Research 1

Qualitative Research

Prepared by:
Pia Katrina C. Angeles
Subject Teacher
 Statement of the Problem and Research Questions
Statement of the Problem
General Problem: The research aims to….
Specific Problem
1.
2.
3.
Research Questions:
1.
2.
3
4.
March 05, 2019

Mr. Arnaldo D. Mendoza

Asst. Principal
Faith Colleges – Fidelis Senior High

Dear Mr. Mendoza,

Good day!
We, the Grade 11 STEM students of Fidelis Senior High, are currently working on a qualitative research entitled: “research
title” as a partial requirement for Practical Research 1. With this regard, may we request the permission to conduct an
interview on selected (respondents) . The participants of our study were determined using (sampling). We are aiming to
start our interview on March 11 – 16, 2019. We will execute it during our Research 1 period, vacant time and after class. Rest
assured that the result of the gathered data will be used purposively for this research study and will be held strictly
confidential.

Thank you for your consideration and favorable response.

Sincerely,

Researcher 1 Researcher 2 Researcher 3 Researcher4

Contact # Contact # Contact # Contact #
STEM 11-K STEM 11-K STEM 11-K STEM 11-K

Noted by:

Pia Katrina C. Angeles

Subject Teacher
Method
Design
Ethnography
- discovery and description of the culture of a
particular group
- most common ethnographic approach is
participant
observation
Example Question:
What are the cultural characteristics of this
group of people?
Method
Design
 Phenomenology
- refers to the descriptive study that tries to
investigate
- how individuals experience a phenomenon and find
the common ground to every experience
- conducting in-depth interviews is a common method
Example Question:
What coping mechanisms do patients employ before
a major surgery?
Method
Design
 Narrative Research
- narrates the life experiences of an individual
- highlights special events in the individual’s life
(biography or autobiography)semi-structured
interviewing or personal documents
 Grounded Theory
- aims to generate a theory from the data which are
analyzed and interpreted inductively
sample topic: System of disciplines of skilled workers
Method
Design
 Case Study
- presents a detailed analysis of specific case
- in-depth investigations of a single person, group,
event, or community
Sample Topics: A student who excels both in math and
science; A student who is poor in reading and yet a
black belter in taekwondo.
 Method
Design. This study applied qualitative research
method to present the views of Grade 12 STEM students in
Physics 1 subject. Specifically, it used phenomenology type
of qualitative research since it pertains to the descriptive
study of individual experiences (Matira, 2016). Also, the
purpose of this phenomenological study is to describe the
learning experiences of the respondents in the subject
Physics 1. Lichtman (2012) stated that phenomenological
methods are predominantly effective in bringing the
forepart of experiences and perceptions of individuals from
their own standpoints, and therefore at challenging
structural and normative assumptions. In addition, this
phenomenology centers on the commonality of a lived
experiences within a particular group (Creswell, 2013).
Method
Participants of the Study
Bad ways to sample
 Convenience sample: The researcher chooses a
sample that is readily available in some non-random
way.
Example—A researcher polls people as they walk by on
the street.
Why it's probably biased: The location and time of day
and other factors may produce a biased sample of
people.
Method
Participants of the Study
Bad ways to sample
 Voluntary response sample: The researcher puts out
a request for members of a population to join the
sample, and people decide whether or not to be in
the sample.
Example—A TV show host asks his viewers to visit his
website and respond to an online poll.
Why it's probably biased: People who take the time to
respond tend to have similarly strong opinions
compared to the rest of the population.
Method
 Participants of the Study
Good ways to sample
 Simple random sample: Every member and set of
members has an equal chance of being included in the
sample. Technology, random number generators, or
some other sort of chance process is needed to get a
simple random sample.
Example—A teachers puts students' names in a hat and
chooses without looking to get a sample of students.
Why it's good: Random samples are usually fairly
representative since they don't favor certain members.
Method
 Participants of the Study
Good ways to sample
 Stratified random sample: The population is first split into
groups. The overall sample consists of some members from
every group. The members from each group are chosen
randomly.
Example—A student council surveys 100100 students by
getting random samples
of 2525 freshmen, 2525 sophomores, 2525 juniors,
and 2525 seniors.
Why it's good: A stratified sample guarantees that members
from each group will be represented in the sample, so this
sampling method is good when we want some members from
every group.
Method
 Participants of the Study
Good ways to sample
 Cluster random sample: The population is first split
into groups. The overall sample consists of every
member from some of the groups. The groups are
selected at random.
Example—An airline company wants to survey its
customers one day, so they randomly select 55 flights
that day and survey every passenger on those flights.
Why it's good: A cluster sample gets every member from
some of the groups, so it's good when each group
reflects the population as a whole.
Method
 Participants of the Study
Good ways to sample
Systematic random sample: Members of the
population are put in some order. A starting
point is selected at random, and
every n^{\text{th}}nth member is selected to
be in the sample.
Example—A principal takes an alphabetized list
of student names and picks a random starting
point. Every 20th student is selected to take a
survey.
 Method
Participants of the Study. The researchers utilized a non-
probability sampling. Particularly, purposive sampling which is one of the
commonly used techniques in any qualitative inquiry (Avilla, 2016).
Conferring to Black (2010), purposive sampling is also known as judgment,
selective or subjective sampling that transpires when respondents
selected for the sample are chosen by the judgment of the researcher.
Hence, the researchers decided to include criteria in order to identify the
respondents of the study. The following criteria was formulated: College
Engineering students, at least 3rd year college, and currently studying in
FAITH Colleges. The rationale for the said criteria is to present distinctive
views coming from the college engineering students towards the offered
subjects in STEM track. Having these set, twenty (20) students from the
College of Engineering were identified as respondents of this study.
Mainly, six (6) Computer Engineering students, seven (7) Electronics and
Communication Engineering students, and seven (7) Industrial
Engineering students. Among the identified twenty (20) respondents,
eighteen (18) manifested their intention to participate while the other
two (2) refused to be part of the study.
Method
 Instrumentation and Data Collection
Interview
- Interviews can be conducted in person or over the
telephone
- Interviews can be done formally (structured), semi-
structured, or informally
- Questions should be focused, clear, and encourage
open-ended responses
- Interviews are mainly qualitative in nature
Example:
One-on-one conversation with parent of at-risk youth
who can help you understand the issue
Method
 Instrumentation and Data Collection
 Interview
Semi-structured interview is a meeting in which
the interviewer does not strictly follow a formalized list
of questions. They will ask more open-ended questions,
allowing for a discussion with the interviewee rather
than a straightforward question and answer format.
Structured interview (also known as a
standardized interview or a researcher-administered
survey) is a quantitative research method commonly
employed in survey research. The aim of this approach
is to ensure that each interview is presented with
exactly the same questions in the same order.
 Method
Instrumentation and Data Collection. The researchers utilized a one-
on-one semi-structured interview as the data collection strategy. The guide
questions in the interview encompassed inquiries in line with the specific
questions. The following questions were used during the interview: (1) What
are your views about standardized test?; (2) How do standardized test affects
you?; (3) What are your experiences towards standardized test?; (4) How will
you describe your performance in standardized test?; and (5) Is standardized
test easy or difficult? Why?. Individual interviews were recorded using mobile
phone. Patton (2012) specified that voice recording will allow the researcher
to focus their attention on the interviewee. While Nohl (2009) stated that
semi-structured interview provides the participants ample time and
opportunity to express their diverse views and permits the researchers to
respond and follow up on emerging ideas and recounting events.
The interview was prompted by a formal letter of request addressed
to the Coordinator of Fidelis Senior High inviting the identified participants of
the study. Interview session was done during the researchers’ Research 1
period, vacant time, and after class. The researchers also take in
consideration the availability of the respondents.
Method
 Qualitative Data Analysis
- Process in making qualitative analysis
- Processes and procedures whereby we move from
the qualitative data that have been collected into
some form of explanation, understanding or
interpretation of the people and situations we are
investigating.
Example:
 Colaizzi process
 Seidel process
 Wanjohi process
 Madelon process
 Method
Qualitative Data Analysis. Thorough description about the phenomenon regarding STEM
students’ pedagogical experiences was elicited. The following steps represent Colaizzi process for
phenomenological data analysis cited in Speziale and Carpenter (2007):
1. Each transcript should be read and re-read in order to obtain a general sense about the whole
content.
2. For each transcript, significant statements that pertain to the phenomenon under study should be
extracted. These statements must be recorded on a separate sheet noting their pages and lines
numbers.
3. Meanings should be formulated from these significant statements.
4. The formulated meanings should be sorted into categories, clusters of themes, and themes.
5. The findings of the study should be integrated into an exhaustive description of the phenomenon
under study.
6. The fundamental structure of the phenomenon should be described.
7. Finally, validation of the findings should be sought from the research participants to compare the
researcher's descriptive results with their experiences.
The qualitative data analysis was followed by reviewing the recordings, then the interviews
were transcribed. Afterwards, reading and rereading of the text or transcript was done. There were
instances also where recorded audio was played and replayed. Text were then organized as it was
subjected to data reduction. Matira (2016) emphasized that data reduction naturally occurs and the
researchers already reduced the data by recording only the most meaningful, usable, and relevant.
Furthermore, the kind of analysis greatly depends on the nature of the research demands and the kinds
of data collected. Thus, this study will use one of the most common forms of analysis in qualitative
study which is thematic analysis. It is about identifying and reporting themes with captured data that
will help answer the research questions (Willig, 2013 ; Matira, 2016).