PRACTICAL rESEARCH

Types of Qualitative Research
1. ETHNOGRAPHY
2. GROUNDED THEORY
3. PHENOMENOLOGY
4. CASE STUDY 1.SCHOLARLY CHRONICLE
5. DISCOURSE ANALYSIS 2.INTELLECTUAL BIOGRAPHY
6. HISTORICAL RESEARCH 3.LIFE HISTORY WRITING
7. NARRATIVE REPORT 4.MEMOIR BIOGRAPHY
5.NARRATIVE BIOGRAPHY
8. BIOGRAPHY
9. ACTION RESEARCH
PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.
1. ETHNOGRAPHY is the most familiar and
applicable type of qualitative research. It refers to
the investigation of a culture through an in-depth
study of the members of the cultural society. It
involves the systematic collection, description, and
analysis of data for development of theories of
cultural behavior. Its main purpose is to preserve the
cultural heritage of an ethnic group.
2. GROUNDED THEORY is designed to discover what problems
exist in a given social environment and how the persons involved
handle these problems. It is a naturalistic and exploratory research
used primarily to generate theory through relevant information
taken from very reliable sources. In other words, its focus is theory
development.
In Grounded Theory, data collection and analysis occur
simultaneously until “saturation” is reached. If little things are
known for the topic and no available review of related literature
from printed materials, Grounded Theory is very useful.
Grounded Theory
GROUNDED THEORY requires extensive and
repeated sifting through the gathered data and
analyzing and re-analyzing multiple times in order to
identify new theory. It is an approach best suited to
research projects where the phenomenon to be
investigated has not been previously explored. This
means that Grounded Theory can be best employed if
there is no available review of related literature
regarding the phenomenon.
3. PHENOMENOLOGY is designed to focus on the
commonality of a lived experience with a particular group.
The fundamental goal of this research is to arrive at a
description of the nature of the particular phenomenon. The
common gathering method is this research is Participatory
Rapid Appraisal (PRA).
PHENOMENOLOGY aims to determine what an
experience means for the persons who have had the
experience of living in a certain community which is the
subject of the research.
4. CASE STUDY is an exploration of a “bounded
system” or a “case” or “multiple cases” over time
through detailed, in-depth data collection
involving multiple sources of information rich in
interesting stories. The context of the case
involves situating the case within its natural
setting, which may be physical, social, historical
and/or economic.
5. DISCOURSE ANALYSIS is defined as the analysis of
language “beyond the sentence”. It deals with texts,
interactions and social practices at the local,
institutional and societal levels. It is a broad term for
the study of the ways in which language is used by
the people, both written and spoken contexts. It
melds linguistics and sociology by taking into account
the social and cultural context that language is used.
Materials and Topics for Discourse Analysis
Materials that are suitable for Discourse
Analysis include books, newspapers,
periodicals, brochures and advertisements.
Topics for Discourse Analysis include
sounds or intonations, gestures, syntax,
lexicon, style, rhetoric, meanings, speech acts,
moves, strategies and other aspects of
interaction or communication.
6. HISTORICAL RESEARCH is a method of
examination of evidence in understanding the
past events. It is particularly applied to evidence
contained in documents, although it can be
applied to all artefacts. It involves studying,
understanding and interpreting past events. The
purpose of historical research is to reach insights
or conclusions about past persons or occurrences.
7. NARRATIVE REPORT is designed to
present things or events that have
happened in the past through a logical
progression of the relevant information.
The main purpose of a narrative report is
to present a factual depiction of what has
occurred.
8. BIOGRAPHY is the study of an individual’s
life and struggles and how they reflect cultural
themes of the society. It deals with an
interesting story found in documents and
archival materials. It is concerned with the
reconstruction of life histories and the
constitution of meaning based on biographical
narratives and documents.
Five Common Types of Biography
(1) Scholarly Chronicles;
(2) Intellectual Biography;
(3) Life History Writing;
(4) Memoir Biography; and
(5) Narrative Biography.
Types of Biography
1. SCHOLARLY CHRONICLE is the most
fundamental (common) type of biographical
research with focus on the historical portrayal of
an individual life. The basic research orientation
constitutes telling the subject’s story in
chronological order with emphasis upon the
development of plot (life-pattern stages) and
the description of acts of recognition or
Types of Biography
2. INTELLECTUAL BIOGRAPHY is another genre of biographical
research which forsakes the need for basic chronological
structure and it develops a narrative of a life through the
conceptual analysis of the subject’s motives and beliefs within
the world of ideas.
Intellectual Biographer recognizes and accepts the invasive yet
justifiable analysis and it overcomes the intrusive nature of
inquiry with care and resulting in self-reflective thoughtfulness
and insight.
The example of intellectual biography is “Life and Works of Dr.
JosePRACTICAL
Rizal”.RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.
Types of Biography
3. LIFE HISTORY WRITING is the recording of life
memories, experiences, whether one’s or
another’s. This applies to many genres and
practices such as autobiography, diaries, letters,
testimonies, personal essays and more recently,
digital forms such as blogs and emails. The purpose
of life history writing is to enable family
information as well as emotions and feelings about
history
PRACTICALto be1remembered.
RESEARCH (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.
Types of Biography
4. MEMOIR BIOGRAPHY is designed to give emphasis on
the stylistic presentation of the biographer’s reflections
and insights in relation to the factual account of life. An
interpretive narrative of the writer, alongside the
presentation of the biographical subject, becomes part
of the research. A life story is told, yet in relation to the
transactional experiences of the biographer that in turn
influences and foreshows similar experiences of the
reader.
Types of Biography
5. NARRATIVE BIOGRAPHY is a nonfiction
account of life experiences of a person. In
this type of writing, the description of a
person is through the eyes of the writer.
This type of narrative writing relies on
concrete or key facts or events within a
person’s life.
What is Action Research?
9. ACTION RESEARCH is a classroom-based or
school-based research that seeks transformative
change through the simultaneous process of taking
action and doing research, which are linked
together by critical reflection. This type of research
is commonly conducted by the teachers to give
solutions to the existing problems to improve
students’ academic performance and positive
attitudes.
QUALITATIVE DATA
GATHERING
METHODS
Qualitative Data Gathering Methods
1. INTERVIEW is a one-on-one conversation
where questions are asked by the researcher
and answers are promptly given by the
participant. It is conducted when there is a need
to collect in-depth information on people’s
opinions, thoughts, experiences and feelings.
Verbatim quotes from the interviewee should
be PRACTICAL
noted. RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.
2. KEY INFORMANT INTERVIEWS (KII) are
designed to explore a topic before digging for
the details of the situation. Its purpose is to
collect information from a wide range of
people – including the community leaders,
professionals, or residents – who have first
hand knowledge about the situation or
community.
Key Informant Interviews (KII)
KEY INFORMANT INTERVIEWS (KII) are
commonly conducted face-to-face and can
include closed-ended and open-ended questions.
They involve interviewing people who have
particularly informed perspectives on an aspect of
the program being evaluated. They are in-depth
interviews of 15 to 35 people selected for their
first-hand knowledge about a topic of interest.
3. FOCUS GROUP DISCUSSION (FGD) involves
gathering people from similar backgrounds or
experiences together to discuss a specific topic of
interest. The main purpose of FGD is to enhance,
change or create a common idea or concern. FGD
is a way of observing a small group of people
talking about a particular issue to develop a topic
with some directions from a mediator.
SAMSUDIN N. ABDULLAH, Ph.D.
4. PARTICIPANT OBSERVATION allows the
researcher to not only observe the participants
but also actively engages in their activities. It
provides the researcher with access to different
types of information that may not be easily
accessible to outsiders. Participant observer
integrates himself into the environment and is
often considered part of the culture and group.
5. PARTICIPATORY RAPID APPRAISAL
(PRA) is a qualitative research method that
enables the researchers to interact with
vulnerable people to share, enhance and
analyze their knowledge of life conditions to
plan, act, monitor and evaluate what they
have observed and experienced.
Participatory Rapid Appraisal (PRA)
PARTICIPATORY RAPID APPRAISAL (PRA) is an intensive,
systematic but semi-structured learning experience carried out
in a community by a multi-disciplinary team which includes
community members.
The conduct of PRA requires the following: (1) respect for
community members; (2) interest in what the people know, say,
show and do; (3) patience’ without rushing and interrupting; (4)
listening, not lecturing; and (5) humility.
One of the dangers of PRA is that going too quickly may
lead to superficiality.
6. DOCUMENT ANALYSIS (REVIEW OF
RECORDS) is a qualitative method in which
documents are reviewed by the researcher
to assess what is the story behind those
records. It is far more cost efficient and time
efficient than conducting your own research
or experiment.
Examples of Documents
The examples of documents are
written or printed materials, program
records, memoranda, official
publications, personal diaries, letters,
artistic works, photographs,
memorabilia, minutes of the meetings,
archival materials, etc. SAMSUDIN N. ABDULLAH, Ph.D.
Archival Materials and Artifacts
ARCHIVAL MATERIALS include books, manuscripts, papal
records, local Church records, photographs, oral histories, audio-
visual materials and architectural drawings. All of these materials
can be sources of interesting stories to make.
ARTIFACTS (Artefacts) are simple objects showing human
workmanship or modification that was made in the past. These
include stone tools, pottery vessels, metal objects such as
weapons and items of personal adornment such as buttons,
jewelry and clothing. Bones that show signs of human
modifications are also examples of artifacts. Artifacts can be
sources of data for potential qualitative research.
7. TAPE/VIDEO RECORDER is a qualitative data
gathering method that enables the researcher to
record the voices and scenarios during the data
gathering activities. It replaces the researcher’s
handwritten notes while conducting the interview
or focus group discussions.
No recording of interview or focus group
discussion will happen without the consent of the
participants. SAMSUDIN N. ABDULLAH, Ph.D.
8. CONTENT ANALYSIS is the study of
recorded information which has been
documented in texts, media, or physical items.
It is used to make replicable and valid
inferences by interpreting and coding textual
materials (e.g., documents and communication
artefacts), graphics, pictures, audio, video,
paintings, etc.
V. CONSTRUCTING QUALITATIVE RESEARCH TITLES,
BACKGROUND OF THE STUDY AND RESEARCH
QUESTIONS
- What is a Research Title?
- What is a Research Question?
- Tips on Constructing Research Questions
- What is a Background of the Study?
- Tips on Doing a Background of the Study
- Examples of Research Titles, Background of the Study
and Research Objectives
- Parts of Senior High School Qualitative Research Paper
What is a Research Title?
A Research Title is the part of a paper that is read
the most, and it is usually read first. It is, therefore, the
most important element that defines the research
problem. A good title contains the fewest possible
words that adequately describe the contents and/or
purpose of your research paper. It can be revised any
time as the research progresses. It just only becomes
FINAL upon the final defense before the panel of
adjudicators.
What is a Research Question?
A Research Question (Statement of the
Problem) is the question around which you center
your research. It is a question that a research
paper sets out to answer. Specifying the research
question is the first step the researcher has to
take when undertaking a research. It helps the
researchers focus their research by providing a
path through the research and writing process.
Research Question should be:
CLEAR. It provides enough specifics that one’s
audience can easily understand its purpose
without needing additional explanation.
FOCUSED. It is narrow enough that it can be
answered thoroughly in the space the writing task
allows.
CONCISE. It is expressed in the fewest possible
words.
Research Question should be:
COMPLEX. It is not answerable with
simple “yes” or “no” but rather requires
synthesis and analysis of ideas and
sources prior to composition of an answer.
ARGUABLE. Its potential answers are
open to debate rather than accepted
facts.
Tips on Constructing Research Questions
1. Specify your specific concern or issue.
2. Decide what you want to know about the
specific concern or issue.
3. Turn what you want to know and the specific
concern into a question.
4. Ensure that the question is answerable.
5. Check to make sure the question is not too
broad or too narrow.
What is a Background of the Study?
A background of the study includes a review of
the topic being researched, current information
surrounding the issue, previous studies on the issue,
and relevant history on the issue. Ideally, the study
should effectively set forth the history and
background information on your research problem.
It is best used to present contextual or prerequisite
information that is important or essential to
understand the main body of your SAMSUDIN
research paper.
N. ABDULLAH, Ph.D.
PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH)
Tips on Doing a Background of the Study
1. Conduct preliminary research in the
beginning stages of formulating a research
paper, when many issues are unclear and
thoughts need to be solidified. Conducting
preliminary research on your area of the study
and specific topic will help you formulate a
research question that will lead to more specific
and relevant research.
Tips on Doing Background of the Study
2. Read the information and develop a
research question that will guide your research
topic. You will need to take notes and keep
accurate track of the sources that you used up
to this point. Be sure to cite the source of the
information on the note cards so you don’t
forget where each piece of information came
from, should you decide to use it in your paper.
3. Write research questions. Think about what
you’ve read and look for issues, problems or
solutions that others have found and determine
your own opinion or stance on the issue. Write
your opinion as an authoritative statement on
the issue, problem or situation. At this point,
you can do more detailed research and find
sources that are more relevant to your research
4. Complete your research using your
research questions as your guide. You will
find relevant sources that will provide insight
into your specific research problem. Make
sure that your sources provide details on the
history and past researches related to your
research question.
5. Create relevant paragraphs as you write
the background of your study. As you
evaluate your research and begin to write
the background of your study, create
separate paragraphs that cover the key
issues, major findings, and controversies
surrounding your research.
6. Identify any further study that needs to
be done in that area, or provide possible
solutions to the issue that haven’t been
considered before. You can expound your
major research objective and explain the
major reason why you need to conduct your
present study.
7. Revise and edit the background of
your study. Complete several drafts of
your work. Each time you read over your
work, try to leave it better than it was
before. It’s also a great idea to have
someone else look it over as well because
two heads are better than one.
First Major Research Task
Look three qualitative
topics/temporary titles you are
curious with. Then identify what
type of qualitative research for each
topic/temporary title.
Second Major Research Task
From each of the three research
topics you are curious with, give its
general objective and at least three
specific objectives.
Submission: Monday
Third Major Research Task
Out of the three topics you have submitted, select
only one topic that interests you most. (Then make at
least 2 – page background of that topic. You can use
the examples in the following slides as your guide.
(Submission: TBA)

POST-TRAUMATIC EXPERIENCES OF THE VICTIMS OF CONSECUTIVE STRONG EARTHQUAKES IN NORTH
COTABATO
General Objective of the Study
This study explores the post-traumatic experiences of the residents of consecutive strong earthquakes
in North Cotabato.
Specific Objectives of the Study

Specifically, this study will be carried out to answer the following questions:
1. What are the damages caused by the consecutive strong earthquakes in North Cotabato in terms of:
1.1 Infrastructures;
1.2 Livelihood; and
1.3 Power Interruption?
2. What government and humanitarian responses are deployed to help the victims and to conduct rapid damage
and needs assessment in affected areas?
3. What are the priority needs of the affected residents?
4. How do the consecutive strong earthquakes affect the communities of the residents?
5. What are the post-traumatic experiences of the affected residents?
6. How do the residents handle the traumas caused by consecutive strong earthquakes?

T’NALAK: REFLECTION OF T’BOLIS’ DREAMS, BELIEFS, MYTHS AND CULTURES
General Objective of the Study

This study generally aims to explore the dreams, beliefs, myths and culture
of T’bolis as reflected in their T’nalak, a hand-woven cloth made of abaca fibers
Specific Objectives of the Study

Specifically, the research seeks answers to the following questions:
1. Why are traditional female weavers called dream weavers?
2. What particular dreams of T’bolis are reflected in the intricate and patterns of
T’nalak?
3. What mythical stories of T’bolis are influenced by T’nalak?
4. How does T’nalak fabric hold a prominent place in T’bolis’ culture?

PONZI SCHEME MANIA: THE VICTIMS’ FINANCIAL
CHALLENGES AND REALIZATIONS
By:
Senior High School Researchers

Esperanza National High School
Esperanza, Sultan Kudarat, Region XII

Statement of the Problem
Generally, this study aims to determine the victims’ financial challenges before and
after the Ponzi Scheme mania. It also explores their realizations after being victimized by
these investment scams.
Specifically, this study seeks to answer the following questions:

1. How did the victims learn about the Ponzi Scheme? Did the promoters state investment
risks?
2. What were the factors that influenced the victims to invest? Who influenced them to
engage in the investment scams?
3. How did Ponzi Scheme affect people’s livelihood?
4. What financial problems triggered them to engage in the Ponzi Scheme? What financial
challenges are caused by Ponzi Scheme?
5. What realizations did the victims have after being victimized by the Ponzi Scheme?

STRUGGLE OF MAGUINDANAON STUDENTS IN THE
CONFLICT AREAS OF MAGUINDANAO: BASIS FOR
SOCIAL SERVICES DEVELOPMENT PLAN
By:

Esperanza National High School
Esperanza, Sultan Kudarat, Region XII, Philippines

Background of the Study
Islam, the oldest recorded monotheistic religion, reached the Mindanao during
the 14th century with the arrival of Muslim traders from the Persian Gulf, Southern
India and their followers came from several sultanate governments of Malay
Archipelago. The arrival of Islam in the Philippines was 200 years before the colonial
Spanish Catholics, and a number of Sultanates were able to resist attempts of external
dominance until the United Sates (US) took over as the colonial power in 1898
(Koerner, 2005). The US and later the newly independent Government in Manila
promoted the settlement of Christians from the rest of the Philippines to the fertile
lands of Mindanao. This displaced local populations, Bangsamoro (Filipino Muslims)
and non-Islamized indigenous peoples (IPs), from their ancestral domain (The World
Bank, 2005). In fact, some historians stressed that if it were not for the interlude of
375 years of Spanish and American colonial rule, the Philippines would be likely be a
Muslim country today (Taylor, 2017).
During the Spanish and American colonial periods, Maguindanaon had no
interest to go to schools as they were afraid of being Christianized. When the
Christians went to the Mindanao for Greener Pasteur, Maguindanaon really
accommodated them with all their open arms. Many Maguindanaon then were
not diligent to maintain their fertile land. So, they sold their lands with a very
minimal price and some just gave the parcel of their land without any assurance
of payment. Christians were educated enough and they improved the lands they
bought from the Bangsamoro. They secured the land titles (Grounded Theory).
The World Bank (2005) stressed that the local populations of Bangsamoro and IPs
have become minorities in their own homeland since 1960s. Data from Philippine
Statistics Authority (2017) revealed that only 4.28% of 1,032,824 population of
SOCCSKSARGEN Region and 14.30% of 3,451,644 population of Autonomous
Region Muslim Mindanao (ARMM) are Muslims. This is a concrete proof that
Bangsamoro are now minorities in their homeland and a very reason why
Bangsamoro have struggled enough to get back their ancestral motherland.
Cycles of conflicts in Central Mindanao have reportedly destroyed people’s
lives and livelihoods in the past decades. “All Out War” declared by Former
President Estrada in 2000 led to the displacement of nearly a million individuals.
Repeated bouts of conflict and armed displacement have hardly hit the poor
communities in Mindanao. Many families have been uprooted from their homes
and have been displaced many times over past decades when fighting between
Moro Islamic Liberation Front (MILF) and Government of the Philippines (GPH)
escalated in their localities. Currently, thousands of people across Mindanao
remain displaced, particularly in Maguindanao. At the heart of the conflict in
Maguindanao lies a deeply rooted prejudice against a minority Muslim. People of
Maguinadanao are highly exposed to violence and suffered the worst poverty,
food security and access to basic services (Bell, 2011). Decades of armed conflict
have hampered development in Mindanao where most of the Philippines poorest
provinces are located. In fact, Maguindanao is the 4th poorest province in the
country with 54.5% poverty incidence (Sabornido, 2015).
As a result of extensive efforts of the former Aquino
administration and current Duterte administration, Mindanao is finally
beginning to see a possible end to the unrest 50-year old jihad
(Bangsamoro struggle). With a ceasefire now in place, both
government security forces and armed Muslim groups have come to
an agreement to end the war through a peace talk. The Bangsamoro
Organic Law (BOL) is considered a key to end the Muslim rebellion in
Mindanao. Maguindanaon and other Filipino Muslims express hope
that BOL will make their “dream of peace” a reality (Inquirer.Net,
2018). Nevertheless, conflict still exists due to several family feuds or
clan wars (rido). This prompts the Maguindanaon to live again in fear.
It is reported that most of the Muslim families in the far flung areas of
Maguindanao possess high calibre of guns.
Municipality of Esperanza, Sultan Kudarat is very adjacent to the Province of
Maguindanao wherein more than 1,000 Maguindanaon students are enrolled at
Esperanza National High School in spite of the fact that there are also public high
schools in their local communities. These students reiterated that they enrolled in this
school to acquire quality education without fear of hearing guns of conflicts. Records
from School Guidance office revealed that one of the major reasons why
Maguindanaon students are always absent from their classes is that they are affected by
the clan war (rido) in their local communities. Some opted to drop from their studies as
their parents don’t allow them anymore to go to school for security reasons. Yet, there
are many Maguindanaon students who have incessantly sacrificed a lot just to pursue
their dreams to earn high school education. In their very young age, they have already
encountered various challenges brought by the unending conflicts. Despite of these
struggles they meet in their quest for quality education, their aspirations cannot be
underestimated. Are these aspirations affected by the challenges they experience?
What are their coping strategies to escape from the adverse effect of these conflicts?
Thus, this research is initiated.
Statement of the Problem
This study will be conducted to determine the struggle of Maguindanaon students
living in the conflict-affected areas of Maguindanao. It will also explore the effect of the
challenges experienced by the Maguindanaon students on their personal, economic,
environmental, political and social aspirations.
Specifically, this study will seek answers to the following questions:

1. What are the aspirations of Maguindanaon students relative to the following:
1.1 Personal;
1.2 Economic;
1.3 Environment;
1.4 Political; and
1.5 Social?

2. What are the challenges met by Maguindanao students relative to:
2.1 Oppression;
2.2 Peace and Order;
2.3 Poverty;
2.4 Parental Practices; and
2.5 Access to Quality Education?
3. What are the struggles of Maguindanaon students and parents during and
after the conflicts?
4. What are the effects of the conflicts to the lifestyles of Maguindanaon
students and parents? How do they deal with these effects?
5. What are the coping strategies of Maguindanaon families to escape from the
adverse effects of conflicts or clan wars?
6. What social services development plan can be designed based from the
results of the study?

PRACTICAL rESEARCH

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Types of Qualitative Research

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

Specific Objectives of the Study

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

General Objective of the Study

Specific Objectives of the Study

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

Senior High School Researchers

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

Specifically, this study seeks to answer the following questions:

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

Specifically, this study will seek answers to the following questions:

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

PRACTICAL RESEARCH 1 (QUALITATIVE RESEARCH) SAMSUDIN N. ABDULLAH, Ph.D.

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