Grade

11

TANZA NATIONAL TRADE SCHOOL

Senior High School

Practical Research 1
(MELC-Based)

MARIVIC T. CLIMACOSA

1
 What I Need to Know?

This module deals with the understanding of qualitative research design.

It describes the principle about description of sample, data collection, and
analysis. It also involves the application of imaginative research-related
principles to create an output.

This module has the following lessons:

Lesson 1 - Qualitative Research Design
Lesson 2 - Description of Sampling and Sample
Lesson 3 – Planning Data Collection and Analysis Procedures
Lesson 4 – Presentation of Written Methodology
Lesson 5 – Data Collection through Observation and Interview
Lesson 6 – Explaining Patterns and Themes from Data
Lesson 7 – Relating the Findings with Pertinent Literature
Lesson 8 – Drawing Conclusions from Patterns and Themes
Lesson 9 – Formulating Recommendations based on Conclusions
Lesson 10 – Writing References

How to study this module?

Before exploring this module, remember to do the following tips to achieve
successfully the objectives of this self-learning material.

1. Read and comprehend the lessons.

2. Read and follow instructions carefully.
3. Answer the pre-test first before you start the lesson.
4. Take note and record points for clarifications.
5. Perform any activities presented in each lesson diligently and
honestly.
6. Answer the post-test to measure how much you have learned from
the topics.

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 What I know (Pre-test)

Answer the pre-test to measure how much you know about the topic. Choose
only the letter of your answer.
1. Which of the following statements described ethnography?
a. It studies human behavior indirectly.
b. It is an approach that generates and modifies a theory.
c. Study of cultural patterns of people and their perspective as a
group.
d. Understanding of an individual’s experience for the same person’s
realistic dealings with hard facts of life
2. It is a method that allows the researcher to study human behavior indirectly
or by means of analyzing their communications
a. Content Analysis c. Case Study
b. Phenomenology d. Narrative Inquiry
3. The following are some data collection techniques in Qualitative Research,
EXCEPT one:
a. Participant Observation c. Document Review
b. In-depth interview d. Survey
4. How do you select your participants in a qualitative research?
a. cluster sampling c. quota sampling
b. purposeful sampling d snowball sampling
5. The following statements described Structured Interview EXCEPT:
a. Additional questions might be asked during interviews to clarify
and expand certain issues
b. Data analysis seems to be straightforward
c. Consist of series of pre-determined questions
d. Can compare and contrast different answers given to the same
questions
6. This is the notion that the idea is well grounded and well supported.
a. Reliability c. Verification
b. Validity d. Coding
7. This is also called as a ‘casual conversation’.
a. semi-structured interview c. informal interview
b. structured interview d observation

8. Which of the following statement is True about purposeful sampling?

a. groups can be organized and then draw a sample from each group
separately
b. members of a sample are chosen at regular intervals of a population
c. choose participants following certain criteria
d. each individual has the exact same probability of being chosen to be a part
of a sample.
9. The research “Using Alcohol to Sell Cigarettes to Young Adults: An
Analysis of Cigarette Advertisements” is an example of _______________.
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a. Ethnography c. Content Analysis
b. Case Study d. Phenomenology
10. It is defined as a technique of gathering data whereby you personally
watch, interact, or communicate with your subjects.
a. object c. survey
b. observation d. interview

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 Lesson Qualitative Research Design
1
Competency
The learner chooses appropriate qualitative research design.

What’s in?
In the previous lesson, you learned the importance of knowing and
writing Literature Review. This lesson will focus on the types and characteristics
of a qualitative research design. What is good in this type of research is that it
is open and flexible allowing researchers to modify their design.

Activity

Write five (5) words you often associate with the ‘design’.
1.
2.
3.
4.
5.
Based on the words above, formulate your own definition / description of
a ‘Research Design’.
Research Design - __________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

Analysis

Research Design is the overall plan for collecting data to answer the
research questions. It also includes collection of data, research timeline, and
participants or respondents. This also includes the specific data analysis
techniques or methods that the researcher intends to use. Hence, research
design is the plan for conducting the study.
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 According to Creswell (2013), “there is no agreed upon structure for how
to design a qualitative study. Books on qualitative research vary in their
suggestions for design.”

Distinguish the specific characteristics of the various research designs.

The following are Types of Qualitative Research Design which could be used
as technique in collecting and analyzing data:

1. Ethnography
It is a study of cultural patterns of people and their perspective as a
group. It also involves their beliefs, values, and attitudes.
“The emphasis in ethnographic research is on documenting or portraying
the everyday experiences of individuals by observing and interviewing them
and relevant others” (Fraenkel, Wallen & Hyun, 2015).

Ethnographic procedures require three things:

1. A detailed description of the culture-sharing group being studied
2. An analysis of this group in terms of perceived themes or
perspectives
3. Some interpretation of the group by the researcher as to meanings
and generalizations about the social life of human beings in general.

Final product: a holistic cultural portrait of the group

Example:
The study of Peter Gill (2008) entitled “THE EVERYDAY LIVES OF
MEN: AN ETHNOGRAPHIC INVESTIGATION OF YOUNG ADULT
MALE IDENTITY” -- The researcher described in details the ways
which masculinities were observed every day.

2. Narrative Inquiry
“The procedures for implementing this research consist of focusing on
studying one or two individuals, gathering data through the collection of their
stories, reporting individual experiences, and chronologically ordering the
meaning of those experiences (or using life course stages)” (Creswell, 2013).

Procedures for Conducting Narrative Research

(Riessman, 2008 in Creswell, 2013)
1. Determine if the research problem or question best fits narrative
research.
2. Select one or more individuals who have stories or life experiences
to tell, and spend considerable time with them gathering their stories
through multiples types of information.
3. Collect information about the context of these stories
4. Analyze the participants’ stories. The researcher may take an active
role and “restory” the stories into a framework that makes sense.
5. As researchers collect stories, they negotiate relationships, smooth
transitions, and provide ways to be useful to the participants.

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 6. The researcher needs to collect extensive information about the
participant, and needs to have a clear understanding of the context
of the individual’s life.

Example:
In the study of Theresa Andrea Nugent (2007) entitled “A NARRATIVE INQUIRY OF
TEACHERS’ PERCEPTIONS REGARDING THEIR PROFESSIONAL DEVELOPMENT
EXPERIENCES”, it describes what is happening or not from the viewpoint of the classroom
teacher towards their teaching experience to their students’ output. In this research, teachers
then reflect how they applied their learning to support student outcomes, the support that
students received, and the barriers encountered. So, in this research, there are stories
constructed by the researcher, respondents, and the reader.

3. Phenomenology
“Whereas a narrative study reports the stories of experiences of a
single individual or several individuals, a phenomenological study describes
the common meaning for several individuals of their lived experiences of a
concept or a phenomenon” (Creswell, 2013).

Procedures for Conducting Phenomenological Research

(Moustakas, 1994 in Creswell, 2013)
1. The researcher determines if the research problem is best examined
using a phenomenological approach.
2. A phenomenon of interest to study, such as anger, professionalism,
what it means to be underweight, or what it means to be a wrestler,
is identified.
3. Data are collected from the individuals who have experienced the
phenomenon. Often data collection in phenomenological studies
consists of in-depth and multiple interviews with participants (5-25
individuals).
4. The participants are asked two broad, general questions (Moustakas,
1994):
a. What have you experienced in terms of the phenomenon?
b. What contexts or situations have typically influenced or affected
your experiences of the phenomenon?
c. Other open-ended questions may also be asked but these two,
especially, focus attention on gathering data that will lead to a
textual and structural description of the experiences, and
ultimately provide an understanding of the common experiences
of the participants.
5. Building on the data from the first and second research questions,
data analysts go through the data (e.g., interview transcriptions) and
highlight “significant statements,” sentences, or quotes that provide
an understanding of how the participants experienced the
phenomenon. Moustakas (1994) calls this step horizonalization.
6. These significant statements and themes are then used to write a
description of what the participants experienced (textural
description). They are also used to write a description of the context
or setting that influenced how the participants experienced the
phenomenon, called imaginative variation or structural description.

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 7. From the structural and textural descriptions, the researcher then
writes a composite description that presents the “essence” of the
phenomenon, called the essential, invariant structure (or
essence).

Example:
Vapor, Victor Rey Cui (2009) explored a new Philippine phenomenon that emerged
involving Filipino physicians who went back to school to take up nursing in the
Philippines in order to migrate to foreign countries to work as nurses. The purpose of
his study was to describe and to interpret the lived experiences of Filipino physician-
turned nurses in the United States. Phenomenology was used as research design, with
data obtained from a purposive sample of eight (8) self-identified physician-turned
nurses in Las Vegas, Nevada.
Participants were interviewed using a single, open-ended central question. The
audio taped responses that described their lived experiences were eventually
transcribed verbatim. To interpret their experiences, clusters of themes were then
generated using the Colaizzi's (1978) method of Phenomenological Inquiry. The results
of the study revealed that the experiences of Filipino physician-turned nurses involved
multidimensional issues, both in the contexts of emigration and a professional shift from
physician to nurse. Being the first of its kind, this study will enlighten society of the lived
experiences of Filipino physicians who compromise professional integrity by working
as nurses just to emigrate to the United States. Furthermore, this research study will
contribute to the existing literature on cross-cultural adaptation, particularly involving
role compromise in an unfamiliar social and cultural context.

4. Case Study
This requires an in-depth investigation of an activity, an event, a process
or one, or several individuals. Case studies do not only focus on people but
also on programs and projects. Lichtman (2006) emphasized that “case study
seems to be primarily a method without any philosophical underpinnings.
Selecting a Case (Lichtman, 2006)
1. Typical case: A program that exists in a school division with average
test scores.
2. Exemplary or Model Case: A program nominated by a school
division with high test scores
3. Unusual or Unique case: A program identified by a school division
using special materials

Examples:
1. A researcher may conduct a case study on the new normal
curriculum implementation in a school district.
2. A case study of the educational systems in Germany, Japan, and the
United States funded and published by the United States Department
of Education

5. Grounded Theory
Grounded theory moves beyond description to generate or discover a
theory, a “unified theoretical explanation” (Corbin & Strauss, 2007)
“Grounded theory is a good design to use when a theory is not available
to explain or understand a process. The literature may have models available,
but they were developed and tested on samples and populations other than
those of interest to the qualitative researcher” (Creswell, 2013).

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Examples:
1. Imagine that you are studying teachers from urban school settings. You
are interested in investigating how administrative support enhances
teaching (Lichtman, 2006).
a. As you collect data from teacher 1 and then 2, you write down the issues
they present and compare the two interviews.
b. You would then follow with additional interviews and compare what you
learned with what you already have.
c. You would write down – or insert in your database—some simple codes
that express what you think each is saying.
d. You would then move from these specific codes into more general
categories or themes.
e. From these themes, you begin to develop a working theory to help
explain the key concepts of administrative support, teaching, and urban
settings. Actually, the coding procedures are very specific.

2. Petri (2003) studied English as a Second Language (ESL) teachers’

views on the innovation of visual language using grounded theory. Here
is a brief excerpt from her results:
First, graphics, etc. presents students with a different sense of relevance.
Graphics, etc., appears next to words in e-texts, sometimes misleading
students from the main message of the text (the linguistic one). One teacher
referred to the presence of graphics, etc. as “cluttered”: Most websites are so
cluttered. So, unless they are just pure text on the screen, they are so cluttered
that you really have to get good at scanning. And I don’t know. It’s not textual
scanning. I guess I don’t even know what the term would be, because it’s not
all text. (pp. 153-154)

6. Content / Discourse Analysis

Content Analysis is a method that allows the researcher to study human
behavior indirectly or by means of analyzing their communications (Fraenkel,
Wallen, & Hyun, 2015).
It involves the analysis of the content of virtually any type of
communication like:
1. Textbooks
2. Newspapers
3. Novels
4. Essays
5. Magazine articles
6. Cookbooks
7. Songs
8. Political speeches
9. Advertisements
10. Pictures

Some Applications (Fraenkel, Wallen, & Hyun, 2015) :

1. Gain some idea on how schools are perceived (e.g., by viewing films and
television programs depicting same)
2. Describe trends in schooling over time (e.g., the back-to-basics movement) by
examining professional and/or general publications.

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 Examples
1. Perceptions of Collaboration: A Content Analysis of Student Journals
2. Using Alcohol to Sell Cigarettes to Young Adults: An Analysis of Cigarette
Advertisements
3. An Analysis of Multicultural Teacher Education Coursework Syllabi

Abstraction

Considering the differences of various research designs, the next step will
be to identify an appropriate research design for a particular study.
The students will complete the following statements:

1. If I could discover a community’s experience on COVID-19, I would ask

_____________________________________________. (Case Study)
2. If I could discover the shared lived experiences of one quality or
phenomenon in others, I would want to know about
_____________________________________. (Phenomenology)
3. If I could experience a different culture by living/ observing it, I would
choose to study _______________________. (Ethnography)
4. If I could analyze Philippine movies on a Feminist perspective, I would
__________________________________________________________
__________________________________ (Content/Discourse Analysis)
5. If I could discover a theory for a single phenomenon of living as shared by
others, I would choose to discover the theory of
_____________________________________ . (Grounded Theory)

Application

Classify the following list of research topics according to the five (5) types of
qualitative research design. Justify your answer.

1. An Investigation on Helping Professionals with Learning Disabilities

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Research among Drinking Youth Cultures: Reflections from Observing
Participants
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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3. The Lived Experiences of Instructors in Online Classes
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. A Study on Child Protection and Maltreatment in the Philippines

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. The Kinship of Everyday Need: Relatedness and Survival in a Philippine
Fishing Community
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

What I have Learned?

Write a short reflection of your learnings from this lesson.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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 Lesson Description of Sampling and Sample
2

Competency
The learner describes sampling procedure and sample.

What’s in?
In lesson 1, you enabled to understand the nature of qualitative design.
Deeper understanding of the different types of this design will guide you in
gathering information for your research. In this particular lesson, you will learn
the method of sampling in qualitative research to provide answers to your
research questions.

Activity
Analyze the illustration below.

Source: https://www.ovationmr.com/

What is conveyed by the image?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Analysis

How do researchers choose sample in a qualitative study?

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 Researchers should choose the appropriate sampling method for data
collection. The information that will answer the research questions are obtained
from the sample in a research study.
In qualitative research, choosing the participants is not the same as
sampling in quantitative research because qualitative researchers are not
interested in being able to generalize at a statistical level – instead the key is
purposeful sampling (Hancock et al., 2007)

Sampling in Qualitative Research

Purposeful Sampling
The participants are selected based on pre-selected criteria considering
the objectives of the study and research questions.
For example, the study may be attempting to collect data from cancer
patients in a particular city. The sample size may be predetermined or based
on theoretical saturation, which is the point at which the newly collected data
no longer provide additional insights.

Qualitative researchers may determine their scheme in advance by

creating a sampling frame that has to be filled (this means drawing up a chart
which lists the types of characteristics they wish their sample to include, such
as a range of age-groups, a range of health status groups, a range of areas in
terms of affluence/deprivation; then ensuring that recruitment continues until
there is at least one “tick” against each characteristic). This is sometimes
known as the selection criteria because the researchers identify criteria that
are important to study and select participants that meet these criteria.

Key Features of Qualitative Samples (Curtis, et al., 2000)

1. The method of drawing samples is not based on theories of the statistical
probability of selection, but on other, purposive or theoretical sampling
criteria.
2. Samples are small, are studied intensively, and each one typically
generates a large amount of information.
3. Samples are not usually wholly pre-specified, and instead selection is
sequential (by a rolling process, inter-leafed with coding and analysis).
4. Sample selection is conceptually driven, either by the theoretical
framework which underpins the research question from the outset, or by
an evolving theory which is derived inductively from the data as the
research proceeds.
Example of Selection Criteria:
Research Title: Headlines that Matter: A Stylistic Analysis of Best School
Publications’ News Headlines (Climacosa, 2019)
Selection Criteria: The selection criteria were clearly established prior to the
conduct of this study. First, the researcher selected the top two national
winning school papers from the Division of Cavite. The memorandum is

13
attached for confirmation purposes. Second, only the English school
publications are included in this study to further explore the style of English
school papers. Third, all headlines from pages 1 – 4 (News section) of the two
school papers are analyzed in this study. Pages 1 – 4 comprise the news
section of the school publications.

Abstraction
Comprehension Check
Answer the following questions on choosing a sample in Qualitative research:
1. How does sampling in Qualitative research differ from sampling in
Quantitative research?

2. What is the importance of selection criteria in Qualitative research?

3. Why do researchers have to choose the appropriate sampling method for

data collection?

Application
Choosing samples/ participants.
Determine the selection criteria that you will follow in choosing the
sample in your research.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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 Lesson Planning Data Collection and Analysis Procedures
3

Competency
The learner plans data collection and analysis procedures.

What’s in?
In the previous lesson, you have learned the sampling method used in
qualitative research. This lesson presents the different data collection methods
and their purposes so that you can choose the appropriate data collection
method in your research. The plan for data analysis is also presented.

Activity
Why do you collect data for your research?

Analysis
In this section, methods of qualitative research data collection are
outlined. Determine the functions of each method. The main methods are:

Qualitative Data Collection Methods

1. Interview

“Interviewing can, at one extreme, be structured, with questions

prepared and presented to each interviewee in an identical way using a strict
predetermined order. At the other extreme, interviews can be completely
unstructured, like a free-flowing conversation” (Hancock et al., 2007).

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 Three different formats of interviews:
1. Structured interview- consists of a series of pre-determined questions
that all interviewees answer in the same order. Data analysis usually
tends to be more straightforward because researchers can compare
and contrast different answers given to the same questions.

2. Unstructured interview- usually the least reliable from a research

viewpoint, because no questions are prepared prior to the interview
and data collection is conducted in an informal manner. Unstructured
interviews can be associated with a high level of bias and comparison
of answers given by different respondents tends to be difficult due to
the differences in formulation of questions (free-flowing conversation)

3. Semi-structured interview- contains the components of both, structured

and unstructured interviews. In semi-structured interviews, the
interviewer prepares a set of the same questions to be answered by all
interviewees. At the same time, additional questions might be asked
during interviews to clarify and/or further expand certain issues.

Source: Connaway, L.S.& Powell, R.P. (2010) “Basic Research Methods for Librarians”

Types of Interview Questions

 Background or demographic questions
 Knowledge questions: respondent’s factual knowledge.
 Experience or behavior questions
 Opinion or values questions
 Feelings questions

2. Observation
It is a technique of gathering data where you personally watch, interact,
or communicate with the subjects. It is a systematic data collection approach
where researchers use their senses to observe people in their natural settings.

Types of Observation
2.1. Direct and Indirect Observation
- Indirect method of observation involves studies of mechanical
recording or the recording by some of the other means like photographic or
electronic. Direct observation is relatively straighter forward as compared to the
indirect observation.
2.2. Participant and Non-Participant Observation
- In participant observation, the researcher may interact with
participants and become part of their community. In contrast, non-participant
type of observation requires no participation of the observer in the activities of
the group.
2.3. Structured and Unstructured Observation
-Structured observation works according to a plan and involves specific
information of the units to be observed and the information to be recorded. On
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 the other hand, unstructured observation maintains that the observer has the
freedom to note down what s/he feels is correct and relevant to the point of
study.
2.4. Covert and Overt Observation
-Covert observation occurs when the researcher pretends to be an
ordinary member of the group and observes in secret. Overt observation
happens when the researcher tells the group s/he is conducting research (i.e.
they know they are being observed)

3. Document Analysis
Researchers can collect qualitative information from a variety of written
materials such as:
 Primary and secondary sources
 Minutes of meeting attended by a participant-observer
 Formal policy statements
 Textbooks, newspapers, magazines
 Essays, political speeches
 Advertisements and pictures
 Archival data

Data Analysis
Data analysis is the most difficult phase of the research process. “The process
of data collection and analysis is recursive and dynamic. Analysis becomes more
intensive as the study progresses and once all the data are in” (Merriam, 2009).
Basic Steps in Data Analysis:
a. Identification of recurring patterns or themes that characterize the data.
b. “Findings [refer to] these recurring patterns or themes.”
c. Overall interpretation refers to “the researcher’s understanding of the
participants’ understanding of the phenomenon of interest” (pp. 23-24)

The Step-by-Step Process of Analysis

1. Category Construction
a. Read “the first interview transcript, the first set of filed notes, the first
document collected in the study”
b. “Jot down notes, comments, observations, and queries in the margins”
c. Start coding the data
 Do initial coding or open coding (marginal notes and comments)
 Begin to construct categories by “assigning codes to pieces of
data”
d. Re-read your initial codes
e. Make an initial classification of these codes into a category/ries
 Axial Coding: the process of classifying or grouping your initial
codes (Corbin & Strauss, 2007 in Merriam, 2009, p. 180).
 Axial or Analytic Coding: the coding that comes from
interpretation and reflection on meaning” (Richards, 2005, p. 94
in Merriam, 2009, p. 180).

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 f. “keep a running list of these groupings [or categories] attached to the
transcript or on a separate paper. . . .”
g. Move to your next set of data and then repeat steps a-f.
h. Compare your initial set of groupings to the second set of groupings.
i. Merge the two lists “into one master list of concepts derived from both
sets of data.”
 “The master list constitutes a primitive outline or classification
system reflecting the recurring regularities or patterns in your
study.”
j. Identify the recurring patterns or regularities.
 “These patterns or regularities become the categories or themes
to which subsequent items are sorted.”
 CATEGORIES: “abstraction derived from data, not the data
themselves”
 CATEGORIES: “conceptual elements that cover . . . many
individual examples”
 “The categories become the findings of the study”

REMEMBER: The major task in doing qualitative data analysis = “to construct
categories or themes that capture some recurring patterns that cut across your
data.”

Example:

Title: Postcolonial Concepts in Selected Philippine Essays (Climacosa, 2015)

Data Analysis
The postcolonial concepts will be identified following these steps:

Reading. Initially, each essay will be closely read. The researcher will employ
techniques like highlighting necessary ideas and noting interrelationship among
ideas in the text. Thus, evident ideas in sentences and paragraphs that reflect
postcolonial concepts will be noted as points for analysis.
Outlining points for analysis. The concepts, points, and ideas will be organized.
Coding will be done to obtain the themes. The postcolonial concepts revealed in the
essays will be highlighted using marginal notes. In addition, rhetorical devices will be
identified to strengthen the claim of postcolonial concepts revealed in the essays.
The researcher will also convey her own worldviews and set of beliefs to the
research, and these inform the conduct and writing of a qualitative study. The use of
interpretive and theoretical framework will further shape the study.
Analysis. Postcolonial concepts such as cultural colonization, mimicry, hybridity,
othering, and resistance will be the foci of the analysis. The analyses will be written
against these concepts. The copy of the essays, the review of related literature, and
the outline prior writing will be altogether utilized in writing the analysis.
Comparative Analysis of the Postcolonial Concepts in the Essays. After all
essays had been read and analyzed, a template will be prepared to explicitly present
the postcolonial concepts gathered, seen and discussed in the analyses. Similarities
and differences in the concepts presented in all essays will be written to detail on a
more solid conclusion. These will provide answers to the research questions of this
study. The concepts identified in the essays will be able to show how these writers,
compared and contrasted the postcolonial concepts in their respective works.

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 Abstraction
Answer the following questions based on the discussion of different methods:
1. If you plan to analyze the novels of Filipino writers, what data collection
method would you use? Explain.

2. In which kind/s of qualitative research can each data collection method be

used? Justify your answer.

a. Interview-

b. Observation-

c. Document Analysis-

Application

A. Which data collection techniques are possible for the subsequent topics.
Justify your answers:
1. Business Strategies of Online Sellers
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Development of Philippine Languages
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Feminist Concepts in American Essays
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Analysis of Clothing Billboards

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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. Lived Experiences of Female Engineers
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

B. Write the data collection and analysis procedure for your research paper.
Title: _______________________________________________
Data Collection Procedure:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Data Analysis
_______________________________________________________________\
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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Lesson Presenting Written Research Methodology
4

Competency
The learner presents written research methodology.

What’s in?
In the previous lesson, you learned the methods of data collection and
analysis. This lesson focuses on the final output – the entire Research
Methodology.

Activity

Recall your experiences in writing your research methodology and

complete the following statements:
1. I find it easy to
______________________________________________________
______________________________________________________
______________________________________________________
2. It is difficult to
______________________________________________________
______________________________________________________
______________________________________________________

Analysis

Examine the different parts of research methodology and analyze the

example below:

Methodology
A. Research Design
B. Data Collection Procedure (includes purposeful sampling/selection criteria)
C. Data Analysis (how the data will be analyzed)

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 Example:

Research Title: Headlines that Matter: A Stylistic Analysis of Best School

Publications’ News Headlines (Basis for Cavite’s School Newspaper
Style Guide)

(Climacosa, 2019)

METHODOLOGY

A. Research Design
This paper will employ content analysis, descriptive, and interpretive
approaches in analyzing the newspaper headlines. Content analysis involves the
examination of the content of virtually any type of communication like the
newspaper. In addition, descriptive research aims to describe a phenomenon and
its characteristics (Gall, Gall, & Borg, 2007) while interpretive research is
basically qualitative by the theoretical perspective and analyses presented while
descriptive involves the crafting and presentation of analysis (St. George, 2010).

B. Data Collection Procedure

The data for this study are the headlines from the two national
winning school papers from Cavite that will meet the selection criteria
established by the researcher.
The selection criteria were clearly established prior to the conduct of
this study. First, the researcher selected the top two regional and national
winning school papers from the Division of Cavite. The memorandum is
attached for confirmation purposes. Second, only the English school
publications are included in this study to further explore the style of English
school papers. Third, all headlines from pages 1 – 4 (News section) of the
two school papers are analyzed in this study. Pages 1 – 4 comprise the
news section of the school publications.

C. Data Analysis
Employing stylistic analysis, this study will examine the style of news
headlines from the two top school papers from Cavite. This could serve as
the basis for the publication of Cavite’s own style guide in headline writing.
The headlines will be analyzed based on Crystal and Davy‟s (1969)
framework. According to the facts mentioned in the book of Crystal and
Davy (1969) “Investigating English Style”, a particular piece of language, or
a text can be studied in terms of a number of interrelated levels of
description. The levels which should be considered in the study of the
language of newspaper headlines are: (1) Graphetic level (2) Graphological
level (3) Phonological level (4) Grammatical level and (5) Lexical level.
The points and concepts will be organized and coded to extract the
themes. The researcher will use the framework as guide in the analysis of the
headlines. The notes that will be prepared by the researcher and the related
literature and studies will also be used. The researcher will use the notes to
support and strengthen claims in doing the analysis.
In the comparative analysis, the similarities and differences will be
highlighted and interpreted to specify a more solid conclusion. These will provide
answers to the research questions of this study.

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 Abstraction
Answer this question comprehensively:
(based on the discussion and sample)

What is/are the importance of a research methodology in a research study?

Justify your answer.

Application
Present your written research methodology. You may record your
presentation and submit it to your teacher.

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 Post-Test?
Choose the letter that corresponds to the correct answer.
1. Which of the following statements described ethnography?
e. It studies human behavior indirectly.
f. It is an approach that generates and modifies a theory.
g. Study of cultural patterns of people and their perspective as a
group.
h. Understanding of an individual’s experience for the same person’s
realistic dealings with hard facts of life
2. It is a method that allows the researcher to study human behavior indirectly
or by means of analyzing their communications
a. Content Analysis c. Case Study
c. Phenomenology d. Narrative Inquiry
3. The following are some data collection techniques in Qualitative Research,
EXCEPT one:
c. Participant Observation c. Document Review
d. In-depth interview d. Survey
5. How do you select your participants in a qualitative research?
c. cluster sampling c. quota sampling
d. purposeful sampling d snowball sampling
5. The following statements described Structured Interview EXCEPT:
a. Additional questions might be asked during interviews to clarify
and expand certain issues
b. Data analysis seems to be straightforward
c. Consist of series of pre-determined questions
d. Can compare and contrast different answers given to the same
questions
11. This is the notion that the idea is well grounded and well supported.
a. Reliability c. Verification
b. Validity d. Coding
12. This is also called as a ‘casual conversation’.
c. semi-structured interview c. informal interview
d. structured interview d observation

13. Which of the following statement is True about purposeful sampling?

a. groups can be organized and then draw a sample from each group
separately
b. members of a sample are chosen at regular intervals of a population
c. choose participants following certain criteria
d. each individual has the exact same probability of being chosen to be a part
of a sample.
14. The research “Using Alcohol to Sell Cigarettes to Young Adults: An
Analysis of Cigarette Advertisements” is an example of _______________.
a. Ethnography c. Content Analysis
b. Case Study d. Phenomenology

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 15. It is defined as a technique of gathering data whereby you personally
watch, interact, or communicate with your subjects.
a. object c. survey
b. observation d. interview

REFERENCES

Connaway, L.S.& Powell, R.P. (2010). Basic research methods for librarians. ABC-
CLIO.
Corbin, J. & Strauss, A. (2007). Basics of qualitative research: Techniques and
Procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA:
Sage.

Climacosa, M. (2015). Postcolonial concepts in selected Philippine essays.

(Unpublished master’s thesis). De La Salle University, Dasmariňas City.

Climacosa, M. (2019). Headlines that matter: A stylistic analysis of best school

Publications’ news headlines (Basis for Cavite’s Style Guide). Paper Presented
at the District Research Conference 2019.

Creswell, J. (2013). Qualitative inquiry and research design (3rd ed.). Thousand
Oaks, CA: Sage

Curtis, S., Gesler, W., Smith, G., & Washburn, S. (2000). Approaches to
sampling and case selection in qualitative research: examples in the
geography of health. Journal of Social Science and Medicine, 1001-1014.

Fraenkel, J., Wallen, N. & Hyun, H. (2015). How to design and evaluate research
in education (9th ed.). New York: McGraw Hill.

Gil, Peter (2008). The everyday lives of men: An ethnographic investigation of

young adult male identity. Melbourne, Australia: Victoria University.
Hancock, B., Ockleford, E. & Windridge, K. (2007). An introduction to qualitative
research. The NIHR RDS for the East Midlands.

Lichtman, M. (2006). Qualitative research in education: A user’s guide.

Thousand Oaks, CA: Sage.

Merriam, S. (2009). Qualitative research: A guide to design and implementation.

San Francisco, CA: John Wiley & Sons, Inc.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks,

CA: Sage.

Nugent, T. (2007). A narrative inquiry of teachers’ perceptions regarding their

professional development experiences. Klamazoo, Michigan: Western
Michigan University.

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