in previous
quarter.”

“Now, let’s have an activity.

Through this we will be able to
identify the things you already know.
This will serve as basis for our
discussion. Are we ready?” Class: “Yes, Ma’am!”
“I have this box with your
names. Upon calling your name, I
will ask a question then you will tell
answer by raising your emoji.”
Activity: Thumb Up and Down:
The student will raise “Thumb Up”
if the given statement is true and
“Thumb down” if otherwise false. Is
the instruction clear? Let’s get into Class: “Crystal!”
it!

“Do the research questions are Student 1:

part of chapter 1?”

“Does the significant of the study Student 2:

is part of first chapter?”

“Identification of problem Student 3:

domain is part of background of the
study.”

“Scope and delimitation include Student 4:

the participants and research locale
of the study.”

“Let’s give 123 claps ourselves.” (Students will start to clap.)

B. Establishing
a purpose for
the lesson
C. Presenting
examples/instan “Student 4, please define Student 4: “Qualitative research
ces of the new qualitative research.” involves collecting and analyzing
lesson non-numerical data to understand
concepts, opinions or
experiences.”

“Can you please expand this Student 4: “Qualitative

definition?” research seeks to gain insights and
 understand people's experiences
and perspectives by studying
social organizations and human.”

“That is awesome! Please give a Student 5: “In qualitative research

heart reaction to student 4. Thank only interpreting the experiences
you, student 4. How about you, of the participants and making
student 5?” hypothesis from it.”

“Give heart react if you agree to

the statements of student 5. Bravo!
Thank you, student 5. Remember, in
dealing with qualitative research, our
key terms are understanding
participant’s experiences and human
perspectives.”

“What is research design? Student 6: “Research design it is

Student 6?”
“Thank you, student 6. Please
give student 6 your heart reactions.”
the outline or the blueprint of your
research. This will determine what
type of research you will be
conducting.”

“When we say research design, it

is the plan or framework used to
conduct a research study. It involves
outlining the overall approach and
methods that will be used to collect
and analyze data in order to answer
research questions or test
hypotheses.”

D. Discussing
new concepts “Each group will be given a
and practicing sample research abstract. Be sure to
new skills #1 take note important details from the
paper. After that, you will answer the
following given questions in the
Padlet. I will give you 10 minutes to
brainstorm and then 5 minutes to
finish your answers in Padlet. Are
the instructions clear?” Class: “Crystal!”

(The teacher will distribute the Group 1: Counseling and

sample research by group.)
“Here are the questions you need
to answer.”
1. What was the research all
about?
2. What do you think is the
purpose of the research?
3. How do the researchers
gather the data/information of discourse analysis of president
their research?
psychotherapy in the Philippines:
Jojo's story.
Group 2: Emerging from the
‘worst’: An ethnography of the
modern Filipino commuting
culture behind the Modern Manila
traffic crisis
Group 3: A Foucauldian
Duterte’s constructions of
 4. What is/are the results of the
research you have read?
“Time’s up. Now, let’s present
the work of each group. Choose a
representative each group to present
and explain your work.”
E. Discussing
new concepts “May I call on the representative
and practicing of first group.”
new skills #2
“Are you agree to the group 1?
Raise your reactions based on the
presentation of Group 1.”
“Based on the presentation of
group 1, what is a case study, student the reason/s behind such
7?”
“Based on the definition we
have, what do we mean by case
study?”
“Interesting! Give thumbs up for
student 7. Thank you, student 7.
How about you, student 8?”
“Awesome! Thank you, student
8. Case study consists of a problem,
community quarantine during
COVID-19 pandemic in the
Philippines
Group 4: Hiding behind the
“perfect” mask: a
phenomenological study of
Filipino university students’ lived
experiences of perfectionism
Group 5: A Phenomenological
Study of Filipino Students’
Experience of Bullying in State
University and Colleges
Group 6: A Grounded Theory of
Filipino Wellness (Kaginhawaan)
Group 7: Tracing the history of
Philippine basic education:
Implications to Republic Act No.
10533 or the Enhanced Education
Act of 2013
Group 8: Historical Research: A
Thematic Analysis of Convention
and Conference Themes for
Selected Professional Health
Education Associations from 1975
to 2009
(Group 1 representative will stand
and explain their work.)
(Students will raise their emoji
based on their reaction.)
Student 7: “Case study is finding
occurrence drives you to also
delve into relationships of people
related to the case under study.”
Student 7: “Case study it seeks to
find answers to why such thing
occurs to the subject.”
Student 8: “Case study is used to
gain insights on a phenomenon.
Validate earlier findings or gather
more deep-seated data.”
context, issues and lessons learned.”

“Please give a 123 clap for first

group.” (Students will give 123 claps.)

“May I call on the representative

from the second group.”
“Raise your reactions to the
presentation of group 2.”
“Student 1, what do you think is
the research design of your assigned
research?”
“Do you agree with the answer
of student 1? Thumbs up if yes, and
thumbs down if no.”
(Group 2 representative will stand
and explain their work.)
(Students will raise their emoji
based on their reaction.)
Student 1: “I think, the research
design of this paper is ethnography
study.”
(Students will raise their emoji
based on their answer.)

“When you heard the word

ethnic, what comes to your mind? Student 9: “Ethnic is term use
Student 9.” relating to a race or national group
of people.”
“That is correct! Thank you,
student 9.”

“Ethnography can be type of

research design. What is Student 7: “Ethnography studies
ethnography, student 7?” group of people that share a
common culture. It requires time
in a site to systematically observe,
interview and record processes.”
“Based on what you have read,
what is your understanding about Student 7: “Ethnography is a type
ethnography?” of research where studies people-
ethnic groups in their settings.
“That is correct! Thank you,
student 1. How about you, student 2? Student 2: “This means that its
What insights you have about investigation of a culture through
ethnography?” an in-depth study of the members
of the culture.”
“That is impressive!
Ethnographic research involves
immersing the researcher in the
culture or context being studied to
gain a deep understanding of the
social phenomena within that
setting.”

“How about the third group?

Please stand.”
“Will you agree with the
presentation of group 1? Give heart
react if yes, and thumbs down if no.”
(Group 3 representative will stand
and explain their work.)
(Students will raise their emoji
based on their answers.)

“On your presentation, what do

you think is the research design of
the sample research assigned to your
group? Student 9.”
“Do you agree with the
observation of student 9? Please
raise your reaction.”
“Based on your presentation,
what do we mean by content and
discourse analysis, student 3?”
“Explain in comment section,
what is content and discourse
analysis based on the definitions
given?”
“Fantastic! Please give reactions
to the explanation of student 3.
Thank you, student 3.”
“Student 4, would you like to
reply to the comment of student 3?”
“That is perfectly well said! Let’s communication, such as texts,
give a heart reaction for student 4.
Thank you, student 4.”
“Let’s give a time for fourth
group to present their work.”
“Raise your reactions on the
presentation of group 4.”
“Student 1, why do you give a
heart?” Student 1: “I gave a heart react for
group 4 because they answered the
“Thank you so much, student 1.” questions completely.”
“It’s time for fifth group to
present their work. Please stand
group 5 representative.”
“Raise your reaction to the
group 5 presentation.”
“Based on your presentation,
what do you think is
phenomenological study? Student
5.”
Student 9: “Based on what I
observe, the research design of our
paper is content and discourse
analysis.”
(Students will raise their emoji
based on their reaction.)
Student 3: “Content and discourse
analysis calls for a detailed and
systematic examination of the
choice and use of words from
which concepts or images are
vividly derived.”
Student 3: “Content and discourse
analysis is a study of language
structures used in the medium of
communication to discover the
effects on the content makes it a
discourse analysis.”
Student 4: “This involves
systematically analyzing the
content of various forms of
images, or videos, to identify
patterns and themes.”
(Group 4 representative will stand
and explain their work.)
(Students will raise their emoji
based on their reaction.)
(Group 5 representative will stand
and explain their work.)
(Students will raise their emoji
based on their reaction.)
Student 5: “Phenomenological
study understand an experience
from the research participant’s
point of view and how they find
their experiences meaningful.”
 “What does it trying to explain,
student 5?”
“Wonderful answer! Let’s give a
thumbs up for student 5. Thank you,
student 5.”
“Let’s have sixth group to
present their work.”
“Raise your reactions to the
presentation of group 5.”
“Next, we have grounded theory.
What is grounded theory student 6?”
“Student 9, would you like to
give a comment about grounded
theory?”
“That is awesome! Thank you,
student 6. Grounded theory aims to
develop theories or explanations
based on the data collected from
participants, allowing theories to
emerge from the data.”
“How about the next group.
Group 6 please stand.”
“We also have historical analysis
in research design. What is historical
analysis all about, student 7?”
“Thank you, student 7.”
“Student 8, what do you think
historical analysis trying to prove in
study?”
F. Developing
mastery “Let’s get this activity called
(Leads to design me. I have here sample
Student 5: “Phenomenological
study focuses on understanding the
lived experiences of individuals
and how they make sense of the
world around them.”
(Group 6 representative will stand
and explain their work.)
(Students will raise their emoji
based on their reaction.)
Student 6: “Grounded theory is an
attempt to extract a general
abstract theory of a process, or
interaction grounded in views of
research participants.”
Student 9: “Grounded theory is
takes place when you discover a
new theory to underlie your study
at the time of data collection and
analysis. Through your
observation on your subjects, you
will happen to find a theory that
applies to your current study.”
(Group 7 representative will stand
and explain their work.)
Student 7: “Historical analysis it
can show patterns and occurred in
the past and over time which can
help to see where we came from
and what kind of solutions we
have used in the past.”
Student 8: “This one involving
analysis of events that occurred in
the remote or recent past.
Understanding this can add
perspective on how we examine
current events and educational
practices.”
 research. I will reveal the parts of the
research one at a time. Then, you
will try to guess what is the research
design of the sample based on the
revealed parts. Are we clear?” Class: “Crystal!”
Formative
Assessment 3) Title: A Phenomenological Study of
the Lived Experiences of Parents of
Young Children with Autism
Receiving Special Education System
(Donna Marie Barrow, 2017)

“With your groupmates, start (Students start to work with their

G. Finding working and identify what type of groupmates.)
practical research design your research is then
applications of explain in at least 5 sentences.”
concepts and
skills in daily “You have 10 mins to brainstorm
living then put your work directly in the
research template.”

H. Making
generalizations “Here is a Facebook post. I will
and abstractions comment a question here then what
about the lesson will you do is to reply of what I’m
asking.”

“What type of qualitative Student 1: “I think, the answer is

research design that refers to case study.”
studying relations of such
occurrence? Student1.”

“That is correct! Thank you, Student 2: “Phenomenological

student 1. How about you what type study is the answer in comment
of research design that understanding number 2.”
the lived experiences of the
participants is the main goal?
Student 2?”

“Awesome! Thank you, student Student 3: “Historical analysis will

2. Let’s have student 3. What type of be the answer for comment
research that refers to studying the number 3.”
occurrence from the past to have
available resources for the future?”

“Perfect! Thank you, student 3. Student 4: “I think the answer is

Next, student 4. What type of ethnography.”
research is mainly studying a
specific group that shares common
customs or culture?”

“That is correct! Thank you, Student 5: “I believe that the

student 4. Let’s have student 5 to answer in comment number 5 is
give a research design. What type of grounded theory.”
qualitative research is an attempt to
extract a general abstract theory of a
 process, or interaction grounded in
views of research participants?”

“Perfect! Thank you, student 5. Student 6: “Content and discourse

Now, student 6, what type of analysis is the for number 6.”
qualitative research that studies the
words or the choice of words from
images or concepts vividly derived?”

“That is impressive! Thank you,

student 6.”

HAPPY QUIZ #1
Identify what research design is best Answers:
suited in each item.

1. A researcher living and working 1. Ethnography

with a community in an isolated
village.

2. A research from Maguindanao 2. Phenomenological Study

wants to understand the coping
mechanism of the families who’s
loss a family member during the
I. Evaluating Coved-19 Pandemic.
learning
3. The study of primary and 3. Historical Analysis
secondary sources in researching an
event from the past.

4. The researcher studies how people 4. Grounded Theory

cope with chronic pain from a
specific medical condition, with a
view to developing a theory around
this.

5. A team of researcher is trying to 5. Case Study

explore the factors influencing the
success of a specific small business.
J. Additional
Look for research that has a similar
activities for
research design with your own
application or
research. Bring it next week.
remediation
Prepared by: Submitted to:

Mary Rose E. Alegria Elmerson I. Matias

Student Teacher Intern Cooperating Teacher, SHS Department
 Appendix A
Examples of researches

Example of Case Study – GROUP 1

Counseling and psychotherapy in the Philippines: Jojo's story.
In this chapter, we discuss the therapy of Jojo, who presented with general life dissatisfaction
and depression and felt stigmatized. The chapter describes the role of solution focused story
sharing in enabling him to take small steps in doing something about the predicament he is in
and in adopting a more positive attitude about his future. Jojo is a 54-year-old male who lives
with a younger male partner, Ronnie, who is 8 years his junior. Jojo sees himself as bisexual. He
is the second youngest child of a family of eight children. This chapter discusses the therapy of
Jojo, who has HIV. It charts the tumultuous journey of an overseas contract worker who was
betrayed by his wife, has a son who battles drug addiction, and eventually fell for a male lover.
Through his narratives, we had a better grasp of his coping mechanisms and discovered his
patterns of avoidance and his inability to accept the realities of his current circumstances. The
rapport built by the counselors and the open attitude of the client to listen and learn from the
interactions helped him see the light and get on with being alive.
Example of Ethnography – GROUP 2
Emerging from the ‘worst’: An ethnography of the modern Filipino commuting culture
behind the Modern Manila traffic crisis
This type of study uses participant observation in which the researchers were also the
participants themselves. Here, they immersed themselves in the culture and spent time with the
Filipino commuting public personally experiencing the commuting activities e.g. waiting in
terminals, riding trains or buses, and the like. This was done to get a sense of how they live the
"commuting" life, their habits, and their interactions with each other and those around them.
Upon identifying the key locations, the researchers did covert participant observation. Hereafter,
short interviews and discussions were made with the people involved in the culture until 62
observations and statements from informants were recorded. The recorded data included the
collation of information that reflects responses from the commuting students and workers alike,
public utility vehicle (PUV) drivers, and observations of the Manila-based public transportation
terminals, design of public transportation system, rail and road traffic management system.
These establishes rigor of the research findings through triangulation of data sources.
Example of Content and discourse analysis – GROUP 3
A Foucauldian discourse analysis of president Duterte’s constructions of community
quarantine during COVID-19 pandemic in the Philippines
The novel coronavirus (COVID-19) first hit the Philippines in January 2020 and by March, more
suspected cases were reported, compelling the national government to create measures to secure
public health and fight the pandemic. In order to mitigate the spread of the virus, a community
quarantine in the Philippine’s National Capital Region began on March 15, 2020. This study
utilized Foucauldian Discourse Analysis in understanding President Rodrigo Roa–Duterte’s
discourses about community quarantine during the COVID-19 pandemic in the Philippines. Two
of his press conferences served as texts for discourse analysis: (1) on March 12, 2020 when he
announced measures against COVID-19 threat, and (2) on March 16, 2020 when enhanced
community quarantine was imposed. Results showed four wider discourses: (1) Community
Quarantine as a Political Device, (2) Community Quarantine as a Protection of Public Health, (3)
Community Quarantine as an Act against Resistance, and (4) Community Quarantine as an
Opportunity for Bayanihan (spirit of Communal Unity) and an Expression of Damayan (Giving
Compassion and Support). Results showed how the discourses transitioned from community
quarantine to enhanced community quarantine. The results are discussed in relation to power and
social change.
Example of Phenomenology – GROUP 4
Hiding behind the “perfect” mask: a phenomenological study of Filipino university
students’ lived experiences of perfectionism
Perfectionist students exhibited high standards and behaviours and cognitions associated with
rigidity and obsessiveness in many contexts in their lives. The family, pre-college (elementary
and high school), and college contexts are significant in their development as perfectionists.
Students also struggled with its constant negotiations and trade-offs because of its double-edged
nature and the push and pull of their personal and others’ standards. Narratives also indicate a
relationship between their motivations as perfectionists, their strategies to manage it, and their
expected mental health outcomes.
Example of Phenomenology – GROUP 5
A Phenomenological Study of Filipino Students’ Experience of Bullying in State University
and Colleges
Bullying has been a global issue, posing concern not only to primary and secondary schools but
also to tertiary schools, specifically state-owned, where its forms may differ, and goals might
shift. This study aimed to understand bullying through the lived experiences of three students
who became bully-targets in state universities and colleges (SUCs) using a socio-ecological
perspective. A semi-structured interview was utilized to probe their experiences and understand
bullying. Through a qualitative approach using Interpretative Phenomenological Analysis (IPA),
the study further explored how their bullying experiences were enabled or constrained by socio-
ecological factors. Five super-ordinate themes with associated subordinate themes were
identified: the dynamics of the bully-target experience; the consequences of being a bully-target;
coping mechanism against bullying; seeking an explanation for being a bully-target; and factors
that affect the bullying experience. The experiences of the participants revealed that a culture of
bullying within the school context is created by the interactions of peer relationship, structures of
adult authority and school systems. Hence, effective bullying interventions must involve
students, families, teachers and school administrators to create impact against bullying.

Example of Grounded Theory – GROUP 6

A Grounded Theory of Filipino Wellness (Kaginhawaan)
The purpose of this study was to develop a theory to explain Filipino wellness (kaginhawaan).
Open-ended and semi-structured face-to-face interviews were conducted among 18 Filipinos.
Nine resided in the city and the rest lived in the rural areas. The participants were also
representative of the low, middle, and high levels of family income prescribed by the
Philippine’s National Statistics Office. Glasser and Strauss’ (The discovery of grounded theory:
strategies for qualitative research. Aldine Publishing Company, Chicago, 1967) grounded theory
approach was used to guide the process of investigation. The findings suggest that Filipino
wellness is a condition where an individual enjoys economic freedom and security and psycho-
emotional wellness within the context of the family. In the absence of family, an individual may
turn to occupation to provide a semblance of Filipino wellness. On the other hand, when the
individual faces economic difficulties, one turns to spirituality as a source of wellness.

Example of Historical Analysis – GROUP 7

Tracing the history of Philippine basic education: Implications to Republic Act No. 10533
or the Enhanced Education Act of 2013
This qualitative study is aimed to trace the History of Philippine Basic Education with
implications to the Enhanced Education Act of 2013. It is also aimed to determine the possible
effect of the MTB-MLE implementation in schools. Qualitative Historical research and Content
analysis were used in this study to determine the changes that happened overtime to the
Philippine Basic Education. The researcher followed five steps in applying Historical Research
as method for this study. Result showed that there are a lot of changes in structure and education
itself in the past century in the history of Philippine Education. As for reference, the researcher
used the country of Vietnam as a model for this research as the history of their education is
closely related to that of the Philippines, they just reformed earlier, as the Philippines reform
came about 20 years after. During the 19th century, Spain was the first to decree education
reform in the Philippines, it was followed by the Americans and Japanese, thus, our basic
education system is influence by three cultures, the Spanish, American and Japanese...

Example of Historical Analysis – GROUP 8

Historical Research: A Thematic Analysis of Convention and Conference Themes for
Selected Professional Health Education Associations from 1975 to 2009 (Jill M. Black, PhD,
CHES, FAAHE1; Valerie A. Ubbes, PhD, CHES, 2009)
Many professional organizations and associations hold conventions and conferences on an
annual basis. Health Education professional associations take part in this process. Using a
historical research perspective, this article delineates conference themes for four prominent
professional Health Education associations: the American Association for Health Education
(AAHE), the American Public Health Association (APHA), the American School Health
Association (ASHA), and the Society for Public Health Education (SOPHE). Data were
collected, examined, analyzed by thematic content analysis, and then organized by association,
year and location. Development of an appropriate methodology for thematic data collection and
analysis are described.

Appendix B
Design me!
F. Developing mastery (Leads to Formative Assessment 3)

A Phenomenological Study of the Lived Experiences of Parents of Young Children with

Autism Receiving Special Education System
Over the past two decades reported rates of autism have steadily risen. The current incidence is 1
in 68 children. While autism can be reliably diagnosed at 18 months in most children with the
condition, specialized autism treatment rarely begins before a child’s third or fourth birthday. As
screening and diagnosis procedures improve so does the need for effective early interventions for
autism. Researchers and professionals have expressed a growing concern over the need for
effective early interventions for infants and toddlers with autism. At the same time, there is a
dearth of qualitative research exploring the needs and experiences of parents with a very young
child with autism. Employing a phenomenological framework, the purpose of this study was to
investigate the lived experiences of parents of a young child with autism receiving early special
education services. Unstructured interviews and photo elicitation were used to generate rich,
detailed descriptions of the phenomenon. Data analysis from photographic images and narrative
dialogues illuminated six essential themes across participants: (a) parents as pioneers: forging the
way for future families; (b) making the journey as a family; (c) navigating uncharted service
systems; (d) overcoming challenges and obstacles; (e) resilience, ingenuity and hope; and (f)
reflecting on the first three years and looking forward. Participants expressed that they felt this
study gave them a “voice” in the research literature. This study is one of the first to investigate
the lived experiences of parents as they seek and secure autism services for their child under five
with autism.

Appendix C
Work with me worksheets

A. Research Title

B. Research Questions
a.
b.
c.
d.
e.

C. Research Design
 D. Justification

Appendix D
Happy Quiz Questionnaire

HAPPY QUIZ #1
Identify what research design being asked in each item. Write your answer the space after each
number.

1. A team of teachers and counselors assess the impact of extracurricular activities on student
mental health through surveys and interviews. Adjustments are made based on findings.
2. A research from Maguindanao wants to understand the coping mechanism of the families
who’s loss a family member during the Coved-19 Pandemic.
3. The study of primary and secondary sources, such as historical documents and archives
(diplomatic) in researching an event from the past.
4. The researcher studies how people cope with chronic pain from a specific medical condition,
with a view to developing a theory around this.
5. A team of researcher is trying to explore the factors influencing the success of a specific small
business.