PRACTICAL RESEARCH 1

Quarter 2- Module 5:
Understanding Data and Ways to
Systematically Collect Data
 Lesson Qualitative Research Design
1
After having a research problem and hypothesis, you need to make an
outline of your research. This blueprint is what we called research design.
Research Design is a type of inquiry within qualitative, quantitative, and
mixed methods approach that provides specific direction for procedures. Others
have called them strategies of inquiry (Denzin & Lincoln, 2011). It also
includes collection of data, research timeline and respondents used.

What’s In?
In the previous lesson, you learned the importance of knowing and
writing Literature Review. You also learned ethical issues upon emerging into
research.
In this next lesson, it will focus on 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 modify their design so easy.

What’s New?

Activity 5.1.1 Do the following

Think of a topic that has in your mind and imagine a portrait/painting as product of
your interest then answer the ff question:
• Why the topic is seems interesting for you?
• How will you achieve the product of your painting?
• List down you objectives and plans of achieving it

What is it?

The following are types of Qualitative Research Design which could

be used as technique in collecting and analyzing data:

1. Case Study
- Analysis of persons, groups, events, decisions, periods, policies,
institutions or other systems that are studied holistically by one or more
methods. It investigates a phenomenon within its real-life context.

Advantages:
• More understanding on complex issue
 • Apply variety of methodologies and sources to investigate a research
problem.
• Extend experience or add strength to what is already known through
previous research.
• Most widely used by social scientists to examine contemporary real-life
situations and provide the basis for the application of concepts
• It can provide detailed descriptions of specific and rare cases.

Disadvantages:
• Intense exposure to the study may bias a researcher's interpretation of
the findings
• Design does not facilitate assessment of cause and effect relationships.
• Vital information may be missing, making the case hard to interpret
• The case may not be representative or typical of the larger problem
being investigated.

Example:
In the study of Acosta, Imee and Alexander Acosta(2016) entitled “SEEING THROUGH
A MAGNIFYING LENS: A QUALITATIVE INQUIRY OF K-12 READINESS OF
FACULTY MEMBERS FROM HIGHER EDUCATION INSTITUTIONS IN THE PHILIPPINES”,
adoption of the 12-year program of formal basic education. This is the readiness of college
faculty members on how to deal the transition years of having no enrolees in college since high
school were being added with 2 years more.
This research provides a real-life understanding on the issue of k-12 implementation
on education.

2.Ethnography
-Study of cultural patterns of people and their perspective as a group. It also
involves their beliefs, values and attitudes.

Example:
In the study of Peter Gill (2008) entitled “THE EVERYDAY LIVES OF MEN: AN
ETHNOGRAPHIC INVESTIGATION OF YOUNG ADULT MALE IDENTITY” wherein
constructing the issue of men’s identities, men’s health and well-being .The researcher describe
in details the ways which masculinities were observed every day.
The researcher took two years as participant in observing the pattern within the two groups
engaging men’s social worlds, belongingness and sex relationships.
3.Ground Theory
- It is a development of theory directly based and grounded in data collected
by the researcher. It is an approach that generates and modifies a theory.

Example:
Ilagan, Perla R. (2011) acquired an in depth understanding of the meaning of intimate
partner violence from the perceptions of Filipino men and women. A sample consisted of 37
Filipino women and 2 Filipino men who were recruited from a Barangay Center (Health Center)
in Manila, Philippines. Data were collected through semi-structured interviews. The interviews
were open-ended, in-depth, and audio-taped. The description of the study participants was
provided by the quantitative-descriptive data. Constant comparison method was used in
categorizing the narrative data and in examining the data for examples of similar cases and
themes.
The study revealed a rich and contextualized overview that lay a foundation for
understanding the perceptions and experiences of Filipino women and men living with intimate
partner violence. The data point to recurrent themes of poverty, gambling, alcohol and drug
use, poor communication skills, jealousy and philandering. Violation of the dignity of a person
that brought with it children as victims was implicated in the cycle of violence.
4. Narrative Inquiry
-These are tales of experience or imagination and come naturally to human
beings. 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.

5. Phenomenology
-A phenomenon is something you experience on Earth as a person. It
is a sensory experience that makes you perceive or understand things that
naturally occur in your life such as death, joy, friendship, care giving, defeat,
victory, and the like.
-Comparing to ethnography, phenomenology aims at getting a thorough
understanding of an individual’s experience for the same person’s realistic
dealings with hard facts of life. Ethnography aims at defining, describing or
portraying a certain group of people possessing unique cultural traits.
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.

Source: Sanders, "Application Of Colaizzi‘S Method: Interpretation Of An Auditable Decision Trail By A Novice
Researcher
 What’s More?

Activity 5.1.2 Do the following

Classify the following list of research topics according to the 5 types of

qualitative research design:

1. Perception of Filipino Women and Men on Intimate Partner Violence

2. Social Responsibility: Perceived Successful Student Leadership
Experience
3. Study of Experiences of Helping Professionals With Learning
Disabilities
4. Research among Drinking Youth Cultures: Reflections From
Observing Participants
5. Gender and Climate Change Finance
6. Being There: Study of Student Perceptions of Instructor Presence in
Online Classes
7. Leadership Journeys: Research Study exploring women school
superintendent’s meaning-making of Leadership
8. Child Protection and Maltreatment in the Philippines: A Systematic
Review of the Literature
9. The Kinship of Everyday Need: Relatedness and Survival in a
Philippine Fishing Community
10. Biographical Research of Teacher’s Experiences of Supportive
Relationships with Colleagues

What I can Do?

Activity 5.1.4 Identify the strength and weakness of the types of research
Designs

Design Strength Weakness

 Lesson Description of Sampling and Data Collection
2

Data Collection is very important in the aspect of research. Researcher

should choose the proper sampling method to answer what was asked in the
research problem. According to Alicia Tuovila(2020), sampling is a process
used in statistical analysis in which a predetermined number of observations
taken in larger population. The methodology used to sample from a larger
population depends on the type of analysis being performed.

What’s In?

In lesson 1, you enabled to understand the nature of qualitative design.

Deeper understanding of the different types of this design helped you led in
gathering information for your research. In this particular lesson, you will learn
the methods of sampling for you to provide the possible answers of your
research problem.

What’s New?

Activity 5.2.1 Analyze the following:

George put some cards into a basket. Then he drew

3 cards out from the basket. Is this a random sample
of the cards in the basket? Why or why not?
Source: https://www.mathworksheetsland.com/7/27randsamp/lesson.pdf

What is it?

Types of Sampling: Sampling Methods

1. Probability Sampling
- is a sampling technique in which sample from a larger population are
chosen using a method based on the theory of probability.
For instance, a population of 1000 members, each of these members
will have 1/1000 chances of being selected to be a part of a sample. It gets
rid of bias in the population and gives a fair chance to all members to be
included in the sample.
a. Simple Random Sampling – method of collecting data where every single
member of a population is chosen randomly, merely by chance and each
individual has the exact same probability of being chosen to be a part of
a sample.
b. Cluster Sampling – a method where the researchers divide the entire
population into sections or clusters that represent a population. Clusters
are identified and included in a sample on the basis of defining
demographic parameters such as age, location, sex etc.
 c. Systematic Sampling - a method where members of a sample are chosen
at regular intervals of a population. It requires selection of a starting point
for the sample and sample size that can be repeated at regular intervals.
This type of sampling method has a predefined interval and hence this
sampling technique is the least time-consuming.
d. Stratified Random Sampling - a method where the population can be
divided into smaller groups, that don’t overlap but represent the entire
population together. While sampling, these groups can be organized and
then draw a sample from each group separately.

2. Non-probability Sampling
- is reliant on a researcher’s ability to select members at random. This
sampling method is not a fixed or pre-defined selection process which makes
it difficult for all elements of a population to have equal opportunities to be
included in a sample.
a. Purposeful/Purposive Sampling
-is the most common sampling strategy. In this type of sampling,
participants are selected or sought based on pre-selected criteria based
on the research question.
For example, the study may be attempting to collect data from
lymphoma patients in a particular city or county. The sample size may
be predetermined or based on theoretical saturation, which is the point
at which the newly collected data no longer provides additional insights.
b. Quota Sampling
- is a sampling technique whereby participant quotas are preset
prior to sampling. Typically, the researcher is attempting to gather data
from a certain number of participants that meet certain characteristics
that may include things such as age, sex, class, marital status, HIV
status, etc.
For example , a cigarette company wants to find out what age
group prefers what brand of cigarettes in a particular city. He/she
applies quotas on the age groups of 21-30, 31-40, 41-50, and 51+.
From this information, the researcher gauges the smoking trend
among the population of the city.
c. Snowball Sampling
- is also known as chain referral sampling. In this method, the
participants refer the researcher to others who may be able to
potentially contribute or participate in the study. This method often helps
researchers find and recruit participants that may otherwise be hard to
reach.

What’s More?
Activity 5.2.2 In each of the following examples, identify the Sampling
Methods being Used:

1. A sample of 2,000 was sought to estimate the average achievement in

science of fifth graders in a city’s public schools. The average fifth grade
enrolment in the city’s elementary schools is 100 students. Thus, 20
schools were randomly selected and within each of those schools all fifth
graders were tested.
2. A researcher is interested in maximum-security inmates. She group
inmates by the type of crime committed, determine the percentage of the
 total in each crime category, and uses that percentage to determine the
number of inmates randomly selected from each group.
3. A sociologist conducts an opinion survey in a major city. Part of the
research plan calls for describing and comparing the opinions of four
different ethnic groups: African Americans, Asian Americans, European
Americans, and Native Americans. For a total sample of 300, the
researcher selects 75 participants from each of the four predetermined
subgroups.

What I can Do?

Activity 5.2.4 : Analyze and answer the following
Imagine that you have arrived in Malate, Manila to conduct a case study
on working street children. A local social worker introduces you to two former
street working children and you learn that they still have lots of friends still
working on the street. As a way to identify participants for your study, you ask
the two former street working children if they can recommend and invite some
of their friends on the street to participate in the study. You also ask them to
spread word of the study in anticipation that their friends will also help you to
identify potential participants.

How would you classify this kind of sampling? 1. Quota sampling? 2.

Snowball sampling? 3. Random purposeful sampling? Explain your answer.

Lesson Analysis of Procedures such as Survey, Interview,

3 and Observation

In research methods, collection of data is included which can be interpreted

or analyzed to answer hypothesis. This lesson presents data collection in more
detail, in particular how they work in practice, the purpose of each, when their
use is appropriate and what they can offer in students’ individual research.

What’s In?
In previous lesson, you have learned the characteristics of study of
sampling techniques and determined which and how many being selected. You
also knew the most common sampling methods used in qualitative research
such as purposive sampling, quota sampling, and snowball sampling. In this
new lesson, you will learn to analyze procedures in collecting data thru Survey,
Interview and Observation.

What’s New?
Activity 5.3.1
How do you collect your data for your research? Example of choosing a breed
of dog you like as your pet. How will you able to understand the breed of dog
you likeparticular breed of dog, survey dog breeders or observe dog owners)?
(probably research using the internet, interview persons with a particular breed
of dog, survey dog breeders or observe dog owners)?
 What is it?
The following were analysis of procedures in collecting data:

Observation

is a technique of gathering data whereby you personally watch, interact,

or communicate with the subjects of yours.It is a systematic data collection
approach where researchers use all of their senses to examine people in
natural settings or naturally occurring situations.

Classification of Observational Method

1.Casual and Scientific Observation

- Casual involves observing the right thing at the right place and
also at the right time by a matter of chance or by luck while scientific
observation involves the use of the tools of the measurement, but remember
that all the observations are not scientific in nature.

2.Natural Observation
- involves observing the behavior in a normal setting, no efforts are
made to bring any type of change in the behavior of the observed.

3.Subjective and Objective Observation

-The subject refers to the observer whereas the object refers to
the activity or any type of operation that is being observed.
- Subjective observation involves the observation of the one’s own
immediate experience whereas the observations involving observer as an
entity apart from the thing being observed, are referred to as the objective
observation.

4.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.

5.Participant and Non Participant Observation

- In participant observation,a researcher may interact with
participants and become part of their community . But in the non participant type
of observation, no participation of the observer in the activities of the
group takes place and also occurs no relationship between the researcher
and the group.

6. Structured and Unstructured Observation

-Structured observation works according to a plan and involves specific
information of the units that are to be observed and also about the
information that is to be recorded. But in the case of the unstructured
observation, observer has the freedom to note down what s/he feels is correct
and relevant to the point of study.
7. Controlled and Un-controlled Observation
- Controlled observations are the observations made under the influence
of some of the external forces and such observations rarely lead to
improvement in the precision of the research results. Un-controlled
observations are made in the natural environment and reverse to the controlled.

8. Covert and Overt Observation

-Covert observations are when the researcher pretends to be an ordinary
member of the group and observes in secret. Overt observations are when the
researcher tells the group s/he is conducting research (i.e. they know they are
being observed)

Interview
-defined as a qualitative research technique which involves “conducting
intensive individual interviews with a small number of respondents to explore
their perspectives on a particular idea, program or situation.”Boyce, C. &
Neale, P. (2006)

Th ree different formats of interviews:

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

2. Unstructured interview- are usually the least reliable from 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.

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

and unstructured interviews. In semi-structured interviews, interviewer
prepares a set of 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”
ABCCLIO

Survey
-is often used to assess thoughts, opinions, and feelings. If possible
the use of an already designed and validated survey instrument will ensure
that the data being collected is accurate. If you design your own survey it is
necessary to pilot test the survey on a sample of your target group to ensure
that the survey instrument is measuring what it intends to measure and is
appropriate for the target group.
 Data Collection Method in Survey:
1. Self-completion Survey

-this is via mail, email, the internet or SMS are generally the least
expensive ,particularly for a widespread sample. They allow respondents
time to consider their answers, refer to records or consult with others
(which can be helpful or unhelpful, depending on the survey’s objectives).
They also eliminate interviewer errors and reduce the incidence of selected
people (or units) being unable to be contacted. A major disadvantage of self
completion surveys is the potentially high non-
response.

2. Interviewer-based Surveys

- such as face-to-face or telephone surveys generally allow more data to be

gathered than self-completion surveys and can include the use of more
complex questionnaires. Interviewers can reduce non-response by
answering respondents’ queries or concerns. They can often pick up and
resolve respondent errors. Face-to-face surveys are usually more expensive
than other methodologies

Source:Kabir, Syed Muhammad Sajjad(2016). Methodsof data Collection. Basic Guidelines for
Research: An Introductory Approach for All Disciplines, Edition: First, Chapter: 9, Publisher:
Book Zone Publication, Chittagong-4203, Bangladesh, pp.201-275

What’s More?

Activity 5.3.2

Which among these topics can lend itself to observation technique? Explain
your choice.

1. K-12 Goals, Theories, and Methodologies

2. Historical Development of Cell Phones
3. Philippine Bridges in Metro Manila
4. Shoe Styles of UST Freshmen Architectural Students
5. Human Respiratory System
6. First Friday Mass with Quiapo Devotees
7. Playground Bullying among Elementary Pupils
8. Molecular Contents of Water
9. Uniform Wearing by All Divisoria Vendors
10. Dirty Ice Cream Selling at UST Campus
 What I have Learned?
Activity 5.3.3

Complete the data in the table

Data Collection Method Definition Advantage Disadvantage

Lesson Application of Creative Design Principles for Execution

4

Critical Thinking has a big role in doing research. Researchers need to

make many decisions in creating and conducting a study. The challenge of
conducting it successfully is to manage choices well throughout the study.

What’s In?
Previous lesson teaches you the different procedure in data collection. In
the application of creative design, student will understand the artworks of
research.

What’s New?
Activity 5.4.1 Do the following
Look at the image on the left and critique it by answering the questions on the
table

Describe: What do you see?________________________

Interpret : How does this work of art make you feel?__________
Judge : Is this work of art successful? Why or why not?________

Leonardo da Vinci: Mona LisaMona Lisa, oil on wood panel by Leonardo da Vinci, c. 1503–06; in the
Louvre, Paris.Scala/Art Resource, New York
 What is it?
By embracing a pragmatic curiosity, you will need to describe and explain
each choice made in conceptualizing and conducting the research because
each method is justified in the conduct of its usage in the study at hand. The
answer to the question, “How does it make sense to utilize an ethnographic
methodology in a study designed to explore the effectiveness of a
psychotherapy intervention?” is “Here is what I did and why these choices make
sense in the context of my study.” Without certainty in terms of methodological
destiny, researchers are left with the tools of openness and rhetoric when it
comes to defending their research choices (Chenail, 2011).

10 steps in Qualitative Inquiries:

1.Reflect on What Interest You

-Starting with a topic about which you have a passion helps to sustain you
throughout the research process. It also helps you to find a design that fits your
passion rather than needing to find a passion that fits a design.

2.Draft a Statement Identifying your Preliminary Area of Interest and Justifying

Its Scholarly and/or Practical Importance
-Compose a simple sentence or two in which you state your beginning area of
curiosity and explain why the topic is significant, relevant, and worthy of study.
By doing so you begin to address the “so what” question right away.

3. Hone your Topic Focus

-Hone your focus by considering the choices you need to make in order
to design your study
- Consider who, what, when, where, why and how

4. Compose your Initial Research Question or Hypothesis

-Based upon your answers to the Who, What, Where, When, Why, and How
questions, compose your initial research question. In qualitative research it is
perfectly okay to make adjustments to your research question as the inquiry
develops, but it is critical that you are aware when these adjustments are made
and make the appropriate adjustments to your design.

5. Define your Goals and Objectives

-. Make sure each goal and objective can be justified and evaluated so you can
track the progress you are making and identify where problems are arising or
where adjustments are being made.

6. Conduct a Review of the Literature

-Some researchers start their qualitative research process with a review of the
literature, some delay their reviews until after the study is completed, and some
continually review the literature throughout the research process (Chenail,
Cooper, & Desir, 2010). Some qualitative researchers explore the literature to
learn what is not known about a phenomenon and then formulate questions
which will guide a discovery- oriented inquiry to uncover new evidence about
the phenomenon in question.
7. Develop your Research Design
-. Develop a research design which will allow you to address your research
question or hypothesis effectively and efficiently.

8.Conduct a Self-assessment in Order to Determine What Strengths You Have

That Will Be Useful in your Study and What Skills You Will Need to Develop in
Order to Complete your Study
-As you review your plan and identify what skills and knowledge base you will
need to complete the study successfully. Develop a growth plan for helping you
to master the competencies you will need throughout the study.

9 . Plan, Conduct, and Manage the Study

-Successful qualitative research projects involve careful management of four
different yet connected studies: (a) the study proposed, (b) the study conducted,
(c) the study reported, and (d) the study of these studies. Develop an action
plan detailing the steps you need to take in order to begin and complete your
studies.

10. Compose and Submit your Report

-Depending on the vehicle you will use to report your study (e.g., dissertation,
thesis, scholarly paper, poster, or conference presentation), identify the
relevant policies and rules governing the form, substance, and submission of
the report (e.g., school or departmental guidelines, journal article submission
requirements, book prospectus elements, style manual of the American
Psychological Association, 2010, etc.) and report and submit your findings in
compliance with these parameters

Additional Activities
Do the following:
Go to the library and explore the internet. Look for 3 examples of research title
to each of the methods of data analysis. Include references
Method/s Sample research titles Reference/s
PRACTICAL RESEARCH 1
Quarter 2- Module 6:
Finding Answers Through Data
Collection
 Lesson The Observation Method
1
Observation involves the use of our sensory systems (including eyes and
ears) to record behavior. These measures are the basic data used to describe
naturally occurring behavior or to assess the effects of our independent
research variable. Therefore, they must be gathered with care. Observations
such as these (judgments that behavior has or has not occurred) are inherently
more subjective than other data collection procedures. Because judgments are
based on our perceptions, the same event occurring in the environment will be
perceived differently by different people (Lammers& Badea,2013 )

What’s In?
Module 5 provided you the actual collection of data in a qualitative
research. Such research involves different choices of techniques and was
dependent on the actual needs of your research. You also tend to understood
why qualitative research design, sampling and data analysis are sometimes
inconsistent or opposing research findings because of its methodology – how
research is designed and carried out.
In this next lesson, it will focus on Observational Method as an effective
tool in data collection for a qualitative research.

What’s New?
Activity 6.1.1 Do the following

Find a spot nearby where you can conduct a 10 minute uninterrupted

observation. As part of this activity, note down what is happening in your
location including:
• What is happening within the location?
• Ambience, atmosphere, environment
• Physical characteristics of the setting
• How you are feeling and how you think this might influence what you
are observing and recording

The aim of the activity is to develop a set of notes that describe the scene
as much as possible.
Source:https://www.deakin.edu.au/__data/assets/pdf_file/0004/681025/Participantob
servation.pdf

What is it?

Using the baseline information gathered, focus on rectifying any

misconceptions regarding observation as a purposeful data-gathering tool. One
way to do this is to outline the characteristics and the steps of an effective
observation protocol through facilitated discussion.
Steps in the Process of Observing (Creswell, 2007) 1.
Select the research site.
-This refers to the site where you can best understand your central
phenomenon or topic being studied. Gaining access through letter of consent
is a prerequisite first step that a researcher must do.

2. Develop observational protocol.

-The observational protocol is a method used for recording observation
notes. It includes both ―descriptive‖ or those about what happened and
―reflective‖ or learning based on what have been observed.

3. Focus the observation.

-Before writing any notes, think of what catches your attention. There will
be a lot in the site, but focus your observation only on what will help you
understand your research question.

4. Determine your role.

-What will you be as a researcher? Will you be a participant observer or
non-participant observer?

5. Record field notes.

-Using the Observation Protocol, record what you observe using your
five senses. The observation should be arranged chronologically or in order.

6. Slowly withdraw.
-After observation, slowly withdraw by thanking the participants for their
time.

Sample Observation Protocol (Creswell, 2007 )

Duration of Activity: 60 mins

Descriptive Notes Reflective Notes
General:
What are the experiences of Grade 11
students as they study Basic Calculus?

Start of observation: 7:00 AM

The class started on time, but some students I wonder if these students always come late?
arrived late.

There are more than 50 students in the

Can the teacher manage this big class?
classroom.

Some students seated at the back start to I wonder if it’s the class that makes them sleepy
become sleepy. or their activity at night?
 For students, make mental notes to consciously remember items in the
order in which they occurred. Repeat important items to yourself periodically.
Every observation typically begins with your drawing a map of the setting and
describing participants present in that setting. If you have trouble remembering
facts without making a written record, go ahead and write down
what you want to remember. The beauty of observation field notes lies in their
ability to help you remember things at a later date. Through observation, you
are able to recapture what you observed at an earlier time, providing rich details
of those observations through capturing them in field notes.(Kawulich, 2012)

What I Have Learned?

Activity 6.1.3 Do the following

Direction: Based on what you learned about observation, subject the

following texts to critical evaluation.
1. The researcher has lived with one tribal group in Mt. Province for
one summer time. In her stay there, she observed the paganism of people
in the place. She spent two hours a day teaching the tribal people Christian
practices to overcome their paganism.

2. The researcher did a participant observation. To see and hear the

subjects better, he would mingle and exchange views with them. From the
start to the end of the observation, he succeeded in keeping his identity
secret.

3. The researcher writing his observation report used several pages for
the descriptive part of his report. He limited his reporting only to describing
every person, event, thing, and place involved in the observation.

Source: Braceros, Esther(2016) Practical Research 1.Rex Publishing, Philippines

Lesson Interview Method

2

Interviewing is one method by which qualitative data can be gathered.

Although it may be less formal than quantitative, it is important to design a
systematic interview technique as well as carefully validated data.

What’s In?
In lesson 1, you enabled to tackled observation as data gathering
method. It provides you as learners the steps in conducting observation. In this
lesson, you will be able to outline the steps in doing interview and the parts of
it’s protocol.
 What’s New?

Activity 6.2.1 Do the following

Ask any member of the family. Conduct interview about their autobiography

What is it?

Steps in Conducting an Interview (Denzin 2013; Bernard2013; Rubin 2012)

Step 1: Getting to Know Each Other

• The interview starts from the time you, he interviewer, and your
respondents see each other at the place of interview, that is, if this is a
traditional interview.
• Naturally, seeing each other for the first time, your tendency would be to
talk with each other to establish friendship and a relaxed mood for both of
you.

Step 2: Having an Idea of the Research

• This second step requires you to tell the respondents about the nature
of the interview—its purpose, importance, scope, and so on. Telling
them of these salient features of the activity enables them to anticipate
not only the kind of questions they will get to face, but also the
appropriate answers they will give.

Step 3: Starting the Interview

• You open this step with a question to encourage the respondent to talk
about himself or herself, including his or her age, family, current
activities, and other things you think appear special or interesting to him
or her.
• Following these self-introduction questions are questions on the subject’s
thoughts, attitudes, or performance of his or her job or any current work
assignment.
• The respondent’s answers do not only help you get some clues on his
or her ways or techniques of responding to interview questions, but
also give you hints on the right ways to ask your subjects the
questions that will elicit the right data for your research

Step 4: Conducting the Interview Proper

• Interview questions in this step are on the interviewee’s open and
extensive talking of things related to the research theme or research
questions and on those anticipated by him/her or emanating from his/her
explanations, descriptions, or narrations of things. Open or unstructured
questions asked in this step of the interview aim at investigating the
questions.
Step 5: Putting an End to the Interview
• Signs of the approaching end of the interview work to alert the respondent
in winding up with his or her talking.
• This step also reminds you of your responsibility to let the respondent be
free in airing whatever doubts or questions he or she has about the
research design, method, interview time, and other aspects of the
interview.
Step 6: Pondering Over Interview Afterthoughts
• This last step of the interview gives the respondent the opportunity to
ask questions about the interview activity and let him or her have an idea
about what will happen next to the interview results.

Parts of an Interview Protocol (Creswell, 2007)

1. Basic Information about the Interview.

-It includes the time and date of the interview, where the interview
takes place, and who the participants to be interviewed are.
2. Introduction.
-This provides instructions to the interviewer which will serve as his/her
guide in conducting the session. It is a prerequisite that the interviewer
introduce himself/herself including the objectives of the research.
3. Opening Question.
-This is about getting to know participants so they will feel at ease.
Questions related to their work or activities are good opening questions.
Very personal questions must be avoided.
4. Content Questions
-These are sub-questions based on the central phenomenon being
studied.
5. Closing Instructions
-Thank the interviewee of his/her time

What’s More?
Activity 6.2.2 Fill-in the needed information in the table
Interview Method

Advantages Disadvantages

What I have Learned?

Activity 6.2.3 Do the following

Create an Interview Protocol related to the topic in act. 6.2.1 and

conduct interview at any of the house member.
 PRACTICAL RESEARCH 1
Quarter 2- Module 7:
Analyzing the Meaning of Data
Collection
Understanding Data and Ways to
Systematically Collect Data
Lesson
Drawing Conclusions
1

Conclusions is the first section of your Chapter 5. This section as

described by Prieto et al. (2017), is commonly composed of the inclusive
summary of findings of the research study. In this section, you can find facts
that were learned from the inquiry. Conclusion serves an important part in
making a research paper as it is the chance of the researcher to leave a lasting
impression.

What’s In?
Concluding qualitative research needs the researcher to recall more
thoroughly the problem statement, objectives, and results and findings of your
analysis and how they connect and organize together. The aim is to integrate
them to come up a comprehensive, logical, and smart answer or explanation to
the research question. Research conclusion has its important roles and
purpose in a research study. These are commonly elaborated as the following:
a) it stresses out the importance of the thesis statement, b) it gives the written
work a sense of completeness, c) it leaves a final impression to the readers
and d) it demonstrates good organization.
Conclusions are inferences, deductions, abstractions, implications,
interpretations, general statements and/or generalizations based upon the
finding. It should appropriately answer the specific questions raised at the
beginning of the investigation in the order that they are given under the
statement of the problem.
When making the conclusion in qualitative research, it should be drawn
from the patterns and themes. Patterns and themes that were extracted from
the real-life experiences. In vanManen’s point of view, conclusions can be best
illustrated in literary works as poem, quote, and/ or songs as it conveys
emotions like making metaphors. Through metaphor like results can go beyond
a descriptive synthesis of data.
Strategies or tips to writing conclusions:
1. Write in a manner that is comfortable to you and edit while writing.
2. Write to be understood. Do not write to impress or to sound smart. Avoid
highfalutin words to replace the common but clearer ones.
3. Write from an objective distance. Remember that you are writing a
formal academic paper.
4. Write in a fresh new style. In concluding your qualitative research, you
are supposed to present a new knowledge after all.
5. Conclusions should be formulated concisely, that is, brief and short, yet
they convey a meaningful and logical arguments. It is important that
conclusions have a conceptual significance and can imply, indicate, or
chart future research directions.
 What’sNew?
Activity 5.1.1Read the poem
Life Challenges

Life is a challenge we all walk for

Just like water flows in the river
The way we make it depends on us
With a negative thought to positive push

Life is a challenge we should cherish

We all end for days, months, or years
Role shift, adopt a new to live for more
Reestablish life quest to care forever more

Life is a challenge to be with families

To be with, to share with friends in all ages Accept
all the life has to offer
Successfully adjust to live happier.

Carefully read and analyze the themes where the poem has been crafted. Match
the themes on the poem, then answer the ff question:
• Identify which stanza and line does each theme belongs?
• How does it feel after reading the poem?

What is it?
Themes Stanza and Line number
1. My Existence with Love of Family and Friends
2. The Role of Having More
3. Life so Fast, Making It Easy is Not that Easy
4. Accept All that Life has to Offer
5. Struggles, Learning Lesson to Happiness

Lesson Making Recommendations Based on Conclusions

2

What’s In?
After crafting your research conclusion, the next step for you to take
is to write your research recommendations. Recommendations will be the last
part of your Chapter 5. Recommendation is commonly known as the section
where you can give suggestions on the matters relative to your research that
must be improved. When writing you must take the following considerations:
• Recommendations must be brief. When writing your
recommendations, take note to write it concisely and as brief as
possible.
 • Recommendations should be clear. You must state the specific
suggestions that you want to imply in you study.
• Recommendations must be precise. When giving suggestions, you
should avoid vague recommendations to secure sufficient results.

What’s New?
As recommendations should be crafted briefly, clearly and
precisely, here are some guidelines by Prieto et al. (2017) that you can use.
• You must avoid writing broad and generic recommendations. Also,
avoid recommendations that are directly related to the topic of the
research.
• Remember that recommendations are one step further than the
conclusion.
• You must take into consideration that recommendations must be
specified according to the areas of concern (i.e. academe,
policymakers, etc.)

What’s More?
Activity 3
Directions: For this activity, you will need the sources that you have used for
the completion of the previous activity (Module 5 Additional Activities). To do
this activity, you need to read and analyze the contents of the recommendation
of each identified source. Write all your answers on the table provided below.

Research Title Author and Date Analysis of the

Published Research
Recommendation
(Include website if
source is from the
internet)

Lesson References
3

References list is part of the paper that provides information necessary

to locate and retrieve the source of the material. The purpose of the reference
list is to allow the sources to be found by the reader. It gives credit to authors
of the publication being consulted and extracted from the ideas. All references
cited in the text must appear in the reference list.Bibliography is another form
of reference listing with different style as it lists all the sources used during
research and background reading.
 What’s In?
In previous lessons, you have learned the In-Text Citation. In-text
citation refers to all of the citations that can be found in all of the chapters in
your research paper. Proper citation of a source is important for you to avoid
complications and problems on the authenticity of your data once your paper is
already published.
Citing of sources comes in two (2) manners, namely: a) in-text citation
and b) referencing list.The commonly used information in this manner of citation
are the following:
• Author’s name
• Date of the publication of the source
• The page number where you found the information.

What’s New?
Referencing list refers to the bibliography and/or references of your
research paper. This holds the summary of the information of all of your
sources. Information needed in making the referencing list involves the
following:
• Author’s name
• Date of the publication of the source.
• The page number where you found the information.
• Publisher
• Place of Publishing
• Volume
• Edition
• Other relevant information

What is it?
Below is an example of lists of references. Take note for
information needed in making the referencing list.

REFERENCES

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

Prieto, N.G., Naval, V.C. & Carey, T.G. (2017). Practical research 2 for senior
high school: Quantitative. Quezon City, Metro Manila: LORIMAR
Publishing, Inc.

Torneo, A.R. & Clamor-Torneo, H.S. (2017). Practical research 2: An

introduction to quantitative research. Quezon City: SIBS Publishing
House, Inc.
 What I have Learned?
Activity 5
Complete the data in the table based from the sample lists of references

Author Year of Book or Article Place of Publishing/

Publication Publisher

What I can Do?

Activity 6

Directions: For this activity, you will need the sources that you have used for
the completion of the last activity (Module 5 – Additional Activities). To do this
activity, you need to retrieve the listings of identified sources from your citations
during the making of Review of Related Literature. Write all your answers on
the space provided below or use another sheet of paper:

List down references used in alphabetical order. Chicago Style.

References