Session Guide

for
Practical
Research I
 Parts of a Qualitative
Chapter 1 Research
Background of the Study
Theoretical Framework
Conceptual Framework
Statement of the Problem
Scope and Limitations
Significance of the Study
Definition of Terms

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

What is Practical Research?

Involves survey, interview and

field-level investigation in order to
achieve the correct information. It
is highly important that all
information is complete and
reliable to properly support the
decision making process.
What is Practical Research?

Banking on the practicability of

research in aid of decision making
and policy formulation, DepEd
curriculum writers created two
distinct features of practical
research-Qualitative and
Quantitative
 Presentation Flow

How important is
Research in our
daily lives?

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

 Relevance of
Research
in the 21 Century
st
(Video)
Based on the video,
what are the
importance of
research?

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

The Importance of Research
• A research is significant in our
everyday activities. It is the result of a
thinking process that involves student
in questioning techniques or models.
• In order for the students to have a
grasp of the techniques/models of
inquiry, understanding the research
processes involved in inquiry and
research is necessary.
 Presentation Flow
Practical Research I is one
of the applied subjects.
- Should be taught on the
requirements by track and strand

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Meaning of Research
•Research is defined as the scientific
investigation of phenomena which includes
collection, presentation, analysis and
interpretation of facts that lines an individual’s
speculation with reality.
 Characteristics of Research
• 1. Empirical. Research is based on direct
experience or observation by the researcher.
• 2. Logical. Research is based on valid
procedures and principles.
• 3. Cyclical. Research is a cyclical process
because it starts with a problem and ends
with a problem.
 Characteristics of Research

• 4. Analytical. Research utilizes proven

analytical procedures in gathering the
data, whether historical, descriptive, and
experimental and case study.
• 5.Critical.Research exhibits careful and precise
judgment.
 Characteristics of Research
6. Methodical. Research is conducted in a
methodical manner without bias using
systematic method and procedures.

7. Replicability. The research design and

procedures are replicated or repeated to enable
the researcher to arrive at valid and conclusive
results.
 The Research Processes

Select the
Selecting the Review the literature
specific research
general problem of the problem
problem
Interpret the
Analyze and present
Collect data findings and
or display data
state conclusions
Factors to Consider in Selecting a
Research Problem:
1. Researcher’s area of interest
2. Availability of funds
3. Investigator’s ability and training
TASK
 Ethics in Research
• Ethics generally are considered to deal with
beliefs about what is right or wrong, proper or
improper, good or bad. According to a
dictionary definition (Webster’s 1968); to be
ethical is to conform to accepted professional
practice.
Two Kinds of
Research
 QL VS. QT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

The Difference between Qualitative
and Quantitative Research
video
 Defining Quantitative and
Qualitative Research
• Quantitative research is a type of educational
research in which the researcher decides what
to study; asks specific, narrow questions;
collects quantifiable data from participants;
analyzes these numbers using statistics; and
conducts the inquiry in an unbiased, objective
manner.
 Defining Quantitative and
Qualitative Research
• Qualitative research is a type of educational
research the researcher relies on the views of
participants, asks broad, general questions;
collects data consisting largely words (text)
from participants; describes and analyzes
these words for themes; and conducts the
inquiry in a subjective, biased manner.
Fraenkel, Jack r, and Wallen, Norman E. (2003). How to Design and Evaluate
Research in Education. 5th ed. Boston: McGraw-Hill Education.
 Qualitative and Quantitative Approaches
Qualitative Quantitative
(Usually) Non-probability based Typically a probability-based
sample sample
Non-generalizable Generalizable

Answers Why? How? Answers How many? When?

Where?
Formative, earlier phases Tests hypotheses, latter phases

Data are “rich” and time- Data are more efficient, but may
consuming to analyze miss contextual detail
Design may emerge as study Design decided in advance
unfolds
Researcher IS the instrument Various tools, instruments
employed
 Major Characteristics of
Qualitative Research

Naturalistic inquiry
Studying real-world situations as they
unfold naturally; non-manipulative,
unobtrusive, and non-controlling;
openness to whatever emerges -- lack
of predetermined constraints on
outcomes.
 Major Characteristics of
Qualitative Research
Inductive analysis
Immersion in the details and specifics
of the data to discover important
categories, dimensions, and
interrelationships; begin by exploring
genuinely open questions rather than
testing theoretically derived
(deductive) hypotheses.
 Major Characteristics of
Qualitative Research
Holistic Perspective
The whole phenomenon under study
is understood as a complex system
that is more than the sum of its parts;
focus is on complex
interdependencies not meaningfully
reduced to a few discrete variables
and linear, cause-effect relationships.
 Major Characteristics of
Qualitative Research

Qualitative data
Detailed, thick description; inquiry in
depth; direct quotations capturing
people’s personal perspectives and
experiences.
 Major Characteristics of
Qualitative Research
Personal contact and insight
The researcher has direct contact with
and gets close to the people, situation,
and phenomenon under study;
researcher’s personal experiences
and insights are important part of the
inquiry and critical to understanding
the phenomenon.
 Major Characteristics of
Qualitative Research

Dynamic systems
Attention to process; assumes change
is constant and ongoing whether the
focus is on an individual or an entire
culture.
 Major Characteristics of
Qualitative Research
Unique case orientation
Assumes each case is special and
unique; the first level of inquiry is being
true to, respecting, and capturing the
details of the individual cases being
studied; cross-case analysis follows
from and depends on the quality of
individual case studies.
 Major Characteristics of
Qualitative Research
Context sensitivity
Places findings in a social,
historical, and temporal context;
dubious of the possibility or
meaningfulness of generalization
across time and space.
 Major Characteristics of
Qualitative Research
Emphatic neutrality
Complete objectivity is impossible;
pure subjectivity undermines
credibility; the researcher’s passion is
understanding the world in all its
complexity – not proving something,
not advocating, not advancing
personal agenda, but understanding;
 Major Characteristics of
Qualitative Research

Design flexibility
Open to adapting inquiry as
understanding deepens and/or
situations change; avoids getting
locked into rigid designs that eliminate
responsiveness; pursues new paths
of discovery as they emerge.
 QUALITATIVE RESEARCH
• Not measurements, but WORDS!

– Instead of asking how many times someone

purchased an item, you ask "WHY...?"

– Typically the samples are small, and not

"random"

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Most Frequent Uses:
• Understanding basic issues
– why do people buy/use our product?
• Pretesting ideas or questions
– do people want a product that cleans their refrigerator?
• Message testing
– How do people like this ad?
• Recommended to capture the basic feel of a
problem prior to conducting a more analytical study

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Kinds of Qualitative
Research
 Case Study
• It is useful in researching issues related to
sustainability and institutional systems.
• It is an empirical inquiry that investigates a
contemporary phenomenon within its real-
site context.
• It is a specific instance that is frequently
designed to picture out a more general
principle.
Phenomenological Research
• It is concerned with the study of experience
from the perspective of the individual,
‘bracketing’ taken-for-granted assumptions
and usual ways of perceiving.
• They are based in a paradigm of personal
knowledge and subjectivity, and emphasize
the importance of personal perspective and
interpretation.
 Ethnographic Research
• It is aimed to learn and understand cultural
phenomena which reflect the knowledge
and system of meanings of a cultural group.
• Origin is from various anthropologists and
philosophers.
• Mainly participant observation and field
notes .
 Grounded Theory
• It develops theory about phenomena od interest,
rooted in observation.
• Begins with general questions which help to guide
the research.
• Developed by Glaser and Strauss
• Initial data gathered is coded. As the researcher
begins to gather more data, concepts are identified
and categorize.
• Main research method is through interview, group
discussions, observation…
 Discourse Analysis
• analyze written, vocal, or sign language use, or any
significant semiotic event
• The objects of discourse analysis (discourse, writing,
conversation, communicative event) are variously
defined in terms of coherent sequences of sentences,
propositions, speech, or turns-at-talk. Thus, discourse
analysts not only study language use 'beyond the
sentence boundary' but also prefer to analyze
'naturally occurring' language use, not invented
examples.
 Narratology
• Is a study of narrative and narrative structure and the
ways that these affect our perception. While in principle
the word may refer to any systematic study of
narrative, in practice its usage is rather more restricted.
• The origins of narratology lend to it a strong association
with the structuralists’ quest for a formal system of
useful description applicable to any narrative content,
by analogy with the grammars used as a basis for
parsing sentences in some forms of linguistics.
 Content Analysis
A kind of research design that analyzes
the content of the research subject
being studied. It delves on how
meaning is unearthed and unravelled
in certain corpus of utterances
deduced from its structure and form.
 Oral History
• It is collection and study of historical
information about individuals, families,
important events, or everyday life using sound
recordings of interviews with people having
personal knowledge of past events. These
interviews are conducted with people who
participated in or observed past events whose
memories and perceptions of these are to be
preserved as an aural record for future
generations.
 Biographical Research
• Biographical research in education may be conceived in
many different ways; however, typically the topic
constitutes the study of a single life, focusing primarily
upon an individual who in some way is affiliated with
the professional field of education, broadly conceived
(Garraty, 1957; Oates, 1986).
• Among the numerous forms of biographical research
in education, five types are often noted: scholarly
chronicles, intellectual biography, life history writing,
memoir biography, and narrative biography (Kridel,
2017).
Qualitative Research
Strengths and
Weaknesses
Strengths
•Good for examining feelings and motivations
•Allows for complexity and depth of issues
•Provides insights

Weaknesses
• Can’t extrapolate to the whole population
• Volume of data
• Complexity of analysis
• Time-consuming nature of the clerical efforts
require

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

 Research is a very
relevant subject for it
aims to investigate
and provide solutions
to problems or
phenomena that
couldbe beneficial in
improving the quality
 Two of the most
important parts of
research are the
formulation of
research titles and
research questions
Titles Speak for
themselves

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

 Track Research Titles
/Strand
HUMMS The Perception of the Stakeholders on the Implementation
of Senior High School
GAS Career Management and Practices of Filipinos in Choosing
a Strand in Senior High School
ABM Career Review: A Holistic View of Workers Experiences in
a Bakeshop
TVL-ComProg. Employability Practices of Computer Programmers : Job
Market Analysis
TVL-Bread and Perception of the Trainers on the Effectiveness of Bread
Pastry and Pastry Production Training Program in Pasig City
TVL-Tour The Lived Experiences of Tourist Guide Workers in the
Guiding Servicing Development of Economy in Cebu

TVL-Automotive Awareness on the Responsibilities, Contributions and

Servicing Significance of Automotive Technicians in Malolos City
DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT
 What are criteria to be
considered in formulating
good research titles?

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Formulating a
Research Title
 Generating the
Research
Problem/Question
 Research Questions/Objectives
• Qualitative research questions/ are open-ended and
general
• They can change and/or emerge during the study
• Most of the time a few general questions are enough
• Neutral and exploratory language is used
– E.g. Generate, discover, understand, describe, explore
– INSTEAD OF
– Affect, relate, compare, determine, cause, influence
• Two types of questions can be used: central question and
subquestions
DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT
 Central Questions
• It is the overaching question we want to explore.
• We consider the most general question we can ask
• There are some strategies to be used while designing this
quesiton:
• A) Begin with How or What (not Why) so you suggest
exploration
• B) Specify the central phenomenon
• C) Identify the participants
• D) Mention the resarch site
DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT
 A Sample Script
• What is (the central phenomenon) for
(participants) at (research site)?

Example
• What is the effect of social media on the
study habits of HUMMS students at Calbayog
City NHS?

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Effects of Social Media on the Study Habits of HUMMS
Students at Calbayog City NHS

By

Dayandayan, Niel V.

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Effects of Social Media on the Study Habits of HUMMS
Students at Calbayog City NHS

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT
 However…
Qualitative Researchers now introduced
RESEARCH OBJECTIVES instead of Statement of
the Problem. According to Patton, qualitative
purpose of the study is not to simply ask
questions like in quantitative research instead
DO the action and identify the veracities of the
existence of the problem right where the
problem emerges. Hence, change the
interrogative sentence to imperative ones.
 Scope and Limitations
• Sets research parameters by answering the
following questions:
- What
- Who
- When
-Where

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

 Significance of the Study
According to Patton
-1-3 beneficiaries (Paragraph form)
-4 or more beneficiaries (bullet form)
(identify the most immediate beneficiaries)

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT