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Teachers Guide Department of Education R
Teachers Guide Department of Education R
Teachers Guide Department of Education R
Teacher‘s Guide
Department of Education
Republic of the Philippines
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Practical Research 1
Teacher’s Guide
First Edition 2016
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INTRODUCTION
Twenty-first century learning is about the opportunities that you can provide
your students in solving problems through their collaboration with their peers and
surroundings. It is about learning how to discover, to improvise, and to interact, using
research as a tool to expand their knowledge and skills. With this guide on Practical
Research 1, we hope that you will able to nurture your students to be active,
creative, and collaborative researchers.
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TABLE OF CONTENTS
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vi
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PRACTICAL RESEARCH 1
Curriculum Guide 1
1
as of December 2013. To check for updates, visit http://www.deped.gov.ph/k-to-12/curriculum-guides
vii
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Grade: 11 Semester: Second Semester
Subject Title: Practical Research 1 No. of Hours/Semester: 80 hours/semester
Subject Description: This course develops critical thinking and problem-solving skills through qualitative research.
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
Nature of Inquiry The learner demonstrates The learner is able to: The learner:
and Research understanding of:
use appropriate kinds of 1. shares research CS_RS11-IIIa-1
1. the importance of research in making experiences and knowledge
research in daily life decisions.
2. explains the importance of
CS_RS11-IIIa-2
2. the characteristics, research in daily life
processes, and ethics
of research
3. quantitative and
qualitative research
4. differentiates quantitative
from qualitative research
CS_RS11-IIIa-3
CS_RS11-IIIa-4
across fields
5. provide examples of
research in areas of interest
(arts, humanities, sports,
science, business,
CS_RS11-IIIa-5
agriculture and fisheries,
information and
communication technology,
and social inquiry)
viii
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CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
Qualitative The learner demonstrates The learner is able to: The learner:
Research and Its understanding of:
Importance in decide on suitable 1. describes characteristics, CS_RS11-IIIb-1
Daily Life 1. the value of qualitative research in strengths, weaknesses, and
qualitative research; different areas of kinds of qualitative research
its kinds, interest.
characteristics, uses,
strengths, and
weaknesses
Identifying the The learner demonstrates The learner is able to: The learner:
Inquiry and understanding of:
Stating the formulate clearly 1. designs a research project CS_RS11-IIIc-e-1
Problem 1. the range of research statement of research related to daily life
topics in the area of problem
inquiry 2. writes a research title CS_RS11-IIIc-e-2
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CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
Learning from The learner demonstrates The learner is able to: The learner:
Others and understanding of:
Reviewing the 1. select, cite, and 1. selects relevant literature CS_RS11-IIIf-j-1
Literature 1. the criteria in synthesize properly
selecting, citing, and related literature 2. cites related literature using
synthesizing related standard style (APA, MLA or CS_RS11-IIIf-j-2
literature 2. use sources Chicago Manual of Style)
according to ethical
2. ethical standards in standards 3. synthesizes information from
CS_RS11-IIIf-j-3
writing related relevant literature
literature 3. present written
review of related 4. writes coherent review of
CS_RS11-IIIf-j-4
literature literature
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CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
Understanding The learner demonstrates The learner is able to: The learner:
Data and Ways To understanding of:
Systematically 1. describe qualitative 1. chooses appropriate CS_RS11-IVa-c-1
Collect Data 1. qualitative research research designs, qualitative research design
designs sample, and data
collection and 2. describes sampling
2. the description analysis procedures CS_RS11-IVa-c-2
procedure and sample
ofsample
2. apply imaginatively
3. data collection and art/design principles 3. plans data collection and
CS_RS11-IVa-c-3
analysis procedures to create artwork analysis procedures
such as survey,
interview, and 4. presents written research
CS_RS11-IVa-c-4
observation methodology
Finding Answers The learner demonstrates The learner is able to: The learner:
through Data understanding of:
Collection gather relevant 1. collects data through CS_RS11-IVd-f-1
observation and interview information with observation and interviews
procedures and skills intellectual honesty
DE xi
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CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
Analyzing the The learner demonstrates The learner is able to: The learner:
Meaning of the understanding of:
Data and Drawing analyze and draw out 1. infers and explain patterns CS_RS11-IVd-f-2
Conclusions drawing out patterns and patterns and themes with and themes from data
themes from data intellectual honesty
2. relates the findings with
CS_RS11-IVd-f-3
pertinent literature
Reporting and The learner demonstrates The learner is able to: The learner:
Sharing the understanding of:
Findings 1. form logical 1. draws conclusions from CS_RS11-IVg-j-1
1. guidelines in making conclusions patterns and themes
conclusions and
recommendations 2. make 2. formulates
recommendations recommendations based on CS_RS11-IVg-j-2
2. techniques in listing based on conclusions conclusions
references
3. write and present a 3. lists references CS_RS11-IVg-j-3
3. the process of report clear report
writing 4. presents a written research
CS_RS11-IVg-j-4
4. execute best design report
4. selection criteria and
process of best design 5. finalizes and present best
CS_RS11-IVg-j-5
design
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GLOSSARY
Ethics research ethics relate to the standards that should be upheld to guard participants from harm or risk.
Ethical considerations should be made at each stage of the research design and include informed
consent, voluntary participation and respect for confidentiality.
(www.kcl.ac.uk/library/nhs/training/glossary.doc)
Intellectual Honesty is an applied method of problem solving in academia, characterized by an unbiased, honest attitude,
which can be demonstrated in a number of different ways, including but not limited to:
One's personal beliefs do not interfere with the pursuit of truth;
Relevant facts and information are not purposefully omitted even when such things may
contradict one's hypothesis;
Facts are presented in an unbiased manner, and not twisted to give misleading impressions or
to support one view over another;
References, or earlier work, are acknowledged where possible, and plagiarism is avoided.
(http://en.wikipedia.org/wiki/Intellectual_honesty)
Qualitative a method of inquiry employed in many different academic disciplines, traditionally in the social
Research sciences, but also in market research and further contexts.
(http://en.wikipedia.org/wiki/Qualitative_research)
Quantitative refers to the systematic empirical investigation of social phenomena via statistical, mathematical or
Research numerical data or computational techniques. (http://en.wikipedia.org/wiki/Quantitative_research)
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Code Book Legend
Sample: CS_RS11-IIIa-1
LEGEND SAMPLE
Learning Area and Strand/
Applied Track Subject_Research
Subject or Specialization
First Entry CS_RS11
Grade Level Grade 11
-
Roman Numeral
Quarter Third Quarter III
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between letters to Week Week one a
indicate more than a specific week
-
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Module 1
NATURE OF INQUIRY AND RESEARCH
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of the importance of research in
daily life, the characteristics, processes and the ethics of research, the
difference between quantitative and qualitative research and the kinds of
research across fields.
Performance Standard
Use appropriate kinds of research in decision-making
Learning Competencies
The learner…
1. Shares research experiences and knowledge
2. Explains the importance of research in daily life
3. Describes characteristics, processes, and ethics of research
4. Differentiates quantitative from qualitative research
5. Provides examples of research in areas of interest (arts, humanities,
sports, science, business, agriculture and fisheries, information and
communication technology, and social inquiry)
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Transfer Goal
Learners will be able to provide examples of research in different areas of
interest (arts, humanities, sports, science, information and communication
technology and social inquiry).
Product/Performance
The following are products and performances that learners are expected
to come up within this module.
1. Share experiences and knowledge on research
2. Share importance of research in daily life
3. Differentiate the kinds of research
4. Discuss the importance of research in decision making
5. Differentiate quantitative from qualitative research
6. Identify examples of quantitative and qualitative research
7. Discuss the major characteristics of qualitative research
8. Explain the general characteristics of qualitative research
9. Explain the processes of conducting research
10. Discuss the ethics in conducting research
11. Explain the characteristics of quantitative and qualitative research on
a continuum in the process of research
12. Explain the kinds of research across fields
13. Create a graphic organizer of the difference between qualitative and
quantitative research
14. Create an integrative paper on the importance of research in daily life
Assessment Map
Cognitive
The Pre-Assessment
Processes
Remembering Part 1
1. Identify the importance of research in our daily life
2. Determine the importance of research to other fields
Part 2
1. Enumerate the major characteristics of research
2. Enumerate the general characteristics of research
Part 3
1. Define qualitative and quantitative research
Part 4
1. Identify the kinds of research across fields
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
The Pre-Assessment
Processes
Understanding Part 1
1. Determine the importance of research in decision
making
Part 2
1. Determine the processes in conducting research
Applying Part 2
1. Discuss the characteristics, processes, and ethics of
research
Part 3
1. Explain the characteristics of quantitative and
qualitative research on a continuum in the process of
research
Analyzing Part 2
1. Differentiate ethical and unethical practices in
conducting research
2. Discuss the ethical considerations in conducting
research.
Part 3
1. Identify examples of quantitative and qualitative
research
Part 4
1. Differentiate the kinds of research across fields
2. Explain the kinds of research across fields
Evaluating Part 2
1. Explain the processes of conducting research
2. Discuss how to select a problem
Part 3
1. Explain the difference between qualitative and
quantitative research
2. Distinguish a qualitative research from a quantitative
research
Creating Part 1
1. Create an integrative paper on the importance of
research in daily life
Part 2
1. Make a problem statement
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Cognitive
Formative Assessment
Processes
Remembering Lesson 1
1I.dentify the importance of research in our daily life
2. Determine the importance of research to other fields
Lesson 2
1. Enumerate the major characteristics of research
2. Enumerate the general characteristics of research
Lesson 3
1. Define qualitative and quantitative research
Lesson 4
1. Identify the kinds or research across fields
Understanding Lesson 1
1. Determine the importance of research in decision
making
Lesson 2
2. Determine the processes in conducting research
Applying Lesson 2
1. Discuss the characteristics, processes, and ethics of
research
Lesson 3
1. Explain the characteristics of quantitative and
qualitative research on a continuum in the process of
research
Analyzing Lesson 2
1. Differentiate ethical and unethical practices in
conducting research
2. Discuss the ethical considerations in conducting
research
Lesson 3
1. Identify examples of quantitative and qualitative
research
Lesson 4
1. Differentiate the kinds of research across fields
2. Explain the kinds of research across fields
Evaluating Lesson 2
1. Explain the processes of conducting research
2. Discuss how to select a problem
Lesson 3
1. Explain the difference betweenqualitative and
quantitative research
2. Distinguish a qualitative research from a quantitative
research
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Formative Assessment
Processes
Creating Lesson 1
1. Create an integrative paper on the importance of
research in daily life
Lesson 2
1. Create a problem statement
Lesson 4
1. Give examples of researches across fields
Cognitive
Summative Assessment
Processes
Remembering 1. Determine the importance of research to other fields
2. Enumerate the major characteristics of research
3. Enumerate the general characteristics of research
4. Define qualitative and quantitative research
5. Identify the kinds or research across fields
Understanding 1. Determine the importance of research in decision
making
2. Determine the processes in conducting research
Applying 1. Discuss the characteristics, processes, and ethics of
research
2. Explain the characteristics of quantitative and
qualitative research on a continuum in the process of
research
Analyzing 1. Differentiate ethical and unethical practices in
conducting research
2. Discuss the ethical considerations in conducting
research.
3. Differentiate the kinds of research across fields
Evaluating 1. Explain the processes of conducting research
2. Explain the difference between qualitative and
quantitative research
3. Distinguish a qualitative research from a quantitative
research
Creating 1. Create an integrative paper on the importance of
research in daily life
2. Create a problem statement
3. Give examples of researches across fields
C. Lesson Proper
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LESSON 1: The Importance of Research in Daily Life
I. What to Know
Research is significant in our everyday activities. It is the result of a
thinking process that involves students in questioning techniques or
models. In order for students to have a grasp of the techniques/models
of inquiry, you have to discuss with them the processes involved in
inquiry and research. Discuss the concepts in the box regarding
inquiry-based learning.
In addition, discuss to the students the inquiry model in the following page.
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Inquiry Model
COP
Source: Focus on Inquiry: A Teacher’s Guide to Implementing Inquiry-based Learning.
Y EPED Research is important when we know how to make sense of it. With
this, we need to check the learner‘s prior knowledge of how research is
used in daily life. Assessing these will facilitate teaching and students‘
understanding of the importance of research in daily life. Tell the
students that as they go through this lesson, they have to think of this
important question: How does inquiry and research facilitate in finding
solutions to real-life problems and develop critical thinking skills and
lifelong learning?
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the importance of research. Tell them to relate their experiences and
decision making to the results of published researches and for the
effect of such researches to the decisions they do every day.
Ask the students to read sample research then ask them to write
a reflection paper about the importance of research in our daily
life. Provide the students the following guide questions in writing
their reflection.
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V. Summary/Synthesis/Generalization
The lesson underscores the importance of research in daily life. The
values of appreciation and camaraderie are developed among the
students through collaborative work. Students are able to share their
ideas and listen to the ideas of others. Also, the lesson provided
students with opportunities to determine the importance of research in
their daily life. It also strengthened their decision-making using the
results of researches. Moreover, this lesson developed the analytical
and critical thinking skills of the students and encouraged them to
discuss importance of research in their daily life as students.
References
Donham, Jean, Kay Bishop, Carol Collier Kuhlthau, and Dianne Oberg.
Inquiry-based Learning: Lessons from Library Power. Worthington,
OH: Linworth, 2001.
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LESSON 2: The Characteristics, Processes, and Ethics of Research
I. What to Know
Check the student‘s prior knowledge on the meaning of research,
characteristics, processes and ethics involved in conducting research.
Assessing these will facilitate teaching and students‘ understanding of
what research really is. Explain to students that as they go through this
lesson, they have to think of these essential questions for
understanding of the concepts: What are the characteristics of
research? What are the qualities of a good researcher? What are the
components of the research process? How do you differentiate the
types of variables? What are the classifications of research? What are
the processes involved in conducting research? What are the
obligations of researchers in order to adhere to professional
standards? What factors should be considered in selecting a research
problem? Why do we need ethics in research? What are the unethical
practices in conducting research?
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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.
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.
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.
Source: Calmorin and Calmorin, Research Methods and Thesis Writing.
To make students realize the nature of research, you may present the
research process diagram that includes the following research
processes:
1. Select a general problem.
2. Review the literature of the problem.
3. Select a specific research problem, question, or hypothesis.
4. Collect data.
5. Analyze and present or display data.
6. Interpret the findings and state conclusions or generalizations
regarding the problem.
(There are examples in this book and please consider the sites
provided.)
1. An example of grounded theory
‘Negotiating commitment and involvement in the nurse–patient
relationship’ by Janice Morse (1992b). (2016, September 1)
Retrieved from https://uk.sagepub.com/en-
gb/asi/node/40377/print
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2. An example of case study research
Ulric Neisser’s (1981) analysis of John Dean’s testimony (2016,
September 1). Retrieved from
http://people.whitman.edu/~herbrawt/ classes/110/Neisser.pdf.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Formative Assessment 1.3
Ethics in Research
COP
Ethical considerations in conducting research
1. Objectivity and integrity
2. Respect of the research subjects‘ right to privacy and dignity
and protection of subjects from personal harm
3. Presentation of research findings
4. Misuse of research role
5. Acknowledgement of research collaboration and assistance
6. Distortions of findings by sponsor
Y EPED
2. Asking a respondent questions that cause him or her extreme
embarrassment; guilt emotional turmoil by remaining him or
her of an unpleasant experience
3. Invading the privacy of a respondent
4. Studying the respondents or research subjects without their
knowledge
5. When analyzing the data—revealing only part of the facts,
presenting facts out of context, falsifying findings or offering
misleading presentation such as lying with statistics
Source: Biglete, ―Ethical Considerations in Conducting Research‖.
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Going Further!
Please visit the sites below for further discussion of ethical and unethical
practices in conducting research.
Retrieved February 19, 2016.
1. http://www.hsj.gr/medicine/what-are-the-major-ethical-issues-in-
conducting-research-is-there-a-conflict-between-the-research-ethics-
and-the-nature-of-nursing.pdf
2. https://resources.oncourse.iu.edu/access/content/group/c5db03a4-
07a3-4889-0030-c6878c68681e/D620/readings/EthicsFraenkel.pdf
3. http://www.cwu.edu/~jefferis/PEHL557/pehl557_ethics.html
4. https://owl.english.purdue.edu/owl/resource/559/02/
5. https://accelerate.ucsf.edu/files/CTRFP_Ethical_Considerations.pdf
6. http://www.niehs.nih.gov/research/resources/bioethics/whatis/
Going Further!
Please visit the sites provided for sample researches across fields:
1. Understanding the value of qualitative research in nursing. Retrieved
last February 19, 2016. “NT 20 February 2007 Vol 103 No 8
www.nursingtimes.net”
2. http://engineeringresearch.org/index.php/GJRE(Researches for
Engineering).Retrieved last February 19, 2016
3. http://www.kspope.com/(Researches for Psychology) Retrieved last
February 19, 2016
4. http://psych.hanover.edu/research/exponnet.html(Researches for
Psychology) Retrieved last February 19, 2016
5. http://www.tandfonline.com/toc/rabr20/current (Researches for
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business and accounting) Retrieved last February 19, 2016
6. http://www.scimagojr.com/journalsearch.php?q=28034&tip=sid
(Researches for business and accounting). Retrieved last February 19,
2016
V. Summary/Synthesis/Generalization
This lesson is about the Characteristics, Processes, and Ethics of
Research. The lesson discussed the different characteristics,
processes and ethics of research. Also, it encouraged the teachers to
explain the unethical practices of a researcher. Moreover, it provided
the students opportunities to identify examples of research for each
type of research discussed (Basic Research, Applied Research and
Developmental Research). It also strengthened the ideas and skills of
students in differentiating the ethical and unethical practices of a
research. Moreover, this lesson explained the processes involved in
conducting qualitative research.
References
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 3: Quantitative and Qualitative Research
I. What to Know
Ask the students to differentiate quantitative from qualitative research.
This is done to determine the understanding of students about
quantitative and qualitative research. Doing this activity will help
students in discussing the difference between qualitative and
quantitative research. Tell the students that as they go through this
lesson, they have to think of these essential questions for
understanding of the concepts: What is qualitative research? What is
the difference between qualitative and quantitative research?
EPE
in a subjective, biased manner.
Qualitative Quantitative
D Data
Analysis
Outcomes
Non-statistical
Contextual
Thematic
Statistical
16
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Differences between Quantitative and Qualitative Research
Assumptions of Quantitative
Researchers
There exists a reality ―out there,‖
independent of us, waiting to be
COP Assumptions of Qualitative
Researchers
Y EPED
It is possible for the researcher to
It is impossible for the researcher to
remove him- or herself—to stand
stand apart from the individuals he or
apart—from that which is being
she is studying.
researched.
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
17
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II. What to Process
Ask the students to have a collaborative work. Tell them to discuss the
difference between qualitative and quantitative research as explained
in the previous discussion. Give each group a sample qualitative and
quantitative research. Tell them to distinguish the two researches. Ask
the students to present their output to the class. Finally, ask the
students to have the Formative Assessment 1.4.
Note: The table on the next page serves as a reference of the teachers
in answering the questions above.
18
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Quantitative Versus Qualitative Research
Quantitative Methodologies Quantitative Methodologies
COP
statistical indices. (triangulation).
Y EPED
results.
Preference for breaking down
complex phenomena into specific
parts for analysis.
results.
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education
19
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
IV. What to Transfer
Ask the students to produce a reflection paper of the things they
learned about the differences between qualitative and quantitative
research and the differing philosophical assumptions of quantitative
and qualitative researchers.
C
personalization personalization personalization personalization
/15 of the theories, of the theories, of the theories, of the theories,
concepts, concepts, concepts, concepts,
and/or and/or and/or and/or
strategies strategies strategies strategies
presented in presented in presented in presented in
the course the course the course the course
materials to materials to materials to materials to
date. date. date. date.
Viewpoints and Viewpoints and Viewpoints and Viewpoints and
interpretations interpretations interpretations interpretations
are insightful are supported. are are missing,
and well Appropriate unsupported or inappropriate,
supported. examples are supported with and/or
Clear, detailed provided, as flawed unsupported.
examples are applicable. arguments. Examples,
provided, as Examples, when
applicable. when applicable, are
applicable, are not provided.
not provided or
are irrelevant
to the
assignment.
20
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Superior Sufficient Minimal Unacceptable
Criteria
(54–60 points) (48–53 points) (1–47 points) (0 points)
Required Response Response Response is Response
Components includes all includes all missing some excludes
components components components essential
(25% of TTL and meets or and meets all and/or does components
Points) exceeds all requirements not fully meet and/or does
requirements indicated in the the not address
/15 indicated in the instructions. requirements the
instructions. Each question indicated in the requirements
Each question or part of the instructions. indicated in the
or part of the assignment is Some instructions.
assignment is addressed. All questions or Many parts of
addressed attachments parts of the the assignment
thoroughly. All and/or assignment are addressed
attachments additional are not minimally,
and/or documents are addressed. inadequately,
additional included, as Some and/or not at
documents are required. attachments all.
included, as and additional
required. documents, if
required, are
missing or
unsuitable for
the purpose of
the
assignment.
21
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Superior Sufficient Minimal Unacceptable
Criteria
(54–60 points) (48–53 points) (1–47 points) (0 points)
Evidence Response Response Response Response
and Practice shows strong shows shows little shows no
evidence of evidence of evidence of evidence of
(25% of TTL synthesis of synthesis of synthesis of synthesis of
Points) ideas ideas ideas ideas
presented and presented and presented and presented and
/15 insights gained insights gained insights gained insights gained
throughout the throughout the throughout the throughout the
entire course. entire course. entire course. entire course.
The The Few No implications
implications of implications of implications of for the
these insights these insights these insights respondent's
for the for the for the overall
respondent's respondent's respondent's teaching
overall overall overall practice are
teaching teaching teaching presented, as
practice are practice are practice are applicable.
thoroughly presented, as presented, as
detailed, as applicable. applicable.
applicable.
Source: web.uri.edu/assessment/files/reflection_rubric.doc
V. Summary/Synthesis/Generalization
This lesson was about the difference between quantitative and
qualitative research. The lesson discussion started with the definition
of qualitative and quantitative research followed by the discussion on
the differences between qualitative and quantitative research
methodologies. Also, it clarified the differing philosophical
assumptions of quantitative and qualitative researchers. It also
strengthened the ideas and skills of students in determining if a
research is qualitative or quantitative. Finally, it allowed students to
reflect and share their ideas about the differences between qualitative
and quantitative research.
References
Fraenkel, Jack R., and Norman E. Wallen. How To Design And Evaluate
Research In Education. 5th ed. Boston: McGraw-Hill Education, 2003.
―Reflection Evaluation Criteria‖. Accessed June 2016.
http;//web.uri.edu/assessment/files/reflection_rubric.doc.
22
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 4: The Kinds of Research Across Fields
I. What to Know
Determine if the students are familiar with different researches in
various areas of interest (arts, humanities, sports, science, business,
agriculture and fisheries, information and communication technology,
and social inquiry). This is done to facilitate the teaching and learning
process. In doing this activity, the students will be exposed to different
researches across fields. Tell the students that as they go through this
lesson, they have to think of the following essential questions for
understanding the different examples of researches: What are the
different researches that you have read? Why do we need to
determine the different research areas?
1. http://www.tandfonline.com/toc/rqrs21/current
2. http://www.tandfonline.com/action/doSearch?quickLinkJournal=&jo
urnalText=&AllField=qualitative+research+in+arts&publication=433
68657 (Sports)
3. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r
esearch+in+business (Business)
4. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r
esearch+in+agricultural+and+fisheries (agriculture and fisheries)
5. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r
esearch+in+information+and+communication+technology (ICT)
6. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r
esearch+in+social+inquiry+ (Social Inquiry)
23
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
II. What to Process
Collaborative work: Ask the students to differentiate researches
conducted across fields. Tell them to identify similarities and
differences in the processes used in conducting the research. Show
two examples of research in different field and determine their
similarities and differences.
Ask the students to consider the following when doing the collaborative
work.
1. Identify two researchers in an area of interest (arts, humanities,
sports, science, business, agriculture and fisheries, information
and communication technology, and social inquiry).
2. Differentiate the researches by identifying their similarities and
differences.
3. Present your output using PowerPoint presentation. Ask someone
in your group to present your output.
24
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Summative Test
Criteria 5 3 1 0
All or almost
ED
Most entries Few entries None of the
all of the
Structure have a have a entries have
entries have
Ideas (x2) connection to connection to a connection
E
a connection
structure. structure. to structure.
to structure.
Feelings and None of your
Feelings and
Feelings thoughts are Feelings and feelings and
thoughts are
and revealed in thoughts are thoughts are
revealed in
Thoughts all or almost revealed in revealed in
few of the
(x2) of the most entries. any of the
entries.
entries. entries.
The proper The proper The proper The proper
format has format has format has format has
been been been not been
Format
followed for followed for followed for followed for
all of the most of the few of the any of the
entries. entries. entries. entries.
25
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Criteria 5 3 1 0
All or almost
Most of my Few of my None of my
all of my
entries use entries use entries use
entries use
Mechanics correct correct correct
correct
spelling and spelling and spelling and
spelling and
grammar. grammar. grammar.
grammar.
All entries All entries
All entries
All entries are not are not
are present,
are present, present, but present, nor
Completion but are either
in order, and they are are they
not together
together. together or in together or in
or in order.
order. order.
Almost all- 90%
Most- 75% or more TOTAL /35
Source: www.rcs.k12.in.us/.../Rubric%20for%20Assessing%20a%20Journal%20
V. Summary/Synthesis/Generalization
This lesson is about the kinds of researches across fields. The value
developed among students was diligence. They were asked to
retrieve sample researches across fields of inquiry. Moreover, it talked
about the research conducted across fields followed by the discussion
on the process considered by the researchers in their research paper.
Finally, it gave examples of researches in their field of specialization
and strengthened the knowledge and skills of students in
differentiating researches across fields.
References
26
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Module 2 and 3
QUALITATIVE RESEARCH AND ITS
IMPORTANCE IN DAILY LIFE
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of the value of qualitative
research; its kinds, characteristics, uses, strengths, and weaknesses; the
importance of qualitative research across fields of inquiry; the range of
research topics in the area of interest and the specificity and feasibility of
the problem posed
Performance Standard
Decide on a suitable qualitative research in different areas of interest.
27
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Transfer Goal
Learners will be able to:
Write a research title, state a qualitative research questions, indicate scope
and delimitation of a qualitative research, cite benefits and beneficiaries of
research, and present written statement of the problem.
Product/Performance
The following are products and performances that learners are expected
to come up with in this module.
1. Create a reflection paper on the value of qualitative research in real
life
2. Demonstrate skill in differentiating the kinds, characteristics and uses
of qualitative research
3. Come up with a synthesis of the strengths, and weaknesses of
qualitative research
4. Design a research project related to daily life
5. Write a research title
6. Describe the justifications/reasons for conducting the research
7. State research questions designed for a qualitative research
8. Indicate scope and delimitation of research
9. Cite benefits and beneficiaries of research
10. Present written statement of the problem
Assessment Map
Cognitive
The Pre-Assessment
Processes
Remembering Part 1
1. Differentiate the kinds of qualitative research
2. Identify the strengths and weaknesses of qualitative
research
3. Explain the use of qualitative research in real life
situations
Part 2
1. Explain the importance of qualitative research across
fields
2. Identify the importance of qualitative research in the
field of specialization
28
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
The Pre-Assessment
Processes
Understanding Part 1
1. Differentiate the kinds of qualitative research
2. Explain each characteristic of qualitative research
3. Explain the use of qualitative research in real life
situations
Part 2
1. Explain the importance of qualitative research across
fields
2. Identify the importance of qualitative research in the
field of specialization
Applying Part 1
1. Differentiate the kinds of qualitative research
2. Explain each characteristic of qualitative research
3. Explain the use of qualitative research in real life
situations
Part 2
1. Explain the importance of qualitative research across
fields
2. Indicate scope and delimitation of research
3. Cite benefits and beneficiaries of research
4. Present written statement of the problem
Analyzing Part 1
1. Differentiate the kinds of qualitative research
2. Explain each characteristic of qualitative research
3. Explain the use of qualitative research in real life
situations
Part 2
1. Explain the importance of qualitative research across
fields
2. Describe the justifications/reasons for conducting the
research
Evaluating Part 1
1. Determine the value of research to other fields
2. Differentiate the kinds of qualitative research
3. Explain each characteristic of qualitative research
4. Identify the strengths and weaknesses of qualitative
research
5. Explain the use of qualitative research in real life
situations
Part 2
1. Explain the importance of qualitative research across
fields
29
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
The Pre-Assessment
Processes
Creating Part 1
1. Create a reflection paper on the importance of
qualitative research in daily life
Part 2
1. Create a reflection paper on the importance of
qualitative research in decision making
2. State research questions
Cognitive
Formative Assessment
Processes
Remembering Part 1
1. Differentiate the kinds of qualitative research
2. Identify the strengths and weaknesses of qualitative
research
3. Explain the use of qualitative research in real life
situations
Part 2
1. Explain the importance of qualitative research across
fields
2. Identify the importance of qualitative research in the
field of specialization
Understanding Part 1
1. Differentiate the kinds of qualitative research
2. Explain each characteristic of qualitative research
3. Explain the use of qualitative research in real life
situations
Part 2
1. Explain the importance of qualitative research across
fields
2. Identify the importance of qualitative research in the
field of specialization
Applying Part 1
1. Differentiate the kinds of qualitative research
2. Explain each characteristic of qualitative research
3. Explain the use of qualitative research in real life
situations
Part 2
1. Explain the importance of qualitative research across
fields
2. Indicate scope and delimitation of research
30
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Formative Assessment
Processes
3. Cite benefits and beneficiaries of research
4. Present written statement of the problem
Analyzing Part 1
1. Differentiate the kinds of qualitative research
2. Explain the each characteristic of qualitative research
3. Explain the use of qualitative research in real life
situations
Part 2
1. Explain the importance of qualitative research across
fields
2. Describe the justifications/reasons for conducting the
research
Evaluating Part 1
1. Determine the value of research to other fields
2. Differentiate the kinds of qualitative research
3. Explain each characteristic of qualitative research
4. Identify the strengths and weaknesses of qualitative
research
5. Explain the use of qualitative research in real life
situations
Part 2
1. Explain the importance of qualitative research across
fields
2. State research questions
Creating Part 1
1. Create a reflection paper on the importance of
qualitative research in daily life
Part 2
1. Create a reflection paper on the importance of
qualitative research in decision making
Cognitive
Summative Assessment
Processes
31
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Cognitive
Summative Assessment
Processes
C. Lesson Proper
32
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LESSON 1, 2, 3, & 4: The Value of Qualitative Research—
Its Kinds, Characteristics, Uses, Strengths, and
Weaknesses and the Importance of Qualitative
Research Across Fields of Inquiry
I. What to Know
In this lesson, the students are expected to demonstrate understanding
of the value of qualitative research, its kinds, characteristics, uses,
strengths, and weaknesses. Start the activity by providing a pre-
assessment of their ideas on the value of qualitative research. Discuss
to students that one of the importance of qualitative research is to
provide context and meaning. Assessing the ideas and knowledge of
the students will facilitate the teaching learning process. Assessing
these will facilitate teaching and students‘ understanding of the
importance of research in daily life.
Tell the students that as they go through this lesson, they have to think
of these important questions: What is the importance of qualitative
research across fields of inquiry in our daily life? What are the kinds
and characteristics of qualitative research? What are the uses of this
research in our own field of specialization? What are the strengths and
weaknesses of qualitative research? What is the effect of qualitative
research in our decision-making?
Activity 2.1 1
33
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
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.
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.
Qualitative data
Detailed, thick description; inquiry in depth; direct quotations capturing people‘s
personal perspectives and experiences.
COP
important part of the inquiry and critical to understanding the phenomenon.
Dynamic systems
Attention to process; assumes change is constant and ongoing whether the focus
is on an individual or an entire culture.
Context sensitivity
Places findings in a social, historical, and temporal context; dubious of the
possibility or meaningfulness of generalization across time and space.
Y DEPED
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; the
researcher includes personal experience and empathic insight as part of the
relevant data, while taking a neutral nonjudgmental stance toward whatever
content may emerge.
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.
34
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Types of Qualitative Research
Phenomenology
It is an approach to philosophy and not specifically a method of inquiry;
this has often been misunderstood. It is first and foremost philosophy, the
approach employed to pursue a particular study should emerge from the
philosophical implications inherent in the question.
Ethnography
It is the direct description of a group, culture or community. Nevertheless,
the meaning of the word ethnography can be ambiguous; it is an overall
term for a number of approaches. Sometimes researchers use it as
synonymous with qualitative research in general, while at other times it‘s
meaning is more specific.
Grounded theory
It is a development of theory directly based and grounded in the data
collected by the researcher. It is a research methodology for discovering
COP
theory in a substantive area.
Case study
It is used for a research approach with specific boundaries and can be
both qualitative and quantitative. In addition, it is an entity studied as a
single unit, and it has clear confines and a specific focus and is bound to
Y
context.
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
Going Further!
Please visit the sites provided for sample researches across field
1. Understanding the value of qualitative research in nursing. Retrieved
February 19, 2016. “NT 20 February 2007 Vol 103 No 8
www.nursingtimes.net”
2. http://engineeringresearch.org/index.php/GJRERetrieved: February
19, 2016
3. http://www.kspope.com/Retrieved:February 19, 2016
4. http://psych.hanover.edu/research/exponnet.html Retrieved:
February 19, 2016
Po
Satuornc,e: Quantitative Evaluation And Research Methods.
35
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Identifying the Inquiry and Stating the Problem
In this lesson the students are expected to demonstrate understanding
of the range of research topics in the area of inquiry, the value of
research in the area of interest and the specificity and feasibility of the
problem posed. Specifically, the students should be able to design a
research project related to daily life, write a research title, describe
the justifications/reasons for conducting the research, state research
questions, indicate scope and delimitation of research, cite benefits
and beneficiaries of research and present written statement of the
problem.
Tell the students that as they go through this lesson, they have to
reflect on these important questions: What topic should I consider in
doing my research? What are my research questions? What problem
would my research solve? Who will benefit from my research? Why do
I need to conduct this research?
Activity 2.1.2
Before asking the students to write their research title, ask them to
brainstorm on the issues that surround their field of specialization. The
objective of the brainstorming is to make students aware of the issues
and topics that are researchable in their own field. This will also help
them in choosing a topic.
36
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
II. What to Process
In this section, discussions on the value of qualitative research; its
kinds, characteristics, uses, strengths and weaknesses, and the
importance of qualitative research across fields of inquiry should be
done. After the discussions, ask the students to present their research
title and questions using PowerPoint presentation. This is an important
skill that should be developed in every student in order for them to
understand how to formulate research questions and titles. In this
activity, make sure that each student will be given time to share their
titles and research questions. Teachers should give comments and
suggestions based on the titles and research questions of the
students. Discuss how to write titles and research questions.
EPE
1. Research quality is heavily dependent on the individual skills of the
researcher and more easily influenced by the researcher's personal
biases and idiosyncrasies.
2. Rigor is more difficult to maintain, assess, and demonstrate.
3. The volume of data makes analysis and interpretation time consuming.
4. It is sometimes not as well understood and accepted as quantitative
research within the scientific community
37
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Formative Assessment 2.1
38
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
the research, stating their research questions, indicating scope and
delimitation of research, and citing the benefits and beneficiaries of
their research. This activity is collaborative in nature. After doing the
collaborative work, ask the student to do Formative Assessment 2.3
and if the students were able to master the competencies needed,
conduct the summative test.
Going Further!
Please visit the site provided for sample researches
1. Understanding the value of qualitative research in nursing. Retrieved:
February 19, 2016. “NT 20 February 2007 Vol 103 No 8
www.nursingtimes.net”
2. http://engineeringresearch.org/index.php/GJRE Retrieved: February
19, 2016
3. http://www.kspope.com/ Retrieved: February 19, 2016
4. http://psych.hanover.edu/research/exponnet.html Retrieved:
February 19, 2016
V. Summary/Synthesis/Generalization
This lesson is about the value of qualitative research, its kinds,
characteristics, uses, strengths, and weaknesses. The lesson provided
the students with opportunities to formulate their own research title and
questions, statement of the problem and scope and limitations of their
research. It enhanced collaboration among the students and in so
doing, the students were able to develop the values of camaraderie
and selflessness. Finally, it ended by asking the students to
demonstrate their understanding of the concepts by sharing their
output to their group mates.
39
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
References
Fraenkel, Jack R., and Norman E. Wallen. How To Design And Evaluate
Research In Education. 5th ed. Boston: McGraw-Hill Education, 2003.
40
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Module 4
LEARNING FROM OTHERS AND REVIEWING
THE LITERATURE
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of the purpose and need of
literature review, its process and the criteria in selecting, citing and
synthesizing literature sources. Ethical standards are also emphasized in
writing the related literature.
Performance Standard
Select, cite and synthesize properly related literature as well as use
sources according to ethical standards and presenting written review of
related literature
Lessons
1. The review of related literature and its purpose and needs
2. Criteria in selecting, citing, and synthesizing related literature
3. Ethical standards in writing related literature
Learning Competencies
The learner…
1. Selects relevant literature
2. Cites related literature using standard styles (APA, MLA or Chicago
Manual of Style)
3. Synthesizes information from relevant literature
4. Presents written review of literature
5. Follows ethical standards in writing related literature
Essential Understanding
Essential Question
Learners will understand that reviewing
How does your review of
the related literature involves the
related literature describe the
systematic identification, location, and
written component of your
analysis of documents containing
research plan that discusses
information related to the research
the reviewed documents?
problem.
41
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Transfer Goal
Learners will be able to describe the written component of a research plan
that discusses the reviewed documents. These documents can include
articles, abstracts, reviews, monographs, research reports, and electronic
media.
Product/Performance
The following are products and performances that learners are expected
to come up with in this module.
Assessment Map
Cognitive
The Pre-Assessment
Processes
Remembering Part 1
1. Describe the process of reviewing the literature
2. Define the purpose and scope of reviewing the
literature
3. Enumerate the steps in starting the review of the
literature
4. Identify the ways of finding relevant materials
5. Tabulate how the review of literature is selected
amongst different materials
6. List the different citing styles in reviewing the literature
Part 2
1. Review the collected review of related literature
Part 3
1. Identify the different sources of literature according to
ethical standards
42
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
The Pre-Assessment
Processes
Understanding Part 1
1. Describe what a review of related literature is and its
use
2. Discover the importance of good literature
Part 2
1. Describe the chosen topic/s of interest
2. Examine feedback about their chosen topic/s of interest
as to how it fits in with other related studies
Part 3
1. Describe the difference between a researcher and
respondent
2. Examine ethical guidelines set in doing a research
Applying Part 1
1. Apply literature review by searching books, scholarly
articles and any other sources relevant to students‘
area of research and interest.
Part 2
1. Explain the importance of research
Part 3
1. Discuss the responsibilities of a researcher to the
respondent
Analyzing Part 1
Explain the five purposes of the literature review by
McMillan and Schumacher (1984)
Part 2
1. Analyze criticisms received from the literature review
drafts made
Part 3
1. Compare difficulties and solutions in doing a research
Evaluating Part 1
1. Summarize the process of reviewing related literature
and its need and purpose using trident words
Part 2
1. Compare the different elements of the research
literature
2. Summarize a list of journals that they know of that are
likely to contain articles relevant to their research
including relevant reports, theses, conference
proceedings and books
43
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
The Pre-Assessment
Processes
Part 3
1. Evaluate some problems that students foresee in
conducting their research
Creating Part 1
1. Write an ideal guideline for reviewing literature
Part 2
1. Write research questions (that have been identified)
2. Compile the type/s of literature necessary for the
research.
3. Identify the specific related literature examples that can
be included in the study.
4. Create own inclusion and exclusion criteria based on
the given research question,
5. Develop a story with the data at hand to explain how
the literature that has been identified addresses and
sheds light on the research questions formulated
Part 3
1. Create strategies that will prevent or minimize problems
in conducting a research
2. Organize an interview of at least two people who have
conducted research
3. Formulate a list of inquiries on data gathering and how
research problems are solved
Cognitive
Formative Assessment
Processes
Remembering Lesson 1
1. Describe the process of reviewing the literature
2. Define the purpose and scope of reviewing the
literature
3. Enumerate the steps in starting the review of the
literature
4. Identify the ways of finding relevant materials.
5. Tabulate how the review of literature is selected
amongst different materials
6. List the different citing styles in reviewing the literature
Lesson 2
1. Recall the actual written review of related literature to
be presented
44
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Formative Assessment
Processes
Lesson 3
1. Identify the different sources according to ethical
standards
Understanding Lesson 1
1. Describe what a review of related literature and its use
2. Discover the importance of what a good literature is all
about
Lesson 2
1. Recall the chosen topic/s of interest of their choice
2. Examine feedback about their chosen topic/s of interest
as to how it fits in with other related studies
Lesson 3
1. Describe the difference between a researcher and
respondent
2. Examine ethical guidelines set in doing a research
Applying Lesson 1
1. Apply literature review by searching books, scholarly
articles and any other sources relevant to students‘
area of research and interest
Lesson 2
1. Explain why research is worth doing
Lesson 3
1. Discuss the responsibilities of a researcher to the
respondent
Analyzing Lesson 1
1. Explain the five purposes of the literature review by
McMillan and Schumacher (1984)
Lesson 2
1. Analyze criticisms received from the literature review
drafts made.
Lesson 3
1. Compare difficulties and solutions in doing a research
Evaluating Lesson 1
1. Summarize the process of reviewing related literature
and its need and purpose using trident words.
Lesson 2
1. Compare the different elements of the research
literature
45
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Cognitive
Formative Assessment
Processes
2. Summarize a list of journals that they know of that are
likely to contain articles relevant to their research
including relevant reports, theses, conference
proceedings and books
Lesson 3
1. List down common issues and problems encountered
while conducting a research.
Creating Lesson 1
3. Write an ideal guideline for reviewing a literature
Lesson 2
1. Write research questions that have been identified
2. Compile the type/s of literature they need in their
research.
3. Formulate the specific related literature examples that
can be included in their study.
4. Create their own inclusion and exclusion criteria based
on their given research question,
5. Develop a story with their data at hand to explain how
the literature they have identified addresses and sheds
light on the research questions they have formulated
Lesson 3
1. Formulate strategies that aims to prevent/minimize
anticipated issues and problems that will occur while
conducting a research.
2. Organize an interview of at least two people who have
conducted research.
3. Formulate a list of inquiries on data gathering and how
research problems are solved.
C. Lesson Proper
46
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LESSON 1: What is a literature review and why do I need such?
I. What to Know
Check learner‘s prior knowledge of how they are able to gather
information or data on a research topic or an interesting recipe, movie,
sports, hobbies and others. Students will be able to share insights on
how they do it. Such information will be the baseline in explaining what
a literature review is all about as well as the reasons why it is needed
in research.
COP
explored while researching a particular topic and to demonstrate to your
readers how your research fits within a larger field of study.
Source: Fink, Conducting Research Literature Reviews: From The Internet To Paper.
Activity 4.1.1
Y
To strengthen learner‘s knowledge of what literature review is and its
need, ask them to write on a piece of paper an interesting topic they
would like to explore. Tell the students to enumerate at least three ways
on how they will look for the information and data needed about their
chosen topic of interest. Ask them to share important information they
would like to look for in their chosen interest (for example, the student
might choose the topic basketball—Ask the student what about it interests
them? Is it in the players? Is it the game itself?) This activity will be the
take off point in the discussion of the lesson.
47
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A literature review may consist simply of a summary of key
sources. It usually has an organizational pattern and
combines both summary and synthesis, often within
conceptual categories.
Y
advise the reader of the research on the most pertinent
or relevant research, or
- Usually in the conclusion of a literature review,
identifies where gaps exist in how a problem has been
researched to date.
COP
The teacher can quote McMillan and Schumacher (1984) who
identified five purposes of the literature review. A literature review
allows you to:
48
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“The work of A, B, and C have discovered this much
about my question; the investigations of D have added
this much to our knowledge. I propose to go beyond D's
work in the following manner.‖
COP
technologies and measures.
Y EPED
III. What to Reflect on and Further Understand
Administer a formative test to determine students‘ mastery of this
lesson (see Assessment Map). To effectively reinforce new learning,
learners should be asked to analyze and critique the outline of a good
literature review as well as the summary of its purpose. Remind them
of the essential question that has been posted earlier. This will guide
them in understanding the lesson.
49
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Formative Assessment 4.1
1. Group the students in class and ask them to think about three
words that best describe the topic. With their three words,
asked them to combine the words to come up with a trident
word (it is combining the three words to come up with a new
word, example: strategy, focus, and skills—trident word is
Strafoills (strategy-focus-skills) from of the lesson discussed.
50
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V. Summary/Synthesis/Generalization
A Review of the Related Literature provides a concise summary of
information and data findings that describe current knowledge and
facts. It offers a rationale for conducting future researches. An
important area of a literature review is an understanding of a gap. It is
an important research question relevant to a given domain that has not
been answered adequately or at all in existing peer-reviewed
scholarship. A gap will hopefully ensure that the research will likely
have valuable practical and/or theoretical implications. Synthesis and
generalization as the last important area of literature lead to the
identification and purpose of the proposed study. In all reviews, some
recommendations or implications for practice, education and research
should be included.
References
51
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LESSON 2: Criteria in Selecting, Citing, and Synthesizing
the Related Literature
I. What to Know
There are varied ways to introduce the ins and outs of literature review.
All of which contains stimulating information to help students develop
their research. Frequently asked questions by the students will range
from where to start, how to select a subject, and how many articles to
include, to what is involved in a review of the literature. The aim of this
lesson is to present a step-by-step approach to undertaking a review of
the literature to facilitate student understanding.
The teacher will ask the following questions to head start the
discussion of the lesson:
- What do you know already about your chosen topic?
- What do you have to say critically about what is already known of
your topic?
- Has anyone else done anything similar or related to what you
propose?
- How does your research fit in with what has been done before?
- Why is your research worth doing, in the light of what has already
been done?
Activity 4.2.1
52
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II. What to Process
This section takes the learner through the notion of selecting, citing
and synthesizing the related literature in further detail; it describes how
research is published and how it is made accessible to researchers.
D
53
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3. Conference proceedings comprise brief summaries of
research work presented at conferences. A more
detailed and complete account of the work may appear
at a later date in a journal article, report or thesis.
Researchers often use conferences to present
preliminary findings of their work.
Source: Hewitt, How To Source: Hewitt, Michael. How to Search And Critically Evaluate
Research Literature. (2009)
COP
Share to students the relevance of data sources. Data may be
obtained from published and unpublished works available in libraries,
offices and online related websites. One may refer to indexes or
catalogues done manually or online use of a computer system that
compile lists of journals, periodicals, books, articles, magazines,
newspapers, and monographs. Catalogues or indexes of unpublished
materials, particularly masters‘ theses and doctoral dissertations,
should also be consulted. With the advancements in technology, it is
now possible to locate sources of information through computer on-line
systems using the internet, CD-ROM, On-line Public Access
Catalogues (OPACs), Computerized Documentation Service-
Integrated Sets of Information (CD-ISIS) and other programs to
download bibliographies, abstracts, or full texts of materials. Students
as researchers should be able to access libraries in websites for
collections that are relevant to the topic under review.
Websites/internet address and CD-ROM titles may also be used
further in the review of related literature.
54
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Formative Assessment 4.3
Group the students together and ask them to discuss with their
group the following questions:
1. What kind of literature references were they able to collect?
2. Do you think the literature references gathered are
relevant to his/her chosen research topic?
3. What do you think is the relevance of the different literature
references in doing a research?
55
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Wallace and Wray (2006, p.92) have provided a simple
categorization system to help students identify the literature they
have. They describe how the literature students encounter tends
to fall into one of five categories: 1) Theoretical; 2) Research; 3)
Empirical; 4) Practice; and 5) Policy.
COP
contemplative stage when anticipating behavior change
or, indeed, is there any evidence that everyone goes
through a pre-contemplative stage when anticipating
behavior change?‖ These questions can only be
answered by observing what happens in the real world,
rather than in a theory. Research studies are generally
undertaken according to an accepted scientific method,
which involves defining a research question, identifying a
method to carry out the study, followed by the
presentation of results, and finally a discussion of the
results.
56
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4) Practice literature is written by practitioners about their
field of expertise. This can come in many different forms—
expert opinion, discussion papers, debate, information from
websites, patient information leaflets, and reports of good
practice. Students might find some overlap between
research and practice literature; that is, a lot of health and
social care research is undertaken in the practice setting.
The way to distinguish between research and practice
literature is to look for evidence of an explicit and
systematic research study that has a well described
method by which the investigation or study has been
carried out. If no such method exits, then literature is likely
to be practice literature.
COP
be written from a local or national perspective, or in some
cases international. In an ideal context, policy is based on
the results or research evidence. The research on a
particular topic is reviewed and policy and guidelines are
written that are based on these findings. Therefore when
students review a policy, it is useful to explore the basis on
Y
which it is written in order to find out the extent to which the
policy is based on current research findings.
Source: Aveyard, Helen. Doing A Literature Review In Health And Social Care: A Practical
Guide.
57
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IV. What to Transfer
Introduce to students a process for conducting and writing an effective
literature review. Students will struggle with the development of an
effective literature-based foundation for a proposed research. The
proposed processes follow a systematic data processing approach
comprised of three major stages: 1) inputs (literature gathering and
screening), 2) processing (following Bloom‘s Taxonomy), and 3)
outputs (writing the literature review). This part of the lesson provides
the rationale for developing a literature review including instructions on
how to conduct each stage of the process proposed.
COP
A systematic searching strategy contains the following: 1)
Look for the type of literature that will address the review
question; 2) Create search terms that are valid and
important to the search; 3) Using inclusion and exclusion
criteria, search for literature using the search terms through
all relevant databases; 4) Fill in the electronic search by
looking for the frequently cited journals as well as the
reference list of the journal articles. This approach renders a
chance of looking for the maximum amount of literature. This
will avoid ‗cherry-picking‘ the literature and entering the first
appropriate literature that comes across.
DEPED
2. Identify the literature that will address students review
question
58
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Alternatively, if students are interested in exploring peoples‘
experience of not using this kind of gasoline, students need
to have an approach for detecting this particular literature
rather than examining into related but more general literature
that does not address students research question.
EPE
Published literature
2006 onwards
D an electric company
None Filipino language
Unpublished research
Pre-2006
59
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Explain to students that the main rationale for settling their
inclusion and exclusion criteria is: 1) to give clear information
about their submitted review; 2) to focus on their literature
searching.
Source: Cronin, Coughlan and Ryan, "Undertaking A Literature Review: A Step-By-Step Approach".
DEPE
should be by topic based on the given objectives of the
research. The literature should not be too detailed or brief. Text
should be based on the current edition of the American
Psychological Association (APA), Modern Language
Association of America (MLA) or the Chicago Manual of Style
and other standards relevant to one‘s discipline.
D
60
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The type of reference style will depend on the research studies of
the student namely: 1) APA: Psychology, Education and other
Social Sciences; 2) MLA: Arts and Humanities; 3) Chicago:
History and many other subjects in scholarly and non-scholarly
work 4) Turbian: an adoption of the Chicago Style; 5) AMA:
Medicine, health, and Biological courses.
The references for each of the following styles may be seen and
searched on the following websites for references:
1) APA:
http://student.ucol.ac.nz/library/onlineresources/Docu
ments/APA_guide_2015.pdf
http://web.calstatela.edu/library/guides/3apa.pdf
http://www.ecu.edu/cs-
dhs/laupuslibrary/upload/apa_style_guide_6th_ed_oc
t09.pdf
2) MLA:
http://www.lib.washington.edu/help/guides/44mla.pdf
pdf
COP
http://lib.trinity.edu/research/citing/MLACitationStyle.
https://www.library.unlv.edu/help/mla_2009.pdf
3) Chicago:
https://www.utica.edu/academic/library/Chicago.pdf
http://www.msvu.ca/site/media/msvu/StyleGuideChic
ago(1).pdf
4) Turabian/Chicago:
https://writing.wisc.edu/Handbook/PDF/chicago_tura
bian_uwmadison_writingcenter_june2013.pdf
http://www.otago.ac.nz/library/pdf/chicago-
Y EPED 5) AMA:
turabianstyle.pdf
http://www.lib.jmu.edu/citation/amaguide.pdf
http://library.stkate.edu/sites/default/files/sites/citingw
riting/citeAMA.pdf
61
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Providing a summary of research information
When presenting to the students a summarized content of all the
possible journals, articles, thesis and other relevant literature
gathered, students need to become familiar with all the information
they have gathered and be able to provide a description of all the
studies and other information they have identified in chronological
order, noting the strengths and limitations of each. They will then be
able to give an overall summary of the information they have found.
They might find that one paper stands out to them as particularly
useful, either due to the detail that it gives, the strength of the
critical appraisal or the method by which it was undertaken.
Students might refer to this in an index paper and you can use this
as a useful reference compiled in a table to assist students as they
go through the process of reviewing each paper they use.
Activity 4.2.2
62
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Using concept mapping in creating a literature review
Students can make use of concept maps for analyzing and
describing the literature review process. Concept maps can be
used in three inter-related ways namely, to extract and summarize
the important points, to synthesize and organize information
obtained from multiple sources.
COP
review in preparation for writing the review and
understand theory, concepts and the relationships
between them‖ (Rowley and Slack 2004).
Y EPED
The objectives of the lesson are:
1. to recognize the key tasks challenged by students in
creating a literature review;
2. to determine what concept maps are being used in the
process and;
3. to define their observations of the worth of concept
mappings in the formation of a literature review.
63
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How to use a concept map to extract and summarize important ideas in
an article
Frost
Bake in
Oven
Bake
Bake a
Cake
Cool On
Rack
Ingredients
Buy
Ingredients
Measure
Ingredients
Mix
(flour, salt,
sugar)
Source: www.successfuelformanagers.com/3-ways-develop-actionable-steps-project-planning
64
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From their chosen article, ask students to read and remember
important points (main themes and subthemes) and concepts
found. In a piece of paper, ask them the important points contained
in the articles (Themes—what are they?), next is to ask them to be
specific on those important points (which are?) and lastly ask them
to describe the subthemes.
The results of the students‘ literature review are the final themes
that they develop from the mapping they have undertaken. Once
they have coded all results, and have developed their themes, they
will be able to explore the content of their themes in greater detail.
Students then need to consider how these themes address their
research questions. They should have been considering this point
throughout the entire research process and may even have
amended their research question if it seemed likely that most of
their literature was leading towards one particular area, and away
from their initial research question.
65
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Formative Summit
From the mind maps produced, ask students to tell a story with
their data at hand. Once they have established their main
themes, they need to present these in the most appropriate
way to address their research questions. Think of this process
as comparable to telling a story—students explain how the
literature they have identified addresses and sheds light on the
research questions they have formulated.
V. Summary/Synthesis/Generalization
Literature review is a systematic method for identifying, evaluating and
interpreting the work of researchers, scholars and practitioners in a
chosen field. It is an important part of a research as it allows the
researcher to identify: 1) what has already been written about in the
field and 2) what the emerging issues are.
The researcher can identify gaps in the knowledge that require further
investigation, and/or situate a new piece of work in relation to existing
literature. Beginning researchers like our students, can be
overwhelmed by the amount of data they have to work with during this
process, and mapping can help them to synthesize key findings and
represent the complexity of the research topic in a more manageable
way.
66
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again at the end when it comes to planning the write-up. Concept-
mapping can also be useful throughout the review process to clarify
key arguments in the literature.
References
Alias, Maizam, and Zurinah Suradi. "Concept Mapping: A Tool For Creating
Literature Review". In Third Int. Conference On Concept Mapping. Malaysia,
2008. http://cmc.ihmc.us/cmc2008papers/cmc2008-p048.pdf.
Paterson, Barbara L., Sally E. Thorne, Connie Canam, and Carol Jillings. Meta-
Study Of Qualitative Health Research. Thousands Oaks, CA: SAGE
Publications, 2001.
Wallace, Milie, and Alison Wray. Critical Reading And Writing For
Postgraduates. 1st ed. London: Sage Study Skills, 2006.
67
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 3: Ethical Standards in Writing
I. What to Know
In all research situations, there are always at least two parties
involved—the researcher and the respondent. Since research is also a
social process, wherein the researcher and the respondent share
information, it is imperative that both are clear on their accountabilities.
68
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Activity 4.3.1
Challenges Solutions
1. Respondent is not available - Reschedule to another
during the data gathering (due appointment
to sickness, being out of the - Look for a possible replacement
country) immediately
69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Challenges Solutions
4. Share a story to the - Put emphasis on the main point
respondent to elicit an answer of the story and repeat this to
the respondent to check if this
is the answer to the question
5. The common answers shared - Always try a call back
by the respondent are ―Don‘t - Verify if selected respondent is
know‖, ―Not applicable‖, and representative of the people or
―No answer‖ if somebody else answered for
him/her
6. Respondent is delayed in - Continue to follow up and
returning the form/answering convince the respondent to
the question/s by phone/email reply at a given time
7. Respondent fails to return the - Look for a new team but this
form time ensure that forms are
returned
- If the form is not given back
again, replace respondent if
possible
8. Unavailability of the - Respondent has to be replaced
respondent due to distance of immediately
residence or office
9. Respondent has resigned from - Respondent has to be replaced
work; the company is closed; immediately
transfer of residence/office and
thus cannot be located
10. Documents and records are - Ask and look for the
not complete organization/people who can
provide the data
- Respondent has to be replaced
immediately
70
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Challenges Solutions
12. Conflict or unscientific data - Look for the most participative
and knowledgeable
respondents
- Credible organizations matters
in validating the data
- Decision on which set of data
will be used must be done
13. Be careful in asking personal - Always feel confident and
questions to the respondent cheerful.
- Change data gathering method
- If still not convinced, replace
respondent if possible
71
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IV. What to Transfer
In general, actual data collection problems may be minimized if the
researcher will do the following:
V. Summary/Synthesis/Generalization
Ethical issues, conflicting values, and ambiguity in decision-making,
are recurrently emerging from literature review on research. Because
of lack of clarity in ethical standards, students must develop an
awareness of these issues and an effective framework to deal with
problems involving human rights. This is necessary in order to come
72
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into terms with the issue of the researcher's values relative to the
individual's rights versus the interests of society.
References
73
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Module 5
UNDERSTANDING DATA AND WAYS TO
SYSTEMATICALLY COLLECT DATA
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of what qualitative research
design is all about which includes description of sample, data collection,
analysis, procedures in data collection such as survey, interview and
observation. The application of creative design principles for execution in
an actual research will be undertaken.
Performance Standard
Describe qualitative research designs, sample, data collection, analysis
and procedures. Apply imaginative research related art/design principles
to create an artwork.
Lessons
1. Qualitative research designs
2. Description of sample and data collection, analysis of procedures such as
survey, interview, and observation
3. Application of creative design principles for execution
Learning Competencies
The learner…
1. Chooses appropriate qualitative research design
2. Describes sampling procedure and sample
3. Plans data collection and analysis procedures
4. Presents written research methodology
5. Utilizes materials and techniques to produce creative work
Essential Understanding
Essential Question
Learners will understand the different
How does research design,
qualitative research designs, description
data collection, sampling,
of sampling, data collection and analysis
procedures, methodologies
procedures such as survey, interview,
and analysis affect the over-all
observation and the application of
research output of a proposed
creative design principles for executing
study?
research related endeavors.
74
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Transfer Goal
Learners will be able to choose appropriate qualitative research design,
describe sampling procedures, plan data collection/analysis procedures,
present written research methodology as well as utilize materials and
techniques to produce creative work.
Product/Performance
The following are products and performances that learners are expected
to come up with in this module.
1. Choose appropriate qualitative research design
2. Describe sampling procedure and sample
3. Plan data collection and analysis procedures
4. Present written research methodology
5. Utilize materials and techniques to produce creative work
Assessment Map
Cognitive
The Pre-Assessment
Processes
Remembering Part 1
1. Enumerate the different kinds of qualitative research
Part 2
1. Recall the group of people (study population) you are
interested in from which you want to draw a sample
Part 3
1. Describe how students will collect their data from the
procedures discussed
Part 4
1. Describe the painting of Mona Lisa
Understanding Part 1
1. Compare the different kinds of qualitative research
Part 2
1. Distinguish how to select the people needed for your study
Part 3
1. Summarize the different methods of collecting data
Part 4
1. Explain why the process of critiquing is vital in art
interpretation
75
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Cognitive
The Pre-Assessment
Processes
Applying Part 1
1. Illustrate the most interesting and creative research design
one can think of
Part 2
1. Demonstrate using a mind map a summary of key ideas
and concepts learned from the lesson
Part 3
1. Summarize the different methods of collecting qualitative
data
Part 4
1. Explain why the process of critiquing is vital in art
interpretation
Analyzing Part 1
1. Compare and contrast the five qualitative designs
Part 2
1. Classify the kind of sampling method in the given case
study
Part 3
1. Construct a specific example for each of the method in
collecting a qualitative data
Part 4
1. Relate the two paintings presented as to its technical
proficiency and content/form
Evaluating Part 1
1. Discriminate the kind of research design fitted to the given
questions
Part 2
1. Classify the kind of sampling method in the given case
study
Part 3
1. Recommend possible data collection methods applicable to
student‘s research
Part 4
1. Critiquing of the created work of art amongst the students
Creating Part 1
1. Create a topic of interest in two minutes or less to a 10-year
old child.
Part 2
1. Recommend an appropriate sampling technique to be used
in the students‘ research
76
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Cognitive
The Pre-Assessment
Processes
Part 3
1. Formulate the possible codes and themes that can be
extracted in the given research problem
Part 4
1. Create any work of art pattern after a famous artist using
clay
Cognitive
Formative Assessment
Processes
Remembering Lesson 1
1. Enumerate the different kinds of qualitative research
Lesson 2:
1. Recall the group of people (study population) you are
interested in from which you want to draw a sample
Lesson 3:
1. Describe how students will collect their data from the
procedures discussed
Lesson 4:
1. Describe the painting of Mona Lisa
Understanding Lesson 1:
1. Compare the different kinds of qualitative research
Lesson 2:
1. Distinguish how to select the people needed for your study
Lesson 3:
1. Summarize the different methods of collecting data
Lesson 4:
1. Explain why the process of critiquing is vital in art
interpretation
Applying Lesson 1:
1. Illustrate the most interesting and creative research design
one can think of
Lesson 2:
1. Demonstrate using a mind map a summary of key ideas
and concepts learned from the lesson
Lesson 3:
1. Summarize the different methods of collecting qualitative
data
Lesson 4:
1. Explain why the process of critiquing is vital in art
interpretation
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Cognitive
Formative Assessment
Processes
Analyzing Lesson 1:
1. Compare and contrast the five qualitative designs
Lesson 2:
1. Classify the kind of sampling method in the given case
study
Lesson 3:
1. Construct a specific example for each of the methods in
collecting qualitative data
Lesson 4:
1. Relate the two paintings presented as to its technical
proficiency and content/form
Evaluating Lesson 1:
1. Discriminate the kind of research design fitted to the given
questions
Lesson 2:
1. Classify the kind of sampling method in the given case
study
Lesson 3:
1. Recommend possible data collection methods applicable
to student‘s research
Lesson 4:
1. Critiquing of the created work of art amongst the students
Creating Lesson 1:
1. Create a topic of interest in two minutes or less to a 10-year
old child.
Lesson 2:
1. Recommend an appropriate sampling technique to be used
in the students‘ research
Lesson 3:
1. Formulate the possible codes and themes that can be
extracted in the given research problem
Lesson 4:
1. Create any work of art pattern after a famous artist using
clay
C. Lesson Proper
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LESSON 1: Qualitative Research Designs
I. What to Know
A challenge to students who are new to qualitative research is trying to
figure out what ―kind‖ of qualitative research study they will be doing.
There are many different types of qualitative research, such as
ethnography, phenomenology, grounded theory, case study, narrative,
and historical. As in any type of research, it is important for the student
to select the qualitative research approach that would best answer the
research question. The goals and methods associated with each
approach will be described briefly in this section.
Activity 5.1.1
Ask the student the topic of interest he/she has in mind (let them
imagine a painting/portrait as a product of their interest). In a few
minutes, allow the students to begin thinking by asking the next
question, ―What objectives are they seeking with their study?‖
Wolcott suggests that students must learn to ―think backward,‖ to
mentally move into a future state, gaining a sense of what intention
they hold for their finished painting of interest.
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Activity 5.1.2
Source: Creswell, John & Clark, Vicki. Principles of Qualitative Research: Designing a Qualitative
Study.
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III. What to Reflect on and Further Understand
COP
Field notes are written throughout the fieldwork about events
and behavior in the setting.
Ethnographers describe, analyze and interpret the culture and the
local, ethnic perspective of its members while making their own ethnic
interpretations.
The main evaluative criterion is the way in which the study presents
Y
the culture as experienced by its members.
Example
Turgo, Nelson. (2012) carried out an ethnographic study of a fishing
community in the Philippines in the context of a dwindling fisheries
resource and in relation to the community‘s contemporary social
and political structures, values and local issues.
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globalization and how local practices are instantiated amidst talk of
a fast globalizing world. It highlights the enduring importance of the
local linked in this case to the people in the fishing community‘s
relative immobility and marginal position in the sphere of the
Philippine economy in particular and the global economy in general.
Research titles
A ‗Balikbayan‘ in the field: Scaling and (Re) producing insider‘s
identity in a Philippine fishing community.
The Kinship of Everyday Need: Relatedness and Survival in a
Philippine Fishing Community
Bagong Silang Community: An Ethnographic Study of
Strategies of Survival
A Story of High School Inclusion: An Ethnographic Case Study
COP
researcher. From its very start, this approach has been
modified, not only by the main protagonists themselves but also
by researchers who adopted and adapted it during its
application to their own inquiry. In this chapter, we will describe
the main features of GT and trace development and changes
over time.
DEPED
categorize transcripts from interviews or field notes. The
researcher has a dialogue with the literature when discussing
categories. Throughout the analytic process, constant
comparison and theoretical sampling takes place. Memos—
theoretical notes—provide the researcher with developing
theoretical ideas. The theory that is generated has ‗exploratory
power‘ and is grounded in the data.
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Example
Ilagan, Perla R. (2011) acquired an in depth understanding of the
meaning of intimate partner violence from the perceptions of
Filipino men and women.
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drug use, poor communication skills, jealousy and philandering.
Violation of the dignity of a person that brought with it children as
victims was implicated in the cycle of violence.
Y
theory research illustrate the complexity of intimate partner violence
in Filipino homes. The need for education about spousal violence
and the presence of a support system for protection, counseling
and rehabilitation are prominent keys in reducing violence in
Filipino homes.
Research titles
E
Perceptions of Filipino Women and Men on Intimate Partner
Violence
Becoming Selfless: A Grounded Theory of Commitment to
Service
From person to father: A Grounded Theory of Male Gender
Identity Formation http://0-search.proquest.com.lib1000.dlsu.
edu.ph/docview/1039597832/A43FAE84ABBF4E14PQ/24?ac
countid=28547
Investigating Food Development in an Area of the Philippines:
An Explorative Study Using a Grounded Theory Approach
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Narrative Inquiry includes stories that reflect on people‘s
experience and the meaning that this experience has for them.
Narrative research is a useful way of gaining access to feelings,
thoughts and experience in order to analyze them. For many
decades, health research had focused on the decision-making
and thoughts of professionals and their measurement of the
treatment outcomes, while the feelings and ideas of the patient,
the ‗insider‘, tended to be neglected. The perspectives of
patients are uncovered through their stories.
COP
and the person. There are a number of different ways of
analyzing narrative data, and all are legitimate.
Example
Y
Source: Holloway and Wheeler, Qualitative Research in Nursing and Healthcare.
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Research titles
Enhancing the transparency of Accounting Research: The
Case of Narrative Analysis http://0-search.proquest.com.
lib1000.dlsu.edu.ph/docview/1674436872/AEA8CB44C9C44D
09PQ/17?accountid=28547
The Narrative Research Trail: Values of Ambiguity and
Relationships
Narrative Inquiry: Approaches to Language and Literacy
Research
Through the Looking Glass Space to New Ways of Knowing: A
Personal Research Narrative
COP
Writers developed different conceptual formulations, (very
broadly) descriptive (Husserl), interpretive (Heidegger) and
ontological-existential (Sartre) which have been adapted as
methods of inquiry by researchers.
Y EPED
Source: Holloway and Wheeler, Qualitative Research in Nursing and Healthcare.
Example
Vapor, Victor Rey Cui (2009) explored a new Philippine
phenomenon that emerged involving Filipino physicians who went
back to school to take up nursing in the Philippines in order to
migrate to foreign countries to work as nurses. The purpose of his
study was to describe and to interpret the lived experiences of
Filipino physician-turned nurses in the United States.
Phenomenology was used as research design, with data obtained
from a purposive sample of eight (8) self-identified physician-turned
nurses in Las Vegas, Nevada. Participants were interviewed using
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a single, open-ended central question. The audio taped responses
that described their lived experiences were eventually transcribed
verbatim. To interpret their experiences, clusters of themes were
then generated using the Colaizzi's (1978) method of
Phenomenological Inquiry. The results of the study revealed that
the experiences of Filipino physician-turned nurses involved
multidimensional issues, both in the contexts of emigration and a
professional shift from physician to nurse. Being the first of its kind,
this study will enlighten society of the lived experiences of Filipino
physicians who compromise professional integrity by working as
nurses just to emigrate to the United States. Furthermore, this
research study will contribute to the existing literature on cross-
cultural adaptation, particularly involving role compromise in an
unfamiliar social and cultural context.
Research titles
Social Futures of Global Climate Change: A Structural
Phenomenology
The Importance of Feeling Awkward: A Dialogical Narrative
Phenomenology of Socially Awkward Situations
Social Responsibility: A Phenomenology of perceived-
successful student leadership experience
Emotions in the flesh: A Phenomenology of Emotions in the
lived body
DEPE
an interpretative research. It is chosen precisely because
researchers are interested in insight, and discover rather than
the testing of a hypothesis.‖ Yin defines a case study as an
empirical enquiry that investigates a contemporary phenomenon
within its real-life context, especially when the boundaries
between phenomenon and context are not clearly evident.
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Example
Protacio, Maria Selena and Sarroub, Loukia K. (2013) describe the
reading practices in a public and high-achieving 6th grade English
classroom in the Philippines. By utilizing a four resources model,
they discuss the different roles that students assume in this
classroom. Students in this class are mainly code breakers and text
users and have limited opportunities to assume the other two roles
of the four resources model. This case study provides a different
view of reading, specifically a view of a culture of reading where in
higher status is given to oral reading performance rather than
comprehension. We describe the way a high-achieving 6th grade
Philippine classroom perceives reading. Through this case study,
both authors would like to contribute to the research literature on
Philippine education and increase our knowledge of reading
practices as they are conceived and practiced in this particular
classroom.
Research titles
Internationalizing the Basic Education Curriculum: A Philippine
Case Study
School Viability: A Case Study of Victoria Heights School in
Manila
Entrepreneurial University: A Case Study of De La Salle -
Araneta University, Philippines
Team Effectiveness in an Academic School Organization: A
Multiple Case Study
Ask the students: What is the most interesting and most creative
research qualitative design they can think of? A quiz enumerating
and defining the different research designs discussed in class will be
appropriate in finding out what students have learned. Now, ask
them to select a research design for their research problem. Ask
them why they chose it and how it relates to their research purpose?
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each. They will demonstrate application of one of the five qualitative
designs. Students identify a research topic appropriate for a qualitative
study. They will select a design well-suited to the topic chosen.
V. Summary/Synthesis/Generalization
Before beginning your qualitative research, you must provide thorough
regard to design, including how research strategies will be governed
and how the method you choose will answer your research question.
Consider how you will find participants and what scope for the project
will be obtained with your sample. Does your chosen research design
account for the purpose of the study? How will you locate your study
methodologically? What data will you gather and how will you handle
these data? Finally, consider how you will use your chosen research
design for management and analysis of data gathered. In this module,
we have explained the need for careful design of a qualitative research
and the special requirements of qualitative research design. Qualitative
research usually involved ongoing processes of design as the
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researcher designs and reviews the scope of the project and the
nature of the data required. The questions you should ask and the
issues you should consider as you prepare a design, as well as the
ways in which you can revisit and revise it as you commence your
qualitative research are suggested. As you plan, anticipate that your
study will involve different stages, and allow time for each—
conceptualizing, entering the field, creating data system, final analysis
and others. Throughout this chapter, we have emphasized that you
need to see your research in terms of its overall design.
References
Protacio, Maria Selena and Sarroub, Loukia K., "A case study of reading
instruction in a Philippine classroom" (2013). Faculty Publications:
Department of Teaching, Learning and Teacher Education. Paper 132.
http://digitalcommons.unl.edu/teachlearnfacpub/132
Sanders, Carolyn. "Application Of Colaizzi‘S Method: Interpretation Of An
Auditable Decision Trail By A Novice Researcher". Contemporary Nurse
14, no. 3 (2003): 292-302.
http://www.tandfonline.com/doi/abs/10.5172/conu.14.3.292.
Strauss, A.L. (1987) Qualitative analysis for social scientists. New York, NY,
Cambridge University Press.
Strauss, A.L. & Corbin, J. (1990) Basics of qualitative research: Grounded
theory procedures and techniques. Newbury Park, CA, Sage.
Strauss, A.L. & Corbin, J. (eds). (1997) Grounded theory in practice.
Thousand Oaks, CA, Sage.
Strauss, A.L. & Corbin, J. (1998) Basics of qualitative research: Techniques
and procedures for developing grounded theory, 2nd edn. Thousand
Oaks, CA, Sage.
Nursing Research, 45 (2), 122– 24. Website of Glaser‘s Grounded Theory
Institute www.groundedtheory.com Further reading
Yin, Robert K. (2014). Case study research design and methods (5th ed.).
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LESSON 2: Description of Sampling and Data Collection
I. What to Know
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 (example is the size and
diversity) determine which and how many people to select. In this
lesson, students will briefly describe three of the most common
sampling methods used in qualitative research: purposive sampling,
quota sampling, and snowball sampling. As data collectors, students
will not be responsible for selecting the sampling method. The
explanations in this lesson are meant to help students understand the
reasons for using each method.
Activity 5.2.1
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children from the 2,000 for your qualitative study. There are difficulties
when it comes to qualitative research in general and that selecting a
sampling strategy and sample size for qualitative research is no
difference. The enduring understanding to be given emphasis is that
the strategy you adopt will be driven by the: 1) Research
question(s)/purpose; 2) Time frame of your study; 3) Resources
available.
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Quota Sampling is a sampling technique whereby participant
quotas are preset prior to sampling. Typically, the researcher is
attempting to gather data from a certain number of participants that
meet certain characteristics that may include things such as age,
sex, class, marital status, HIV status, etc.
COP
prematurely if the researcher has a narrow sampling frame, a
skewed analysis of the data, or poor methodology. Because of this,
the researcher must carefully create the research question, select an
appropriate target group, eliminate his or her own biases and
analyze data continuously and thoroughly throughout the process to
bring validity to the data collected.
Source: Mack et al., Qualitative Research Methods: A Data Collector’s Field Guide. and
Qualitative Sampling Methods
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Formative Assessment 5.4
Ask students to answer this case study: Imagine that you have arrived
in Malate, Manila to conduct a case study on working street children.
A local social worker introduces you to two former street working
children and you learn that they still have lots of friends still working
on the street. As a way to identify participants for your study, you ask
the two former street working children if they can recommend and
invite some of their friends on the street to participate in the study.
You also ask them to spread word of the study in anticipation that
their friends will also help you to identify potential participants.
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2. The size of a sample is important to determine the difference
within a target population. Having a large sample size might
assess the quantity of distinction that will eventually denote the
population of interest.
Grounded
Assess 20–30 people, which typically is enough
theory/ethnography/action
to reach saturation.
research
Source: Nastasi, ―Qualitative Research: Sampling & Sample Size Considerations‖.
Interviewing key
Interview approximately five people.
informants
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Data Collection Method Rule of Thumb
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V. Summary/Synthesis/Generalization
Still if it were probable, it is not compulsory to assemble data from
everyone in a group in order to obtain legitimate findings. In qualitative
research, merely a sample of a population is chosen for whichever
specified study.
DEPE
Mack, Natasha, Cynthia Woodsong, Kathleen M. Mac Queen, Greg Guest, and
Emily Namey. Qualitative Research Methods: A Data Collector’s Field Guide.
1st ed. North Carolina: Family Health International, 2005.
D
https://my.laureate.net/Faculty/docs/.../qualit_res smpl_size_consid.doc
Yin, R. K. (1994). Case study research: Design and methods. Thousand Oaks:
Sage Publications.
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LESSON 3: Analysis of Procedures Such as Survey,
Interview, and Observation
I. What to Know
To use qualitative methods means that you will be generating data that
is primarily in the form of words, not numbers. Some of the most
common data collection methods are different types of individual
interviews (general or key informants) and group discussions. In this
section, we also discuss other types of data that might help you
understand the context.
PY
Activity 5.3.1
Ask your students how they will collect their data for their research.
Give an example of choosing a breed of dog they like as their pet.
Ask them how they will be able to understand the breed of dog
they like (they can probably research using the internet, interview
persons with a particular breed of dog, survey dog breeders or
observe dog owners)?
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Data Collection
-
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Can be referred to as 'depth' or 'in depth' interviews
They have very little structure at all
The interviewer may just go with the aim of discussing a limited
number of topics, sometimes as few as just one or two
The interviewer may frame the interview questions based on the
interviewee and his/her previous response
- This allows the discussion to cover areas in great detail
- They involve the researcher wanting to know or find out more
about a specific topic without there being a structure or a
preconceived plan or expectation as to how they will deal with the
topic
DEPE Structured
-
-
The interviewee will ask the respondent the same questions in the
same way. A tightly structured schedule is used
The questions may be phrased in order that a limited range of
responses may be given - i.e. 'Do you rate our services as very
D
good, good or poor'. A researcher needs to consider whether a
questionnaire or structured interview is more appropriate
- If the interview schedule is too tightly structured this may not
enable the phenomena under investigation to be explored in terms
of either breadth or depth
- Qualitative interviews should be fairly informal and participants
feel they are taking part in a conversation or discussion rather
than in a formal question and answer situation
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- There is skill required and involved in successful qualitative research
approaches—which requires careful consideration and planning
It is argued that there are limits to the situations that can be observed in
their 'natural' settings and that the presence of the researcher may lead to
problems with validity.
observed COP
a. Change in people's behavior when they know they are being
Strengths of observation
a. Can offer a flavor for what is happening
b. Can give an insight into the bigger picture
Y EPED c.
d.
e.
Can demonstrate sub-groups
Can be used to assist in the design of the rest of the research
Sometimes, the researcher becomes or needs to become a
participant observer, where he/she is taking part in the situation
in order to be accepted and further understand the workings of
the social phenomenon
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Techniques for collecting data through observation:
Written descriptions
- The researcher makes written descriptions of the people, situations
or environment
- Limitations include
o Researcher might miss out on an observation as they are
taking notes
o The researcher may be focused on a particular event or
situation
o There is room for subjective interpretation of what is happening
Video recording
- Allows the researcher to also record notes
- Limitations may include
o People acting unnaturally towards the camera or others
avoiding the camera
o The camera may not always see everything
-
COP
Useful when there is a need to collect observable information or
phenomena such as buildings, neighborhoods, dress and
appearance
Artifacts include objects of significance—memorabilia, instruments,
tools and others.
Documentation
Any and all kinds of documentation may be used to provide
information—a local paper, information on a notice board,
administrative policies and procedures.
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Survey
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An example of a survey is the open-ended questions. This is placed in
a box form and will permit your respondents to provide a unique
answer. This kind of approach is able to provide the respondents the
freedom to say what they feel about a topic, which provides you with
an exploratory data that may unleash important issues, opportunities,
Y
issues, or quotes.
Activity 5.3.2
Ask students to look at their research titles and reflect on the possible
data collection methods to be employed.
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Data Analysis
According to Yin (1994:102) ―data analysis consists of examining,
categorizing, tabulating, or otherwise recombining the evidence to
address the initial prepositions of a study‖.
COP
occurred. It focuses on how language is used in everyday life
and looks at how people express themselves.
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adjust the research during this time. Pieces of data ought to be
carefully labeled and organized in such a way that eases ongoing
analysis. This process of analysis involves making sense out of data
recorded in text, image, audio and/or video formats.
For example
Students who participate in the Multicultural Scholars Program will
be able to describe their talents, strengths and social group
memberships.
For example
Describe talents and strengths
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Codes can be pre-set or emergent. You should have both.
Pre-set: A list of codes created in advance by the researcher based
on the research question, learning outcomes, or conceptual
framework.
Creating Categories
Coding will serve as a system to help you to organize your data. Once
you have gone through all documents and coded them, they can now
be gathered into families of codes or categories. Materials are sorted
by these categories, identifying similar phrases, patterns and
relationships. As you code and categorize the data, look for the
interrelationships among categories. Sorted materials are examined to
isolate meaningful patterns. Identified patterns are used to create
themes.
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1) One approach is to examine your findings with a pre-defined
framework, which reflects your aims, objectives and interests. This
approach is relatively easy and is closely aligned in research which
has pre-determined interests. This approach allows you to focus on
particular answers and abandon the rest.
Source: Olson, Coughlan and Ryan, Handbook Of Qualitative Health Research For Evidence-Based
Practice.
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From the given picture above, ask the students how they would code
the (fictitious) qualitative data? One appropriate phrase to descriptively
summarize the text segment and accompanying photo could be
―Unique uniforms‖.
To help speed up students‘ coding, you can, after having read through
all their data, ask them to develop a coding framework, which consists
of a list of codes that you anticipate will be used to index and divide
their material into descriptive topics.
The following are approaches that will help students analyze their data:
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develop a theory that could explain those patterns.
On Models Of Research".
Y EPED
In qualitative research there is no fixed rule on how many codes a
researcher should aim for, but if you have more than 100-120 codes, it
is recommended that you begin to merge some of the codes. All
materials must have been coded to start the abstraction of the themes
from the codes.
You may ask your students to look at their codes and start grouping
them together to see the common, important and relevant themes. A
very practical way of doing this is to write the code headings on pieces
of paper and place them on a table. The process will show them the
various codes. Ask the students to move around and start clustering
the data into themes. Let the students observe patterns and structures
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which will include differences between the types of respondents if
analyzed together. They have to label the clusters of codes with an
interpretative and basic theme. In a new piece of paper ask them to
write the basic theme, label and place it next to their cluster of codes
created.
For example the codes torn uniform and no school books are seen in
the interview transcripts with working street children. They can be
clustered together as ―The Working Street Children‘s Insufficiency of
School Materials‖.
Lack of Uniform
Children lack school
material
No School Textbooks
Not all codes are of interest and relevance to the student‘s research
question. Tell the students that coding is not just about one‘s interest
and relevance to the research questions but on choosing to cluster
codes into basic themes that will enlighten them in finding meaning to
their questions.
Assuming this process limits the twenty (20) basic themes to only four
(4) organizing themes, two (2) will describe the struggles faced by
working street children and another two will detail their coping
strategies. The given figure below describes how students can show
the description codes to concentrating on a less distinct, interpretative
and networked themes that can be used to begin answering parts of
the research question.
107
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Codes Basic Themes Organizing Themes Global Theme
Lack of uniform
Children lack school
materials
No schoolbooks Working street
children
cannot afford
Lack of money to go to
for school fees school
Children unable to
pay school fees
School charges
Struggles of
Street Children
Worry
Children worry
about their family
Mind is
elsewhere Working street
children are
stressed
Tired in school
Children who are
exhausted
Headaches
108
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V. Summary/Synthesis/Generalization
The term ―a priori codes‖ refers to a ―start list‖ of pre-set codes. Jotting
down notes of a researcher‘s reactions and ideas that emerge is
essential. Ideas are important to the analytic process.
109
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References
Olson, Karin, Michael Coughlan, and Frances Ryan, ed. Handbook Of Qualitative
Health Research For Evidence-Based Practice. New York: Springer, 2016.
Wolcott, H.F. (2001) Writing up qualitative research, Newbury Park, CA: Sage
110
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LESSON 4: Application of Creative Design Principles for Execution
I. What to Know
Students will be able to understand the critical process of observing,
describing, analyzing, interpreting, and evaluating that leads to
informed judgments regarding the relative merits of artworks. This
lesson will lead to a better appreciation of the process of research
design, data collection and analysis of procedures.
Activity 5.4.1
111
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Ask students to imagine two situations. On the first, you are on a
country walk and you come across a sign that tells you not to attempt
to climb a fence because of risk of electrocution. Would you pause to
consider before obeying this instruction? On the other hand, suppose
you were to receive a letter from a local farmer announcing that he
proposed to put up an electric fence to protect a certain field. In this
case, would you not be more likely to think about his reasons for doing
so and what the implications would be for you and your family? In the
first case, you are thinking reactively and in the second, you are
thinking critically.
V. Summary/Synthesis/Generalization
Critical thinking in qualitative research is a skill to be developed. A
thinking-skills approach views researchers as reflective practitioners
and critical thinkers. They understand why qualitative research design,
sampling and data analysis are sometimes inconsistent or opposing
research findings because of its methodology – how research is
designed and carried out.
112
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Module 6
FINDING ANSWERS THROUGH DATA
COLLECTION
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of interview and observation
procedure skills.
Performance Standard
The learner should be able to gather relevant information with intellectual
honesty.
Lessons
1. Observation procedures and skills
2. Interview procedures and skills
Learning Competencies
The learner…
1. Writes formal letters.
2. Collects data through observations and interviews.
3. Transcribes interview sessions.
4. Writes journal while conducting observation.
Essential Understanding
Essential Question
Learners will understand that
As a researcher, how can you
observation and interview, when
make the observation and
properly implemented, are very
interview methods an effective
effective methods of gathering
tool in gathering qualitative data?
qualitative data.
Transfer Goal
Learners will be able to provide sample interview guide questions,
observation protocols, interview transcripts, and interview journal.
113
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B. Planning for Assessment
Product/Performance
The following are products and performances that learners are expected
to come up with in this module.
1. Formal letters explaining the intention of conducting interview
and/or observation sessions
2. Interview protocols and guide questions
3. Observation protocols
4. Simulations: observation and interview
5. Actual interview sessions
6. Actual observation sessions
7. Journal recordings of observation details
8. Transcription of interview session
Assessment Map
Cognitive
The Pre-Assessment
Processes
Remembering Part 1
1. Define observation method.
2. Define interview method.
Part 2
1. Identify the different types of observation method:
participant, non-participant, and systemic.
2. Identify the different types of interview method: structured
and unstructured.
Part 3
1. Define participant observation, non-participant observation,
and systemic observation.
2. Define structured interview method and unstructured
interview method.
Part 4
1. List the dos and don‘ts in conducting observation method.
2. List the dos and don‘ts in conducting interview method.
Understanding Part 1
1. Differentiate participant, non-participant, and system
observation with one another.
2. Differentiate the types of interview methods with each
other.
114
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Cognitive
The Pre-Assessment
Processes
Applying Part 1
1. Discuss how observation and interview methods are used
as data gathering tools in qualitative research.
Part 2
1. Explain the proper and effective ways in conducting
observations and interviews.
Analyzing Part 1
1. Analyze the characteristics of an effective and purposeful
observation protocol.
Part 2
1. Analyze the characteristics of an effective and purposeful
interview protocol.
Evaluating Part 1
1. Analyze sample observation protocols and determine how
these procedures could be further improved.
Part 2
1. Analyze sample interview protocols and determine how
these procedures could be further improved.
Creating Part 1
1. Construct observation protocols and interview guides based
on the chosen research topic.
Part 2
1. Implement observation protocols and interview guides.
Part 3
1. Produce journal based on the observation and transcription
of audio recordings of the interview sessions with the
identified research locale and participants.
Cognitive
Formative Assessment
Processes
Remembering Lesson 1
1. Define observation method.
2. Define interview method.
Lesson 2
1. Identify the different types of observation method:
participant, non-participant, and systemic.
115
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Cognitive
Formative Assessment
Processes
Understanding Lesson 1
1. Differentiate participant, non-participant, and system
observation from one another.
Lesson 2
1. Differentiate the types of interview methods.
Applying Lesson 1
1. Discuss how the observation method is used as data
gathering tools in qualitative research.
2. Explain the proper and effective ways in conducting
observations.
Lesson 2
1. Discuss how the interview method is used as data
gathering tools in qualitative research.
2. Explain the proper and effective ways in conducting
interviews.
Analyzing Lesson 1
1. Analyze the characteristics of an effective and bias-free
observation protocol.
Lesson 2
1. Analyze the characteristics of an effective and bias-free
interview protocol.
116
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Cognitive
Formative Assessment
Processes
Evaluating Lesson 1
1. Analyze sample observation protocols and determine how
these procedures could be further improved.
Lesson 2
1. Analyze sample interview protocols and determine how
these procedures could be further improved.
Creating Lesson 1
1. Construct observation protocols based on the chosen
research topic.
2. Conduct observation protocols.
3. Produce journal based on the observations of the identified
research locale and participants.
Lesson 2
4. Construct guide questions to be used for the interview.
5. Conduct interview with chosen participants.
6. Transcribe audio of interview sessions with the participants.
C: Lesson Proper
117
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LESSON 1: The Observation Method
I. What to Know
Check learner‘s prior knowledge of observation and how this method is
used to gather information. Having baseline information about
student‘s learning will facilitate delivery of the lesson by stressing on
information that learners have no knowledge yet or rectifying
misconceptions about observation. Tell the students that this essential
question will be their guide in going through with this lesson: As a
researcher, how can you use the observation method as an effective
tool in data gathering for a qualitative research?
Activity 6.1.1
Observation Protocol
Ask the students to construct an observation protocol template like the
one shown below.
Duration of Activity:
118
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II. What to Process
Using the baseline information gathered, focus on rectifying any
misconceptions regarding observation as a purposeful data-gathering
tool. One way to do this is to outline the characteristics and the steps
of an effective observation protocol through facilitated discussion.
COP
observation notes.
6. Slowly withdraw.
After observation, slowly withdraw by thanking the participants
for their time.
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five
Approaches.
119
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Sample Observation Protocol (Creswell, 2007)
Duration of Activity: 60 minutes
Descriptive Notes Reflective Notes
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five
Approaches.
Activity 6.1.2
Observation Simulation
Using the observation protocol that the students made in Activity 6.1, ask
them to conduct an observation of a certain topic to be given by the
teacher.
Duration of Activity:
Descriptive Notes Reflective Notes
General: (Objective of your
research)
Start of observation:
120
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IV. What to Transfer
The best way to measure student‘s learning of this lesson is the actual
implementation of observation as a means of gathering qualitative
data. Based on their research topic and the skill the learners have
learned during the simulation stage, they are expected to apply these
skills, strategies, and concepts learned in an actual observation. This
activity is best done together with an actual interview session which will
be done in Lesson 2.
V. Summary/Synthesis/Generalization
This lesson tackles observation as a data gathering method in
qualitative research. The lesson provides learners, as novice
researchers, background knowledge about observation and equips
them with the necessary strategies and skills in implementing this
method of data gathering. Lastly, it requires learners to apply the
necessary concepts, strategies, and skills they have learned in an
actual observation procedure.
References
121
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LESSON 2: The Interview Method
I. What to Know
Checking prior knowledge about interview and how it is conducted is a
good springboard for this lesson. From here, focus on the
misconceptions and facts about interview as a tool. Tell the students
that this essential question will be their guide in going through with this
lesson: As a researcher, how can you make the interview method an
effective data-gathering tool for qualitative research?
DEPE
2. Choose the type of interview
Will you use structured or unstructured interview? What type will you
use on focus group discussion or one-on-one interview?
D
3. Invite Participants
A letter of permission should be sent to the participants and they
must reply indicating their consent before conducting the interview
session.
122
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4. Develop an Interview Protocol
This is a list of questions or guide questions which you will be
asking to the interviewees. The questions are based on your
research questions and should be able to produce information
needed to answer your research questions.
COP
Check audio equipment before the interview. First, introduce
yourself and the research being conducted to the participant-
interviewee. Stay on topic and to the time mentioned in the letter
of permission.
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches .
Y EPED
123
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Parts of an Interview Protocol (Creswell, 2007)
1. Basic Information about the Interview.
It includes the time and date of the interview, where the interview
takes place, and who the participants to be interviewed are.
2. Introduction.
This provides instructions to the interviewer which will serve as
his/her guide in conducting the session. It is a prerequisite that the
interviewer introduce himself/herself including the objectives of the
research.
3. Opening Question.
This is about getting to know participants so they will feel at ease.
Questions related to their work or activities are good opening
questions. Very personal questions must be avoided.
4. Content Questions.
These are sub-questions based on the central phenomenon being
COP
studied.
5. Closing Instructions.
Thank the interviewee for his/her time.
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches.
Date:
Location:
Name:
Introduction
124
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Opening Question
- Provide spaces for taking notes in case audio will have problem-
- Provide spaces for taking notes in case audio will have problem-
Content Questions
Closing Instructions
Thank you very much (Acknowledge the class for their time). I
would like you to know that I am the only one who will have access to
this audio material and after the research, the content will be erased. If
you wish to have a copy of the abstract of this research, I would be very
willing to send you one. Do you have any question?
Activity 6.2.1
Interview Protocol
Ask the students to make an interview protocol guide such as the one
given as example. They will be using this product in the next activity.
125
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III. What to Reflect on and Further Understand
Conduct a formative test to determine students‘ mastery of this lesson
(see Assessment Map). To effectively reinforce new learning, the
learners should be asked to perform a simulation of a sample interview
based on a given topic by the teacher. Remind them of the essential
question that has been posted earlier. This will guide them in properly
conducting this method.
Activity 6.2.2
Interview Simulation
Ask the students to simulate an interview based on the topic given
in Activity 6.2. Use the interview guide which was made in Activity
6.2
Activity 6.2.3
126
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APPLICATION: Methodology
Date:
Name of Respondent
Title
Name of Office
Address
Dear ,
We are Grade 11 students of (Write your school name) who are currently doing a
research on (State your topic). The study is a major requirement for Practical Research
1 Course. In this regard, we would like to solicit your permission to interview you to
learn more about (Write the information that you seek from the participant).
If you choose to participate in this study, we will schedule a time to meet with you at
your most convenient time. During this time we would like to ask questions concerning
(Write the general objective of conducting the interview). This interview will take
approximately (Write the time duration). With your permission, we would like to
audiotape the interview in order to focus on the conversation. Only the group will have
access to the tape. The recordings will be transcribed and we will remove any
identifiers during the transcription. The tape will then be erased and your identity will be
kept confidential and will not be revealed in the final manuscript.
We will contact you again (through your secretary if there’s any) in a few days to clarify
and answer any questions you may have about this project and possibly schedule an
interview and (observation time).
Please do not hesitate to contact us if you have any questions: (Your email)
We are thanking you in advance for you consideration to participate in this study.
Respectfully yours,
Your name/s
Noted by:
127
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APPLICATION: Methodology
A. Observation Protocol
Length of Activity:
Descriptive Notes Reflective Notes
General: (Objective of your
research)
Start of observation:
B. Interview Protocol
Date:
Location:
Name:
Introduction
Opening Question
Content Questions
128
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Closing Instructions
Thank you very much, (interviewee‘s name) for your time. I would
like you to know that I am the only one who will have access to this audio
material and after the research, the content will be erased. If you wish to
have a copy of the abstract of this research, I would be very willing to
send you one. Do you have any question?
V. Summary/Synthesis/Generalization
This lesson tackles the interview method as a data-gathering method
in qualitative research. The lesson provides learners background
knowledge about the interview method. As novice researchers, this
lesson equips them with the knowledge of strategies and skills in
implementing this method. Lastly, it requires learners to apply the
necessary concepts, strategies, and skills they have learned in an
actual interview procedure.
References
Crewell, John W. Qualitative Inquiry & Research Design: Choosing Among Five
Approaches. 2nd ed. Thousand Oaks, CA: Sage, 2007.
Turner, Daniel W., III. "Qualitative Interview Design: A Practical Guide For
Novice Investigators". The Qualitative Report 15, no. 3 (2010): 754-760.
http://www.nova.edu/ssss/QR/QR15-3/qid.pdf.
129
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Module 7
ANALYZING THE MEANING OF DATA AND
DRAWING CONCLUSION
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of drawing out patterns and
themes from data.
Performance Standard
The learner should be able to analyze and draw out patterns and themes
with intellectual honesty.
Lessons
1. Patterns and Themes from Data
Learning Competencies
The learner…
1. Infers and explains themes and patterns from data.
2. Relates patterns with pertinent literature.
Essential Understanding
Essential Question
Learners will understand that patterns
and themes from qualitative data are What are the common themes
meant to describe what is unique and generated from the observation
applicable only to the participants and journals and transcripts of
are not necessarily applicable or true to interview?
other groups.
Transfer Goal
Learners will be able to write a conclusion based on the qualitative data they
have gathered which will serve as discussion points as they relate these
findings with other pertinent literature.
130
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B. Planning for Assessment
Product/Performance
The following are products and performances that learners are expected
to come up with in this module.
Assessment Map
Cognitive
The Pre-Assessment
Processes
Remembering Part 1
Understanding Part 1
1. Define inference.
findings.
COP
2. Identify pertinent literature to support or refute present
Applying
findings.
Y
2. Highlight findings from other literature that support or
contradict present findings.
3. Connect own findings with pertinent literature.
Part 1
1. Use tables to manage qualitative data (observation journal
and interview transcripts).
Analyzing Part 1
1. Analyze observation journal and determine patterns and
common themes.
2. Analyze interview transcripts line per line and determine
patterns and common themes.
3. Use codes to tag and classify the meaning being implied by
the evidences from observation and words/sentences from
interview transcripts.
131
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Cognitive
The Pre-Assessment
Processes
Evaluating Part 1
1. Discuss the common patterns and themes identified during
analyses of qualitative data.
2. Relate common patterns and themes to other pertinent
literature.
3. Refute common patterns and themes based on the findings
from other pertinent literature.
Creating Part 1
1. Suggest hypothesis/es based on the analysis of the
qualitative data.
2. Summarize the entire process of data analyses.
Cognitive
Formative Assessment
Processes
Remembering Lesson 1
1. Define inference.
2. Identify pertinent literature to support or refute present
findings.
Understanding Lesson 1
1. Read literature that could support or contradict present
findings.
2. Highlight findings from other literature that support or
contradict present findings.
3. Connect own findings with pertinent literature.
Applying Lesson 1
1. Use tables to manage qualitative data (observation journal
and interview transcripts).
Analyzing Lesson 1
1. Analyze observation journal and determine patterns and
common themes.
2. Analyze interview transcripts line per line and determine
patterns and common themes.
3. Use codes to tag and classify the meaning being implied by
the evidences from observation and words/sentences from
interview transcripts.
132
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Cognitive
Formative Assessment
Processes
Evaluating Lesson 1
1. Discuss the common patterns and themes identified during
analyses of qualitative data.
2. Relate common patterns and themes to other pertinent
literature.
3. Refute common patterns and themes based on the findings
from other pertinent literature.
Creating Lesson 1
1. Suggest hypothesis/es based on the analysis of the
qualitative data.
2. Summarize the entire process of data analyses.
C: Lesson Proper
133
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LESSON 1: Patterns and Themes from Data
I. What to Know
Ask the students about the last time they drew conclusion from
something they have read or seen. Ask them to elaborate how they
came up with that conclusion. Was their conclusion correct or not?
What caused the accuracy or inaccuracy of their conclusion?
Motivation
Ask the students to determine the next figure in the sequence.
Ask follow-up questions: Why did you come up with that choice?
What did you follow in the series in order to arrive at the last
figure?
Note: Lead the students so that the word pattern will come out.
Relate this activity to the lesson which is all about finding patterns
and themes.
EPE
D
Use the information gathered from the students‘ responses to teach
patterns and themes from data and drawing conclusions based on
empirical data. Tell them that this lesson is guided by this essential
question: What are the common themes generated from the
observation journals and transcripts of interview?
134
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Discussion Material
Patterns and Themes
135
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Tell the learners of the distinct differences between conclusions that
we make everyday and the conclusions done in research. Emphasize
that conclusions done in research are based solely on empirical data.
Discussion Material:
Coding
Coding is the process of analyzing the data and searching for
essential information that answers the research questions. They
are considered essential if they occur of have been mentioned
several times by the informants. In other words, it is a process of
filtering the data (Farber 2006). These essential words are marked
or labeled (coded). Codes are words that represent themes or
patterns. There are two types of codes in qualitative research:
emergent and preset (Taylor-Powell and Renner 2003). Emergent
codes are those that show up during analysis while preset are
codes that have been identified prior to analysis. Qualitative
researchers use codes to easily identify meanings and group
similar patterns or themes that occur or transpire in the interview
transcript of each participant. By using codes, the researcher can
easily make an inference.
How to Code
Coding is a laborious task; it entails deep and sharp understanding
of the transcript and the topic being studied. The coding that will be
presented in this module is a modification of the coding system
being followed by adept researchers.
Earlier, it has been mentioned that there are two types of codes:
preset and emergent.
136
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Example of Preset Codes/Categories*
Codes/Themes/Categories
Questions Responses to the question were sorted
into
1. What makes a quality
Facilitators (F), Relevance (R),
student activities
Attendance (A), Variety (V)
program?
2. What are the benefits
of a student activities Students (S), Mentors (M), School (S)
program?
3. How can we improve
Time (T), Resources (Re), Feedback
a student activities
(F), Mentors (M),
program?
* These are preset codes/categories because they have been identified prior to analysis.
Adapted from:Taylor-Powell and Renner, Analyzing Qualitative Data.
EPE
A Participant 5: More students attend and participate in
their chosen clubs.
*These are emergent codes because they are being identified as the analysis or coding progresses.
Adapted from: Taylor-Powell and Renner, Analyzing Qualitative Data.
137
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How to Analyze Data and Use Codes or Categories (Taylor-Powell
and Renner 2003)
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Note to the Teacher
You can use metaphor to make the students understand coding. You
can use organizing a library. If you have several reading materials:
different types of books, journal, newspaper, dictionary and other
reading materials that are mixed together, you will find ways to
organize them into groups. Perhaps you group books together and
classify them according to subjects? That is very similar to finding
patterns and themes and then organizing them into categories.
You present the findings from the interview and/or observation and
then compare them to other bodies of research. You do this by
analyzing your data which we have previously discussed.
139
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Example of Interview Transcript with Codes
COP
Y EPED
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Examples of Tabular Representation of Codes and Themes
Here are two examples (from a work of Grade 11 students) that students may
use as guide in presenting the themes identified from their data:
A.
These are
the Sections
in the
research
paper where
these
COP themesare
discusse d.
B.
Area of Focus
(Questions)
Y
Verbatim response Themes
EED
1. What are your
thoughts, it can be
anything from
impressions to
standards to
expectations,
T1: Okay. Of course I have higher
expectations in terms of teaching the
star, the crème class. Why? Because
basically they have been there and
they have overcome already so many
challenges, more difficult tasks. And
Capabilities
Expectations
141
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Activity 7.1.1
Code/Categories/Themes
Ask the students to complete the table below. Ask them to think of
possible preset codes/categories/themes for the given questions.
Activity 7.1.2
Coding
Ask the students to analyze the given interview transcription. Tell
them to use codes in order to identify patterns and themes.
142
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Activity 7.1.2
143
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Activity 7.1.3
Question 1:
Participant 1:
Participant 2:
….
Question 1:
Participant 1:
Participant 2:
….
And so on …
Question 1.
Question 2.
And so on…
OR
Area of Focus
Verbatim response Themes
(Questions)
Question 1.
Question 2.
And so on…
144
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Next, guide them on how to discuss their findings. Tell them that apart
from their interpretation of the data gathered, it is essential that they
relate their findings to other pertinent pieces of literature which support
or refute their own findings.
COP
Y EPED
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V. Summary/Synthesis/Generalization
This lesson guides the learners on how to analyze data through
patterns and themes that arise from qualitative data using observation
and interview methods. It highlights the significance of managing these
data in tabular form and using codes in order to tag common themes
and patterns. It also emphasizes the importance of relating present
findings with other pertinent literature in order to enrich the discussion
of the interpretation of the data gathered. Lastly, this lesson expects
the learners to write a summary of the findings based on the qualitative
data they have gathered.
References
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Module 8
REPORTING AND SHARING OF FINDINGS
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of guidelines in making
conclusions and recommendations, techniques in listing references, the
process of report writing, and selection criteria and process of best design
(arts).
Performance Standard
The learner is able to form logical conclusions, make recommendations
based on conclusions, and write and present a clear report.
Lessons
1. Guidelines in Making Conclusions and Recommendations
2. Techniques in Listing References
3. The Process of Writing Report
4. Selection Criteria and Process of Best Design(Arts and Design Track)
Learning Competencies
The learner…
1. Draws conclusions from patterns and themes.
2. Formulates recommendations based on conclusions.
3. Lists references.
4. Presents a written research report.
5. Finalizes and presents best design.
6. Writes short description and presents best design.
Essential Understanding
Essential Question
Learners will understand that research findings
What conclusion and
are generated based on generally accepted
recommendation can
guidelines and format and are reported and
you draw from your
shared in order to satisfy one research function
research study?
which is the creation of new knowledge.
Transfer Goal
Learners will be able to write conclusion and recommendation based on the
qualitative data they have gathered and present the results of their study.
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B. Planning for Assessment
Product/Performance
The following are products and performances that learners are expected
to come up with in this module.
Assessment Map
Cognitive
The Pre-Assessment
Processes
Remembering Part 1
1. Define inference.
2. Identify pertinent literature to support or refute present
findings.
Remembering Part 1
1. Define the following terms: conclusion, recommendation
2. Outline guidelines in drawing conclusion and making
recommendations.
Part 2
1. Define references.
2. Enumerate the techniques in listing references.
Part 3
1. Define a research report.
2. Outline the steps in presenting report.
Understanding Part 1
1. Deduce the characteristics of an inclusive conclusion and
recommendations.
Part 2
1. Distinguish APA from MLA referencing.
Part 3
1. Discuss the characteristics of a comprehensive report.
Applying Part 1
1. Draw conclusion and make recommendations based on
the analysis of qualitative data gathered from observation
and interview.
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Cognitive
The Pre-Assessment
Processes
Part 2
1. Make a reference list based on chosen style (APA or
MLA).
Part 3
1. Write a report of the findings for presentation.
Analyzing Part 1
1. Analyze codes used tag and classify the meaning being
implied by the evidences from observation and
words/sentences from interview transcripts and construct
conclusion.
2. Analyze conclusion to make recommendations.
Part 2.
1. Analyze entries needed for the chosen referencing (APA
or MLA).
Evaluating Part 1
1. Discuss the conclusion and recommendations.
Part 2
1. Assess the accuracy of the entries in the reference
section.
Part 3.
1. Explain the results of the study in preparation for the
written report.
Creating Part 1
1. Write the last chapter of the research work which includes
summary, conclusion, and recommendation.
Cognitive
Formative Assessment
Processes
Remembering Lesson 1
1. Define the following terms: conclusion, recommendation
2. Outline guidelines in drawing conclusion and making
recommendations.
Lesson 2
1. Define references.
2. Enumerate the techniques in listing references.
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Cognitive
Formative Assessment
Processes
Lesson 3
1. Define a research report.
2. Outline the steps in presenting report.
Understanding Lesson 1
1. Deduce the characteristics of an inclusive conclusion and
recommendations.
Lesson 2
1. Distinguish APA from MLA referencing.
Lesson 3
1. Discuss the characteristics of a comprehensive report.
Applying Lesson 1
1. Draw conclusion and make recommendations based on the
analysis of qualitative data gathered from observation and
interview.
Lesson 2
1. Make a reference list based on chosen style (APA or MLA).
Lesson 3
1. Write a report of the findings for presentation.
Analyzing Lesson 1
1. Analyze codes used tag and classify the meaning being
implied by the evidences from observation and
words/sentences from interview transcripts and construct
conclusion.
2. Analyze conclusion to make recommendations.
Lesson 2
1. Analyze entries needed for the chosen reference style
(APA or MLA).
Evaluating Lesson 1
1. Discuss the conclusion and recommendations.
Lesson 2
1. Assess the accuracy of the entries in the reference section.
Lesson 3
1. Explain the results of the study in preparation for the written
report.
Creating Lesson 1
1. Write the last chapter of the research work which includes
summary, conclusion, and recommendation.
C. Lesson Proper
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LESSON 1: Guidelines in Making Conclusions and Recommendations
I. What to Know
This lesson could be started by presenting situations, video clips, or
pictures to the learners from which they will be asked to make a
conclusion. This could take the form of a group activity and each group
presents the conclusion to the class after the designated time. The
teacher accepts all forms of conclusion without judgment.
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B. Introduction to the Chapter
Your introduction could be written this way:
D. Research Design
This part could be written this way:
1. How..
2. Why…
E. Limitations
Two areas that are included in this section are the following:
Start with the brief purpose of the study.
List the limitations
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F. Research Question/s Addressed
This section could be written this way:
G. Conclusion
In writing the conclusion, you go back and discuss the findings in
relation to your research problem and research questions and
elaborate these findings by citing key results.
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H. Summary
Here‘s a sample and a guide in writing your summary:
I. Recommendation
When writing the recommendations, it is better to have an
introductory paragraph which recalls the conclusions of the study.
The number of recommendations and the number of conclusions
are usually aligned. Hence, this section may be written like this:
154
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Activity 8.1.1
Activity 8.1.2
V. Summary/Synthesis/Generalization
This lesson guides the learners on how to draw conclusions and
formulate recommendations using the established and generally
accepted guidelines. It also emphasizes the significance of the
alignment between findings and recommendations.
155
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LESSON 2: Techniques in Listing References
I. What to Know
Ask the students what they see at the last section of books or journals.
These are reference lists or bibliography which should appear at the
end of the paper or books. This list provides the essential information
for a reader to locate any source cited in the research work. Present
two samples of reference lists: APA and MLA styles. Ask the students
to differentiate one from the other. Tell the students that APA and MLA
are two very common format in listing references.
Tell the learners of the distinct differences between APA and MLA
styles. There are guidelines which learners need to know and be
familiar with in order to make sure that their resource page is correct.
Emphasize that the main differences between APA and MLA styles fall
in these entries: date, author‘s name, capitalization, and source page
(references and works cited, respectively). Some authors also include
indentions, pages, publishers, and publications as key differences
between these two styles.
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acknowledge other researchers and bodies of literature that are
actually cited and helped them write their research paper.
APA MLA
Basic rules Basic rules
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APA MLA
initials for first and middle the author‘s first and/or
name. Do not spell out middle name. Spell out
author‘s first or middle name. author‘s name. Do not use
7. Use "&" instead of "and" initials.
when listing multiple authors 7. If a work has more than one
of a single work. author, only invert the first
8. For a journal article with author‘s name.
more than seven authors, list 8. Underline or italicize titles of
the first seven authors and books, journals, magazines,
three periods, and then list newspapers and films.
the last author. 9. Article titles are placed
9. The date is always the within quotation marks.
second element and is 10. Also use quotation marks for
contained in parentheses. the titles of short stories,
10. Book and periodical titles book chapters, poems and
should be in italics. Volume songs.
numbers of periodicals 11. Capitalize each word in the
should be in italics. titles of articles, books, etc.
11. If a journal has both a This rule does not apply to
volume and an issue indefinite or definite articles
number, write the volume (a, an, the), short
number followed by the prepositions, or conjunctions
issue number in parenthesis. unless one is the first word
There is no space between of the title or subtitle.
the volume number and the 12. Elements of a citation are
open parenthesis. separated by a period and
12. Article titles are plain text. No one space.
quotes or italics.
13. Capitalize only the first word
of the title and the subtitle for
books, book chapters, and
article titles.
14. Capitalize the first letter of
each word in a periodical title
except articles (a, an, the).
15. Each element (author, date,
title, etc.) of a citation is
separated by a period and
one space.
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APA MLA
Basic Format: Book Citation
Example: Example:
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APA MLA
Basic Format: Journal Article (Online)
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APA MLA
n. pag. Web. 20 May 2009.
References
Anderson, J. (2003, October) Superego. Journal of Psychology, 41.
Retrieved November 10, 2003, from EBS cohost.
Binns, T. B. (2001). The bald eagle. Chicago, Il: Rourke Publishers.
Donaldson, S. (1995). Protecting the troops from hemingway: an
episode in censorship. The Hemingway Review, 15, 87–93.
Gibaldi, J. (2003) MLA handbook for writers of research papers. 6th
ed. New York: MLA.
Gordin, M. D. (2012). The pseudoscience wars: Immanuel Velikovsky
and the birth of the modern fringe. Chicago, IL: University of
Chicago Press.
Green, J. (2007, September). The Rove presidency. The Atlantic.com.
Retrieved
fromhttp://www.theatlantic.com/magazine/archive/2007/ 09/the-
rove-presidency/6132/.
Klaphake, E. (1999). My life as an English professor. Bellevue,
Nebraska: Bellevue University Press.
Marcuse, S. (1975). A survey of musical instruments. New York:
Harper and Row.
Shafron, G. R., & Karno, M. P. (2013). Heavy metal music and
emotional dysphoria among listeners. Psychology of Popular
Media Culture, 2, 74–85. doi:10.1037/a0031722
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Example of a Resource Page: MLA STYLE
Works Cited
Activity 8.2.1
Ask the students to write a Reference List and a Works Cited for the
following entries:
Title of Book: Vanishing Wildlife of North America
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Activity 8.2.1
Author/s: Thomas B. Allen
Copyright: 1974
163
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Activity 8.2.2
They may use index cards or cut-out pieces of paper for this activity. Use
the sample given below as template.
Newspaper Encyclopedia
Writer Author
Date Published Year of publication
Title of Article Topic
Name of Newspaper Name of Encyclopedia
Page/s Volume
Page/s
Place of Publication
Publisher
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V. Summary/Synthesis/Generalization
This lesson is about the two common formats in reference listing: APA
and MLA. There are distinct differences between these formats. In
APA, Reference is the title of the resource page used while Works
Cited is the one preferred in MLA. Students are expected to follow the
guidelines in citing print and non-print materials and apply them in
writing the resource page of their research work.
References
"
165
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LESSON 3: The Process of Writing Report
I. What to Know
Ask the students if they had done any investigatory projects in the past
or had read any research work such as thesis. Can they recall the
parts? How were they written? What was the style?
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vocabulary. The use of highly technical words (unless
necessary) and unfamiliar words must be avoided. Technical
words, if used, should be defined operationally in the Definition
of Terms section.
2. Good organization
To show good organization, your paper must be consistent
and cohesive. In order to show consistency, your discussions
should focus solely on your research topic, never deviating
from it. Each discussion should lead to the outcome or results
of your study in order to show cohesion.
3. Comprehensive
One characteristic of a well-written research work is being
comprehensive. It means discussing every angle or
perspective, supported by valid data, leaving no areas
unclarified. You must not let any stone go unturned.
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The following are to be expected when conducting your research
presentation:
1. Own your research paper. You must know the entirety of your
paper starting from the background all the way up to the
results and references. Study it very well. If you‘re working in
groups, make sure that everyone knows the paper. Remember
that you will be graded not only based on the paper itself, but
more importantly on your knowledge of the research process.
Your knowledge of your research paper will not only become
evident during the presentation, but more so in answering the
questions after the presentation. Pause and think thoroughly
before answering the questions. If there are suggestions or
recommendations, humbly accept them. The judges are there
to help you improve your paper and not to antagonize you.
Take note of their comments and suggestions.
168
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Activity 8.3.1
Activity 8.3.2
Guide the students in writing the last chapter of their research work. Use
the template provided in Discussion Material as guide.
Activity 8.3.3
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V. Summary/Synthesis/Generalization
This lesson teaches the learners about the last stage in writing the
research paper: reporting and sharing of findings. This last stage
includes writing conclusion and recommendation, listing of references,
and writing research report. The expected output that learners must
produce is the report of their research.
References
Jacobs, Lynn F., and Jeremy S. Hyman. 2010. "15 Strategies For Giving Oral
Presentations". U.S. News & World Report.
https://www.usnews.com/education/blogs/professors-guide/2010/02/24/15-
strategies-for-giving-oral-presentations.
Paiz, Joshua M. et al. "General Format". Purdue Online Writing Lab, 2016.
https://owl.english.purdue.edu/owl/resource/560/01/.
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