PRACTICAL RESEARCH 1

QUALITATIVE RESEARCH DESIGN

Q4 – WEEK 1
Name: _____________________________________________________________________________________
Section: ________________________ Date: ______________________

Background Information:

Having established what previous researchers have discovered, documented, and published on the topic of
interest, the next step in conducting a study is gathering and generating new data.

This step requires the researchers to answer the following questions:

 What are the gaps in existing knowledge that the study seeks to fill?
 What kind of information is needed to fill those gaps?
 How will the study collect that information?
 How does one ensure that the information collected in the research is the kind needed to fill the gaps and
answer the initial inquiry?

Before proceeding, it is necessary to define the terms used in this topic and differentiate them from one
another. First is the method. It is a technique that the researcher uses to gather and generate data about their study
subjects. The second is methodology. It is the section of the research paper that explains why the researcher
chose to use particular methods. The methodology also includes descriptions of any and all theoretical and/or
ideological concepts informing and influencing the course of the study and the researcher's rationale behind adhering
to these concepts. Lastly, the research design is a plan which structures a study to ensure that the data collected and
generated will contain the information needed to answer the initial inquiry as fully and clear. (Coletteee, .n.d.)

MAIN METHODS USED IN QUALITATIVE RESEARCH

According to Cristobal and Cristobal (2017), the qualitative approach to research focuses less on "hard",
numerical data and more on abstract information. The methods used to collect and generate data for qualitative
research should be designed to be descriptive, observational, conceptual, and analytical—some of the commonly used
data collection methods individual interviews, group interviews, observations, and surveys.

Individual interviews are like conversations that are designed to elicit the information that the researcher
needs. However, unlike casual, everyday conversations, interviews must be conducted as rigorously, systematically,
and transparently as possible to ensure the reliability and validity of the information obtained.

Group interviews are conducted with several participants simultaneously. They may be more appropriate in
some cases, such as when the study concerns a continuity issue or shared experience.

Observations are conducted to document and analyze behavior and social phenomena as they occur in their
natural context, and may be useful in identifying, for example, discrepancies between what people say (such as in
interviews) and what they do.

Although surveys and questionnaires are more often used in quantitative research, they may also be designed
to apply to qualitative studies. Doing so requires that the questions be structured to be open-ended, with few to no
restrictions on the respondent's answers—resembling an interview but in written form.
COMMON RESEARCH DESIGNS

As stated, the objective of a research design is to ensure that the data collection and generation methods are
geared towards gathering specific information which will help answer the initial inquiry as clearly and fully as possible.
Like the researcher does not design their study carefully and appropriately, the data they gather may be extraneous or
irrelevant to the problem at hand. They might not be able to adequately answer the research problem. As a result, the
study may prove weak or inconclusive.

Then, it must be asserted that there is no single best way to conduct research, nor is there a universally
applicable research design—only general approaches that the researcher will, to varying extents, have to modify and
adjust to best suit their study. The following are some of the more common designs used in qualitative research.

Phenomenological Design

This design focuses on obtaining descriptions of the subjects' or respondents' lived experiences either in
writing or through interviews. This study analyzes the meaning behind these experiences for each subject rather than
generalizing to a more significant population. (Donalek, 2004).

To wholly understand the subjects' experiences, the researcher must set aside their own feelings and
expectations towards the study. Those feelings and expectations may hinder the researcher from seeing the
experience through the subjects' perspectives. This process is called bracketing.

Example: What are the experiences of a student who failed in his or her subject?

The researcher may have their own notions regarding this problem due to first-hand or second-hand
experience. During the data collection, the researcher must put aside all the assumptions to identify the real essence
of the participants' answers.

The following are characteristics of a phenomenological design:

1. The researcher applies to a bracket by focusing on the meaning of the perceived experience or interpreting
the said data.
2. It uses unstructured or semi-structured data collection. When conducting an interview, the researcher starts
with an open-ended question followed by general probes.
3. It uses appropriate and systematic data analysis methods or adapts established and credible processes to
suit the study's purposes.
4. The research process is transparent.
5. It uses the first-person perspective. For example, the participant may say, "I am experiencing sleepless
nights..."
6. The researcher identifies the phenomenon not just in themes or categories.
7. It collects data in groups, such as loot focus-group interviews.

Historical Design

This design focuses on identifying, locating, evaluating, and synthesizing data or evidence from the past to
confirm or reject a hypothesis. Historical research may be food in pouted documents, such as official records, reports,
archives, and even diaries, or in non-textual artifacts, such as relics, maps, pictures, and audiovisual material.

A historical study must be unobtrusive, meaning that the research process must not involve any interventions
that will affect the investigation results. This also means that there is no way to manipulate the study factors for different
variables or contexts. On the other hand, this non-invasive approach is well-suited for archival purposes. Historical
data sources may be stored accurately and consistently and accessed and repeatedly used to study various research
problems.

When material provides first-hand information, then it is considered a primary source. Examples are oral
histories, written records, diaries, eyewitnesses' accounts, pictures, videos, and other physical evidence. The minutes
of meetings can also be considered primary sources. Secondary sources contain second-hand information, such as
when a person reinterprets knowledge from the original source or commentary on the original document. When the
minutes of historical meetings are summarized and transferred to a different medium, they are now considered
secondary sources.

The most valuable criterion for historical data sources is authenticity. Any reference being used for historical
research must undergo internal and external criticism. External criticism is based on the analysis of the printed material,
the ink and the type of paper used, the layout and physical appearance, and its age and texture. Carbon dating helps
determine the age of substances in objects such as paper. Internal criticism involves establishing the authenticity and
originality of the materials by looking at the consistency of information. Motives and possible biases of the author must
be considered.

Case Study Design

A case study is a comprehensive, in-depth examination of a specific individual, group of people, or Institution.
It is used to gain insights into a vague or particular problem: provide background data for broader studies, or explain
socio-psychological and socio-cultural processes. Some of the disadvantages are the problems of general application
since the research focuses only on specific subjects, the difficulty of determining the adequacy of data; the possibility
of biases; and the expense entailed by design.

A case study may be considered quantitative or qualitative research, depending on the purpose of the
research and the approach chosen by the researcher. This is also true of other types of qualitative studies. For a case
study to be considered qualitative, the researcher must be interested in abstract ideas and concepts, such as the
meaning of an experience to a subject, rather than generalizing results to others groups of people. Case studies are
not used to test hypotheses, but hypotheses may be generated from case studies (Younger, 1985).

The data from case studies are evaluated through content analysis. It involves the examination of
communication messages. Care must be exercised in selecting subjects for case studies. The researcher should avoid
choosing only those who are expected to respond favorably or unfavorably to the instrument.

The following are characteristics of a case study:

1. Case studies are time-consuming and may be pretty costly.

2. It needs in-depth analysis of single or multiple case/s.
3. It uses multiple sources of data such as documentation, interviews, observation, and environmental detail.
4. It may result in descriptions of themes and assertions.
5. It clarifies cases and contexts.
6. It can select and develop issues.

Grounded Theory Design

Grounded theory is a systematic research approach in which rigorous procedures (such as open coding—
identify, naming, categorizing, and. describing phenomena encountered in the study, as well as their characteristics)
are used to collect data, analyze that data and formulate a theory on the matter at hand. This theory can then be used
to explain, provide a perspective on, or even predict behavior in and of the particular context of the study's subject.
 The grounded theory method uses both an inductive and a deductive approach to theory development.
According to Field and Morse (1985), ''constructs and concepts that are grounded in the data and hypotheses are
tested as they arise from the research." In a deductive grounded theory, a theory is formulated, then the collection
of data follows. In an inductive approach, data collection is conducted first. Then through the analysis of these data,
the synth form is the theory itself. Leininger (1985) asserts that a pre-study of the literature search could lead to
"premature closure," This means that the researcher would go into the research setting expecting to find what is
reported in the literature.

The following are characteristics of a grounded theory design:

1. Purposeful sampling is used. The researcher looks for certain subjects who will shed new light on the
phenomenon being studied. Diversity rather than similarity is sought in the people that are sampled.
2. Data is gathered in naturalistic settings (field settings). Data collection primarily consists of participant
observation and interviews, and data are recorded through handwritten notes and tape recordings.
3. Data collection and data analysis it simultaneously. A process called constant comparison is used in which
data gathered in the course of the study is constantly compared to other data collected in previous studies.
4. It presumes that it is possible to discover fundamental patterns in all social life. These patterns are called
basic social processes.
5. It is more concerned with the generation rather than the testing of hypotheses.
6. Theoretical sampling used is a part of the analysis.
7. A core category grounded in the data is identified (a study may not fully develop an explanatory theory but
may usefully inform by description and exploration).

Action Research Design

Action research is a design that involves a cycle of identifying a problem regarding a situation or process.
Developing a strategy for intervention (the 'action') to improve said situation or process. Implementing said intervention
and observing and analyzing the results until a sufficient understanding of (or valid solution to) the problem is achieved.
Generalizing the findings is not a goal of this study, as in quantitative research studies. In action research, the
implementation of solutions occurs as an actual part of the research process. (Cruz, n.d.)

Participatory action research is a special kind of community-based action research in which there is a
collaboration between the respondents or participants and the researcher in all the steps of the study including the
determination of the problem, identification of the research methods to use, analysis of data, and deciding how the
study results will be used. One can say that the participants and the researcher are co-researchers throughout the
entire research study.

Meta-Analysis Design

This design is a systematic evaluation of multiple individual studies on a to is in order: summarize the results
and develop a new understanding of the research problem. This design may also be used to analyze discrepancies in
the results of individual studies, and its own products have a more enormous potential for generalization to a greater
population. However, due to its complexity, studies following such a design may prove difficult, expensive, and time-
consuming. A good meta-analysis study is characterized by:

1. precisely defined objectives, variables, and outcomes;

2. well-developed reasoning for its selection of studies, including an assessment and acknowledgment of any
bias that may have influenced said selection;
3. a detailed description and analysis of the degree of heterogeneity in the sample; and
4. justification for the techniques used in the analysis of the sample.
PLANNING THE RESEARCH DESIGN

Steps in Planning the Design

1. Establishing the purpose. Why do you want to address this research? What are its expected benefits? Who will
benefit from the research?
2. Methodological location. What methods and strategies do you intend to use?
3. Scoping. Revisit the scope and delimitation of your research. What will the study cover? What will it not cover?
What major and sub-variables will you focus on? These details will significantly affect what kind of research design
will best suit your study.
4. Nature of the data. Take a look at the research problem. What kind of data is needed to answer the inquiry? What
sorts of data are relevant and available? How should the data be handled? What research methods will most likely
generate the data needed? Does the study intend to focus on specific, isolated subjects or generalize to a greater
population? Will the study implement or avoid direct intervention in generating and collecting data?
5. Thinking ahead. How big will the data be? What is the intended result of the study? At this stage, the researcher
must be analytical and skeptical. Asking other researchers can help in planning the design best suited to the study.

Learning Competency with code

Chooses appropriate qualitative research design.( CS_RS11- IVa-c-1)

Exercise:

Activity 1: Write true if the statement is correct and false if the statement is not correct. Write your answer on a
separate sheet of paper.

1. Action research is a design that involves a cycle of identifying a problem regarding a situation or process.
2. Group interviews are conducted with several participants simultaneously. They may be more appropriate in some
cases, such as when the study concerns a continuity issue or shared experience.
3. Primary sources are materials containing second-hand information, such as when a person reinterprets knowledge
from the original source or commentary on the original document
4. Job interviews are like conversations that are designed to elicit the information that the researcher needs
5. Historical design focuses on identifying, locating, evaluating, and synthesizing data or evidence from the past to
confirm or reject a hypothesis.

Activity 2. Think of any learning resource and list down the titles of five possible resources you can use in your
study. Write your answer on a separate sheet of paper.

Activity 3. Read the following article and answer the following questions. Write your answer on a separate sheet of
paper.

Interview as Parts of Daily Life

by Cesar A. Cisneros-Puebla, Robert Faux & Gunter Mey

Interviews have become a part of our daily lives. We read interviews in the press; we see people interviewed
on television; many of us know of the "celebrity interview." One consequence of this familiarity is a tendency to simplify.
An interviewer asks the interviewee questions—a question eliciting an answer (Gubrium & Holstein, 2002). However,
the interview in qualitative research is a critical method in much of the work many of us do. Unlike the interview of the
"popular" media with its rigid question and answer format, the interview in qualitative research comes in many guises,
as can be seen in this issue. It goes beyond mere fact gathering and attempts to construct meaning and interpretation
in the context of conversation (Kvale, 1996).

The interview, as a way to gather information, is of fairly recent origin; there being a time when an interview
as such did not exist. Of course, as Benney and Hughes (1956) point out, people have always asked questions and
most of the time, people have responded, but these encounters would not be perceived as an interview. The emergence
of the interview only came about when the roles "interviewer" and "interviewee" became formalized.

The development of interviews reflected changing relationships between individuals. It gradually became
commonplace for "strangers" to ask questions of one another to gain knowledge. Riesman and Benney (1956) see this
change as the result of "the modern temper." More recently, David Silverman (1997), seeing the widespread use and
impact of interviews on contemporary life, has suggested that we live in an "interview society" (p. 248). Among the
conditions required by an interview society, Silverman sees an informing subjectivity—the evolution of a self as an
object of narration. This can come about only when individuals qua respondents are perceived as offering meaningful
knowledge to share with others. Interpersonally, this is seen in the democratization of the interpretations of one's
experiences; individuals are seen as "significant commentators on their own experience" (Gubrium & Holstein 2002,
p.5). What this means, in part, is that the traditional roles of interviewer and interviewee have become more fluid.
Individuals are able to come together in dialogue and meaningfully discuss their experiences.

We see a transformation of the individual through the interview. The interview gives individuals appropriate
outlets through which their experiences and thoughts can be shared with others in meaningful interactions. But, given
the widespread use of interviews, have they, the interviews, transformed society? Gubrium and Holstein (2002) rightly
suggest that interviews have prepared us "as both questioners and answerers to produce readily the society of which
we are a part. The modern temper gives us the interview as a significant means for realizing that subjectivity and the
social contexts that bring it about" (p.9)

Source: http://www.qualitative-research.net/index.php/fqs/article/view/547/1180

1. According to the selection, how do the interviews in "popular" media differ from those qualitative research?
2. How can you describe the contemporary form of interview?
3. Have interviews really changed the society (at least in the relevant aspect of life)? Why or why not?
4. What do you think is the utmost importance of interview in a qualitative research?

Activity 4. Choose one title you have formulated from your previous LAS. Decide and explain what research design
appropriate on your chosen title. Write your answer on a separate sheet of paper.

Rubric for Activity 4

An insightful, logical, and A logical response to the The response to the ideas
Response and
compelling response to the ideas presented in the presented in the article lacks
exploration of
content of the article. The article. The writer's depth and/or substance.
the content of the
writer's insights are clear thoughts are fairly well The presentation is weak or
article
and well-supported. (6-7 pts) supported. (4-5 pts) non-existent. (1-3 pts)
 A well-focused and coherent
discussion that articulates A discussion that is
complex ideas clearly and generally focused on some A discussion that lacks
Discussion effectively. organization and structure. coherency and/or lacks the
The writer presents The writer presents some presentation of complex ideas.
many complex ideas. (5-6 complex ideas. (3-4 pts) (1-2 pts)
pts)

Key points present in the Most of the key points

Several key points at the heart
article are identified and present in the article are
Key Points of the article are not identified or
summarized adequately. (5 identified and summarized.
summarized poorly. (1-2 pts)
pts) (3-4 pts)

Vocabulary choices are

Vocabulary and sentence Vocabulary selected lacks
precise, and sentence
Vocabulary and structure are appropriate precision, and clarity and/or
structure is varied in a way
Sentence Structure and conveys meaning sentence structure may detract
that is both effective and
clearly. (3-4 pts) from the meaning. (1-2 pts)
interesting. (4 pts)
Some minor mechanical
The response reflects
errors, such as spelling or
effective control of all Mechanical errors are serious
grammar, are
Mechanics elements of mechanics, and interfere significantly with
demonstrated, but they do
including grammar and the writer's meaning. (1pt)
not interfere with meaning.
spelling. (3 pts)
(2 pts)

Reflection. Put a checkmark on the blank, which corresponds to how well you learned the lesson.

Statement Always Sometimes Never

1. I can easily identify different research designs.
2. I can identify appropriate research design on my chosen title
3. I can easily write reasons in choosing research design.
4. I know the importance of research in daily lives.
5. I can enumerate different research designs.

Answer Key
Activity 1
1. True
2. True
3. False
4. False
5. True

Prepared:

MARK ANTHONY N. LISING, RN, MAN

SHS Teacher III
BVRHS
References:

Coletteee. "Methodology and Design.pdf - METHODOLOGY AND DESIGN FOR QUALITATIVE RESEARCH
METHOD It Is a Technique Which the Researcher Uses to Gather and Generate: Course Hero." Methodology
and Design.pdf - METHODOLOGY AND DESIGN FOR QUALITATIVE RESEARCH METHOD It Is a
Technique Which the Researcher Uses to Gather and Generate | Course Hero. Accessed October 30, 2020.
https://www.coursehero.com/file/55464199/Methodology-and-Designpdf/.

Cristobal, Amadeo Pangilinan, and Maura Consolacion Dela Cruz Cristobal. Practical Research I (for Senior High
School). Quezon City: C&E Publishing, 2017.

Cruz, Michelle Berme. "Methodology And Design For Qualitative Research." Scribd. Accessed October 30, 2020.
https://www.scribd.com/presentation/412573837/Methods-and-Design.

Donalek, J. G. Demystifying Nursing Research: Phenomenology as a Qualitative Research, Urologic Nursing. New
Jersey, USA: Society of Urologic and Associates, 2004.

Field, P. A., and J. M. Morse. Nursing Research: The Application of Qualitative Approaches. Maryland, USA: Aspen
Publishers, 1985.

Leininger, M. M. Qualitative Research Methods in Nursing. Florida, USA: Grune & Stratton.

"Research Designs - RE12." StuDocu. Accessed October 30, 2020. https://www.studocu.com/ph/document/cebu-

doctors-university/shs-research-2/mandatory-assignments/research-designs/9160290/view.

Romeofatima. "Research Guidelines." Scribd. Accessed October 30, 2020.

https://www.scribd.com/presentation/335552685/Research-Guidelines.

Younger, J. Practical Approaches to Clinical Research: A Case Study. Amsterdam, Netherlands: Elsevier, 1985.
 PRACTICAL RESEARCH 1
QUALITATIVE RESEARCH DESIGN
Q4 – WEEK 2
Describing Sampling Procedure and Sample

Name: ____________________________________________________________________________________
Section: ________________________ Date: ___________________________

Background Information

In doing qualitative research, only a sample of a population is selected for any given study. The study’s
research objectives and the characteristics of the study population (for example, size and diversity) determine
which and how many people to select.

Qualitative researchers characteristically create sampling choices that intensify understanding of

whatsoever phenomenon (Blackstone, 2017). The primary goal of sampling is to get a representative sample or
a small collection of units or cases from a much more extensive collection or population. The researcher can
study the smaller group and produce accurate generalizations about the larger groups. (Neuman, 2007).

Stage 1: Clearly Define Target

Population
The first stage in the sampling
process is to clearly define the target
population.
The population is commonly related to
the number of people living in a
particular country.

Stage 2: Select Sampling Frame

A sampling frame is a list of the actual
cases from which the sample will be
drawn. The sampling frame must be
representative of the population.

Stage 3: Choose Sampling Technique

Before examining the various types of sampling method, it is worth noting what is meant by sampling, along with
reasons why researchers are likely to select a sample. Taking a subset from chosen sampling frame or entire
population is called sampling. Sampling can be used to make inferences about people or make a generalization
about existing theory. In essence, this depends on the choice of sampling technique.
In general, sampling techniques can be divided into two types:
1) Probability or random sampling
2) Non- probability or non-random sampling

What is the difference between probability and non -probability sampling?

Suppose you are conducting an original study for your dissertation research. In that case, you will need to
choose a method of sampling to obtain your participants. Selecting an appropriate sampling method is important
for both quantitative and qualitative studies. There are two general types of sampling methods: probability
sampling and non-probability sampling. The first type of sampling is probability sampling, which will
always involve some sort of “random” or “probabilistic” process to select participants. The various
forms of random sampling (including simple random sampling and stratified random sampling) are
probability sampling techniques. In the most basic form of probability sampling (i.e., a simple
random sample), every member of the population has an equal chance of being selected for the
study. The participants chosen for the task would be determined through some kind of “random”
process, such as assigning a number to every member of the population, picking the numbers out of a hat, or
using a table of randomly generated numbers.

Non-probability sampling, on the other hand, does not involve “random” processes for selecting
participants. In non -probability sampling, the population members will not have an equal chance of
being selected. In many cases, there will be members of the population who have no chance of being
selected. For example, if your population of interest is college professors but you only invite
professors from your school to participate, this would be a non - probability sample because
professors from other colleges have no chance to participate.

SAMPLING METHODS
Probability Sampling Non-Probability Sampling
1. Simple Random Sampling 1. Convenience Sampling
2. Systematic Sampling 2. Quota Sampling
3. Stratified Sampling 3. Judgement Sampling
4. Cluster Sampling 4. Snowball Sampling

i. Probability Sampling
Probability sampling means that every item in the population has an equal chance of being included in the
sample. One way to undertake random sampling would be to construct a sampling frame first and then use a
random number generation computer program to pick a sample from the sampling frame (Zikmund, 2002).
Probability or random sampling has the greatest freedom from bias. Still, it may represent the most costly
sample in terms of time and energy for a given level of sampling error (Brown, 1947).
ii. Simple random sampling
The simple random sample means that every case of the population has an equal probability of inclusion in the
sample. Disadvantages associated with simple random sampling include (Ghauri & Gronhaug, 2005)

✓ A complete frame (a list of all units in the whole population) is needed;

✓ In some studies, such as surveys by personal interviews, the costs of obtaining the sample can be
high if the units are geographically widely scattered;
✓ The standard errors of estimators can be increased.

2. Systematic sampling
Systematic sampling is where every nth case after a random start is selected. For example, if surveying
a sample of consumers, every fifth consumer may be selected from your sample. The advantage of this
sampling technique is its simplicity.

3. Stratified random sampling

Stratified sampling is where the population is divided into strata (or subgroups). A random sample is
taken from each subgroup. A subgroup is a natural set of items. Subgroups might be based on
company size, gender, or occupation (to name but a few). Stratified sampling is often used where
there is a great deal of variation within a population. Its purpose is to ensure that every stratum is
adequately represented (Ackoff, 1953).

4. Cluster sampling
Cluster sampling is where the whole population is divided into clusters or groups. Subsequently, a
random sample is taken from these clusters, all of which are used in the final sample (Wilson, 2010).
Cluster sampling is advantageous for researchers whose subjects are fragmented over large
geographical areas, saving time and money (Davis, 2005). The stages to cluster sampling can be
summarized as follows:

✓ Choose cluster groupings for sampling frames, such as type of company or geographical region
✓ Number each of the clusters
✓ Select sample using random sampling

iii. Non-probability Sampling

Non-probability sampling is often associated with case study research design and
qualitative research. Regarding the latter, case studies tend to focus on small samples. They are
intended to examine a real-life phenomenon, not to make statistical inferences with the wider
population (Yin, 2003). A sample of participants or cases does not need to be representative or
random. Still, a clear rationale is needed to include some cases or individuals rather than others.
1. Quota sampling
Quota sampling is a non-random sampling technique in which participants are chosen on
the basis of predetermined characteristics so that the total sample will have the same distribution
of characteristics as the wider population (Davis, 2005).

2. Snowball sampling
Snowball sampling is a non-random sampling method that uses a few cases to help
encourage other cases to take part in the study, thereby increasing sample size. This approach is
most applicable in small populations that are difficult to access due to their closed nature, e.g.
secret societies and inaccessible professions (Breweton & Millward, 2001).

3. Convenience sampling
Convenience sampling is selecting participants because they are often readily and easily
available. Typically, convenience sampling tends to be a favored sampling technique among
students as it is inexpensive and an easy option compared to other sampling techniques (Ackoff,
1953). Convenience sampling often helps to overcome many of the limitations associated with
research. For example, using friends or family as part of sample is easier than targeting unknown
individuals.

4. Purposive or judgmental sampling

Purposive or judgmental sampling is a strategy in which particular settings persons or
events are selected deliberately in order to provide important information that cannot be obtained
from other choices (Maxwell, 1996). It is where the researcher includes cases or participants in
the sample because they believe that they warrant inclusion.

Learning Competency:

• describe qualitative research designs, sample, and data collection and analysis
procedures. CS_RS11-IIIc-e-2
Activity 1. Answer the following questions.
PLEASE USE A SEPARATE PAPER TO ANSWER.
1. Which group of people (study population) are you interested in?
2. How many people do you need in your sample?
3. How will you select these people?

Table 1 illustrates the strengths and weaknesses associated with each respective sampling technique.

TABLE 1: STRENGTHS AND WEAKNESSES OF SAMPLING TECHNIQUES

SOURCE: (MALHOTRA & BIRKS, 2006)

Activity 2. Demonstrate using a mind map a summary of key ideas and concepts learned from the lesson.
PLEASE USE A SEPARATE PAPER TO ANSWER.

Example:

Activity 3. Explain the types of qualitative sampling methodology listed below (not more than 50 words).
PLEASE USE A SEPARATE PAPER TO ANSWER.

1. Simple Random Sampling

2. Systematic Sampling
3. Convenience Sampling
4. Quota Sampling

Prepared by
Roselle Gil J. Tapao
 PRACTICAL RESEARCH 1
DATA COLLECTION AND DATA GATHERING INSTRUMENTS
Q4 – WEEK 3
Name: _____________________________________________________________________________________
Section: ________________________ Date: ______________________

Background Information:

INTRODUCTION
Your interest in qualitative research lies in the opinions and feelings of people on a certain subject matter.
With many questions, your curiosity about such a subject bombards your mind. It is possible to find answers to your
questions through these potentially based data-collection methods: observation, interview, or questionnaire survey.
Obtaining data through these techniques allows you to practice the requisite skills or methods and to follow the correct
procedures in questionnaire interviews, findings and surveys. (Escalante, n.d.)
RESEARCH METHODS AND THEIR INSTRUMENTS
An enjoyable aspect of the analysis is to visit the subjects or respondents of the study personally and read
their answers through the tools for data collection. The role of the researcher is to formulate a way for the variables of
interest to be tested and evaluated such that answers to the research problem can be derived. The decisions on what
instruments and techniques to use and how to execute them are very important issues that decide the validity and
reliability of the results. (Rivero, n.d.)
MOST FREQUENTLY USED DATA COLLECTION METHODS
Individual Interviews
Interviews are conversations that are designed to obtain specific kinds of information. The skill of the
interviewer is necessary to enable the interviewee to express his or her thoughts clearly. Life histories are also needed
in this area. These are narrative self-disclosures about the individual, life experiences. The interviewer must guide the
respondents to narrate the accounts in sequence.
Data obtained from an interview may be recorded on audiotapes or videotapes with the permission of the
respondent. This is because some researchers believe that recording responses by hand jeopardizes rapport, reduces
the amount of eye contact, and may disrupt the pace and flow of the interview.
Types of Interview
1. Unstructured. The researcher must be skilled in steering the course of the interview The Interviewer must be
knowledgeable on the subject or topic of concern. This can be in the form of normal conversations or a
freewheeling exchange of ideas.
2. Structured. The conduct of questioning follows a particular progression and has a well-defined content. The
interviewer does not ask questions that are not part of the questionnaire but he or she asks the interviewee
to clarify his or her answers.
3. Semi-structured. There is a specific set of questions, but there are also additional probes that may come in
the form of follow-up questions that are not included in the list of original questions. Through this process, the
researcher can gather additional data from a respondent that may add depth and significance to the findings.
 The instrument often used in this method is the interview schedule. Although interviews are often dynamic,
and it is very difficult to get different interviews with different people to follow exactly the same flow. Researchers can
use interview schedules to ensure that the interview stays on track and even to give their interview the desired amount
of structure.
Group Interviews
Group interviews are interviews conducted with several respondents simultaneously ideally six to ten people.
This method may be used when a certain effect is desired, or if a topic calls for it. For example, if the study seeks to
examine a communal experience like commuting to school or work, rather than a personal experience, then engaging
respondents via group interview may yield better results. Researchers conducting group interviews often use
instruments called topic guides, which resemble interview schedules, but are less restrictive in structure to allow the
respondents a freer and dynamic exchange of ideas. It is not uncommon to have two researchers moderating a group
interview—one to facilitate the discussion, and the other to take notes, handle logistics, and the like. With permission
from all the respondents, a group interview may also be documented via a video or audio recording device. (John Rey,
n.d.)
Group interviews can be classified into two types:
1. Focus groups - Participants in a focus group are selected by the researcher according to specific sampling
criteria, e.g., licensed dermatologists who have been practicing for at least ten years; current college students
majoring in English who are vying for honors.
2. Natural groups - The participants belong to a group that exists independently of the study, e.g., all members
of the marketing department of a certain company; members of a local sports team.

Wording of Questions

Interviews are particularly useful for getting the story behind a participant's experiences. The interviewer can
pursue in-depth information around a topic. Interviews may be useful as follow-up to certain respondents to
questionnaires, e.g., to further investigate their responses. Usually open-ended questions are asked during
interviews.

Before you start to design your interview questions and process, clearly articulate to yourself what problem or
need is to be addressed using the information to be gathered by the interviews. This helps you keep clear focus on
the intent of each question. (McNamara, n.d.)

1. Wording should be open-ended. Respondents should be able to choose their own terms when answering
questions.
2. Questions should be as neutral as possible. Avoid wording that might influence answers, e.g., evocative,
judgmental wording.
3. Questions should be asked one at a time.
4. Questions should be worded clearly. This includes knowing any terms particular to the program or the
respondents' culture.
5. Be careful asking "why" questions. This type of question infers a cause-effect relationship that may not
truly exist. These questions may also cause respondents to feel defensive, e.g., that they have to justify
their response, which may inhibit their responses to this and future questions.
Observation
This method enables the researcher to conduct research in an immersive manner, collecting data on natural
phenomena or behavior as it occurs. The instrument often used in conjunction with this method is called an
observation checklist or observation guide. Observation checklists are quantitative in nature, and make use of
ratings or numerical rankings; observation guides are more qualitative, and allow for more general, descriptive
documentation.
Observation must be done in a quiet, inconspicuous, and unobtrusive manner to get realistic data. It can be
used to gather information such as the characteristics and conditions of individuals, verbal communication, non-verbal
communication and activities, and environmental conditions. The following dimensions should be taken into
consideration: the focus of observation:
 Concealment – the condition wherein the subject of observation has no knowledge of what he or she
is being observed;
 Duration
 Method of recording the observations
There are two types of observation:
1. Structured. The researcher devices a checklist as a data collection tool wherein expected behaviors of
interest have been specified. The researcher just records the frequency of the occurrences of the behavior.
2. Unstructured. This is performed by the researcher as he or she tries to explain events without any
preconceived ideas about what will be observed. The researcher observes things as they happen.
Advantages of Observation
1. It is the most direct measure of behavior.
2. It provides direct information.
3. It is easy to complete and is efficient.
4. It can be used in natural or experimental settings.
Disadvantages of Observation
1. It may require training.
2. It is susceptible to bias.
3. Observer's presence may create an artificial situation.
4. It can potentially overlook meaningful aspects.
5. It is open to misinterpretation.
6. It is difficult to analyze.
Surveys or Questionnaires
Perhaps the most widely used tool in research, especially in quantitative research, is surveys, also known as
questionnaires. It is a list of planned written questions on a specific subject, with spaces for answering each question,
intended to be answered by a number of people. This implies that both a system and an instrument are questionnaires.
It is relatively cheap, simple to handle, theoretically more reliable than the other approaches, guarantees confidentiality,
and minimizes prejudices based on modes of question-phrasing. It also has its own drawbacks, however: respondents
may perceive the questions differently and may respond to them in ways that the researcher did not plan. There is also
a good risk that certain respondents would opt not to fill out their questionnaires or return them. (Rivero, n.d.)
 The questionnaire can be structured or unstructured. It is structured if possible answers are provided and
respondents just have to select from them. It is unstructured if the questions are open-ended—no options are provided
and the respondents are free to answer however they wish. Structured questionnaires are generally used for
quantitative research, while unstructured questionnaires are more suited to qualitative research.
Types of Questions
1. Yes or No type. Items are answerable by a yes or a no.
Example: Do call center agent have the right to refuse calls? ( ) Yes ( ) No
2. Recognition type. Fixed alternative answers are already provided, the respondents simply choose from
among the given choices. It contains close-ended questions.
Example: Educational qualification
_____Elementary school graduate _____College graduate
_____High school graduate _____MA/PhD
_____Technical/Vocational school graduate _____Others (pls. specify) _____
3. Completion type. The respondents are asked to fill in the blanks with the necessary information. Questions
are open-ended.
Example: As a teacher, after seeing a misbehavior done by a pupil, I will _______________________
4. Coding type. Numbers are assigned to names, choice, and other pertinent data. This entails knowledge of
statistics on the part of the researcher, as statistical formula application is necessary to arrive at the findings.
Example: On a scale of one to ten, how will you rate your student's communication skills?
5. Subjective type. The respondents are free to give their opinions about an issue of concern.
Example: What can you say about teachers who are deeply committed to their work?
Researchers may choose to construct questionnaires consisting of a single type of question, or divide their
questionnaire into two or more short sections, each using a different type of question.
Wordings of Questions
Nieswiadomy (2005) provides the following guidelines in formulating questions:
1. Questions should be stated in an affirmative rather than in a negative manner.
2. Ambiguous questions, such as those which contain words like many, always, usually, and few should be
avoided.
3. Double negative questions, e.g., 'Don't you disagree with the idea that...?” should also be avoided.
4. Double-barreled questions, like when asking two questions in one, should not be practiced. For example, "Do
you want to become the class president and seek a position in the student council?"
Characteristics of a Good Data-collection Instrument
1. It must be concise yet able to elicit the needed data. According to Shelley (1984), the length of a questionnaire
must be two to four pages and the maximum time of answering is ten minutes. Shelley added that a desirable
length of each question is less than 20 words.
2. It seeks information which cannot be obtained from other sources like documents available at hand.
3. Questions must be arranged in sequence, from the simplest to the most complex.
 4. It should pass validity and reliability tests. 5. It must be easily tabulated and interpreted.
Scales Commonly Used in an Instrument
Particularly for quantitative research, the data collected via the various instruments needs to be managed in a
measurable manner. The following scales are used in research instruments to make respondents' answers uniformly
measurable:
1. Likert Scale. It is a common scaling technique which consists of several declarative statements that express
a viewpoint on a topic. The respondents are asked to indicate how much they agree or disagree with the
statements. The answers usually come in the form of acronyms, e.g., SA for Strongly Disagree, A for Agree,
D for Disagree, and SD for Strongly Disagree.
Example: A Likert scale that measures attitudes towards the ban of cell phones in school
ITEMS
a. There would be difficulty in contacting my parents. SA A D SD
b. I will be able to concentrate my time in listening to my teachers. SA A D SD
c. It would stop cell phone thefts in school. SA A D SD
2. Semantic Differential Scale. The respondents are asked to rate concepts on a series of bipolar adjectives.
The advantages in using this are that it is flexible and easy to construct.
Example: Description of the School Librarian
Competent 5 4 3 2 1 Incompetent
Punctual 5 4 3 2 1 Not punctual
Pleasant 5 4 3 2 1 Unpleasant
The following instrument should be discussed on the formulation of the instrument of the study; the type of
instrument used; the conceptual definition of the instrument with corresponding references; the rationale or reasons
why the researcher decided to use the instrument; and the description of the essential parts of the instrument.
Data-gathering Instrument Example 1:
The Intrapersonal and Interpersonal Competencies of School Managers: Basis for the Formulation of the
Human Relation Intervention Program (Cristobal, 2003)
The data gathered to answer the specific questions were drawn by sets of questionnaires, documents like the
Performance Appraisal for Secondary Teachers (PAST), division reports, and other school records.
The questionnaires used were composed of two sets. The first set was for the school managers that were
composed of three parts. The first part was to find out the personal profile of the school managers which included age,
working experience as managers, educational attainment, work values, home atmosphere, home management styles,
and level of religiosity, hobbies, human virtues, health condition, and involvement in civic and religious organization.
The second set assessed the awards received by the teachers and students in the national, regional, and district level.
Part 3 assessed the intrapersonal competency of school principals, which is sub-divided into six major
variables. These are locus of control, Machiavellianism, self-esteem, self-monitoring, risk-taking, and type "A"
personality. These variables were based from the book of Stephen Robbins (1996) entitled Organizational Behaviors.
The standardized tests presented in the book was improved to fit in the Philippine culture and with the addition of some
items in several related literatures, the assessment checklist was completed then validated. Each variable has a
minimum of ten indicators. The responses used were the following:
 5 = Completely True (81% to 100% True)
4 = Generally True (61% to 80% True)
3 = Moderately True (41% to 60% True)
2 = Partly True (21% to 40% True)
1 = Not at all True (0% to 20% True)
Thus, when a respondent indicated his response as "5", this would mean that a particular statement is
observed to be commonly practiced 81% to 100% or believed all the time by the school manager. While, a response
of "1" would mean that a particular statement has never been observed to be practiced by the school manager, or it is
0% to 20% true to the school manager.
Part B of the third part assessed the interpersonal competency of the school managers which is composed of
5 variables: role in management; learning and training; understanding and motivating teachers; and positive attitudes
and problem solving techniques. These variables were based from the book of Ernesto Appodaca (1997) entitled,
Human Relations for Supervisors. The guide questions presented in the book with the addition of other items from
other sources were the basis of the items in the checklist; it was then improved and validated. This was composed of
60 items, 10 items per variable. The same responses in the assessment of intrapersonal competency were used.
Thus, when the respondent indicated his response as "5", this would mean that a particular statement is 80%
to l00% observed to be commonly practiced by the school managers. Whereas, a response of "1" would mean that a
particular statement is 0% to 20% unobserved to be practiced by the school managers.
A parallel questionnaire was designed for the secondary school teachers.
Learning Competency with code

plans data collection, data gathering instrument, and analysis procedures (CS_RS11- IVa-c-3)
Exercise:

Activity 1: Write true if the statement is correct and false if the statement is not correct. Write your answer on a
separate sheet of paper.

1. Individual interview involves group opinion.

2. Subjective type questionnaires let the respondents give their opinions about an issue of concern.
3. A researcher needs to know the correct tool and instruments to use in conducting a research.
4. Data obtained from an interview may be recorded on audiotapes or videotapes even without the permission of
the respondent
5. One of the advantages of interview is to undergo training.

Activity 2: Answer the following statements. Write your answer on a separate sheep of paper.

1. These are interviews conducted with several respondents simultaneously ideally six to ten people.
2. These are quantitative in nature, and make use of ratings or numerical rankings.
3. It is a common scaling technique which consists of several declarative statements that express a viewpoint on
a topic.
4. These are conversations that are designed to obtain specific kinds of information
5. It is a list of planned written questions on a specific subject, with spaces for answering each question, intended
to be answered by a number of people.
6. This is the instrument used for Group Interviews.
7. A type of group interview where the participants are selected by the researcher according to specific sampling
criteria.
8. These are more qualitative, and allow for more general, descriptive documentation.
9. This must be done in a quiet, inconspicuous, and unobtrusive manner to get realistic data.
10. .This type of interview can be in the form of normal conversations or a freewheeling exchange of ideas.

Activity 3: Copy the table on a separate sheet of paper and complete the table by providing the required
information

Data Collection Method Tool Used Other important Information (write at least two)
1. Individual Interview
2. Group Interview
3. Observation
4. Questionnaire

Activity 4: Assuming you are working in a TV Station and you are tasked to interview our President, His Excellency
Rodrigo Roa Duterte. You will be asking him questions about the present situation of the Philippines in terms of the
Pandemic and Educational System. Write 10 questions you would want to ask to our President. Remember to apply
the rules for the proper wording of questions. Write your answer on a separate sheet of paper.

Rubric for Activity 4

Criteria 5 4 3 2

Relevant to the All ten (10) questions 7 – 9 questions are 4 – 6 questions are 1 – 3 questions are
Topic are aligned to the topic. aligned to the topic aligned to the topic aligned to the topic

Correct All ten (10) questions 7 - 9 questions follow 4 – 6 questions follow the 1 - 3 questions follow the
wordings of follow the correct the correct wording of correct wording of correct wording of
Questions wording of questions questions questions questions

All ten (10) questions 7 - 9 questions are

4 - 6 questions are 1 - 3 questions are
Grammar and are grammatically grammatically correct
grammatically correct and grammatically correct and
Spelling correct and have and have correct
have correct spelling have correct spelling
correct spelling spelling
Answer Key

Activity 1

1. False
2. True
3. True
4. False
5. False

Prepared:

MICHAEL H. SALINAS
SHS Teacher III
BVRHS

References:

Cristobal, Amadeo Pangilinan, and Maura Consolacion Dela Cruz Cristobal. Practical Research I (for Senior High
School). Quezon City: C&E Publishing, 2017.

Cristobal, A. P. "The Intrapersonal and Interpersonal Competencies of School Managers: Basis for the Formulation of
the Human Relation Intervention Program." PhD diss., Philippine Normal University, 2003.

Escalante, Ferdinand V. "OBSERVATION Finding Answers through Data Collection." Scribd. Accessed October 31,
2020. https://www.scribd.com/presentation/373549627/OBSERVATION-Finding-Answers-Through-Data-
Collection.

John Rey. "PR NEW." Scribd. Accessed October 31, 2020. https://www.scribd.com/document/420614057/PR-NEW.

McNamara, Carter. "General Guidelines for Conducting Interviews." Free Management Library. Accessed October 31,
2020. https://managementhelp.org/businessresearch/interviews.htm.

Nieswiadomy, R. M. Introduction to Nursing Research. New Jersey, USA: Prentica Hall, 2005.

Rivero, Riza A. "Data Collection." Scribd. Accessed October 31, 2020.

https://www.scribd.com/presentation/413151134/data-collection.

Shelley, S. I. Research Methods in Nursing and Health. Boston: Little, Brown Company, 1984.

"UNIT V.docx." Scribd. Accessed October 31, 2020. https://www.scribd.com/document/392509645/UNIT-V-docx.

 PRACTICAL RESEARCH 1
PRESENTING THE RESEARCH METHODOLOGY
Q4 – WEEK 4
Name of the learner: ______________________________________________________________________
Section: _________________________________ Date: _________________

Background Information for Learners

So, you have become familiar with the data collection procedures and the analysis procedures in completing
your research paper. This week, you are set to learn how to present your written research methodology.

Presenting the Research Methodology

The research methodology is found on chapter 3 of the research paper. This chapter reflects the procedures
and processes that the researcher followed in completing this study. In writing chapter 3, typically, it follows this
sequence:

Chapter III – Methods of Study and Sources of Data

The Research Design
The Population of the Study
Sampling Design
Methods of Gathering Data
Instrumentation

The Research Design

According to Sicat (2009), the research design “provides the glue that holds the research project
together”. Furthermore, it is used to structure the research, enabling the display as to how major parts of the
research project work together to address the central research questions.
In this section of the paper, explain what research design (case study, ethnography, phenomenology, or
grounded theory) was followed and justify why such research design was made use of. In doing so, it is best
that the source of the definition of the research design be cited to establish credibility of your work.

The Population of the Study

Population refers to the group of people where the samples are taken from. The samples then serve
as the representatives of that group to partake in the study as informants (qualitative study) or
respondents/participants (quantitative).

This portion may sometimes be referred to as: Informants of the Study or Respondents of the Study depending on
the nature of the study. This section discusses the identified informants who will answer questions in the data gathering
procedure. In addition, this part should explain as to why the identified informants are the needed population for the
study. Another factor to take into consideration is the number of informants or the sample size which depends on the
research design or the data collection method.

Rules of Thumb Based on Data Collection Method

Research Approach Rule of Thumb
Case Study Select one case or person
Phenomenology Assess 10 people. If you reach saturation prior to assessing ten people, you may
use fewer.
Grounded Assess 20 – 30 people, which typically is enough to reach saturation
theory/ethnography/action
research
Source: Nastasi, “Qualitative Research: Sampling & Size Considerations”
 Rules of Thumb Based on Data Collection Method

Data Collection Method Rule of Thumb

Interviewing key informants Interview approximately five people.
In-depth interviews Interview approximately 30 people.
Focus groups Create groups that average 5-10 people each. In addition, consider the
number of focus groups you need based on “groupings” represented in the
research question. That is, when studying males and females of three different
age groupings, plan for six focus groups, giving you one for each gender and
three age groups for each gender.
Ethnographic surveys Select a large and representative sample (purposeful or random based on
purpose) with numbers similar to those in a quantitative study.
Source: Nastasi, “Qualitative Research: Sampling & Size Considerations”

Sampling Design

For this part, the researcher discusses the chosen sampling design which explains how the population of the
study where selected. Some of the sampling designs that you can choose from are: 1. purposive sampling, 2. quota
sampling, and 3. snowball sampling. Choose the sampling design that will best serve the need and nature of the study.
Just like the research design, it’s best that you cite the source that best explains the very definition of the chosen
sampling design to support your choice.

Methods of Gathering Data

This section explains how the data will be collected. Particularly, it should involve all the steps that were
followed until data are collected and this part of the paper should also explain what happens to the data that were
collected. There are three common methods of gathering data:

1. Direct or Interview Method gives the accurate, complete reliable data through face-to-face interaction with
the informants enabling the researcher to tell whether the informant is telling the truth. The only downside of this is that
the interview is subject to interviewer’s biases.

Guidelines for Length of Interviews

Number of Interviews Length of each interview
10 1 – 2 hours
20 30 minutes – 1 hour
30 20 – 40 minutes
Source: Nastasi, “Qualitative Research: Sampling & Size Considerations”

2. Indirect or Questionnaire Method consists of all possible questions that answer the problems raised in
the study. In it, the informants answer the questions by writing or marking the answer sheet. For qualitative research,
it is wise to do interview method since then need for clarifications may arise and the questionnaire method may not be
able to address that.

3. Registration Method or Documentary Analysis uses information that is on file like laws, ordinances,
decrees or lists from various offices. Documents such as birth, death and marriage certificates, memoranda,
newsletters, letters, etc. are also important sources of primary data (Sicat, 2009).

Instrumentation

This section explains the process that is to be undertaken using a tool that the researcher prepared. It involves
the preparation of the instruments to be used to gather the data and the process by which they shall be conducted.
Keep in mind that not all research papers need instrumentation as documentary analysis may be enough for data
gathering.

Now that we’re through with the discussion on these newfound concepts, let us test your knowledge!

Learning Competency with code

Presents written research methodology (CS_RS11-IVa-c-4)

Exercises

A. Read the following questions, and provide your answer before the number. Write your answer on a separate sheet
of paper.
1. This is found on chapter 3 and provides the glue that holds the research project together.
2. This refers to the group of people where the samples are taken from.
3. This refers to the samples that partake in a qualitative study.
4. This discusses the chosen sampling design which explains how the population of the study where selected
5. This gives the accurate, complete reliable data through face-to-face interaction with the informants enabling the
researcher to tell whether the informant is telling the truth.
6. In it, the informants answer the questions by writing or marking the answer sheet.
7. It uses information that is on file like laws, ordinances, decrees or lists from various offices.
8. This is the process that is to be undertaken using a tool that the researcher prepared.
9. Following the rules of thumb based on research design, this is the number of informants needed for a
phenomenological study.
10. Following the rules of thumb based on data gathering method, this is the number of informants needed for an in-
depth interview.

B. Applying what you have learned from the lesson, write the research methodology of your proposed research paper
following the format discussed in this learning activity sheet. Below is the scoring rubric for your reference. Use a
separate sheet for your answers.

Chapter 3
METHODS OF STUDY AND SOURCES OF DATA

- Research Design

- Population of the Study

- Sampling design

- Methods of Gathering Data

- Instrumentation

Rubric for scoring Exercise B

Criteria 10 8 6 4 2 Score
Appropriaten The The The The The
ess of the methodology methodology methodology methodology methodology
chosen displays displays major displays displays little displays little
methodology absolute appropriatenes moderate appropriatenes appropriatene
to the nature appropriateness s to the nature appropriatenes s to the nature ss to the
of the study. to the nature of of the study s to the nature of the study. nature of the
the study. of the study. study
Coherence The ideas are The ideas are The ideas are The ideas are The ideas
of ideas coherent and coherent and coherent and moderately lack
presented in free from errors. with very with minimal coherent and coherence
the whole minimal errors. errors. with plenty of and full of
chapter. errors. errors.

Mastery of The outline The outline The outline The outline The outline
the lesson displays displays displays displays little displays very
mastery of the mastery of the mastery of the mastery of the little-to-no
 lesson, free lesson with very lesson, with lesson, with mastery of the
from errors. minimal errors. minimal errors. plenty of lesson, with
errors. full of errors.
Total Score /30

References for learners

Bell, Judith, and Stephen Waters. 2014. Doing Your Research Project: A Guide for First-Time Researchers. Sixth.
Maidenhead, Berkshire: Open University Press.
Cohen, Louis, Lawrence Manion, and Keith Morrison. 2011. Research Methods in Education. 7th ed. London; New
York: Routledge.
Martin, Caroline J Hollins, and Valerie Fleming. 2014. “A 15-Step Model for Writing a Research Proposal.” British
Journal of Midwifery 18 (12). doi: https://doi.org/10.12968/bjom.2010.18.12.791
Nastasi, Bonnie. “Qualitative Research: Sampling & Sample Size Considerations”. Study Notes, https:
my.laureate.net/Faculty/docs/…/quality_res_smpl_size_consid.doc
O'Leary, Zina. 2014. The Essential Guide to Doing Your Research Project. 2nd ed. London: SAGE.
Sicat, Lolita V. 2009. Worktext in Research Writing. First. Tarlac City, Tarlac: Tarlac State University.

Answer Key
A.
1. research design
2. population
3. informants
4. sampling design
5. direct or interview method
6. indirect or questionnaire method
7. registration method or documentary analysis
8. instrumentation
9. 10 people
10. approximately 30 people

B.
Answers may vary.

Prepared by:

JEFFREY N. CALAS
Senior High School Teacher II
 PRACTICAL RESEARCH 2 (QUANTITATIVE)
Fourth Quarter: Week 5
DESIGNING RESEARCH IN DAILY LIFE

Name: _________________________ Grade Level: ________________

Section: ________________________ Date: ______________________

Background Information:
An exciting part of research is personally meeting the subjects or respondents of the study
and reading their responses through the data-gathering instruments. The decisions on what tools
and instruments to use and how they are implemented are very critical issues that determine the
validity and reliability of the findings.
Learning Competency with code
Collects data through observation and interviews
Exercise 1. Name the following devices and indicate how you think they can be used in research.

1. __________________ 2. ___________________ 3. __________________

__________________ ___________________ __________________
__________________ ___________________ __________________
__________________ ___________________ __________________

MOST FREQUENTLY USED DATA COLLECTION METHODS

Individual Interviews
Interviews are conversations that are designed to obtain specific kinds of information. The
skill of the interviewer is necessary to enable the interviewee to express his or her thoughts
clearly. Life histories are also needed in this area. These are narrative self-disclosures about
the Individual, life experiences. The interviewer must guide the respondents to narrate the
accounts in sequence.
Data obtained from an interview may be recorded on audiotapes or videotapes with the
permission of the respondent. This is because some researchers believe that recording
responses by hand jeopardizes rapport, reduces the amount of eye contact, and may disrupt the
pace and flow of the interview.
Types of Interview
1. Unstructured. The researcher must be skilled in steering the course of the interview The
Interviewer must be knowledgeable on the subject or topic of concern. This can be in the
form of normal conversations or a freewheeling exchange of ideas.
2. Structured. The conduct of questioning follows a particular progression and has a well-
defined content. The interviewer does not ask questions that are not part of the
questionnaire but he or she asks the interviewee to clarify his or her answers.
3. Semi-structured. There is a specific set of questions, but there are also additional probes
that may come in the form of follow-up questions that are not included in the list of original
questions. Through this process, the researcher can gather additional data from a
respondent that may add depth and significance to the findings.
The instrument often used in this method is the interview schedule. Although interviews
are often dynamic, and it is very difficult to get different interviews with different people to follow
exactly the same flow. Researchers can use interview schedules to ensure that the interview
stays on track and even to give their interview the desired amount of structure.
Sample Schedule for Individual Interview:
The Research and Teacher Learning Study (Kennedy, 2001)
Topic: Views about Teaching
Before we start, could you just remind me again of the following?
-What grade you currently teach?
-Have you always taught at this level?
-Where is your school?
-How long have you been teaching?
-What was your major field of study in college?
1. First, try to think about the best teacher you know of. This could be someone you actually
had as a teacher or someone you know about as a colleague or have observed
somewhere?
a. Why do you think this person is such a good teacher?
[If nothing is said about the teacher's practice]
b. What kinds of things does he or she do in the classroom?
[If nothing is said about student work]
c. What kinds of things do the students do? What is the atmosphere like in his or her
classroom?
d. Are there particular things (he, she) is especially good at helping students learn?
Why?
e. Are there particular types of students (he, she) is especially successful with? Why?
2. Now I’d like you to tell me about your own teaching.
a. What is your favorite subject to teach and why? In your mind, what is this subject
about?
b. What is your least favorite subject to teach and why? In your mind, what is the
subject about?
3. I'd like you to think back over the last two or three weeks and recall a particular lesson that
you were especially pleased with.
a. What happened that day that made you satisfied with the lesson?
b. If I have been observing your class that day, what would I have seen? (if nothing
is said about the teacher's role) What would I have seen you doing? [If nothing is
said about the students]
c. What would I have seen your students doing? What do you think the value of this
lesson was for the students?
4. Now try to recall an event that you were especially disappointed with. What happened that
day that disappointed you?
a. If I had been observing your class that day, what would I have seen?
[If nothing is said about the teacher's role]
b. What would I have seen you doing?
[If nothing is said about the students]
c. What would I have seen your students doing?
d. What do you think the students learned compared to what you had hoped they
would learn?
5. Suppose you were in the middle of a lesson in (your favorite subject) and a student said,
"This is boring. Why do we have to learn this?"
a. How would you respond and why?
6. Now, imagine that at the beginning of the year, your principal calls each teacher in to learn
what their goals are for the school year.
a. What would you tell the principal your goals would be for (your most favorite
subject)?
b. What would you tell the principal your goals would be for (your least favorite
subject)?
7. Now I would like you to imagine that you are teaching seventh or eighth grade and the
students in your class are writing reports. One of your students, Jessica, hands you this
report:
[Hands interviewee Jessica's report]
a. What do you think Jessica understands and does not understand about writing
reports?
b. How would you respond to Jessica? Why?
 8. Now here is a copy of some math homework from Bill.
[Hands interviewee Bill's math paper]
a. What do you think Bill understand and does not understand about subtraction?
b. How would you respond to Bill? Why?
(Then, a closing section in which the teacher is given some articles to read in preparation for the
next interview)
Group Interviews
Group interviews are interviews conducted with several respondents simultaneously_
ideally six to ten people. This method may be used when a certain effect is desired, or if a topic
calls for it. For example, if the study seeks to examine a communal experience like commuting to
school or work, rather than a personal experience, then engaging respondents via group interview
may yield better results. Researchers conducting group interviews often use instruments called
topic guides, which resemble interview schedules, but are less restrictive in structure to allow
the respondents a freer and dynamic exchange of ideas. It is not uncommon to have two
researchers moderating a group interview—one to facilitate the discussion, and the other to take
notes, handle logistics, and the like. With permission from all the respondents, a group interview
may also be documented via a video or audio recording device.
Group interviews can be classified into two types:
1. Focus groups - Participants in a focus group are selected by the researcher according to
specific sampling criteria, e.g., licensed dermatologists who have been practicing for at
least ten years; current college students majoring in English who are vying for honors.
2. Natural groups - The participants belong to a group that exists independently of the study,
e.g., all members of the marketing department of a certain company; members of a local
sports team.
Observation
This method enables the researcher to conduct research in an immersive manner,
collecting data on natural phenomena or behavior as it occurs. The instrument often used in
conjunction with this method is called an observation checklist or observation guide.
Observation checklists are quantitative in nature, and make use of ratings or numerical rankings;
observation guides are more qualitative, and allow for more general, descriptive documentation.
Observation must be done in a quiet, inconspicuous, and unobtrusive manner to get
realistic data. It can be used to gather information such as the characteristics and conditions of
individuals, verbal communication, non-verbal communication and activities, and environmental
conditions. The following dimensions should be taken into consideration: the focus of observation:
 Concealment – the condition wherein the subject of observation has no knowledge
of what he or she is being observed;
 Duration
 Method of recording the observations
There are two types of observation:
1. Structured. The researcher devices a checklist as a data collection tool wherein expected
behaviors of interest have been specified. The researcher just records the frequency of
the occurrences of the behavior.
2. Unstructured. This is performed by the researcher as he or she tries to explain events
without any preconceived ideas about what will be observed. The researcher observes
things as they happen.
Advantages of Observation
1. It is the most direct measure of behavior.
2. It provides direct information.
3. It is easy to complete and is efficient.
4. It can be used in natural or experimental settings.

Disadvantages of Observation
1. It may require training.
2. It is susceptible to bias.
3. Observer's presence may create an artificial situation.
4. It can potentially overlook meaningful aspects.
5. It is open to misinterpretation.
6. It is difficult to analyze.
Surveys or Questionnaires
Surveys, also known as questionnaires, are perhaps the most commonly used instrument
in research—particularly in quantitative research. It is a list of planned, written questions about a
particular topic, with spaces provided for the response to each question, intended to be answered
by a number of persons. This means that questionnaires are both a method and an instrument. It
is relatively inexpensive, easy to administer, potentially more consistent than the other methods,
assures confidentiality, and minimizes biases based on question-phrasing modes. However, it
also has its own disadvantages: respondents may interpret the questions differently, and may
answer them in ways the researcher did not intend. There is also the strong possibility that some
respondents will choose not to fill out or return their questionnaires.
The questionnaire can be structured or unstructured. It is structured if possible answers
are provided and respondents just have to select from them. It is unstructured if the questions
are open-ended—no options are provided and the respondents are free to answer however they
wish. Structured questionnaires are generally used for quantitative research, while unstructured
questionnaires are more suited to qualitative research.
Types of Questions
1. Yes or No type. Items are answerable by a yes or a no.
Example: Do call center agent have the right to refuse calls? ( ) Yes ( ) No
2. Recognition type. Fixed alternative answers are already provided, the respondents
simply choose from among the given choices. It contains close-ended questions.
Example: Educational qualification
_____Elementary school graduate _____College graduate
 _____High school graduate _____MA/PhD
_____Technical/Vocational school graduate _____Others (pls. specify) _____
3. Completion type. The respondents are asked to fill in the blanks with the necessary
information. Questions are open-ended.
Example: As a teacher, after seeing a misbehavior done by a pupil, I will
4. Coding type. Numbers are assigned to names, choice, and other pertinent data. This
entails knowledge of statistics on the part of the researcher, as statistical formula
application is necessary to arrive at the findings.
Example: On a scale of one to ten, how will you rate your student's communication skills?
5. Subjective type. The respondents are free to give their opinions about an issue of
concern.
Example: What can you say about teachers who are deeply committed to their work?
Researchers may choose to construct questionnaires consisting of a single type of
question, or divide their questionnaire into two or more short sections, each using a different type
of question.
Wordings of Questions
Nieswiadomy (2014) provides the following guidelines in formulating questions:
1. Questions should be stated in an affirmative rather than in a negative manner.
2. Ambiguous questions, such as those which contain words like many, always, usually, and
few should be avoided.
3. Double negative questions, e.g., 'Don't you disagree with the idea that...?", should also be
avoided.
4. Double-barreled questions, like when asking two questions in one, should not be
practiced. For example, "Do you want to become the class president and seek a position
the student council?"
Characteristics of a Good Data-collection Instrument
1. It must be concise yet able to elicit the needed data. According to Shelley (1984), the
length of a questionnaire must be two to four pages and the maximum time of answering
is ten minutes. Shelley added that a desirable length of each question is less than 20
words.
2. It seeks information which cannot be obtained from other sources like documents available
at hand.
3. Questions must be arranged in sequence, from the simplest to the most complex.
4. It should pass validity and reliability tests. 5. It must be easily tabulated and interpreted.
Scales Commonly Used in an Instrument
Particularly for quantitative research, the data collected via the various instruments needs to be
managed in a measurable manner. The following scales are used in research instruments to make
respondents' answers uniformly measurable:
 1. Likert Scale. It is a common scaling technique which consists of several declarative
statements that express a viewpoint on a topic. The respondents are asked to indicate
how much they agree or disagree with the statements. The answers usually come in the
form of acronyms, e.g., SA for Strongly Disagree, A for Agree, D for Disagree, and SD for
Strongly Disagree.
Example: A Likert scale that measures attitudes towards the ban of cell phones in school
ITEMS
a. There would be difficulty in contacting my parents. SA A D SD
b. I will be able to concentrate my time in listening to my teachers. SA A D SD
c. It would stop cell phone thefts in school. SA A D SD
2. Semantic Differential Scale. The respondents are asked to rate concepts on a series of
bipolar adjectives. The advantages in using this are that it is flexible and easy to construct.
Example: Description of the School Librarian
Competent 5 4 3 2 1 Incompetent
Punctual 5 4 3 2 1 Not punctual
Pleasant 5 4 3 2 1 Unpleasant
The following instrument should be discussed on the formulation of the instrument of the
study; the type of instrument used; the conceptual definition of the instrument with corresponding
references; the rationale or reasons why the researcher decided to use the instrument; and the
description of the essential parts of the instrument.
Data-gathering Instrument Example 1:
The Intrapersonal and Interpersonal Competencies of School Managers: Basis for the
Formulation of the Human Relation Intervention Program (Cristobal, 2003)
The data gathered to answer the specific questions were drawn by sets of questionnaires,
documents like the Performance Appraisal for Secondary Teachers (PAST), division reports, and
other school records.
The questionnaires used were composed of two sets. The first set was for the school
managers that were composed of three parts. The first part was to find out the personal profile of
the school managers which included age, working experience as managers, educational
attainment, work values, home atmosphere, home management styles, level of religiosity,
hobbies, human virtues, health condition, and involvement in civic and religious organization. The
second set assessed the awards received by the teachers and students in the national, regional,
and district level.
Part 3 assessed the intrapersonal competency of school principals, which is sub-divided
into six major variables. These are locus of control, Machiavellianism, self-esteem, self-
monitoring, risk-taking, and type "A" personality. These variables were based from the book of
Stephen Robbins (1996) entitled Organizational Behaviors. The standardized tests presented in
the book was improved to fit in the Philippine culture and with the addition of some items in several
related literatures, the assessment checklist was completed then validated. Each variable has a
minimum of ten indicators. The responses used were the following:
 5 = Completely True (81% to 100% True)
4 = Generally True (61% to 80% True)
3 = Moderately True (41% to 60% True)
2 = Partly True (21% to 40% True)
1 = Not at all True (0% to 20% True)
Thus, when a respondent indicated his response as "5", this would mean that a particular
statement is observed to be commonly practiced 81% to 100% or believed all the time by the
school manager. While, a response of "1" would mean that a particular statement has never been
observed to be practiced by the school manager, or it is 0% to 20% true to the school manager.
Part B of the third part assessed the interpersonal competency of the school managers
which is composed of 5 variables: role in management; learning and training; understanding and
motivating teachers; and positive attitudes and problem solving techniques. These variables were
based from the book of Ernesto Appodaca (1997) entitled, Human Relations for Supervisors. The
guide questions presented in the book with the addition of other items from other sources were
the basis of the items in the checklist; it was then improved and validated. This was composed of
60 items, 10 items per variable. The same responses in the assessment of intrapersonal
competency were used.
Thus, when the respondent indicated his response as "5", this would mean that a particular
statement is 80% to l00% observed to be commonly practiced by the school managers. Whereas,
a response of "1" would mean that a particular statement is 0% to 20% unobserved to be practiced
by the school managers.
A parallel questionnaire was designed for the secondary school teachers.
Exercise 2. Answer the following questions:
1. Why is it necessary to use the right method or instrument for a particular task?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Do you think devices and tools always work to the benefits of the user? Why or why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. Do you agree that not all instruments or tool are physical objects? Why or why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 _________________________________________________________________________
_________________________________________________________________________

4. In a research study, why do you think there is a need for the use of specific research tools?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. What can happen if a researcher’s methods and instruments are not prepared meticulously?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Rubric for Essay

An insightful, logical, and

A logical response to the The response to the ideas
Response and compelling response to
ideas presented in the presented in the article lacks
exploration of the content of the article.
article. The writer’s depth and/or substance.
the content of the The writer’s insights are
thoughts are fairly well The presentation is weak or
article clear and well-supported.
supported. (4-5 pts) non-existent. (1-3 pts)
(6-7 pts)
A well-focused and
A discussion that is
coherent discussion that
generally focused on
articulates complex ideas A discussion that lacks
some organization and
Discussion clearly and effectively. coherency and/or lacks the
structure. The writer
The writer presents presentation of complex
presents some complex
many complex ideas. (5-6 ideas. (1-2 pts)
ideas. (3-4 pts)
pts)

Key points present in the Most of the key points Several key points at the
article are identified and present in the article are heart of the article are not
Key Points
summarized adequately. identified and identified or summarized
(5 pts) summarized. (3-4 pts) poorly. (1-2 pts)

Vocabulary choices are Vocabulary and Vocabulary selected lacks

Vocabulary and precise, and sentence sentence structure are precision, and clarity and/or
Sentence structure is varied in a appropriate and conveys sentence structure may
Structure way that is both effective meaning clearly. (3-4 detract from the meaning. (1-
and interesting. (4 pts) pts) 2 pts)
 Some minor mechanical
The response reflects
errors, such as spelling Mechanical errors are
effective control of all
or grammar, are serious and interfere
Mechanics elements of mechanics,
demonstrated, but they significantly with the writer’s
including grammar and
do not interfere with meaning. (1pt)
spelling. (3 pts)
meaning. (2 pts)

Reflection
Put a checkmark on the blank, which corresponds to how well you learned the lesson.

Statement Always Sometimes Never

1. I can easily identify most frequently used data collection
methods.
2. I can identify appropriate data collection method on my
chosen title
3. I can easily write reasons in choosing data collection
method.
4. I know the importance of proper selection of data
collection method.
5. I can enumerate different data collection methods.

Prepared:

MARK ANTHONY N. LISING, RN, MAN

SHS Teacher III
BVRHS

References
Cisneros-Puebla, Cesar A., Robert Faux, and Günter Mey. 2004. FQS. September. Accessed October 29,
2020. http://www.qualitative-research.net/index.php/fqs/article/view/547/1180.

Cristobal, Amadeo Pangilinan, and Maura Consolacion Dela Cruz Cristobal. 2017. Practical Research 1 for
Senior High School. Quezon: C & E Publishing Inc.
 PRACTICAL RESEARCH 1
IMPORTANCE OF RESEARCH IN DAILY LIFE
Q4 - WEEK 6

Name of the learner____________________________________________________________

Section: _________________________________ Date: ______________

Background Information:

INFERS AND EXPLAIN THE PATTERNS AND THEMES FROM DATA

Thematic analysis is a method of analyzing qualitative data. It is usually applied to a set of texts, such
as interview transcripts. The researcher closely examines the data to identify common themes – topics, ideas
and patterns of meaning that come up repeatedly. In addition to word- and scrutiny-based techniques,
researchers have used linguistic features such as metaphors, topical transitions, and keyword connectors to
help identify themes. Schema analysts suggest searching through text for metaphors, similes, and analogies
(D'Andrade 1995, Quinn and Strauss 1997).

MEANING OF INFER

1. Infer is to derive by reasoning; conclude or judge from premises or evidence. (of facts, circumstances,
statements, etc.) to indicate or involve as a conclusion; lead to. to guess; speculate; surmise. to hint;
imply; suggest.www. Dictionary.com
2. Infer is to imply is to hint at something, but to infer is to make an educated guess. The speaker does the
implying, and the listener does the inferring. Continue reading... When you infer, you listen closely to
someone and guess at things they mean but haven't actually said. www.vocavulary.com
3. Infer is to deduce or conclude (information) from evidence and reasoning rather than from explicit
statements. ... 'This prejudice is inferred, and no evidence is required to enable a judge to consider it.
www.lexico.com

PATTERNS AND THEMES

1. Patterns are repeated forms or designs especially that is used to decorate something that happens in a
regular and repeated way. “Patterns” Merriam Webster.com. Mirriam-Webster, n.d.
2. Patterns are matching lies at the heart of any attempt to conduct thematic analyses and forms the basis
of generalizations across different concepts or population subgroups.
3. Theme is generated when similar issues and ideas express by within qualitative data are brought
together by the researcher into a single category or cluster. This theme may be labeled by a word or
expression taken directly from the data or by one created by the researcher because it seems to best
characterize the essence of what is being said.
4. Themes are features of participants' accounts characterising particular perceptions and/or experiences
that the researcher sees as relevant to the research question.
TECHNIQUES TO IDENTIFY THEMES AND PATTERNS

1. Word repetitions. We begin with word-based techniques. Word repetitions, key-indigenous terms, and
key-words-in-contexts (KWIC) all draw on a simple observation, if you want to understand what people
are talking about, look at the words they use. Words that occur a lot are often seen as being salient in
the minds of respondents. D'Andrade notes that "perhaps the simplest and most direct indication of
schematic organization in naturalistic discourse is the repetition of associative linkages" (1991:294). He
observes that "indeed, anyone who has listened to long stretches of talk, whether generated by a friend,
spouse, workmate, informant, or patient, knows how frequently people circle through the same network
of ideas" (1991:287).

2. Indigenous categories. Understanding indigenous categories and how they are organized has long
been a goal of cognitive anthropologists. The basic idea in this area of research is that experience and
expertise are often marked by specialized vocabulary. For example, Spradley (1972) recorded
conversations among tramps at informal gatherings, meals, card games, and bull sessions. As the men
talked to each other about their experiences, there were many references to making a flop. Another way
to find themes is to look for local terms that may sound unfamiliar or are used in unfamiliar ways. Patton
(1990:306, 393-400) refers to these as "indigenous categories" and contrasts them with "analyst-
constructed typologies." Grounded theorist refer to the process of identifying local terms as in vivo
coding (Strauss 1987:28-32, Strauss and Corbin 1990:61-74).

3. Key-words-in-context (KWIC). Key-words-in-context (KWIC) are closely associated with indigenous

categories. KWIC is based on a simple observation: if you want to understand a concept, then look at
how it is used. In this technique, researchers identify key words and then systematically search the
corpus of text to find all instances of the word or phrase. Each time they find a word, they make a copy
of it and its immediate context. Themes get identified by physically sorting the examples into piles of
similar meaning.

4. Compare and contrast. The compare and contrast approach is based on the idea that themes
represent the ways in which texts are either similar or different from each other. Glazer and Strauss
(1967:101_116) refer to this as the "constant comparison method." [For other good descriptions of the
technique see Glazer (1978:56_72) and Strauss and Corbin (1990:84_95).] Typically, grounded
theorists begin by conducting a careful line-by-line analysis. They read each line or sentence and ask
themselves, "What is this about?" and "How does it differ from the preceding or following statements?"
This kind of detailed work keeps the researcher focused on the data themselves rather than on
theoretical flights of fancy (Charmaz 1990).

5. Social science queries. Besides identifying indigenous themes—themes that characterize the
experience of informants—researchers are interested in understanding how textual data illuminate
questions of importance to social science. Spradley (1979:199–201) suggested searching interviews for
evidence of social conflict, cultural contradictions, informal methods of social control, things that people
do in managing impersonal social relationships, methods by which people acquire and maintain
achieved and ascribed status, and information about how people solve problems. Bogdan & Bilken
(1982:156-162) suggested examining the setting and context, the perspectives of the informants, and
informants’ ways of thinking about people, objects, processes, activities, events, and relationships.
"Moving across substantive areas," says Charmaz, "fosters developing conceptual power, depth, and
comprehensiveness" (1990:1163).
STRATEGIES HOW TO INFER DATA

There are two simple steps on how to infer, Thematic Analysis and Quantitave Data Analysis

1. Thematic analysis is a qualitative research method that can be widely used across a range of
epistemologies and research questions. It is a method for identifying, analyzing, organizing, describing,
and reporting themes found within a data set (Braun & Clarke, 2006).
There are various approaches to conducting thematic analysis, but the most common form
follows a six-step process.
1. Familiarization
2. Coding
3. Generating themes
4. Reviewing themes
5. Defining and naming themes
6. Writing up.
www.scribbr.com

2. Qualitative Data Analysis is one of the most common methods to analyze qualitative data

Qualitative data analysis requires a 5-step process:

1. Prepare and organize your data, gather your

notes, documents, or other materials
2. Review and explore the data
3. Create initial codes
4. Review those codes and revise or combine into themes
5. Present themes in a cohesive manner (baselinesupport.campuslabs.com)

3. Methods of collecting qualitative data

Data collection approaches for qualitative research usually involves:

1. Direct interaction with individuals on a one to one basis

2. Or direct interaction with individuals in a group setting

Qualitative research data collection methods are time consuming, therefore data is usually
collected from a smaller sample than would be the case for quantitative approaches - therefore this
makes qualitative research more expensive.

The benefits of the qualitative approach is that the information is richer and has a deeper
insight into the phenomenon under study.
 The main methods for collecting qualitative data are:

1. Individual interviews
2. Focus groups
3. Observations
4. Action Research

Learning Competencies with Codes:

infers and explain patterns and themes from data (CS_RS11- IVd-f-2)
relates the findings with pertinent literature (CS_RS11- IVd-f-3)

Exercises:

Activty 1 “My True or False”

Direction: Write True if the statement is correct and False if it is incorrect. Write your answer on a separate sheet
of paper.

1. Patterns are repeated forms or designs especially that is used to decorate something that happens in a
regular and repeated way

2. Infer is to derive by reasoning; conclude or judge from premises or evidence of facts, circumstances,
statements, to indicate or involve as a conclusion; lead to. to guess; speculate; surmise. to hint; imply;
suggest.

3. Theme is generated when similar issues and ideas express by within qualitative data are brought together by
the researcher into a single category or cluster.

4. Infer is to imply is to hint at something, but to infer is to make an educated guess. The listener does the
implying, and the speaker does the inferring.

5. Patterns are different lines at the heart of any attempt to conduct thematic analyses and forms the basis of
generalizations across different concepts or population subgroups.

Activity 2: “ IN MY BOX”

Direction : On the words listed inside the box, choose the words that are related to the definition of each
statement., Write your answer on a separate sheet of paper.

Social science queries Word repetitions

Key-words-in-context
Compare and contrast Indigenous categories
1. if you want to understand what people are talking about, look at the words they use. Words that occur a lot
are often seen as being salient in the minds of respondents.

2. The basic idea in this area of research is that experience and expertise are often marked by specialized
vocabulary.

3. based on a simple observation: if you want to understand a concept, then look at how it is used. In this
technique, researchers identify key words and then systematically search the corpus of text to find all instances
of the word or phrase.

4. based on the idea that themes represent the ways in which texts are either similar or different from each other.

5. themes that characterize the experience of informants—researchers are interested in understanding how
textual data illuminate questions of importance

Activity 3: Infer Me

Directions: Read each passage and then respond to the questions. Each question will ask you to make a
logical inference based on textual details. Explain your answer by referencing the text. Write your answer on a
separate sheet of paper.

Every day after work Paul took his muddy boots off on the steps of the front porch. Alice would have a fit if the
boots made it so far as the welcome mat. He then took off his dusty overalls and threw them into a plastic
garbage bag; Alice left a new garbage bag tied to the porch railing for him every morning. On his way in the
house, he dropped the garbage bag off at the washing machine and went straight up the stairs to the shower as
he was instructed. He would eat dinner with her after he was “presentable,” as Alice had often said.

1. What type of job does Paul do? ____________________________________________________

How do you know this?

2. Describe Alice: ___________________________________________________________________

What in the text supports your description?

3. What relationship do Paul and Alice have? _____________________________________________

Why do you feel this way?

Crack! Thunder struck and rain poured. Max stared blankly out the window, trying to contain his emotions that
raged like the weather. He was beginning to lose it. Dropping the kite from his hand, Max broke out into full
sobs. His mother comforted him, “There, there, Max. We’ll just find something else to do.” She began to unpack
the picnic basket that was on the counter and offered him a sandwich. Max snapped, “I don’t wanna sand-mich!”
A flash from the sky lit up the living room. Boom! Mom sighed.

4. Why is Max upset? ________________________________________________________________

How do you know this?

5. What was Mom planning on doing today? ______________________________________________

What in the text supports your description?

“Tommy!” Mom called out as she walked in the front door. “Tommy,” she continued shouting, “I sure could use
some help with these groceries. There was still no reply. Mom walked into the kitchen to put the grocery bags
down on the counter when she noticed shattered glass from the picture window all over the living room floor and
a baseball not far from there. “I’m going to kill you, Tommy!” Mom yelled to herself as she realized that Tommy’s
shoes were gone.

6. What happened to the window? ______________________________________________________

How do you know this?

7. Why did Tommy leave? ____________________________________________________________

What in the text supports your description?

Today was a special day in Ms. Smith’s class. Some of the children were walking around the room, some of
them were standing in small groups, and some of them were at their desks, putting finishing touches on
cardboard mailboxes. After coloring a cool flame on the side of his racecar mailbox, Johnny hopped off his chair,
strutted over to Veronica’s desk, and dropped a small white envelope into her princess castle mailbox. Veronica
blushed and played with her hair. While this was happening, Bartleby was frantically trying to put a small white
envelope into everyone’s mailbox. After giving one to Ms. Smith, Bartleby pulled out a medium-sized red
envelope from his pocket. He blushed and tried to put it in Veronica’s mailbox, but it wouldn’t quite fit. Bartleby
struggled with it for a few seconds and then ran off with the envelope. Veronica rolled her eyes and popped her
gum.

8. Why is today a special day? _________________________________________________________

Why is today a special day?

9. Which boy does Veronica like? ______________________________________________________

What is the text supports your idea?

10. Why did Bartleby run? ____________________________________________________________

What is the text supports your idea?

Answer Key

Activity 1

1. True
2. True
3. True
4. False
5. False
REFERENCES:

https://www.ereadingworksheets.com/worksheets/reading/inferences/inferences-worksheet.

http://study.com/academy/lesson/what-is-inference-how-to-infer-intended-meaning.html (What is Inference? -

Study.com)

http://www.analytictech.com/mb870/readings/ryan- bernard_techniques_to_identify_themes_in.htm (Techniques

to Identify Themes in Qualitative Data)

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analysis.html (About thematic analysis - The University of Auckland)

https://sites.google.com/site/howtousethematicanalysis/home/what-is-thematic-analysis (What is Thematic

Analysis?) http://www.slideshare.net/amethyst212/data-analysis-qualitative-data-presentation-2

Prepared by

MR. MICHAEL LUGTU

FGNMHS
 PRACTICAL RESEARCH 1
REPORTING AND SHARING THE FINDINGS
Q4 – WEEK 7

Name: ______________________________ Grade Level: _______________

Section: ______________________________ Date: _______________

Background Information

Drawing Conclusion from Patterns and Themes

Introduction
A conclusion is like the final chord in a song. It is the section in a research report where comprehensive
summary of the findings. The key points are highlighted briefly based on the analysis or results of the study.
Important implications applied to practice are specifically noted. Furthermore, the conclusion points out to what were
factually learned from the inquiry. This section elucidates on drawing and writing the conclusion on the research
paper.
You have to state your conclusion in clear, simple language. No new information should be added to the
conclusion. It is in the conclusion where you describe the value of you research.
Characteristics of Conclusions
1. Conclusion are inferences, deductions, abstractions, implications, interpretations, general
statements and or/ generalizations based upon the findings.
2. Conclusion should be appropriately answer the specific questions raised at the beginning of the
investigation in the order they are given under the statement of the problem.
3. Conclusions should point out what were factually learned from the inquiry.
4. Conclusion should be formulated concisely that is, brief and short, yet they convey all necessary
information resulting from the investigation.
Purposes of a Conclusion
Conclusion does the following:
1. Stress the importance of the thesis statement.
2. Give the written work a sense of completeness.
3. Leave a final impression on the reader
4. Demonstrates good organization
Start with a quick scan of the evidences you gathered, then verify or confirm through a review.
Specifically, conclusions in a research report are logical deductions, inferences, abstractions, implications,
interpretations, general statements and generalizations based on the data in the findings section. You are
given the opportunity to discuss the meaning of your results beyond what they mean statistically. This
means that you interpret the findings and show what can be concluded from them in your discussion. You
may indicate whether the results confirm totally or in part, your original expectations and predictions. You
go back to the hypothesis and tell whether it was supported and why. Include a discussion of any limitations
inherent in your research procedures. Add further explanations of the relationship of your results to the
original problem description. The conclusion should confirm for the reader that the report’s purposes have
been achieved.
Importance of a Good Conclusion
A well written conclusion provides you with important opportunities to demonstrate to the reader your
understanding of the research problem. These include: \
1. Presenting the last word on the issues raised in your paper. Just as the introduction gives a
first impression to your reader, the conclusion offers a chance to leave a lasting impression. Do
this, for example, by highlighting key points in your analysis or results or by noting important or
unexpected implications applied to practice.
 2. Summarizing your thoughts and conveying the larger significance of your study. The
conclusion is an opportunity to succinctly answer the “So What?” question by placing the study
within the context of past research about the topic you’ve investigated.
3. Identifying how a gap in the literature has been addressed. The conclusion can be where you
describe how a previously identified gap in the literature [described in your literature review section
] has been filled by your research.
4. Demonstrating the importance of your ideas. Don’t be shy. The conclusion offers you the
opportunity to elaborate on the impact and significance of your findings.
5. Introducing possible new or expanded ways of thinking about the research problem. This
does not refer to introducing new information [ which should be avoided], but to other new insight
and creative approaches for framing or contextualizing the research problem based on the results
of your study.

Source: http:// libguides.use.edu/writingguideconclusion

Strategies in Writing Conclusions

Here are some strategies for writing conclusions.

• Echoing your introduction, or simply reiterate or link ideas expressed in the other sections
of the research.
• Challenging the reader by directing or showing how readers can apply the study in their
own lives.
• Looking to the future by emphasizing the importance of your paper or redirecting the
readers thought process in looking at things more globally.
• Posing questions where the readers can gain a new perspective on the topic or you may
also bring your main ideas together to create a new meaning.
The process of drawing conclusions begins early as your code your data. As you review and code
your data, begin to form ideas about the important phenomena they indicate as well generate propositions
about them and the relationships among them. Once the data are coded you will look over propositions to
write your conclusions.
In drawing and verifying conclusions from qualitative data among the most useful in the analysis are:
• Noting patterns and themes. These are recurring themes which put together many separate
pieces of data. The data may group according to theme It may however happen that evidence may
be applicable to one or more themes.
• Making contrast and comparisons. Comparison is a classic way to test a conclusion. The
responses gathered from parents, students, teachers, and other groups can be compared and
contrasted so that the differences can be noted. When conflicting information comes up, then you
can refer to the sources of the different data.
• Clustering. This process refers to the grouping of data, then conceptualizing information that has
similar patterns or characteristics. It is called “categorizing” because steps must be taken to ensure
that other information are considered or included.
• Counting. Qualitative research, as discussed is basically descriptive and goes beyond how much
of something to describe the subject or topic under investigation. However, the number of times
something occurs or is reported tells something about how important or how significant an item is.
Finally, no new information should be added to the conclusions. Avoid after thoughts or new
additional ideas. If you have new information, put it in the discussion or other appropriate section of the
paper. Although no actual information is introduced, the conclusion is where you write your most important
contributions to the paper is where you describe the value of your research. Your conclusion/s show how
well you understand the materials you have worked on. One writing tip is to avoid using phrases like “in
conclusion “, “in summary “, and “ in closing”. These expressions can be useful and even welcome in oral
presentations. Avoid ending the paper without a sense of coherence. Ensure that conclusions are
meaningful. The analysis presented must go beyond a descriptive synthesis of the data.
The matrix analysis is one of the most common forms of analysis in qualitative research. It
emphasizes pinpointing, examining and recording patterns (or themes) within data, Themes are pattern
across data sets that are important to the description of phenomenon and are associate to a specific
question.
Example of a Section on Conclusions

1. The use of qualitative methodology was beneficial in uncovering in the perceptions of

students experiences in tutorial learning. In depth interviews were conducted with the
participants of the study and the MBTI was utilized to explore how their perceptions of
tutoring were related to their personality type preferences. The students who chose to
participate in the study had also voluntarily chosen to receive tutorial learning services.
2. The shared stories of participants produced an increased awareness of how tutees decided
to choose to attend tutorial learning, how they described their relationship with the tutor,
how they gained learning strategies, and how they perceived derived benefits of tutorial
learning.
3. The conclusion of the study resulted to a more comprehensive understanding of what
students want and need and how to possibly better serve them through the tutorial learning
support program. The findings may help to explore institutional practices that encourage
excellence in academics for all students. The results also address how student’s
preferences relate to this tutorial learning experiences, specifically and their overall learning,
in general (etd.lsu. underistricted. alexander_dis)
Formulating Recommendations based on Conclusions
Introduction
The section on recommendations presents and discusses how they support your findings and
conclusions. A well-thought-out set recommendation will likely encourage the people addressed to take
them seriously. A recommendation for a preferred alternative should include:
1. Specifically stating what should be done, the steps for its implementation, and the resources
needed;
2. Benefits need to be discussed as well as the problems to be corrected, avoided or improved;
3. Analysis and discussion of the proposed recommendations; and
4. General statement about the nature and timing of the evaluation plan that would be used to
determine the effectiveness of the proposed recommendation.
Why write a recommendation
The reader is looking for insightful comments to demonstrate that you have been engaged with
your research, that you understand your findings and that you gained knowledge from the experience of
conducting your research.
This section includes suggestions for what needs to be done as a result of your findings.
Recommendations are usually listed in order of priority.
How to write recommendations
The following will have to be considered in writing recommendations. These are:
• Brief- write concisely; any reasons for recommendation should only be given if necessary.
• Clear- do not ambiguous as to how the recommendation will be implemented.
• Precise- vague recommendations usually result from insufficient research/analysis.
To be able to write recommendations that exhibit the given characteristics, you must also observe
guidelines when you prepare your recommendations.
Guidelines in Writing recommendations
Do not write recommendations that are too broad, too generic or those that are not directly related
to the topic of the research. In addition, do not recommend anything that has not been previously
discussed. The rule for “no new material “in the conclusion also applies in preparing this section.
Recommendations are one step further than the conclusion. They refer to concrete actions to be done. It is
also important to consider the different levels within your set of recommendations such as
A). for academic
B). for the policymaker
C.) for practitioner\
D). for the training/education.
Acceptable and credible recommendations show the following characteristics.
A) They must be logical by making sure that they flow sensibly from the conclusions.
B) They must be relevant which is achieved when they meet the purpose and the scope as stated in
the Introduction
C) They must concise by using words that are precise and give reason for the recommendation is
given only if necessary.
D) They must be clear by avoiding ambiguity particularly on how recommendation is to be
implemented.
Finally, the section on recommendations should have the aim and effort to solve problems in the
study. The recommendations should ensure a continuous benefit to individual persons and the larger
society.
Example of Recommendations
1. Since the findings reflected varied viewpoints concerning the duties and responsibilities of being a
student employee, some companies should be fair with the jobs given to the students so that they
will have equal opportunities to prove themselves of their skills. It will also help them develop their
skills related to their track. This gives the students a chance to apply their skills in the real world
rather than just in school, this will be an additional learning experience to the students between
their schooling and immersion.
2. The researchers also recommend that the succeeding grade 12 students who will undergo
immersion build a strong foundation in school so that they will be able to use this in their respectful
employments. And also to practice more on the application of their technical skills in real life.
3. The researchers also recommend that the teachers must attend trainings and seminars regarding
their respective tracks. To practice more highly technical skills to pass on the learners. And also to
innovate and be more resourceful of the equipment and facilities given to them to expand to its
fullest potential; to be more aware of today’s curriculum so that the students can comply to the
needs of a 21st century learner.
4. The researchers also recommend that the school institution should provide more equipped facilities
and the books required for the tracks offered at the school to ensure a better learning output from
the students.
Listing References
Introduction
Writing a research paper entails acknowledging sources from whom or where information and data
came from. Words from experts’ reference list will support arguments and give the study factual basis.
Further, the reference lists allow the reader to locate the materials consulted or used during the research
will add to the credibility and integrity of the study being done or has been conducted. The said sources are
indicated within the body of the report. They may also found at the end and I referred to as bibliography or
works cited. The list provides the information necessary for a reader to locate and retrieve any source you
cite in the body of your paper. The reference list should begin on a new page separate from the text. This
lesson presents the correct format using the APA documentation
The What and Why of referencing in Research
At the end of your paper, before the appendix section, you need to lay out your reference section.
A reference section is an alphabetic list of the references or sources you used and cited in the text of your
report. The section will lead the reader to read more information from the cited reference. Dempster and
Hanna (2016) differentiate between a reference section and bibliography. Bibliographies are used in many
disciplines to provide either a lists of sources used when writing a report regardless of whether or not they
were cited in the text or just a list of relevant sources that are recommended reading for the subject area.
For many researchers, the purpose of references list is:
• To demonstrate the hard work that, they did
• To distinguish your own ideas and findings from those that you have drawn from the work of others
• To follow up in more details the ideas or facts that you have referred to. Note that the publisher of a
book should not be confused with the printer. The publishers name normally on a book’s main title
page and often on the book’s spine too.
In scholarly disciplines, the purpose is twofold:
• It allows the author to credit the work of others that directly influenced the present work of others
that directly influenced the present work and document any facts that are not common knowledge;
and it gives interested readers the information necessary to identify and retrieve these sources in
the reference list. ( https://avl.english.purdue.edu)
Your reference list should appear at the end of your paper. It provides the information necessary
for a reader to locate and retrieve any source you cite in the body of the paper. It should begin on a new
page separate from the text of the essay. Label this page, “References” centered at the top of the page. Do
not bold, underline or use quotation marks for the title.
Primary sources are references that you as researcher actually read. Primary resources contain
first-hand information, meaning that you are reading the author’s own account on a specific topic or event
that s/he participated in. Examples of primary resources include scholarly research articles, books, and
diaries. Primary sources such as research articles often do not explain terminology and theoretical
principles in detail. Thus, readers of primary scholarly research should have foundational knowledge of the
subject area. Use primary resources to obtain a first-hand account to an actual event and identify original
research done in a field. For many of your papers, use of primary resources will be a requirement.
Example of Primary source are:
• Original documents such as diaries, speeches, manuscripts, letters, interviews, records,
eyewitness accounts, autobiographies
• Empirical scholarly works such as research articles, clinical reports, case studies, dissertations
• Creative works such as poetry, music, video, photography
You might have read in psychology book by Jane Dee (published in 2014), that Freud’s 1907
paper, ‘Obsessive and Religious Practices’; he notes the similarity between obsessive neurosis and
religiosity that you think may make relevant addition to your work. How would you cite this material? It’s
going to reported this way:
Freud (1907), as cited in Dee (2014) commented the similarity between obsessive neurosis and
religiosity.
Referencing Styles
APA referencing is based on the Harvard library system of referencing which adopted by many
other natural and social sciences (for example, economics, education, and nursing). You also find many
other formats for referencing materials (for example, footnotes, in the Oxford system or the Chicago and
Vancouver systems used in medicines) Dempster and Hanna, 2016
Four reasons are advanced why referencing appropriately is important. It should be noted that referencing
• Adds authority to your work by using evidence from previous research
• Demonstrate reading and understanding of relevant literature
• Gives the reader an opportunity to go to the original source to check quality of materials cited
• Ensures that you can observe ethics by giving credit to the original sources/ authors.

Remember: statements referring to “common knowledge” need not to be referenced such as “the human
brain is normally found in the head or that people vary in their IQ”
Cite References in your Report
Sources you used may vary according to the number of authors, the kind of material used, or whether your
using direct quotes or secondary sources. Here are the formats of referencing using APA style
General Rules in Listing References
1. All lines after the first line of each entry of your reference list should be indented one half inch
from the left margin. This is called hanging indentation.

Format a Hanging Indent in MS Word or Google Docs

2. From the left margin. This is called hanging indentation.

3. Authors names are indented (last name first). Give the last name and initials for all the authors
of a particular work for up to and including seven authors. If the work has more than seven
authors, lists first six authors and the use ellipses after the six author’s name. After the ellipses,
list the last author’s name of work.

4. References list entries should be alphabetized by the last name of the first author of each work.
5. For multiple articles by same author or authors listed in the same order, list the entries in
chronological order, from the earliest to the most recent.

6. Present the journal title in full

7. Capitalize all major words in the journal titles

8. Maintain the punctuation and capitalization that is used by the journal in its title.

For example: Recall L not RECALL or Knowledge Management Research &Practice not Knowledge
Management Research and Practice.

9. Do not capitalize the second word in a hyphenated compound word.

If the first element is merely a prefix or combining form that could not stand by itself as a word (anti, pre,
etc.), do not capitalize the second element unless it is a proper noun or proper adjective. [Chicago gives as
an example Anti-intellectual Pursuits.]
10. Italicize the titles of longer works such as books and journals. Capitalization practice should be
consistent.

11. The use of reference list in scholarly disciplines will allow you to credit the works of others
12. Directly influenced the present work and document any facts that are not common knowledge.
It also gives interested readers the information necessary to identify and retrieve.

The use of reference list in scholarly disciplines will allow you to credit the works of others that directly
influenced the present work and document any facts that are not common knowledge. It also gives interested
readers the information necessary to identify and retrieve these sources.

Remember: Cite what you use and use what you cite!

The phrase “et al” is a short for “et alai” Latin for “and others”. There should be a period after et al.
The full reference of all the authors is given the Reference or literature Cited section. Uniform reference
locator (URL) or digital object identifiers (DOI’s) are useful in locating references on web. You are
encouraged to include these and others should be added to the references in the reference list.

If there is no identifiable author, use the name of the organization which produced the report.

Example: European Commission, 2014. First report on The Presentation of the list
Implementation of the IS 2003-2006.

The reference list must be single spaced and placed at the end of the text. References must be
listed in alphabetical order according to the name of the first author and not numbered.

Harvard style of Referencing

References to unpublished reports, private communications and papers, submitted not yet
accepted are not included in the reference list but instead must be included in parenthesis in the text, giving
all authors names with initials; for a private communication, year of communication should also give (e.g.
T.S. Babaran, 2010). If unpublished book or article has been accepted for publication, include it in the
reference list followed by the notation “in press”. Do not include volume, page number or year in an in-
press reference, as these are subject to change before publication. Authors must confirm in their covering
letter that papers cited as “In press” has been accepted for publication.
(http//www.uvic.ca/library/research/citation/guides/Harvard_biology.pdf)

Translation uses following Format:

Koike, A and Ogura, B. 1997 Selectively of meshes and entrances of shrimp traps and crab traps. J. Tokyo
Univ. Fich 64 1-11 [Translated from Japanese by Can Transl., Fish Aquat Sc.i. 4950..1983]

Television Program. Include the title, television channel, time and date of airing

Example: Bottom Line, 2015. ABS CBN 2, October 20, 10:30 PM

When completing a reference list, pay particular attention to the following

1. Sequence
2. Punctuation and Spacing
3. underlining

Learning Competency with Code

• draws conclusions from patterns and themes CS_RS11-IVg-j-1
• formulates recommendations based on conclusions CS_RS11-IVg-j-2
• lists references CS_RS11-IVg-j-3

Activities/Exercises
Activity 1: Writing a ‘Conclusion’ section
Direction: Write your conclusion under each specific questions. Supply what is required in the table.
Research Questions
This study aims to know the experience of Grade 12 Electronics students who have undergone work
immersion. It also aims to know the advantages and obstacles encountered in the immersion, and how it differs from
a classroom setting and their actual workplace in the future.
Specifically, it sought to answer the following statements:
1. What are the preparations and expectations of the participants before immersion?
2. What is the work immersion perception of the participants in improving their technical skills?
3. What is the participants’ perception on the role of the school in their work immersion program?
4. What are the struggles encountered by the participants during the work immersion implementation?
What is your general problem?
What did you like to answer What was your conclusion about these questions?

Note: Your conclusion must be direct, straight forward complete sentences. Avoid writing numbers and any
symbolism that appears you are ‘still’ presenting information.
Qualitative Findings
There emerged five themes based from the responses of the respondents after asking questions namely:
Lack of Preparation for Immersion; Difference of School from Work, Gender Discrimination in the Workplace,
Confidence in the Workplace, Active Intellect and Body during Work Immersion, Anticipation of Work after Senior
High School
1. Lack of Preparation for Immersion; Difference of School from Work
The grade 12 Electronics students who underwent work immersion had an inadequate knowledge based
from what they learned in school. As for what they experienced in the workplace, there was a significant difference
compared to what they had in school. “Ang pagkakaiba nila, yung actual ika nga yung actual dito sa Trade ay sa
school natin ano sya chill lang kumbaga basic-basic lang yung gagawin natin dito pero pag nasa work kana or actual
place talaga sa immersion mo ibang iba kumpara sa ginagawa natin,” according to Respondent no. 4 and also
according to Respondent no. 6, “Malaking diperensya kase pag sa ano na sa shop lang may instructor ka na
magtuturo sayo kahit mag kamali ka okay lang pero sa trabaho na talaga nagoobserve ka bago mo gawin yung
trabaho mo dapat sigurado ka muna at di naman maiiwasan magkamali.” The foundation the students built in school
were not enough to reach the needs of the company, but in this case they were still able to perform under the
exceeding expectations of the employer with the skills and knowledge that they gained in school. Based on
Respondent no. 6, “Hindi ko masasabi na enough na talaga kase madami pa talaga akong hindi alam nung pumunta
kami dun kaya nung unang araw namin tinuro lang talaga kami pero halos naman sa lahat ng mga natutunan namin
sa shop meron naman nagamit sa work immersion namin.” Aside from these, there was an insufficient amount of
electronics equipment and tools in school, compared to Converge ICT Solutions, the company has a surplus of
electronics machines and instruments. According to Respondent no. 1, “Yung difference sa applying your skills in a
school and in a work place. Dito po sa Trade, di po masyadong kumpleto yung gamit dun po sa pinag-immersion po
namin marami po kaming nagagamit na ano.. equipment.” Meanwhile, some of the participants reported that their
skill application was not similar with the jobs assigned to them. As stated by Respondent no. 15, “Actually di namin
nagamit yung skills namin di naman connected yung track namin sa ginagawa namin kasi yung converge kasi
ahh..lineman kami sa shop technician kame kaya hindi connected kaya pinili nalang namen gawin yun.”
2. Gender Discrimination in the Workplace
In their workplace at Converge ICT Solutions at Magalang, discrimination is still observed amongst the
employees and employers. This is greatly witnessed by the female grade 12 Consumer Electronics students as they
were assigned of the task to handle, organize, and input various paperworks from the company. As stated by
Respondent no. 3, “Yun yung di ko expect na hindi kami magf-field kasi nga immersion, electronics, so more on field
kami nandun para mag-input ng data.” And also as reported by Respondent no. 2, “Yung ano, yung di ka nila
isasama sa field yun lang,” and “Ah yun yung pag-iinput, pag-iscan, tsaka pagrerename.” Meanwhile, the male grade
12 Electronics students were able to do field work. They were qualified to do the more of an application of their skills
such as handling fibers and wires, climbing up electric posts, fixing cables, and other techniques done in electronics.
Based on one experience from Respondent no. 7, “We’ve been installing our 80 cables at hotel near in Balibago it
takes 2 days after we finish installing all the cables.” And said by Respondent no. 4, “Yun yung tipong pahirapan pala
yung trabaho magbubuhat ka ng mga ladder manghihila ka ng mga wire diba yun lang at yung pupunta ka sa pole
tapos punong-puno ng wire. As stated above, discrimination is still observed in a workplace. Whether or not the
employer was aware of the tasks given to the male and female applicants of the Consumer Electronics of Angeles
City National Trade School, it is still an unfair move towards the women who also learned what the men learned, and
are also as capable as the men. Having given them the assigned tasks of paperworks for the duration of their
immersion, it seems as if their skills and knowledge were thrown to waste unlike the men who were able to utilize
what they know and what they can do. Although, there is still something that can be learned from working behind the
desk.
3. Confidence in the Workplace
Of having hands-on experience during the work immersion, the grade 12 Consumer Electronics students
gained confidence during their 80-hour immersion. Doing actual service can really make students feel more assertive
of their knowledge and skills rather than learning of that skill in theory or just listening during class discussions. In
applying of what they absorbed in school, they will be able to master the skills that they do, this will result to an
immense increase of their faith in themselves.
4. Active Intellect and Body during Work Immersion
Aside from their lack of knowledge and skills for the following orders given from their employer and clients,
the Grade 12 Electronics students were able to cope up with their quick thinking and alert bodies. But for some
students, what they learned in school was sufficient for the responsibilities given to them. And they were also able to
approach their tasks and reach the standards of both client and employer with their resourcefulness. They were able
to deal with angry clients by staying calm and collected, and respond to the client with sympathy and comply with
what they need.
5. Anticipation of Work after Senior High School
Work immersion gives a sneak peek to the students of how working in the real world actually is. It is both a learning
experience and training for them and also serves as preparation for the students to familiarize themselves in a
professional setting. Some students may continue their education through college while some students will soon
apply for jobs to have a steady income and be of help to the financial status of their family. The work immersion has
been an enjoyable yet stressful experience for the grade 12 Electronics students, as they have greatly improved
themselves in the duration of eighty (80) work hours whether they were managing paperwork or out in the field. The
company, Converge ICT Solutions, they worked for educated them on highly technical skills needed to be performed
on their job and it is also made known of the salary they will earn if they continue to work in their company after
graduation. Not only that, but they also receive tips from customers who were satisfied by the service given to them.
Conclusions
Based on the findings, the researcher concludes the following:

1. ______________________________________________________________________________________
______________________________________________________________________________________
 2. ______________________________________________________________________________________
______________________________________________________________________________________
3. ______________________________________________________________________________________
______________________________________________________________________________________
4. ______________________________________________________________________________________
______________________________________________________________________________________
5. ______________________________________________________________________________________
______________________________________________________________________________________

Activities/Exercises
Activity 2: Writing a ‘Recommendation’ section
Before doing this activity you must have completed your Activity No 1: Writing conclusion section. Write your
recommendations under each specific question. Supply what is required in the table.

What is your general Problem?

What was your conclusion What was your recommendation

Note: Recommendations are unfinished prat of the study. This is the section where you try to bridge possible
limitations of your research and future studies. Equal number of conclusions and recommendations is common, but
not required.
Recommendations
Based on the conclusions, the researcher recommends the following:
1. ______________________________________________________________________________________
______________________________________________________________________________________
2. ______________________________________________________________________________________
______________________________________________________________________________________
3. ______________________________________________________________________________________
______________________________________________________________________________________
4. ______________________________________________________________________________________
______________________________________________________________________________________
5. ______________________________________________________________________________________
______________________________________________________________________________________

Activities/Exercises
Activity no 3: APA Format of References
The following are references based on APA 6th Edition format. Identify the type of publication whether it is
book, journal or website and specify whether the format is correct or incorrect. If the format is incorrect, write your
suggestion to make it correct.
Shuttleworth, M. (2008). Definition of Research. Retrieved on November 15, 2016 from Explorable.com website:
https://explorable.com/definition-of-research
1. Publication: _____________ Format: ____________ Suggestion:
___________________________________________________________
Soria, K., Nobbe, J., & Fink, A. (2013). Examining the intersections between undergraduates’ engagement in
community service and development of socially responsible leadership. Journal of Leadership Education, 12(1), 117-
139.
2. Publication: _____________ Format: ____________ Suggestion:
___________________________________________________________
Basco, J.G. (2010). The graduates of the Republic Central Colleges Graduate School: A tracer study. The RCC
Research Journal, IX(1), 22-36.
3. Publication: _____________ Format: ____________ Suggestion:
___________________________________________________________
Hinkle, D. E., Wiersma, W., & Jurs, S. G. (2003). Applied statistics for the behavioral sciences. Boston, Mass:
Houghton Mifflin.
4. Publication: _____________ Format: ____________ Suggestion:
___________________________________________________________
Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A systematic approach (7th ed.). Thousand Oaks,
CA: Sage Publications, Inc.
5. Publication: _____________ Format: ____________ Suggestion:
___________________________________________________________
Andolina, M.W., Jenkins, K., Keeter, S., and Zukin, C. (2002). Searching for the meaning of youth civic engagement:
Notes from the field. Applied Developmental Science, 6(4), 189-195.
6. Publication: _____________ Format: ____________ Suggestion:
___________________________________________________________
Sabato, N. (2009). Livelihood programs for low-income communities. from Articlesbase.com Website
http://www.articlesbase.com/marketing-articles/livelihood-programs-for-lowincome-communities-1035689.html
7. Publication: _____________ Format: ____________ Suggestion:
___________________________________________________________
Flournoy, C. (2007). Investigative Reporting and Service Learning. Journalism and Mass Communication Educator,
62(1), 47-61.
8. Publication: _____________ Format: ____________ Suggestion:
___________________________________________________________

REFERENCES FORMAT BASED ON APA

Journal Article
Murzynski, J., & Degelman, D. (2008). Body language of women and judgments of vulnerability to sexual assault.
Journal of Applied Social Psychology, 26, 117-136.
Book
Paloutzian, R. F. (2008). Invitation to the psychology of religion (2nd ed.). Boston: Allen and Bacon.
Web Document on Web Site
Degelman, D., & Harris, M. L. (2008). APA style essentials. Retrieved May 18, 2015, from Vanguard University,
Department of Psychology Website: http://vanguard.edu/faculty/ddegelman/index.cfm?doc_id=796
Stand-alone Web document (no date)
Nielsen, M.E. (n.d.). Notable people in psychology of religion. Retrieved August 3, 2015, from
http://www.psywww.com/psyrelig/psyrelpr.html
Stand-alone Web document (no author, no date)
Gender and Society. (n.d.). Retrieved December 3, 2015, from http://www.trinity.edu/~mkearl/gender.html
Journal article from database
Hien, D., & Honeyman, T. (2000). A closer look at the drug abuse-maternal aggression link. Journal of interpersonal
Violence, 15, 503-522. Retrieved May 20, 2000, from ProQuest database.
Abstract from secondary database
Garrity, K., & Degelman, D. (2009). Effect of server introduction on restaurant tipping. Journal of Applied Social
Psychology, 20, 168-172. Abstract retrieved July 23, 2001 from PsycINFO database.
Manual
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text
revision). Washington, DC: John Lennon.
Unpublished Thesis/Dissertation
Carpio, D. M. (2003). Performance of productivity of the education graduates of the University of the Assumption.
Unpublished Master’s Thesis: University of the Assumption, City of San Fernando.

References

Argosino, Michael V. and De Perez, Kimberly A. (2000). Rethinking observation; handbook of qualitative

research. Second Edition. Thousand Oaks: CA, Sage Publication

Braun, V. and Clark, V. (2006). Using thematic analysis in Psychology. Qualitative Research in Psychology

Camara, J. S. (2017). A workbook in practical research 1. Jimezyville Publications. Tinajeros Malabon City

Flick, U. (2002). An introduction to qualitative research, London: Sage Publications.

Farooq, M. et al. (2011). Paradigms and characteristics of good qualitative research. World Applied

Sciences Journal, Federal University Pakistan

Paler-Calmorin, L., and Calmorin M. A. (2007). Research Methods and Thesis Writing. Rex Bookstore Inc.

Manila Philippines

Prieto, Nelia G., Naval, Victoria C. and Carey, Teresita G. (2017) Practical research 1 qualitative. Lorimar

Publishing Inc. Quezon City, Metro Manila

Unpublished Thesis

Yambao, S.F. (2018) Work immersion of grade 12 electronics students: A phenomenological exploration.

Unpublished Senior High School Thesis: Angeles City National Trade School, Angeles City

Carpio, D. M. (2003). Performance of productivity of the education graduates of the University of the

Assumption. Unpublished Master’s Thesis: University of the Assumption, City of San Fernando.

Internet References

https://gradcoach.com/qualitative-data-analysis-methods/

http://www.kspjournals.org/index.php/JSAS/article/view/1313

https://www.bibliography.com/apa/citing-six-authors-or-more-in-apa/

https://slideplayer.com/slide/5736646/
https://libanswers.snhu.edu/faq/129372#:~:text=113%3A%20To%20cite%20two%20or,as%20in%20th
e%20preceding%20entry.
https://libanswers.walsh.edu/faq/147511

Answer Key

Activity no 1: Answers of students may vary

Activity no 2: Answers of students may vary

Activity no 3:

Prepared by
Floreann A. Basco
Name of Writer