PR 1 - Qualitative Research

Senior High School Teachers’ Training for the K to 12 Basic Education Program,
DMMMSU-SLUC,
PRACTICAL RESEARCH 1
( QUALITATIVE RESEARCH)
Don Mariano Marcos Memorial State University

College of Arts and Sciences
SESSION OBJECTIVES
• Explain the terms related to writing a
research paper;
• Develop a research proposal
• Develop a relevant discussion,
conclusion and recommendation
based on the given data
Senior High School Teachers’ Training for the K to 12 Basic Education Program, DMMMSU-SLUC
Scope
and Limitation
ON PARTICIPATION
LAHAT KASALI
KASALI LAHAT.
ON REACTION
OO… AT.
ON SHARING
WHAT HAVE I LEARNED SO FAR?
T.I.P.S.
ON GADGETS
MINIMIZE
(subject to constraints)
I am thinking about…
for
SOME THOUGHTS
TOPONDER
Research can be
undertaken in any kind of
environment, as long as
you have the interest. I
believe that true
education means
fostering the ability to be
interested in something.
sUMIO Iijima
is a sign of
REFLECTION
What were your
experiences in teaching
Qualitative Research?
What is the role of
in achieving professional
Draw an “emoticon”
that describes your attitude

towards research.
PRACTICAL RESEARCH 1
QUALITATIVE RESEARCH
Curriculum Guide
Walkthrough
Content (8)
1. Nature of Inquiry and Research
2. Qualitative Research and Its Importance
in Daily Life
3. Identifying the Inquiry and Stating the
Problem
4. Learning from Others and Reviewing the
Literature
Content
5. Understanding Data and Ways to
Systematically Collect Data
6. Finding Answers through Data
Collection
7. Analyzing the Meaning of the Data and
Drawing Conclusions
8. Reporting and Sharing Findings
Nature of Inquiry and Research
Content Standard Learning Competencies
1. The importance of 1. Shares research experiences
research in daily life and knowledge
2. The characteristics, 2. Explains the importance of
processes, and ethics research in daily life
of research 3. Describes characteristics,
3. Quantitative and processes and ethics of
qualitative research research
4. The kinds of research 4. Differentiates quantitative
across fields from qualitative research
5. Provide examples of research
in areas of interest
Qualitative Research and Its
Importance in Daily Life
Content Standard
Learning Competencies
1. The value of qualitative
research; its kinds, 1. Describes characteristics,
characteristics, uses, strengths, weaknesses and
strengths, and kinds of qualitative research
weaknesses 2. Illustrates the importance of
2. The importance of qualitative research across
qualitative research fields
across fields of inquiry
Identifying the Inquiry
and Stating 1. Designs a research project
the Problem 2. related to daily life
Writes a research title
Content Standard 3. Describe the justification or
1. The range of reasons for conducting the
research topics in research
the area of inquiry 4. States research questions
2. The value of 5. Indicates scope and delimitation
research in the area of research
of inquiry 6. Cites benefits and beneficiaries
3. The specificity and of research
feasibility of the 7. Presents written statement of
problem posed the problem
Learning from Others and
Reviewing the Literature
Content Learning Competencies
Standard 1. Selects relevant literature
1. Criteria in 2. Cites related literature using standard
selecting, style (APA, MLA, or Chicago Manual
citing, and of Style)
synthesizing 3. Synthesizes information from
related relevant literature
literature 4. Writes coherent review of literature
2. Ethical 5. Follows ethical standards in writing
standards in related literature
writing related 6. Presents written review of literature
literature
Understanding Data and Ways
to Systematically Collect Data
1. Qualitative research 1. Chooses appropriate
designs qualitative research designs
2. Description of sample 2. Describes sampling procedure
3. Data collection and and sample
analysis procedures 3. Plans data collection and
such as survey, analysis procedures
interview, and 4. Presents written research
observation methodology
4. Application of creative 5. Utilizes materials and
design principles for techniques to produce
execution creative work
Finding Answers through Data
Collection
Content Standard
1. Observation and interview procedures and skills
1. Collects data through observation and interviews
Analyzing the Meaning of the
Data and Drawing Conclusions
Content Standard
1. Drawing out patterns and themes rom data
1. Infers and explains patterns and themes from data
2. Relates the findings with pertinent literature
Reporting and Sharing Findings
1. Guidelines in making 1. Draws conclusions from
conclusions and patterns and themes
recommendations 2. Formulates recommendations
2. Techniques in listing based on conclusions
references 3. Lists references
3. Process of report 4. Presents a written research
writing report
4. Selection criteria and 5. Finalizes and present best
process of best design design
6. Writes short description and
present best design
THE CHALLENGE
Depth
Breadth
culty of the learners
edagogy / Andragogy
ACTIVITY
Word/Phrase I know I want to know
…development of
prescribed
learning
competencies.
Nature of Inquiry and Research
1. The importance of 1. Shares research experiences
research in daily life and knowledge
2. The characteristics, 2. Explains the importance of
processes, and ethics research in daily life
of research 3. Describes characteristics,
3. Quantitative and processes and ethics of
qualitative research research
4. The kinds of research 4. Differentiates quantitative
across fields from qualitative research
5. Provide examples of research
in areas of interest
What is RESEARCH?
Research is a careful, systematic and
objective investigation conducted to obtain
valid facts, draw conclusions, and
establish principles regarding an
identifiable problem in some field of
knowledge.
-Clarke and Clarke
What is RESEARCH?
"Research is a diligent and systematic
inquiry or investigation into a subject in
order to discover facts or principles."
- American College Dictionary, 1964
What is RESEARCH?
Research comprises “creative work
undertaken on a systematic basis in order
to increase the stock of knowledge,
including knowledge of man, culture and
society, and the use of this stock of
knowledge to devise new applications.”
-OECD, 2002
Importance of RESEARCH
in Education
• To enhance teaching and learning process
• To assess and evaluate learning, methods,
and approaches
• To improve policies in education
• To gain relevant information
• To discover new knowledge
Why write a RESEARCH paper?
• To communicate and convey your
ideas
• To describe experiments, process,
approaches, and results
• To allow others reproduce your work
• To be used for promotion
Conveying your IDEA!
I wish I knew Here is my

how to solve idea. I wish it
this problem. will work.
Conveying your IDEA!
• Here is a problem.
• It is an interesting problem.
• It is an unsolved problem.
• Here is my idea.
• Here is my idea compared to other
people’s approaches.
When conducting RESEARCH
IT SHOULD BE:
• Systematic
• Non-discriminatory
• Open to criticisms
• Independent and free from indirect
and direct censorship
Qualitative Research and Its
Importance in Daily Life
Content Standard
1. The value of qualitative
research; its kinds, 1. Describes characteristics,
characteristics, uses, strengths, weaknesses and
strengths, and kinds of qualitative research
weaknesses 2. Illustrates the importance of
2. The importance of qualitative research across
qualitative research fields
across fields of inquiry
QUALITATIVE RESEARCH?
DICTUM
• Not everything can be measured or

experimentally examined.
• Every human experience is a text to be
read.
• Every human experience has multiple
layers.
• Qualitative research involves
understanding the meaning which people
have constructed and how people make
sense of their world and the experiences
they have in the world (Merriam, 2009)
• Qualitative research uses methods such
as participant observation or case studies
which results in a narrative, descriptive
account of a setting or practice
(Parkinson & Drislane, 2011).
• Qualitative research involves any
research that uses data that are not
ordinal (Nkwi, Nyamongo & Ryan, 2001).
STRENGTHS OF QUALITATIVE
RESEARCH
• Obtain a more realistic view of the lived
world;
• Provide the researcher with the
perspective of the participants of the
study
• Allow the researcher to describe
existing phenomena and current
situations;
1
RESEARCH
• Develop flexible ways to perform data
collection, subsequent analysis, and
interpretation of collected information;
• Yield results that can be helpful in
pioneering new ways of understanding;
• Respond to changes that occur while
conducting the study and offer the
flexibility to shift the focus of the research
as a result; 2
RESEARCH
• Provide a holistic view of the phenomena
under investigation;
• Respond to local situations, conditions,
and needs of participants;
• Interact with the research subjects in their
own language and on their own terms;
and,
• Create a descriptive capability based on
primary and unstructured data.
3
LIMITATIONS OF QUALITATIVE
RESEARCH
• Drifting away from the original
objectives of the study;
• Arriving at different conclusions based
on the same information;
• Replication of a study is very difficult;
• An inability to investigate causality
between different research phenomena;
4
RESEARCH
• Increases the chance of ethical
dilemmas that undermine the overall
validity of the study;
• Difficulty in explaining differences in the
quality and quantity of information
obtained from different respondents and
arriving at non-consistent conclusions;
• Data gathering and analysis is time
consuming and/or expensive; 5
RESEARCH
• Requires a high level of experience to
obtain the targeted information;
• May lack consistency and reliability;
and,
• Generation of a significant amount of
data that cannot be randomized into
manageable parts for analysis.
6
• Meaning
• Understanding
• You can’t be judgmental.
• You can be original.
• Moderatum generalization
• Results are relative.
QUANTITATIVE RESEARCH?
• It is used to quantify the problem by way
of generating numerical data that can be
transformed into useable statistics.
• Quantitative Research uses measurable
data to formulate facts and uncover
patterns in research.
• It is used to quantify attitudes, opinions,
behaviors, and other defined variables –
and generalize results from a larger
sample population. Quantitative
Research uses measurable data to
formulate facts and uncover patterns in
research.
• Quantitative research designs are either
descriptive (subjects usually measured
once) or experimental (subjects
measured before and after a treatment).
A descriptive study establishes only
associations between variables; an
experimental study establishes causality.
CHARACTERISTICS
OF QUANTITATIVE RESEARCH
• The data is usually gathered using
structured research instruments.
• The results are based on larger sample
sizes that are representative of the
population.
• The research study can usually be
replicated or repeated, given its high
reliability.
CHARACTERISTICS
• Researcher has a clearly defined
research question to which objective
answers are sought.
• All aspects of the study are carefully
designed before data is collected.
• Data are in the form of numbers and
statistics, often arranged in tables, charts,
figures, or other non-textual forms.
CHARACTERISTICS
• Project can be used to generalize
concepts more widely, predict future
results, or investigate causal
relationships.
• Researcher uses tools, such as
questionnaires or computer software, to
collect numerical data.
STRENGTHS OF QUANTITATIVE
RESEARCH
• Allows for a broader study, involving a
greater number of subjects, and
enhancing the generalization of the
results;
• Allows for greater objectivity and
accuracy of results.
7
RESEARCH
• Applying well established standards
means that the research can be
replicated, and then analyzed and
compared with similar studies;
• You can summarize vast sources of
information and make comparisons
across categories and over time; and,
8
RESEARCH
• Personal bias can be avoided by
keeping a 'distance' from participating
subjects and using accepted
computational techniques.
9
LIMITATIONS OF QUANTITATIVE
RESEARCH
• Quantitative data is more efficient and
able to test hypotheses, but may miss
contextual detail;
• Uses a static and rigid approach and so
employs an inflexible process of
discovery;
10
RESEARCH
• The development of standard questions
by researchers can lead to "structural
bias" and false representation, where the
data actually reflects the view of the
researcher instead of the participating
subject;
• Results provide less detail on behavior,
attitudes, and motivation;
11
RESEARCH
• Researcher may collect a much
narrower and sometimes superficial
dataset;
• Results are limited as they provide
numerical descriptions rather than
detailed narrative and generally provide
less elaborate accounts of human
perception;
12
RESEARCH
• The research is often carried out in an
unnatural, artificial environment so that a
level of control can be applied to the
exercise.
• Preset answers will not necessarily
reflect how people really feel about a
subject and, in some cases, might just be
the closest match to the preconceived
hypothesis. 13
QUANTITATIVE & QUALITATIVE
Basic Similarities
• Seeks answer to a question
• Uses systematically a set of procedure to
answer the question
• Collects evidence
• Produces findings
• Produces findings that are applicable
beyond the immediate boundaries of the
study
Basic Differences
• Analytical objectives
• Types of questions
• Types of instruments
• Forms of data
• Flexibility
Quantitative Qualitative
General
framework
Analytical
Objectives
Question
Format
Data Format
Flexibility
Study Design
Differences
General Seek to confirm Seek to explore
framework hypotheses; phenomena;
Rigid Instruments; Flexible instruments;
Highly structured Semi-structured
methods methods
Analytical To quantify variation; To describe variation;

Objectives To predict causal To describe and
relationships; explain relationships;
To describe a To describe individual
population experiences and
group norms
Differences
Question Close-ended Open-ended
Format
Data format Numerical Textual
Flexibility Stable from Some aspects of the
Study Design beginning to end. study are flexible.
Responses influence Responses affect the
the set of questions. set of questions
Study design has
assumptions and Study design is
conditions iterative.
Identifying the Inquiry
and Stating 1. Designs a research project
the Problem 2. related to daily life
Writes a research title
Content Standard 3. Describe the justification or
1. The range of reasons for conducting the
research topics in research
the area of inquiry 4. States research questions
2. The value of 5. Indicates scope and delimitation
research in the area of research
of inquiry 6. Cites benefits and beneficiaries
3. The specificity and of research
feasibility of the 7. Presents written statement of
problem posed the problem
CHOOSING A RESEARCH TOPIC
1. You are provided with a general topic

from which you study a particular
aspect;
2. You are provided with a list of possible
topics to study; or,
3. You choose your own topic
DETERMINING RESEARCH TOPIC
• Consider the interest of your audience.

• Consider your interest.
• Consider the availability of references.
• Consider timely issues.
FINDING A FOCUS AND KNOWING
WHERE YOU STAND (Mason, 2002)
1. Social Reality: Your
Ontological Point of View
What is the nature of the

phenomena, or entities, or social
reality that I wish to investigate?
2. Knowledge and Evidence:
Your Epistemological Position
What might represent knowledge

or evidence of the entities or
social reality that I wish to
investigate?
3. Your Broad Research Area
What topic is the research

concerned with?
4. Your Intellectual Puzzle and
Your Research Questions
What is the intellectual puzzle?

What do I wish to explore?
5. Your Research Questions
and the Purpose of Your
Research
What are my research questions?

What am I doing it for?
In other words:
1. Whose experience?
(individual or group)
2. Which layer/aspect of experience?
(behavior, attitude, perceptions,
knowledge, emotions and values,
culturally shared meaning, social
structures and relationship, processes,
environmental context)
3. What question/s to ask?
Choosing a Research Topic
1. Purpose of the study
2. Primary audience of the findings
3. What is already known about the
topic?
4. Focus of the study
5. Objectives of the study
6. Time parameters
7. Available resources
Choosing a Research Topic
T.I.P.S.
FORMULATING
A RESEARCH TITLE
The title is without a doubt the

part of a paper that is read the
most, and it is usually read first.
FORMULATING
A RESEARCH TITLE
The title summarizes the main idea or
ideas of your study. A good title
contains the fewest possible words
needed to adequately describe the
content and/or purpose of your
research paper.
FORMULATING
A RESEARCH TITLE
The following parameters can be used
to help you formulate a suitable
research paper title:
• The purpose of the research
• The narrative tone of the paper (typically
defined by the type of the research)
• The methods used
FORMULATING
A RESEARCH TITLE
• State the title, as short as possible.
• 2 to 12 words.
• The title should encourage the readers to
read the paper.
FORMULATING
A RESEARCH TITLE
• State the title, as short as possible.
• 2 to 16 words.
• The title should encourage the readers to
read the paper.
Examples of a RESEARCH TITLE
1. Teaching English in the Multilingual
Classroom: Challenges and Strategies
2. A Qualitative Evaluation of the
Effectiveness of MTBLE in Achieving
Critical Thinking and Problem-Solving
Skills
3. A Narrative of A Day in the Life of a
Young Cancer Patient
4. Hedging in Press Relations: A Content
Analysis of Press Briefing in the
Philippines
WRITING THE RESEARCH
BACKGROUND
Providing background information in the

Introduction of a research paper serves as
a bridge that links the reader to the topic of
your study.
BACKGROUND
• Provide a general background of the
study.
• Discuss an analysis of the situation from
general to specific (macro to micro)
• State the motivation of the study or why
the study is being undertaken
• Point out issues that are addressed in the
present study.
BACKGROUND
• The introduction reflects why the paper is
worth reading.
• The introduction should be written
logically.
The C.A.R.S. (Creating a Research
Space) Model
The C.A.R.S. (Creating a Research
Space) Model
Move 1: Establishing a Territory (the

situation)
Move 2: Establishing a Niche (the problem)
Move 3: Occupying the Niche (the solution)
Move 1: Establishing a Territory
(The Situation)
This is done by demonstrating that the
research area is important, critical,
interesting, relevant, or otherwise worthy
of investigation and by introducing and
reviewing key sources of prior research in
that area to show where gaps exist or
where prior research has been inadequate
in addressing the research problem.
Move 2: Establishing a Niche (The
Problem)
This refers to making a clear and cogent
argument that your particular piece of
research is important and possesses
value. This can be done by indicating a
specific gap in previous research, by
challenging a broadly accepted assumption,
by raising a question, a hypothesis, or
need, or by extending previous knowledge
in some way.
Move 3: Occupying the Niche
(The Solution)
The final "move" is to announce the means
by which your study will contribute new
knowledge or new understanding in
contrast to prior research on the topic. This
is also where you describe the remaining
organizational structure of the paper.
BACKGROUND
Provide evidences or sources of the
information or concepts for the present
study.
Acknowledge the source or author of an

idea.
BACKGROUND
BACKGROUND
If appropriate, describe why earlier studies
using quantitative methods were
inadequate in addressing the research
problem.
RESEARCH OBJECTIVES
PURPOSE STATEMENT
• The purpose statement define the
roadmap for the overall study.
GOOD PURPOSE STATEMENT
Single sentence
Include the purpose of the study
Include the central phenomenon
Use qualitative words
Note that participants
State the research site
The purpose of this ___ (narrative,
phenomenological, ethnographic, case,
etc.) study is/was/will be to ___
(understand, describe, develop, discover)
the ___ (central phenomenon of the study)
for ___ (the participants) at ___ (the site).
This content analysis study aimed to
determine whether hedges are used in
press briefings given by the press relations
office of the president of the Philippines,
the frequency of hedges in press briefings,
and the types of hedges found in the
studied press briefings. The study also
tried to determine the purposes of the
hedges used in press briefings.
RESEARCH QUESTIONS
FOR QUALITATIVE RESEARCH
Usually there is a research problem that
frames your qualitative study and that
influences your decision about what
methods to use, but qualitative designs
generally lack an accompanying
hypothesis or set of assumptions because
the findings are emergent and
unpredictable.
RESEARCH QUESTIONS
• Research questions serve to narrow the
purpose of the study.
• Central and sub-questions
RESEARCH QUESTIONS
• Begin with “How” or “what”
• Tell the reader what do you attempt to
discover, generate, explore, identify, or
describe
• Ask “what happened?”
• Ask “what was the meaning to people of
what happened?”
• Ask “what happened over time?”
RESEARCH QUESTIONS (avoid)
Relate
Influence
Impact
Effect
Cause
Influence
Compare
Contrast
RESEARCH QUESTIONS
(SCRIPTS)
Central Question:
• What does it mean to ___ (central
phenomenon)?
• How would ___ (participant) describe
___ (central phenomenon)?
RESEARCH QUESTIONS
(SCRIPTS)
Sub-questions:
• What ___ (aspect) does ___
(participant) engage in as a ___ (central
phenomenon?
RESEARCH QUESTIONS
Poor Good
What is the childhood How does the amount of time
obesity rate in your children play computer games
school? each day affect childhood
obesity rates in your school?
How much time do you Why do you prefer listening to
listen to rock music a rock music more than other
week? music genres?
What is the meaning of Could you describe the most
life? important factors in your life?
RESEARCH QUESTIONS
Grounded Theory (How) Phenomenology
What are the attitudes of elderly (Meaning)
people with stroke towards the How do female high
daily use of assistive devices school teachers who
and technologies? have been physically
assaulted by students
Ethnography (What) overcome their fears
What are the attitudes of out-of- so they can effectively
school youths in Mindanao teach?
towards UP students joining rally
against the government?
RESEARCH QUESTIONS
Narrative Inquiry (what)
How does a good everyday life come about when living
with chronic rheumatic conditions?
Case Study (why)

What strategies and behaviour of senior high school
math teachers significantly influence the performance
and attitudes of students towards the subject?
PURPOSE STATEMENT
What are some possible research questions?
SCOPE AND LIMITATION
OF THE STUDY
• Location
• Time (duration)
• Respondents
• Parameters/variables
• Design
• Data analysis
(not included in the research)
SCOPE AND LIMITATION
OF THE STUDY
• Identifies parameters that restrict the
scope of the research findings
• Points out possibilities that are outside
the concern or control of the researcher
PURPOSE STATEMENT
Develop a scope and delimitation for
this purpose statement?
SIGNIFICANCE OF THE STUDY
• State clearly the general contribution/s of

the present study to various groups
(students, teachers, administrators,
parents, community, etc.).
• State how the results of the study may
influence/affect their roles and decisions.
Teachers. Results of the study will usher

up information that serve as bases in
increasing commitment to the mission of
their profession by continuously improving
their personal and professional
competencies in the teaching profession
and by utilizing teaching pedagogies that
are attuned to the learning characteristics
of the students.
Teacher education institutions. The

result of this study will likewise serve as a
factor for higher education institutions
offering teacher education programs in
setting standards in qualifying high school
graduates who want to pursue education
courses.
PURPOSE STATEMENT
Create at least one paragraph for ?
T.I.P.S.
WORKSHOP
Learning from Others and
Reviewing the Literature
Content Learning Competencies
Standard 1. Selects relevant literature
1. Criteria in 2. Cites related literature using standard
selecting, style (APA, MLA, or Chicago Manual
citing, and of Style)
synthesizing 3. Synthesizes information from
related relevant literature
literature 4. Writes coherent review of literature
2. Ethical 5. Follows ethical standards in writing
standards in related literature
writing related 6. Presents written review of literature
literature
SELECTING RELEVANT
LITERATURE
• Select literature related to the study
• Discuss previous works related to the
present study.
• Major findings, problems identified,
recommendations,
• Points out questions raised, major issues,
and critical evaluation of views mentioned
in the previous research
SELECTING RELEVANT
LITERATURE
• Highlights what research still needs to be
done
• Points out knowledge gap that the current
research wants to address
• Presents strengths and weaknesses of
the previous research.
SELECTING RELEVANT
LITERATURE
• Discuss why the present study is different
from the previous works. (Literature
Synthesis)
• Acknowledge the source or author of an
idea.
STYLES IN CITING RELATED
LITERATURE
• APA
• MLA
• Chicago Manual of Style
SELECTING RELEVANT
LITERATURE
• ROL can be written based on themes or
based on the variables/objectives of the
study.
• Present also literature synthesis.
SELECTING RELEVANT
LITERATURE
The present researcher gathered and
reviewed some DEA studies conducted in
different countries. Consequently, this had
relevantly provided a direction for the present
study.
SELECTING RELEVANT
LITERATURE
Most of the studies reviewed employed
Variable Returns-to-Scale models with
variable combinations of input and output to
determine and identify the efficiency of
universities and other organizations involved.
Where inefficiencies are evident, some of the
authors applied a second-stage analysis
measure, like the Tobit analysis, to identify
the sources of inefficiencies.
SELECTING RELEVANT
LITERATURE
Others also did a correlation analysis to
determine the extent to which the variables
affect the efficiency and performance of
education institutions. In the present study,
the multi-stage Input-Oriented Constant
Returns-to-Scale model was used for data
analysis.
SELECTING RELEVANT
LITERATURE
Like some of the studies conducted by
authors included in the review, the present
study aims to assess and determine the
performance efficiency of CCS/CIT of SUCs
in Region I. This made DEA the most
appropriate tool to pursue the study’s main
objective. If there are inefficiencies found in
the analysis, the researcher did not employ
any secondary analysis mechanism to identify
where the inefficiencies came from.
SELECTING RELEVANT
LITERATURE
The present study differs in some of the
variables utilized in the studies mentioned on
the reviewed literature. Similarities are
evident only for input variables which involved
faculty and students. However, the variables
used in this study are almost similar to the
variables used by Baldemor (2010)
particularly in the areas of research and
extension.
SELECTING RELEVANT
LITERATURE
Some studies reviewed analyzed data
which covered a shorter period of time as
compared to the longer period of time
involved in other studies. The present study
analyzed data covering three consecutive
academic years from AY 2008-2009 to AY
2010-2011.
IN-TEXTS CITATION USING APA
APA (American Psychological
Association) style is most commonly used
to cite sources within the social sciences.
This resource, revised according to the
6th edition, second printing of the APA
manual, offers examples for the general
format of APA research papers, in-text
citations, endnotes/footnotes, and the
reference page.
Note:
APA style requires authors to use the past

tense or present perfect tense when
using signal phrases to describe earlier
research.
Jones (1998) found …

or Jones (1998)has found...
Basics:
• Follow the author-date method of in-text
citation.
• The author's last name and the year of
publication for the source should appear
in the text.
• A complete reference should appear in
the reference list at the end of the paper.
• (Jones, 1998)
Basics:
Parenthetical method
• (Jones, 1998)
• Signal phrase
• According to Jones (1998)…
Basics
• If you are referring to an idea from
another work but NOT directly quoting the
material, or making reference to an entire
book, article or other work, you only have
to make reference to the author and year
of publication and not the page number in
your in-text reference.
Basics
• All sources that are cited in the text must
appear in the reference list at the end of
the paper.
SHORT QUOTATIONS
• If you are directly quoting from a work,
you will need to include the author, year
of publication, and the page number for
the reference (preceded by "p.").
• Introduce the quotation with a signal
phrase that includes the author's last
name followed by the date of publication
in parentheses.
SHORT QUOTATIONS
• According to Jones (1998),
"Students often had difficulty using
APA style, especially when it was
their first time" (p. 199).
• Jones (1998) found "students often

had difficulty using APA style" (p.
199); what implications does this
have for teachers?
SHORT QUOTATIONS
• If the author is not named in a signal
phrase, place the author's last name, the
year of publication, and the page number
in parentheses after the quotation.
She stated, "Students often had

difficulty using APA style" (Jones,
1998, p. 199), but she did not offer an
explanation as to why.
LONG QUOTATIONS
• Place direct quotations that are 40
words, or longer, in a free-standing
block of typewritten lines, and omit
quotation marks.
• Start the quotation on a new line,
indented 1/2 inch from the left margin,
i.e., in the same place you would begin a
new paragraph.
LONG QUOTATIONS
• Type the entire quotation on the new
margin, and indent the first line of any
subsequent paragraph within the
quotation 1/2 inch from the new margin.
• Maintain double-spacing throughout.
• The parenthetical citation should come
after the closing punctuation mark.
LONG QUOTATIONS
Jones's (1998) study found the following:
Students often had difficulty

using APA style, especially when
it was their first time citing
sources. This difficulty could be
attributed to the fact that
many students failed to purchase
a style manual or to ask their
teacher for help (p. 199).
SUMMARY OR PARAPHRASE
• If you are paraphrasing an idea from
another work, you only have to make
reference to the author and year of
publication in your in-text reference, but
APA guidelines encourage you to also
provide the page number (although it is
not required.)
SUMMARY OR PARAPHRASE
According to Jones (1998), APA style
is a difficult citation format for first-
time learners.
APA style is a difficult citation format

for first-time learners (Jones, 1998, p.
199).
CITING AN AUTHOR/S
A Work by Two Authors:
• Name both authors in the signal phrase
or in the parentheses each time you cite
the work. Use the word "and" between
the authors' names within the text and
use the ampersand in the parentheses.
CITING AN AUTHOR/S
Research by Wegener and Petty
(1994) supports...
(Wegener & Petty, 1994)

CITING AN AUTHOR/S
A Work by Three to Five Authors:
• List all the authors in the signal phrase or
in parentheses the first time you cite the
source. Use the word "and" between the
authors' names within the text and use
the ampersand in the parentheses.
(Kernis, Cornell, Sun, Berry, & Harlow,

1993)
CITING AN AUTHOR/S
In subsequent citations, only use the first
author's last name followed by "et al." in
the signal phrase or in parentheses.
(Kernis et al., 1993)

CITING AN AUTHOR/S
• NOTE
In et al., et should not be followed by a

period.
CITING AN AUTHOR/S
Six or More Authors:
• Use the first author's name followed by et

al. in the signal phrase or in parentheses.
Harris et al. (2001) argued...

(Harris et al., 2001)
CITING AN AUTHOR/S
Unknown Author:
If the work does not have an author, cite

the source by its title in the signal phrase
or use the first word or two in the
parentheses. Titles of books and reports
are italicized or underlined; titles of
articles, chapters, and web pages are in
quotation marks.
CITING AN AUTHOR/S
Unknown Author:
A similar study was done of students

learning to format research papers
("Using APA," 2001).
CITING AN AUTHOR/S
Organization as an Author:
If the author is an organization or a
government agency, mention the
organization in the signal phrase or in the
parenthetical citation the first time you cite
the source.
According to the American

Psychological Association (2000),...
CITING AN AUTHOR/S
If the organization has a well-known
abbreviation, include the abbreviation in
brackets the first time the source is cited
and then use only the abbreviation in later
citations.
• First citation: (Mothers Against Drunk

Driving [MADD], 2000)
• Second citation: (MADD, 2000)

CITING AN AUTHOR/S
Two or More Works in the Same
Parentheses:
• When your parenthetical citation includes
two or more works, order them the same
way they appear in the reference list (viz.,
alphabetically), separated by a semi-
colon.
(Berndt, 2002; Harlow, 1983)

CITING AN AUTHOR/S
Authors With the Same Last Name:
To prevent confusion, use first initials with
the last names.
(E. Johnson, 2001; L. Johnson, 1998)

CITING AN AUTHOR/S
Two or More Works by the Same Author
in the Same Year:
• If you have two sources by the same
author in the same year, use lower-case
letters (a, b, c) with the year to order the
entries in the reference list. Use the
lower-case letters with the year in the in-
text citation.
Research by Berndt (1981a)

illustrated that...
CITING AN AUTHOR/S
Introductions, Prefaces, Forewords,
and Afterwords:
When citing an Introduction, Preface,
Foreword, or Afterwords in-text, cite the
appropriate author and year as usual.
(Funk & Kolin, 1992)

PERSONAL COMMUNICATION
• For interviews, letters, e-mails, and other
person-to-person communication, cite the
communicator's name, the fact that it was
personal communication, and the date of
the communication. Do not include
personal communication in the reference
list.
PERSONAL COMMUNICATION
(E. Robbins, personal communication,
January 4, 2001).
A. P. Smith also claimed that many of

her students had difficulties with APA
style (personal communication,
November 3, 2002).
CITING INDIRECT SOURCES
• If you use a source that was cited in
another source, name the original source
in your signal phrase.
• List the secondary source in your
reference list and include the secondary
source in the parentheses.
Johnson argued that...(as cited in

Smith, 2003, p. 102).
CITING INDIRECT SOURCES
Note:
When citing material in parentheses, set

off the citation with a comma, as above.
Also, try to locate the original material and
cite the original source.
ELECTRONIC SOURCES
• If possible, cite an electronic document
the same as any other document by
using the author-date style.
• Smith (2000) explained...

UNKNOWN AUTHOR
AND UNKNOWN DATE
• If no author or date is given, use the title
in your signal phrase or the first word or
two of the title in the parentheses and use
the abbreviation "n.d." (for "no date").
Another study of students and

research decisions discovered that
students succeeded with tutoring
("Tutoring and APA," n.d.).
SOURCES WITHOUT PAGE
NUMBERS
• You should try to include information that
will help readers find the passage being
cited.
When an electronic document has
numbered paragraphs, use the
abbreviation "para." followed by the
paragraph number (Hall, 2001, para.
5).
NUMBERS
• If the paragraphs are not numbered and
the document includes headings, provide
the appropriate heading and specify the
paragraph under that heading.
• Note that in some electronic sources, like
Web pages, people can use the Find
function in their browser to locate any
passages you cite.
NUMBERS
According to Smith (1997), ... (Mind
over Matter section, para. 6).
• Note: Never use the page numbers of

Web pages you print out; different
computers print Web pages with different
pagination.
T.I.P.S.
Understanding Data and Ways
to Systematically Collect Data
1. Qualitative research 1. Chooses appropriate
designs qualitative research designs
2. Description of sample 2. Describes sampling procedure
3. Data collection and and sample
analysis procedures 3. Plans data collection and
such as survey, analysis procedures
interview, and 4. Presents written research
observation methodology
4. Application of creative 5. Utilizes materials and
design principles for techniques to produce
execution creative work
QUALITATIVE RESEARCH DESIGN
The Design of a Qualitative Research

• Phenomenological
• Narrative
• Case Study
• Ethnography
• Grounded Theory
• Historical Research
• Discourse/Conversation Analysis
Phenomenological
• Describes the meaning of the lived
experience from the perspective of the
participant
• Seeks to achieve a deep understanding
of the phenomenon by rigorous,
systematic examination of it
• Different from “Narrativizing”.
Grounded Theory
• Goal is to develop a theory about the
processes (social behavior or scene)
under investigation in a natural setting
• Useful in areas where little is known or
when a new perspective is needed
• Tries to identify the core process and
subsidiary processes in the situation
Ethnography (to write about a group of people)

• Aims to understand human behavior in
the cultural context in which it is
embedded
• Aims to understand the way in which
people live from the emic (insider’s)
perspective versus the etic (researcher’s
or outsider’s) perspective
• Shared meaning and practices
Historical Research
• Historiography examines events of the
past
• Historians believe the greatest value of
historical knowledge is an increased self-
understanding
NARRATIVE (autobiography, life
history, recollections)
Nature of Focus of Selection/ Product
Question Question Participants
You do a Story 1-2 Moderatum
plot line; generalization
story-
oriented
Case Study
In-depth Issue 3-5 Lesson
description learned
1 to
multiples
Dependent
on the case
Grounded Theory
Process Process 20 or more Theory
Phenomenology
Essence Meaning 3 to 12 Collective
description
Individual Single to
beliefs, multiple
perceptions
Primary
data
RESEARCH DESIGN
Use Qualitative to… Use Quantitative to…
Develop an initial Recommend a final
understanding of an course of action
issue
Look for a range of ideas Find whether there is
and feelings about consensus on a
something
Use Qualitative to… particular issue to…
Use Quantitative
Understand different Projects results to a
perspectives between larger population
groups and categories of
people
RESEARCH DESIGN
Uncover underlying Identify evidence
motivations and factors regarding cause-and-
that influence decision effect relationships
making and opinions
Provide information Describe characteristics
needed to design a of relevant groups of
quantitative studyto…
Use Qualitative people
Use Quantitative to…
Explain findings from a Test specific hypotheses
quantitative study and examine specific
relationships
SAMPLING TECHNIQUES
Probability Sampling Techniques
Non-Probability Sampling Techniques
SAMPLING
Qualitative Research
Samples are small and are not randomly

selected.
Participants are able and willing to talk

about their experience and describe their
feelings.
SAMPLING
Purposive Sampling
Quota Sampling
Snowball
Census
Convenience Sampling
Simple random sampling
Systematic sampling
SAMPLING
Samples are small and are not randomly

selected.
Participants are able and willing to talk

about their experience and describe their
feelings.
Finding Answers through Data
Collection
Content Standard
1. Observation and interview procedures and skills
1. Collects data through observation and interviews
METHODS OF DATA COLLECTION
Participant observation
In-depth interviews
Focus groups
Document analysis
Visual methods
DATA COLLECTION
DATA COLLECTION
DATA COLLECTION
DATA COLLECTION
TYPES OF DATA GATHERED
Study the whole, not variables
Words, images, objects
Reflections
ANALYSIS OF DATA
Data are analyzed by themes, codes,
categories, based on the descriptions of
the participants.
ANALYSIS OF DATA
DATA EXPLICITATION
Data
Collection
Data
Display
Data
Reduction
v
Conclusion
Drawing/
Verifying
DATA EXPLICITATION
BASIC TERMS
Extended or Field Text
transcribed interview
Spot Checking
taking a subset of the system, listening to it
while checking the transcripts
Protocol
a brief description of the person’s lived
experiences
DATA EXPLICITATION
BASIC TERMS
Extended Interview
interview that lasts for more than 2 hours
Transcriptionist Effect
misinterpretation of content
Transcription as Analysis
provide a guide to a given set of data
DATA EXPLICITATION
REMINDERS
1. Note the importance of intuiting.
2. Note the importance of bracketing.
3. Whenever tings get easy, think.
4. Take note of premature closing.
DATA EXPLICITATION
Data
Collection
Data
Display
Data
Reduction
v
Conclusion
Drawing/
Verifying
STEPS TO UNDERSTANDING
HUMAN UNDERSTANDING
1 •Naive Understanding
2 •Structural Analysis
3 •Comprehensive Understanding
STRUCTURAL ANALYSIS
Significant statements identification
Data categorization
Theme development
Theme validation
REMEMBER
Overall entity: the experience
Structure: nature and basis of the
experience
Function: stating structure as a
meaningful whole
Form: stability and or variability of the
multiple manifestations of the experience
Recurrence: the recurrence of the
experience.
COOL AND WARM ANALYSES
Cool analysis
Process of culling out significant
statements and coming up with data
categories.
Warm analysis
Process of identifying the essence of the
phenomenon
OPEN CODING AS COOL ANALYSIS
Open Coding Significant Statements
Used to easily We speak using Pangasinan at home. In
express thoughts school we used to use Tagalog as our
medium for….as we converse with each
other sir. It’s because we can easily
express our thoughts using Tagalog.
Not being understood Because if we express it in Iloko or
using other languages Pangasinan, others can’t understand.
Because most of us are from Pangasinan
who cannot understand Iloko speakers.
Both sir. When they are from here Agoo
the Pangasinan speakers cannot
understand Iloko.
Actually I speak two, sir. The
Tagalog and the Iloko here at home
and in school. I speak Iloko at home,
and here in school I speak Tagalog. I
Home language speak Iloko at home because it is
what we used to speak at home and
Friends’ language I speak Tagalog here in school
For convenience because it is what my friends and I
are comfortable to use.
Most of them are using the English and
the Tagalog language. Most parents po
kasi wanted to raise their children na
Englishera or basta mga sosyal na ano,
Social Prestige gusto nila na lumaki na… Sosyal po sila
ganun or dapat magaling mag-English
itong mga anak ko…parang ganun.
Kaya minsan di na nila naituturo yung
minority language na Iloko.
Represents one’s Syempre po makikita kung saan ka
origin talaga nanggaling. Ito kababayan or
ay ito Pangasinanense.
Shows Young adults. English. Kasi yung iba
someone is kasi…yung iba kasi ang tingin nila pag
intelligent gumamit ka ng English—You’re an
intelligent person ganun…Sabi kasi nila,
hindi nasusukat yung katalinuhan sa
paggamit ng English. Pero kasi ang
nakikita ko ngayon is kpag sinabi kasi
Draws nilang, kapag nagsalita ka ng English
attention parang—wow ang talino naman ng
taong to …
Shows For example sa pila yung mga taong
someone is parang hindi nakakasalita ng English
educated tapos may isang tao din na nagsasalita
ng English, pag kinausap nung taong
nagsasalita ng English, yung taong in-
charge sa isang bagay mas pagtutuunan
ng pansin yung taong akala nila na
kapag nagsalita ng English is edukado
ganun…
I like professors to be approachable. If
they are really willing to stay after class to
answer my questions or if I need help on
a project. Like, they are their to give me
hints and they are even like “yeah, bring
your paper in and then we’ll talk about it
in my office or something,” and really
willing to give me their time and their
attention outside the class.
MEANING UNIT
• Coding unit
• Idea unit
• Textual unit
• A keyword/phrase
• A theme
REDUCTION
• Decreasing the size of texts but indicates
the same meaning
MEANING UNIT
Meaning unit Condensed Code
meaning unit
There is a curious Curious feeling of Emptiness in
feeling in the head in emptiness in the the head
some way, empty in head
some way
It is more unpredictable An unpredictable uncertainty
so to say, you can and unsure situation
never be sure about
anything
MEANING UNIT
Meaning unit Condensed Code
meaning unit
With-in and Cross-Case
Analysis table
Questions Protocol 1 Protocol 2 Protocol 3 Protocol 4
Question 1
Question 2
Question 3
Question 4
THEME
• Abstract entity that brings meaning and
identity to a recurrent experience
• Captures and unifies the nature or basis
of the experience into a meaningful whole
• “What are these folks trying to tell me?”
APPROACHES
APRIORI APPROACH
Investigator’s prior theoretical
understanding of the phenomenon under
study
INDUCTIVE APROACH
Involves the identification of themes based
on the data gathered
REPERTORY/KELLY GRID
Themes Categories Significant Statements
Language Used Represents one’s Because it represents
as an Identify origin where we came from.
Part of one’s For me the minority
identity language has something
to do with yourself, a
part of your identity.
Shows one’s Because Tagalog it’s in
identity the identity of the
Filipinos sir.
REPERTORY/KELLY GRID
Themes Categories Significant Statements
PHENOMENOLOGY
Reduction
Description
Essence (leneswelt)
CONTENT ANALYSIS
• Method of analyzing written, verbal, or
visual communication messages
• Quanti/quali
• Example: Analyzing book contents
6 QUESTIONS TO ADDRESS IN CA
1. Which data are analyzed?
2. How are they defined?
3. What is the population to which they are
drawn?
4. What is the context relative to which the
data are analyzed?
5. What are the boundaries of the
analysis?
6. What is the target of the inferences?
VALIDATING FINDINGS
Apodictic – absolutely certain
Persuasiveness – interpretation is
reasonable, convincing and impressive
VALIDATING FINDINGS
Strategies:
Correspondence
Global coherence
Local coherence
Pragmatic Use
Member checking procedure
Critical friend technique
NARRATIVE
• Description of the domain
• Storytelling
• Evidences to support the claim
ETHICAL CONSIDERATIONS
Respect for persons
Beneficence
Justice
Respect for communities
Confidentiality
T.I.P.S.
Analyzing the Meaning of the
Data and Drawing Conclusions
Content Standard
1. Drawing out patterns and themes rom data
1. Infers and explains patterns and themes from data
2. Relates the findings with pertinent literature
WRITING THE STUDY
DISCUSSION
• Have a one-sentence of each of the study
findings.
• Explain the causality of the findings either
through cross-referencing or bold
attempt.
• Discuss the implications of the findings to
theory, research, practice, and policy in
the discipline.
Purpose of Hedges in Press
Briefing
Content analysis of the corpus yielded three
purposes of hedges in press briefings. Hedges are used
for Deference, Denial, and Doubt.
Hedges are used for deference. In spoken
discourse, communication is spontaneous therefore a
speaker should be sensitive to the words being dropped
and the meanings being communicated. Hedges are
used to show politeness.
Briefing
In this case, the speaker tries to delimit the
statement being communicated in order to not overstep
his/her bounds – so that the speaker will not sound
judgmental or the speaker is simply not in the position to
comment or give a statement about it just like in the
following extracts:
Press Relations Officer A
“Ah that I don’t know. I wish he could be
more transparent regarding that.”
Briefing
Press Relations Officer B
So I wish I could give you a stronger number
or a better number. Though, official number we
received from — with the DILG is 1,115. Kasi we’re
doing this in partnership with DILG
News Practitioner A
Hi, sir. Sir, CA members in the Senate say that
they are likely or they are actually sure to reject
the appointment of Secretary Yasay tomorrow…
Briefing
In the first two extracts, the speakers are not
apparently in the position to talk about the topic so
instead of simply talking about the topic, the two
speakers decided to hedge and use the statements “I
wish he could be” and “So I wish I could give…”. The
statements do not say specifically anything about the
topics being discussed but the speakers were able to
give responses to the statements of the media
practitioners.
Briefing
The third extract is a statement from one of the media
practitioners. It contains two significant hedges, the that
clause and the words likely and actually. Using the that
clause signifies that the speaker is distancing himself
from the statement and attributing it to someone else, in
this case, the CA members, who are unnamed.
Briefing
The use of the word likely functions as a downtoner
which is aimed to possibly reduce the harshness of the
statement just in case the statement is proven otherwise
or just in case it hurts the feelings of the person being
talked about in the statement. In this case, hedges were
used to diffuse the possibly extreme impact of a
statement especially to the feelings of a) the person
being talked about and b) to the person being addressed
in the statement.
Briefing
Doubt
Hedges are also used to express doubt. Doubt
here means lack of uncertainty which could be attributed
to the speaker’s lack of know – how on the topic being
discussed or the speaker does not have sufficient data
or evidence to support the statement. On both cases
though, a statement is needed to be made so the
speaker gives a statement but uses hedges to convey
the uncertainty.
Briefing
Denial
The Denial purpose of hedging absolves the speaker from
responsibility to a statement. It helps the speaker to avoid
accountability just in case the statement is proven false or
inaccurate. Further, it also helps the speaker to avoid opposition
to the statement, consequently, avoiding strong reaction from the
listeners. Press briefings are delicate communicative situations
in which a participant should watch his or her words just in case
it is taken in different context or it is used to overgeneralize.
Hence, it becomes a perfect avenue for the utilization of meta-
discourse, saying something without saying anything.
Briefing
Doubt
Deference
HEDGES
Denial
Briefing
Denial
The Denial purpose of hedging absolves the speaker from
responsibility to a statement. It helps the speaker to avoid
accountability just in case the statement is proven false or
inaccurate. Further, it also helps the speaker to avoid opposition
to the statement, consequently, avoiding strong reaction from the
listeners. Press briefings are delicate communicative situations
in which a participant should watch his or her words just in case
it is taken in different context or it is used to overgeneralize.
Hence, it becomes a perfect avenue for the utilization of meta-
discourse, saying something without saying anything.
Briefing
Psycholinguistics Standpoint
What makes hedges special is not the fact that they are
parts of conversational discourse but basically because they
mutate the language. Language – words – are supposed to
ensure that communication is always successful. Since the point
of communication is effective transfer of messages from the
interlocutors, therefore, language should be clear at all times and
words should be as specific as possible. Hedges violate the aim
of communication. Instead of stating a fact as plain as possible,
speakers blur their statement for certain purposes.
Briefing
The interest of psycholinguistics in this study is the
functions of the hedges in the utterance. Since it is quite
impossible to ask the participants in the corpus of the study
to explain how they come up with utterances with hedges,
the next best thing is to go back to the corpus and look into
the context of the hedges in order to deduce the functions of
the hedges used in the utterance. This answers the query of
psycholinguistics which is “how does a hedge occur?” The
answer is a hedge occurs because of politeness
(Deference), uncertainty (Doubt), or avoidance of
accountability (Denial).
Briefing
There is a need to study how meaning is
transformed through the use of hedges because of the
indeterminacy concept by Quine. In the studies of
languages, Quine proposed that meaning can be
negotiated because the meaning of a word might be
different when it is encountered by different types of
people. Why people hedge could be anchored on the
negotiation of meaning that happens during the course
of the discourse.
Briefing
Bear in mind that press briefings are sample
discourses wherein the participants play “Tag, you’re it.”
The media ask questions and the press relations officers
answer the questions. In both cases, the media ensure
that when they ask questions they do not sound
accusing or assuming whilst the press relation officers
answer carefully so as not to divulge sensitive
information and to tone down statements that may
appear too conclusive or assumptive.
Briefing
In John Locke’s words, there is a danger in the
use of language as clearly elucidated in the statement
“Some people are led astray because they believe that
their words perfectly capture reality”. Hedges are the
dangers that people sometimes do not notice in
conversation. People equivocate, therefore, people
should also be vigilant in seeing the meaning behind the
perceived meaning of a statement so that they will not
be led astray.
Briefing
Lastly, the study of hedges call to mind
“psychological contextualism” which emphasizes
“contextual knowledge”. In the processing of hedges in
any situation, contextual knowledge is vital. In the case
of press briefings, the context of the statement is fixed
since in the beginning of each briefing, the press relation
officers state the topics for discussion but the flow of the
discussion is open.
Briefing
If a person who has not participated in the press
briefing will look into it, that person might be lost
because the flow of briefings, all the statements,
questions, and reactions from all the participants during
that moment are only understood by the people in that
room because they know and they are part of the
context from the beginning and they are the ones who
navigated the flow of the briefing.
Reporting and Sharing Findings
1. Guidelines in making 1. Draws conclusions from
conclusions and patterns and themes
recommendations 2. Formulates recommendations
2. Techniques in listing based on conclusions
references 3. Lists references
3. Process of report 4. Presents a written research
writing report
4. Selection criteria and 5. Finalizes and present best
process of best design design
6. Writes short description and
present best design
WRITING THE STUDY
CONCLUSION
• Recall the study objectives
• Statement of study major findings
• Discussion of study conclusions
• Statement of what the paper has
achieved
• Statement of what the paper can promise
WRITING THE STUDY
CONCLUSION
The study aimed to determine whether
hedges are used in press briefings given by the
press relations office of the president of the
Philippines, the frequency of hedges in press
briefings, and the types of hedges found in the
studied press briefings. The study also tried to
determine the purposes of the hedges used in press
briefings. The study employed qualitative content
analysis to identify and classify the hedges used by
the participants in the press briefings.
WRITING THE STUDY
CONCLUSION
The study aimed to determine whether
hedges are used in press briefings given by the
press relations office of the president of the
Philippines, the frequency of hedges in press
briefings, and the types of hedges found in the
studied press briefings. The study also tried to
determine the purposes of the hedges used in press
briefings. The study employed qualitative content
analysis to identify and classify the hedges used by
the participants in the press briefings.
WRITING THE STUDY
CONCLUSION
The study made use of transcripts of press
briefings and to ensure that the study has a
justifiable amount of corpus, the researcher
analyzed three months of transcripts. The aims of
the study were achieved in the sense that all of the
questions were answered but the researcher
decided not to write a list of conclusions. Although
she ardently believes that the findings of the study
are conclusive in so far as press briefings are
concerned, the study still has limitations such as:
WRITING THE STUDY
CONCLUSION
1. Due to time constraints the frequency count and
analysis were done solely by the researcher,
therefore, the data was limited to three months’
worth of press briefings.
2. Due to the nature of the study, the corpus is
downloaded from the website of the press relation
officers, therefore, the researcher has no
involvement in the process of transcription.
WRITING THE STUDY
CONCLUSION
3. Although it pains the researcher to say it, it has to
be stated clearly that the results of the study are
true as far as the corpus on press briefings is
concerned. More studies should be conducted to
verify the applicability of the research simulacrum in
hedging in spoken discourse.
EXAMPLE 2: CONCLUSION
Every move counts in learning:

Filipino clinical instructors.
Scaffolding behaviors in teaching
medication administration
This study successfully surfaced clinical
instructors’ diverse and dynamic roles reflected in
their thought-provoking, focus-steering and action-
enabling moves. By engaging students in critical-
thinking activities, helping them focus on their goals
and providing guidance as they learn, clinical
instructors help students acquire and develop
knowledge, skills and attitudes relative to
medication administration.
This study advances the current literature by
illuminating areas of clinical instruction previously
not cited as well as concurring with previous
investigations. This study however, has a certain
limitation. Given the study site, the findings may not
reflect the experiences of all students locally and
internationally. Nonetheless, this study surfaced
trends worthy of further investigation. We end this
study with a view to increasing educators’
awareness and improving clinical instruction.
This study successfully surfaced clinical
instructors’ diverse and dynamic roles reflected in
their thought-provoking, focus-steering
DOC ALLAN’S QUALITATIVE
RESEARCH COMPASS
1. Whose experience
2. Which layer of the experience
3. What question to ask
4. What design to have
5. Where to source the data
6. How many selection
7. How to analyze the gathered data
8. How to validate findings
9. What to have after the journey
CHEATSHEET
CHEATSHEET
CHEATSHEET
CHEATSHEET
CHEATSHEET
CHEATSHEET
CHEATSHEET
CHEATSHEET
QUANTITATIVE RESEARCH
CHAPTERS 4 AND 5
Presentation of Results
• Analyzed and summarized data can
be presented as text, or using
tables, graphs, and other pictorial
forms.
Presented data
must be interpreted!
Methods of Presenting Data
Textual Method
Tabular Method
Graphical Method
Discussion of Findings
• Discussion of results / findings shall
be guided by the statement of
problems or objectives.
Discussion of Findings
• There are parts and guidelines that
should be observed when
answering every problem statement
or objective of the study.
1. Prefatory Information
• Make a one paragraph introduction
of the problem. Preface the
presentation of results with a
reminder of the research questions
(or hypothesis).
2. Introduce table/chart/figure
• Make a one sentence introduction
describing the content of the table,
chart, or figure.
The final grade in Mathematics IV was included

in this study as part of the respondents’ profile. The
data provide information on how the respondents
performed in the said subject during their fourth year
high school.
Table 2 summarizes the data in terms of the
Prior to the conduct of the Mathematics
Training Series, the respondents’ performances
in terms of various parameters were evaluated
by their immediate supervisors using a
questionnaire. After the training, the same
questionnaire was administered to their
immediate supervisors to measure the change
in the performance of the respondents.
Table 2 shows the performance
evaluation of the respondents by their
immediate supervisors before and after the
training.
3. Discussion of critical data/
results
• Do not state what is obvious in the
table.
• Only highlights or important parts of
the data are textually presented.
• Extract only the significant findings.
It can be deduced from the table that most of the
respondents, both in the experimental and control groups,
had obtained a grade of 81 and above. A total of 85% of
the respondents from each group received a grade that
ranges from 81 to 95.
Moreover, only 3 or 15% of the respondents from
each group achieved a grade that ranges from 76-80.
The table shows that, before the training,
leadership, responsiveness, and quality of work
are the top three best qualities of the
respondents as determined by their immediate
supervisors’ evaluation based on the computed
average weighted means equivalent to 3.9, 3.8,
and 3.7 respectively, verbally described as
“exceeds expectations”.
After the training, leadership indicator is
still evident as the top strength of the
respondents which posits an average weighted
mean of 4.1. Likewise, the respondents’
creativity, and knowledge of work greatly
improved after the conduct of the Mathematics
Training Series with weighted means from 3.4
to 4.0 and 3.1 to 3.9, respectively.
Generally, the respondents exceeded the
expectations of their immediate supervisors
after the training in all the indicated parameters
with weighted means ranging fro 3.6 to 4.1.
results
• Descriptive equivalents/
interpretation should be seamlessly
embedded in the discussion and not
presented as it appears in the table.
Indicator Weighted Verbal
Mean Description
1. The leader is 4.50 Very much evident
democratic.
2. The leader is 3.09 Evident
autocratic.
Wrong: The table shows that indicator 1 which

states that “The leader is democratic” has an
average weighted mean of 4.50 which means
“very much evident” as rated by the
respondents.
Mean Description
1. The leader is 4.50 Very much evident
democratic.
2. The leader is 3.09 Evident
autocratic.
Correct: The table shows that democratic

process is very much evident in the institution
and practiced by the administrator based on the
computed average weighted mean of 4.50.
results
• Textual presentation must be
followed by interpretation, inference,
or implication.
• Condition contributing to the result
• Cause that bring about the result
• Effect or impact of the result
• Suggestions related to the result
The problem solving activities
helped the respondents in the
experimental group recognize what
appropriate knowledge and skills are
necessary in solving the given problem.
These engaged students in thinking about
the important mathematical concepts and
skill they need to learn or solve the
problem. Thus, they see the connections
between the previously learned
mathematical concepts and the skills
needed to solve the current problem.
Because the respondents are given
enough time to work on the problem
individually, by pair, or by group, they
gradually develop understanding of the
process involved in problem solving and
they also develop confidence in doing
mathematics. Thus, problem solving
approach aids in the development of the
respondents’ critical thinking and
problem-solving skills as reflected in their
performance in the post-test.
The problem-solving approach in
teaching mathematics has helped the
experimental group improve their
performance. The approach has provided
them with interactive ways to learn the
necessary concepts and skills integrated
in the problem solving activities through
focused-group discussion.
On the other hand, the numerical
observations in Table 5 with the performance of
the control group in the posttest showed no
remarkable improvement as compared to their
scores in the pre-test. The performance of the
control group in the pre-test and post-test are
almost the same.
This finding might have been due to the
fact that the control group was taught using the
conventional or traditional mode of instructional
delivery which is characterized by chalk and
board, more teacher talk, and less students’
participation or classroom engagement.
4. Statement of Hypotheses
• Take note that the findings and
claim come after the statement of
hypotheses.
(and acceptance/rejection of such).
TEST OF DIFFERENCE IN THE ATTITUDE (BEFORE
AND AFTER) OF THE RESPONDENTS TOWARDS
COLLEGE ALGEBRA
Group t-value p-value Decision
Control Group 1.343 0.195 Accept Ho
Experimental 7.410 0.000 Reject Ho

Group
• There is no significant difference in the

attitude of the control group and the
experimental group before and after the
experiment.
Wrong: When subjected to t-test analysis,
results revealed no significant difference
in the attitude towards College Algebra of
the control group as indicated by the p-
value of 0.195 which is greater than the
0.05 level of significance. Therefore, the
null hypothesis which states that there is
no significant difference in the attitude of
the control group before and after the
experiment is accepted.
Correct: When subjected to t-test
analysis, the p-value of 0.000 is lower
than the 0.05 level of significance.
Therefore, the null hypothesis which
states that there is no significant
difference in the attitude towards College
Algebra of the experimental group before
and after the experiment is rejected. This
result reveals that the attitude of the
experimental group before the experiment
is significantly different to their attitude
towards College Algebra after the
experiment.
5. Comparison/ Corroboration
• Compare results with previous
findings / theories to make
generalizations.
On the other hand, the numerical
observations in Table 5 with the performance of
the control group in the posttest showed no
remarkable improvement as compared to their
scores in the pre-test. The performance of the
control group in the pre-test and post-test are
almost the same.
This finding might have been due to the
fact that the control group was taught using the
conventional or traditional mode of instructional
delivery which is characterized by chalk and
board, more teacher talk, and less students’
participation or classroom engagement.
This supports the conclusion of
Alegria (2007) that nothing will change in
the performance of students if innovation
is not included in the teaching-learning
competencies, especially by the teachers.
According to her, teachers need to use
varied instructional methods, techniques,
and approaches to enhance students’
active participation and strengthen their
grasp of the important concepts and skills
related to the topic.
Wrong:
The study of De Villa (2010) that . . .
negates the finding of the current study.
Correct:
The current study negates the findings of
De Villa (2010) that …
6. Conclusion
• Draw conclusion.
• Make a claim.
• Explain the implication of the finding/
conclusion to the field of study or to
concerned/affected groups.
Indeed, the problem-solving approach is
effective in enhancing the performance of the
respondents in College Algebra. Thus, it is
recommended that teachers may consider
applying the approach in teaching mathematics
subjects to enhance the conceptual and
computational skills of students.
TEST OF DIFFERENCE IN THE ATTITUDE (BEFORE
AND AFTER) OF THE RESPONDENTS TOWARDS
COLLEGE ALGEBRA
Group t-value p-value Decision
Control Group 1.343 0.195 Not Significant
Experimental 7.410 0.000 Significant
Group
It can be concluded that the problem-

solving approach can help students strengthen
their favorable attitude towards College Algebra
in particular, and towards any fields in
Mathematics, in general.
• Senior High School Teachers’ Training for the K to 12 Basic Education Program, DMMMSU-SLUC
Discussion of findings/results
• Prefatory Information
• Textual presentation (highlight of the
tabular presentation of data/results)
• Interpretation
• Implication
• Corroboration
• Conclusion/Recommendation
Respondents’ Profile as to Learning Styles
A questionnaire on learning style preference was

administered to the respondents to identify how they best
learn. Items which convey the same learning category
were separated from one learning style to another for the
scoring system as shown in appendix H. The learning
style which has the highest point determines how the
respondents best learn.
The table above summarizes the data on the
learning styles of the respondents.
It can be gleaned from the table that both the

experimental and control groups are composed of
learners with varying learning styles. However, it can be
noted that the two groups of respondents are dominated
by auditory learners.
Such findings imply that most respondents of the

groups learn best through verbal lectures, discussions,
oral explanations, talking things through and listening to
what others have to say. Most of the respondents also
read any instructional materials in a loud manner, enough
to be heard by their ears.
The current study supports the findings of

Doctolero (2011) that the group of second year high
school students which served as her respondents is
composed of learners with different styles in learning.
However, the majority of which are students who learn
best through the use of their sense of hearing.
Because individuals have the tendency to both

perceive and process information differently, this implies
that how much individuals learn has to do with whether
the educational experience is geared toward their
particular style of learning. Thus, educators are
encouraged to place emphasis on intuition, feeling,
sensing, and imagination, in addition to the traditional
skills of analysis, reasoning and sequential problem
solving.
Prior to the implementation of the study, the two
groups of respondents were given an attitudinal
questionnaire that gauges their feelings towards College
Algebra. The same questionnaire was administered to
them at the end of the duration of the study. The weighted
means of their responses were compared to determine
whether or not there is an improvement in their attitude
towards the subject. The results of the comparative
analyses of the respondents attitude using paired sample
t-test through the SPSS software were reflected in table 8.
The table reveals that the experimental group
exhibited a significant change in their attitude towards
College Algebra. This is indicated in the t-value between
the means of their responses equivalent to -7.410 with
corresponding p-value of 0.000.
Initially, the experimental group’s attitude towards
the subject falls halfway between negative and positive
acceptance. Their feeling towards College Algebra is a
balanced mix of positive and negative attitude. However
after the study, the weighted mean of the responses of the
experimental group was categorized as favorable.
Therefore, it can be noted that their attitude towards the
subject significantly improved.
This result of the analysis may be attributed to the
interactive and collaborative learning environment that
was enabled by the problem solving approach in teaching
College Algebra. The experimental group was provided
with opportunities to discuss important previously learned
mathematical concepts integrated in the problem solving
activities and to brainstorm on the steps to be carried out
to arrive at the correct solutions.
The approach had helped them gain mathematical
power and confidence in performing problems solving
tasks that led to the enhancement and development of a
more positive attitude towards College Algebra.
On the other hand, the table further shows that the
attitude towards College Algebra of the control group did
not significantly change. It can be noted that the
computed t-value of their responses’ weighted mean
equivalent to 1.343 corresponds to p-value of 0.195 which
is higher than the level of significance of this study. This
statistics indicates that there was no significant
improvement in the attitude of the control group towards
College Algebra.
Such result may have been caused by the lack of
relevant teaching intervention introduced to the group.
The control group was taught using the conventional
method of teaching mathematics where the students
serve as receiver of information. Primarily, the teacher
discusses the lesson and then provides a set of activities
to the respondents at the end of the discussion. The
group was not given opportunities for exploration,
interaction, and collaboration. Their learning environment
was dominated by the teacher.
On the other hand, the table further shows that the
attitude towards College Algebra of the control group did
not significantly change. It can be noted that the
computed t-value of their responses’ weighted mean
equivalent to 1.343 corresponds to p-value of 0.195 which
is higher than the level of significance of this study. This
statistics indicates that there was no significant
improvement in the attitude of the control group towards
College Algebra.
The findings of the current study coincides with the
results that Farro (2014) found out in his study that
students develop a more favorable attitude towards
mathematics when they are given the opportunities to
work on a given exercise or activity with their peers.
Indeed, the problem-solving approach is effective
in enhancing and strengthening the positive attitude of the
respondents towards the subject College Algebra.
Findings/Conclusions/
Recommendations
The findings of a research study should
be presented in the order of the research
questions.
The conclusions summarize the idea of
the findings. They state what the findings
imply.
The recommendations propose actions
which can be taken further as
consequences of the conclusions.
Recommendations
The experimental group and the control group both have a
neutral attitude towards College Algebra before the conduct of
the study. After the conduct of the study, the experimental group
gained a favorable attitude towards the subject while the control
group retained its neutral attitude.
The experimental group gained a favorable attitude towards
College Algebra after the conduct of the study. The control
group, however, remained neutral towards the subject.
Since developing a positive attitude towards mathematics
among the students is critical for mathematics teachers, it is
necessary for teachers to have a repertoire of best teaching
practices that can be used to provide quality mathematics
instruction and to enable students to be actively engaged in the
learning process.
Recommendations
Significant difference was posted between the attitude of the
experimental group towards College Algebra before and after
the conduct of the study. However, no significant difference was
posted between the attitudes towards College Algebra of the
control group.
The experimental group gained a more positive attitude towards
College Algebra than the control group.
The problem solving approach is a potential tool in helping
students overcome their anxiety towards mathematics subjects.
Thus, teachers may consider attending to seminars or review
educational materials that focus on the nature and procedures in
the effective implementation of the said teaching approach. This
will enable them to effectively employ the said approach in the
delivery of mathematics instruction in the classroom setting.
Recommendations
As to the final grade in Mathematics IV, 85% of the
experimental group obtained a grade of 81 and above,
while only 5% had a grade of 76-80.
The experimental group and the control group have
passed their secondary mathematics subject and
obtained a grade point average that is higher than the
minimum passing grade.
Mathematics teachers may consider historical data
regarding the performances of their students in their
previous mathematics subjects to serve as input that will
enable them to devise a learning plan that suit best to
their learning characteristics.
Recommendations
The experimental group showed that 35% of the
respondents were auditory learners, while 20% were
kinesthetic learners. Of the 30 indicators of the attitudinal
questionnaire, 80% of the items indicated a favorable
attitude of the respondents. In general, the group showed
a favorable attitude towards Geometry with their
responses’ general weighted mean of 3.65. Their final
grade in Mathematics II showed that 65% belong to 75-
79 GPA range and 35% pegged a GPA of 80 and above.
Moreover, 40% had a grade of 75 to 79; 20%, 80-84;
10%, 85-89; 5%, 90-94; and, 25% of the respondents
failed in Geometry during the second grading period.
Recommendations
The experimental group had varied learning styles, yet
they are dominated by auditory learners. The group had
a favorable attitude towards Geometry. Most of the
respondents performed low in Mathematics II and in
Geometry during the second grading period.
Teachers concerned are encouraged to design their

instruction methods to consider the learning styles of the
students with their experiences, reflections,
conceptualizations and experimentations. High school
teachers may introduce a wide array of experiential
learning in the classroom teaching-learning process.
T.I.P.S.
ACTIVITY
Profile of the Teacher-Respondents
in terms of Highest Educational Attainment
HEA f %
BS/AB/BA Degree Holder 10 10%
MA/MS units 25 25%
MA/MS Degree Holder 50 50%
PhD/EdD units 10 10%
PhD/EdD Degree Holder 5 5%
Total 100 100%
Profile of the Teacher-Respondents
in terms of Gender
Gender Percentage
Male 41.86
Female 58.14
Total 100.00
Respondents’ Attitude towards
Chemistry
Mean Description
Chemistry is stimulating, 3.25 Neutral
interesting, and challenging.
Chemistry is fascinating, 3.15 Neutral
enjoyable, and fun.
I like Chemistry because the topics 2.50 Undecided
have practical applications.
This subject makes me feel 2.90 Neutral
uncomfortable and impatient.
AWM 2.95 Neutral

TEST OF DIFFERENCE BETWEEN THE
RESPONDENTS’ PERFORMANCE EVALUATION
BY THEIR IMMEDIATE SUPERVISOR
Group Mean t-value p-value Remark

Before the
Training 3.414
Series
6.593 0.000* Significant
After the
Training 3.836
Series
*significant at 0.05 level of significance

TEST OF RELATIONSHIP BETWEEN
THE RESPONDENTS’ LEARNING STYLES
AND PERFORMANCE IN PHYSICS
Group Chi-Square Remark
Value
Experimental 3.570 Not Significant
Control 0.699 Not Significant
*Chi-square tabulated value (0.05, 5 df) = 11.07

CORRELATION ANALYSIS BETWEEN THE
RESPONDENTS’ PROFILE AND THEIR
LEVEL OF PREFOESSIONALISM
Profile p-value Remark
Age 0.007* Significant
Sex 0.858 Not Significant
Civil Status 0.102 Not Significant

TEST OF DIFFERENCE
BETWEEN THE TYPE OF PREFERED SCHOOL
BY PARENTS FOR THEIR CHILDREN
Group t-value p-value Remark
Above minimum 1.794 0.057 Not
Wage Earner Significant
Parents
Minimum wage 2.660 0.011* Significant
earner parents
Type of school refers to public or private.

ACTIVITY 3
Situation
Miss Phoebe teaches Mathematics to Language
students. She observed that her students are very
passive, not participative, and are seemingly not
interested with the subject. Help Miss Phoebe solve
her problem so that she will not encounter the same
concerns in the future.
Situation
Propose any research study that is related to the
implementation of the K to 12 Basic Education
program which provides baseline information for
curriculum developers in enhancing the current basic
education program.
Situation
Mr. Matt believes that social media and technologies
are relevant in the 21st century teaching and learning
process. Prove his assumption by proposing a
research study.
Situation
As a Senior High School teacher, you are considered
a generalist hence you will teach subjects aside from
your expertise. Propose a study that assesses the
effectiveness of this measure in achieving the
prescribed learning competencies among the
students in every SHS subject.
Situation
Most Grade 11 SHS teachers during the SY 2016-
2017 were not able to cover all learning
competencies in the curriculum guide of the subjects
they taught.
a. Elicit possible reasons or factors why this
happened; or
b. Propose an intervention/strategy to prevent it from
happening again.
Proposed Research Study
Research Title
Statement of the Problems
Hypotheses
Research Design
Population and Sample
Scope and Delimitation
Data-Gathering Instruments
Full Research Paper Format
I - The Problem
• Background of the Study
• Theoretical Framework of the Study
• Conceptual Framework of the Study
• Statement of the Problem
• Significance of the Study
• Scope and Limitations of the Study
• Definition of Terms
II - Review of Literature
Full Research Paper Format
III - Research Methodology
• Research Design
• Research Locale
• Respondents of the Study
• Instrumentation
• Validation
• Data Gathering Procedure
• Statistical Treatment
• Data Analysis
Full Research Format
IV - Results and Discussion
V - Findings, Conclusions and
Recommendations
VI - References Cited
Full Research Format
Formatting: Font size: 11
Font style: Arial
Spacing: Double-space
Paper Size: 8.5”x11”
Margins: Left-side: 1.25”;
right, upper and bottom: 1”
Cover Page title : Arial, 16, bold
School/Division: Arial, 12
Proponents Name: Arial, 14
The Story…
Best Academic Unit (2015, 2016, 2017)

Best Research Unit (2015, 2016, 2017)
Best Extension Unit (2015, 2016, 2017)
Teaching Resource
http://libguides.usc.edu/writingguide/outline
Researches
www.elsevier.com
www.ijser.org
www.instagrok.com
Senior High School Teachers’ Training for the K to 12 Basic Education Program, DMMMSU-SLUC, May 29-June 3, June 12-24, 2017
Plagiarism Checker
www.paperrater.com
www.grammarly.com
Teaching Guides
http://mailchi.mp/
5c3487313db2/access-
over-500-lessons-worth-of-
senior-high-school-
teaching-resources?
e=d754ce0739
for
ALL
SUBJECTS
ARE
HARD TO TEACH.
HARD,
BUT NOT IMPOSSIBLE.
WE ARE TEACHERS.
SO, WE FIND WAYS
AND NOT
WASTE.
We cannot tell our
future.
But you can greatly

influence, inspire,
and prepare us
in building
our own
bright future.
RESEARCH
PRESENT
PUBLISH
…AND DO THEM ALL AGAIN

AND AGAIN AND AGAIN…
WE HOPE TO SEE EACH
OTHER IN VARIOUS
RESARCH CONFERENCES
AROUND THE WORLD.
Congratulations for
bravely standing up
for every Filipino
dream!

PR 1 - Qualitative Research

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PR 1 - Qualitative Research

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Senior High School Teachers’ Training for the K to 12 Basic Education Program,

Don Mariano Marcos Memorial State University

that describes your attitude

-Clarke and Clarke

- American College Dictionary, 1964

I wish I knew Here is my

• Not everything can be measured or

Analytical To quantify variation; To describe variation;

1. You are provided with a general topic

• Consider the interest of your audience.

What is the nature of the

What might represent knowledge

What topic is the research

What is the intellectual puzzle?

What are my research questions?

The title is without a doubt the

Providing background information in the

Move 1: Establishing a Territory (the

Acknowledge the source or author of an

Case Study (why)

• State clearly the general contribution/s of

Teachers. Results of the study will usher

Teacher education institutions. The

APA style requires authors to use the past

Jones (1998) found …

• Jones (1998) found "students often

She stated, "Students often had

Students often had difficulty

APA style is a difficult citation format

(Wegener & Petty, 1994)

(Kernis, Cornell, Sun, Berry, & Harlow,

(Kernis et al., 1993)

In et al., et should not be followed by a

• Use the first author's name followed by et

Harris et al. (2001) argued...

If the work does not have an author, cite

A similar study was done of students

According to the American

• First citation: (Mothers Against Drunk

• Second citation: (MADD, 2000)

(Berndt, 2002; Harlow, 1983)

(E. Johnson, 2001; L. Johnson, 1998)

Research by Berndt (1981a)

(Funk & Kolin, 1992)

A. P. Smith also claimed that many of

Johnson argued that...(as cited in

When citing material in parentheses, set

• Smith (2000) explained...

Another study of students and

• Note: Never use the page numbers of

The Design of a Qualitative Research

Ethnography (to write about a group of people)

Probability Sampling Techniques

Non-Probability Sampling Techniques

Samples are small and are not randomly

Participants are able and willing to talk

Samples are small and are not randomly

Participants are able and willing to talk

Significant statements identification

• Example: Analyzing book contents

Every move counts in learning:

The final grade in Mathematics IV was included

Wrong: The table shows that indicator 1 which