Colegio de La Ciudad de Zamboanga: Republic of The Philippines City Government of Zamboanga Vitali Campus

REPUBLIC OF THE PHILIPPINES
CITY GOVERNMENT OF ZAMBOANGA

COLEGIO DE LA CIUDAD DE ZAMBOANGA
Vitali Campus
STUDENTS’ COPY
(Research 11-01/Practical Research 1)
Self-Learning Module 2
OMAR P. DELA MERCED

Course Instructor
COURSE DESCRIPTION:
The purpose of this course is to develop critical thinking and problem-solving skills through
qualitative research.
COURSE OBJECTIVES
At the end of the course, the students should be able to:

1. use appropriate kinds of research in making decisions;
2. decide on suitable qualitative research in different areas of interest;
3. formulate clearly statement of research problem;
4. select, cite, synthesize and use properly related literature according to ethical standards;
5. describe qualitative research designs, sample, and data collection and analysis procedures; and
6. form logical conclusions, make recommendations based on conclusion and write a clear
report.
COURSE OUTLINE
Lesson 4: Crafting the Research Methodology

(Data Collection, Analysis and Interpretation)
4.1. Qualitative research designs
4.2. Description of sample and data collection, analysis of procedures such as survey,
interview, and observation
4.3 Analysis of Procedures such as Survey, Interview, and Observation
Lesson 5: Reporting and Sharing Research Findings
5.1. Guidelines in Making Conclusions and Recommendations
5.2. Techniques in Listing References
Lesson 6: Process and Parts of Report Writing

6.1. Parts of a Report
6.2 Process of Writing Report

Lesson Objectives: At the end of the lesson, the students are able to:
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1. describe sampling procedures for qualitative research;
2. apply different types of qualitative data collection in data collection procedures;
3. discuss the different methods of collecting qualitative data;
4. differentiate various data collection and analysis procedures such as surveys, interview
and observation;
5. design a research methodology on the chosen area of inquiry showing appropriate
choice of qualitative research design, correct sampling procedure and sample.
Lesson Outline:

4.1. Qualitative research designs
4.2. Description of sample and data collection, analysis of procedures such as survey,
interview, and observation
4.3 Analysis of Procedures such as Survey, Interview, and Observation
Lesson Content:
4.1 QUALITATIVE RESEARCH DESIGN
Qualitative research design is an umbrella term for a various range of approaches and methods,
which vary considerably in terms of focus, assumptions about the nature of knowledge and the
role of the researcher. ( Melegrito, 2016)
Qualitative research designs are good at answering “How?” and “What?” questions (in contrast to
the “Whether “or “if‘ queries commonly addressed by quantitative research).
The concept of research design ‘within qualitative research is more problematic than within
quantitative research, with alternative terms including research methodology, research approach,
and research type. Reflecting on qualitative research initially describes research design as “the
way in which a research” idea is transformed into a research project or plan that can then be
carried out in practice by a research or research team. (Source: Calmorin and Calmorin, Research
Methods and Thesis Writing)
In this section, examples of different qualitative research designs ‘are presented and discussed in
the form of methodologies or approaches
DIFFERENT TYPE OF QUALITATIVE RESEARCH
Ethnography is the direct description of a group, culture or community. 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 its
meaning is more specific. In this chapter, we adopt the original meaning of the term, as a method
within the social anthropological tradition. The research methods are as follows:
 Immerse themselves in the culture or subculture they study and try to see the world from a
cultural member‘s point of view. Data are collected during fieldwork through participant
observation and interviews with the key informants as well as through documents. Researchers
observe the rules and rituals in the culture and try to understand the meaning and interpretation
that informants give them.
 They compare these with their own ethnic view and explore 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 the culture as experienced
by its members.
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 Ethnographers describe, analyze and interpret the culture and the
differences between the two.
 Field notes are written throughout the fieldwork about events and behavior in the setting
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.
It considers the everyday life of the fishing community; the realms of power; gender and
economic relations; and how these relations are played out among and between fishers and their
wives, fish vendors, dealers and brokers as the community experiences dramatic changes in the
local economy.
While the study focuses on a very local orientation, it takes cognizance of the community ‘s
enrollment in a bigger polity: national and global economic and political spaces. Thus, the study
focuses upon what local life means and exemplifies in the epoch of 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. (Turgo,2012)
Research titles
 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
Grounded Theory (GT) is an approach that generates and modifies a theory. This research design
has become ‗a global phenomenon‘. It is an approach to collecting and analyzing data. The
finished product is also called a GT—it is a development of theory directly based and grounded in
the data collected by the 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.
Data usually are collected through non-standardized interviews and participant observation but
also by access to other data sources.
Data collection and analysis interact. Researchers code and 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.
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.
A sample consisted of 37 Filipino women and 2 Filipino men who were recruited from a
Barangay Center (Health Center) in Manila, Philippines. Data were collected through semi-
structured interviews. The interviews were open-ended, in-depth, and audiotaped. The description
of the study participants was provided by the quantitative-descriptive data. Constant comparison
method was used in categorizing the narrative data and in examining the data for examples of
similar cases and themes.
The narratives revealed a rich and contextualized overview that lay a foundation for
understanding the perceptions and experiences of Filipino women and men living with intimate
partner violence. The data point to recurrent themes of poverty, gambling, alcohol and drug use,
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poor communication skills, jealousy and philandering. Violation of the dignity of a person that
brought with its children as victims was implicated in the cycle of violence.
In addition, value formation was cited as an integral aspect of rehabilitation programs. The
qualitative data in this grounded 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
 Perceptions of Filipino Women and Men on Intimate Partner Violence
 Becoming Selfless: A Grounded Theory of Commitment to Service
 Investigating Food Development in an Area of the Philippines: An Explorative Study Using a
Grounded Theory Approach
 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
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.
Narratives are tales of experience or imagination and come naturally to human beings. Narratives
are rarely simple or linear, and they often consist of many different stories rather than of a clearly
defined tale. Illness narratives are expressions of illness, suffering and pain. Narratives are often
tales of identity.
Health professionals gain knowledge of the illness experience from their patients who assists in
understanding the condition and the person. There are a number of different ways of analyzing
narrative data, and all are legitimate.
In narrative inquiry the final story is constructed by participant, researcher and reader. Illness and
professional narratives are always located
Example
Viernes, Sr. Ramona M. and De Guzman Allan B.(2005) explored a narrative-biographical
research of Teachers‘ Experiences of Supportive Relationships with Colleagues. A total of fifty
(50) public and private elementary and secondary school teachers in the central part of the
Philippines were purposively selected as respondents. The study yielded four significant themes
that describe how Filipino teachers as relational people experience and interpret supportive
relationships in the school setting. These include: supportive relationships as (1) a life-giving
force; (2) an extension of one‘s family; (3) a reciprocal process; and (4) a work still in progress.
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
Phenomenology is a 20th century school of philosophy rooted in philosophy and psychology

which focuses on the subjective experience of the individual and seeks to understand the essence
or structure of a phenomenon from perspective of those who have experience it.
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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.
Researchers who use phenomenological methods have formulated various methods of data
analysis
The approach should not be mechanical but insightful and illuminate the phenomenon under study
and capture its essence.
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 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 crosscultural 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
Case Study is a bounded system, a single entity, a unit around which there are boundaries. It has
definite quality (time, space and/or components comprising the case). It has ―no particular
method for data collection or data analysis. A case study uses 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.
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
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 Entrepreneurial University: A Case Study of De La Salle- Araneta University, Philippines
-------------------------------------------Please return this page your teacher----------------------------------
Name: _______________________________ Date: ____________

Course: _______________________________ Research 11-01 (Lesson 4.1)
Lesson 4.1 Qualitative research designs

Direction: Answer the following questions based on your understanding from the above lesson module.
1. What is qualitative research?
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2. What are the different types of qualitative research?

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3. What are the different examples of the different types of qualitative research?
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4. Discuss difference in every types of qualitative research in terms of data collection?

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5. Differentiate between Phenomenological Study from Case Study?

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4.2 DESCRIPTION OF SAMPLE AND DATA COLLECTION, ANALYSIS OF

PROCEDURES
SUCH AS SURVEY, INTERVIEW, AND OBSERVATION
Three types of Qualitative Sampling
Purposeful/Purposive Sampling is the most common sampling strategy. In this type of sampling,
participants are selected or sought based on preselected criteria based on the research question.
For example, the study may be attempting to collect data from lymphoma patients in a particular
city or county. The sample size may be predetermined or based on theoretical saturation, which is
the point at which the newly collected data no longer provides additional insights.
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.
Snowball Sampling is also known as chain referral sampling. In this method, the participants refer
the researcher to others who may be able to potentially contribute or participate in the study. This
method often helps researchers find and recruit participants that may otherwise be hard to reach.
A note on sample size: Once a sampling method has been determined, the researcher must
consider the sample size. In qualitative studies, sampling typically continues until information
redundancy or saturation occurs.
This is the point at which no new information is emerging in the data. Therefore, in qualitative
studies it is critical that data collection and analysis are occurring simultaneously so that the
researcher will know when the saturation point is reached.
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It is important to understand that the saturation point may occur 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.
When determining sample size for qualitative studies, it is important to let students remember that
there are no hard and fast rules.
There should also be consideration of the size of a good database: one that will yield data that are
of sufficient quality and quantity. While the quality of the data is impacted by the quality of the
interview procedure, the quantity of data is also important.
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Name: _______________________________ Date: ____________

Lesson 4.2 Description of Sample and Data Collection, Analysis of Procedures such as Survey,
Interview, and Observation
1. What is qualitative sampling?
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2. What are the different types of qualitative sampling?

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3. What are the different examples of the different types of qualitative sampling?
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4. Discuss the rules of thumb in data collection method?
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5. What are the guidelines for the lengths in conducting interview?

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4.3 ANALYSIS OF PROCEDURES SUCH AS SURVEY, INTERVIEW, AND

OBSERVATION
Data Collection
Qualitative research data collection methods are time consuming, therefore data is usually
collected from a smaller sample than would be the case for quantitative approaches—therefore
this makes qualitative research more expensive. The benefits of the qualitative approach are that
the information is richer and has a deeper insight into the phenomenon under study. (Yin, 1994)
The main methods for collecting qualitative data are:

1. Individual interviews
2. Focus groups
3. Observations
4. Action Research
Methods of collecting data:
1. Interviews
 Unstructured - 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
 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 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 There
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is skill required and involved in successful qualitative research approaches—which
requires careful consideration and planning
Good qualitative research involves:

a. Thought
b. Preparation
c. The development of the interview schedule
d. Conducting and analyzing the interview data with care and consideration
2. Observation May take place in natural settings and involve the researcher taking lengthy and
descriptive notes of what is happening.
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.
Limitations with observation include:
a. Change in people's behavior when they know they are being observed
b. A 'snap shot' view of a whole situation
c. Think Big Brother...
d. The researcher may miss something while they are watching and taking note
e. The researcher may make judgments, make value statements or misunderstand what has been
observed
Strengths of observation
a. Can offer a flavor for what is happening
b. Can give an insight into the bigger picture
c. Can demonstrate sub-groups
d. Can be used to assist in the design of the rest of the research
e. 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.
Observation can sometimes obtain more reliable information about certain things—for example,
how people actually behave. It can also serve as a technique for verifying or nullifying
information provided in face to face encounters. People or environment can be observed. When
environment is researched, it can provide valuable background information that may inform other
aspects of the research. (Baraceros, Ester L. 2016)
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
Photographs and artifacts

- 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
In doing a survey, the researcher must understand the right mode of inquiry for establishing an
inference whether in a large group of people or from a small number of people in a group. The
very aim of conducting a survey is to present and explain the actual experiences of a certain
population.
Conducting survey are done in three (3) steps: 1) by email; 2) telephone; 3) personal interview.
The method of data collection can be from observation to content analysis and this can be used in
the survey.
The challenges and limitations of survey are seen according to the following criteria: 1)
appropriateness of the method; 2) accuracy of what to observe; 3) generalizability of the findings;
4) administrative constrains; 5) ethical and political difficulties
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, issues, or quotes.
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.
There are a variety of approaches to this process of analysis and interpretation. Some of the most
commonly used approaches include:
 Content Analysis - used to analyze and interpret verbal data, or behavioral data. Content can be
analyzed descriptively or interpretatively.
 Narrative Analysis - used to analyze text that may come from variety of sources including
transcripts from interviews, diaries, field notes, surveys and other written forms. Narrative
analysis often involves reformulating stories presented by people in different context and based
on their different experiences.
 Discourse Analysis - a method of analyzing naturally occurring spoken interactions and written
text and is concerned with the social context in which the communication occurred. It focuses on
how language is used in everyday life and looks at how people express themselves.
 Grounded Theory - also called analytic induction. This is a method that attempts to develop causal
explanations of a phenomenon from one or more cases being studied. Explanations are altered as
additional cases are studied until the researcher arrives at a statement that fits all cases.
 Conversation Analysis - examines the use of language by people as a type of action or skilled
accomplishment. A key concept in this analysis is the principle of people taking turns in
conversation. Meanings are usually shaped in the context of the exchange itself
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.
It may be helpful to think of the following steps (Creswell 2009):

1. Organize and prepare the data for analysis.
2. Read through all the data. Gain a general sense of the information and reflect on the overall
meaning.
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3. Conduct analysis based on the specific theoretical approach and method (examples: narrative,
content, grounded theory, discourse, conversational and others). This often involves coding or
organizing related segments of data into categories.
4. Generate a description of the setting or people and identify themes from the coding. Search for
theme connections.
5. Represent the data within a research report.
6. Interpret the larger meaning of the data.
Coding and Categorizing
Understanding the definition of coding is essential in proceeding with its processes. Coding can
be defined as the actual process of making sure data is organized into chunks or segments and
later making meaning out of it.
Creswell, J.W. (2009) also explains that coding and categorizing involves taking text data or
pictures gathered during data collection, segmenting it into categories, and labeling those
categories with a term, often a term used by the actual participant.
Begin the coding process by first reviewing your learning outcomes as a reminder of what you are
assessing. Your coding scheme will be based on your learning outcomes.
For example
Students who participate in the Multicultural Scholars Program will be able to describe their
talents, strengths and social group memberships.
Coding involves assigning a word, phrase, number or symbol to each coding category.
For example
Describe talents and strengths
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.
Emergent:
Ideas, concepts, actions and meanings that come up from reading and analyzing the data that are
not in the pre-set codes.
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.
APPROACHES IN ANALYZING DATA
In an inductive approach, a researcher begins by collecting data that is relevant to his or her topic
of interest. Once a substantial amount of data have been collected, the researcher will then take a
breather from data collection, stepping back to get a bird‘s eye view of a data. At this stage, the
researcher looks for patterns in the data, working to develop a theory that could explain those
patterns.
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In a deductive approach it takes the steps described for inductive research and reverse their order.
They start with a social theory that they find compelling and then test its implications with data.
That is, they move from a more general level to a more specific one. This approach to research is
the one that people typically associate with scientific investigation. The researcher studies what
others have done, reads existing theories of whatever phenomenon he or she is studying, and then
tests hypotheses that emerge from those theories.
Name: _______________________________ Date: ____________

Lesson 4.3 Analysis of Procedures such as Survey, Interview, and Observation
1. How do you collect data in a qualitative research?
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2. What are the main methods for collecting qualitative data? Discuss each.
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3. What are the different techniques for collecting data through observation?
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4. What are the most common approaches used in the process of analysis and interpretation?
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5. What is coding and categorizing? Discuss each and give examples

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Name: _______________________________ Date: ____________

Course: _______________________________ Research 11-01 (Module 2)
SUMMATIVE EXAMINATION
Crafting the Research Methodology
Test I- Identification: Identifying particular research design by writing your answer on the space
provided.
1. If I could discover the reason behind a school experience with organizational

development, I would ask_______.
2. If I could discover the shared lived experiences of one quality or phenomenon in others, I
would want to know about ________.
3. If I could experience a different culture by living/ observing it, I would choose to
experience ______.
4. If I could discover what actually occurred and was experienced in a single lived event, that
event would be _______.
5. If I could discover a theory for a single phenomenon of living as shared by others, I
would choose to discover the theory of______.
Test II- Case Study. Read carefully and analyze the given case below and answer the
succeeding question
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.
How would you collect your data from the given situation? What methods will you utilize?
Explain your answer.
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Rubric for Case Analysis:
Content – 5
Appropriateness – 5
Writing conventions – 5
15 pts
Test III- True or False

Directions: Write QU if the statement is true, and QS if it is false
___1. Observations, interviews, documents, and audiovisual materials are of four types of qualitative data
collection.
___2. Qualitative researches do not need to consider any ethical considerations when conducting their
research.
___3. Face- to- face interviews are useful when informants cannot be directly observed.
___4. A limitation of using documents in qualitative research that the documents may not be authentic or
accurate.
___5. Interviews can be accessed at a time convenient to researcher- an obtrusive source of information.
___6. Most sampling in qualitative research entails purposive sampling of some kind.
___7. Theoretical sampling is the same as statistical sampling.
___8. Theoretical sampling is often used as a part of a grounded theory approach to research.
___9. Validity, reliability and generalizability are key issues for qualitative researches.
___10. Triangulation is a technique using two different methods to get at the same research question and
looking for convergence in research findings.
16
Lesson 5: Reporting and Sharing Research Findings
1. explains the guidelines for making conclusions and recommendations;

2. describe the techniques in listing references;
3. apply reference list based on chosen style (APA or MLA);
4. analyze conclusions to make recommendations;
5. explain the difference between APA format from MLA referencing style format;
6. formulate recommendations based on conclusion;
7. create list of refences.
Lesson Outline:
Lessons 5 Reporting and Sharing Research Findings

5.1. Guidelines in Making Conclusions and Recommendations
5.2. Techniques in Listing References
Lesson Content:
5.1 GUIDELINES IN MAKING CONCLUSIONS AND RECOMMENDATIONS
Parts of the Last Chapter of Your Study: What to Write
A. Purpose of the Chapter You may use this example to indicate the purpose of your study:
The purpose of this chapter is to present the conclusions, summary, and recommendations of this
study.
B. Introduction to the Chapter Your introduction could be written this way:
This chapter reflects on the study ‘s purpose and research design. A summary of the research
findings will be presented and organized around the research questions. This is followed by the
research conclusions and recommendations for further research and study.
C. Purpose of the Study

This part should reflect the following:
Your Statement of the Problem
A summary of the Review of Related Literature
Restatement of the Purpose
D. Research Design
This part could be written this way:
This study was primarily an exploration of the students perceptions about a quality school. The
research design was focused on the following questions:
1. How..
2. Why…
Continue with data gathering methods…

E. Limitations
17
Two areas that are included in this section are the following:
Start with the brief purpose of the study.
List the limitations
F. Research Question/s Addressed

This section could be written this way:
This section presents a summary of the findings of the two research questions.
Write Your Research Question Number One
The literature identified a range of perceptions regarding a quality school. The first question
sought to understand the students‘ perceptions of a quality school. The question asked: STATE
YOUR QUESTION (The one you asked to the participants)
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.
It could be structured this way:
The following conclusions represent an attempt to better understand the views regarding a quality
school.
The findings identified the thoughts that teachers and students alike have about the characteristics
of and what it takes to be a quality school. ... Continue highlighting these findings by enumerating
them. End with a recapitulation of your conclusion.
H. Summary
Here‘s a sample and a guide in writing your summary:
The study identified the presence of two dominant contrasting views regarding quality school.
• Identify those.
• Why are they important?
The recommendations identity possible courses of action to bring clarity and closer agreement to
perceptions of quality school.
As human beings, it is automatic for us to observe what is happening around us and
explain why things transpire in certain ways. However, we do it arbitrarily.
As students, understanding events around us requires systematic studies in order to
generate acceptable rationalizations. Thus, research is a vital component of our course curriculum.
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:
The conclusions of the research identify a number of issues emanating from diversity of
perceptions regarding quality school. The recommendations are the outcomes of extensive
interaction with participants and reflections of the researcher.
The recommendation is:

That the administration should strengthen the information drive about quality school.
18
To help us in making conclusions, descriptions of each guidelines are presented below;
a. Implicitly restate your thesis/ position. Think of it this way; in a general sense your thesis states “
I WILL argue that …” while your conclusion should emphasize “ I HAVE argued that…”The
thesis is meant to establish the direction of your essay; the conclusion should make it clear to the
reader that you kept on track and supported your argument.
b. Emphasize the importance of your subject by placing it in a larger context. Show how your
argument might advance knowledge in a discipline, take a position in a larger debate, or provide
solutions to a problem.
c. Offer suggestions for the future based on what you have argued. Looking to the future can also
make your reader consider your argument long after they have finished your study.
d. End on a relevant and powerful quote or anecdote that serve as to sum up your paper. Quotes,
anecdotes, or examples can allow you to do end your essay in a way that both gets your main
point across and is stylistically effective.
For the recommendation

a. You should not recommend anything that you have previously discussed in the discussion. The
rule no new material in your conclusion is also applicable in your recommendation.
b. Recommendation are not the same as conclusions. Consider recommendations to go one step
further that the conclusions as (a) ‘something’; (b) ‘someone’ and (c)’ needs to do”.
c. There are many different levels within your set of recommendations: for (a) academic, (b) policy
maker (c) for practitioners or recommendation for (d) training/ education.
Name: _______________________________ Date: _________________

Lesson 5.1 Guidelines in Making Conclusions and Recommendations
19
1. What are the different parts of the last chapter of your study? Discuss each
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2. How do you write a conclusion?
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3. How do you write a recommendation?
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4. What are the different levels within your set of recommendations?
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5. What is the significance of recommendation in writing the summary?
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5.2 TECHNIQUES IN LISTING REFERENCES
Part of the responsibilities of a good researcher is to recognize or cite all the resources print or
non-print at the resource page. American Psychological Association (APA) and Modern
Language Association (MLA) are just two of the well-known methods of citation.
Resource Page:
APA and MLA Styles - A resource page (references or works cited) is something similar to a
bibliography although there are some differences between the two. A bibliography is often used in
books and refers to all sources used whether referenced or not in the process of writing the work.
20
On the one hand, a reference or works cited is where researchers acknowledge other researchers
and bodies of literature that are actually cited and helped them write their research paper.
References and Works Cited are used differently depending on the style used. References is used
in APA Style while Works Cited is used in MLA Style.
APA and MLA Styles Compared and Contrasted (California State University– Chico)
As you can recall, APA stands for American Psychological Society and MLA stands for Modern
Language Association. These two methods of citation are the ones more frequently used by
educational institutions in the country. Below is a table showing the similarities and differences in
formatting the APA reference list and MLA works cited.
21
22
Example of a Resource Page: APA STYLE
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 from http://www.theatlantic.com/magazine/archive/
2007/09/therove- presidency/6132/.
Klaphake, E. (1999). My life as an English professor. Bellevue, Nebraska: Bellevue
University Press. , 2, 74–85. doi:10.1037/a0031722
Example of a Resource Page: MLA STYLE
Works Cited
Anderson, John. "Superego." Journal of Psychology October 2003: 41. Academic Search
Elite.EBSCO host. MSB Brooklyn Center Campus Library, Brooklyn Center, MN. 10
November 2003.
Binns, Tristan Boyer. The Bald Eagle. Chicago: Rourke, 2001. Print.
Donaldson, Scott. "Protecting the Troops from Hemingway: An Episode in Censorship." The
Hemingway Review 15 (1995): 87– 93.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York: MLA, 2003.
Gordin, Michael D. The Pseudoscience Wars: Immanuel Velikovsky and the Birth of the Modern
Fringe. Chicago: U Chicago P, 2012. Print.
Green, Joshua. ―The Rove Presidency.‖ The Atlantic.com. Atlantic Monthly Group, Sept.
23
Klaphake, Elizabeth. My Life as an English Professor. Bellevue, Nebraska: Bellevue University
Press. 1999.
Name: _______________________________ Date: _________________

FORMATIVE EXAMINATION
Lesson 5.1 Techniques in Listing References
1. What are the basic rules in writing between APA and MLA?
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2. What are the similarities and differences between APA and MLA in terms of online article
citation?
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24
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3. What are the basic format in writing book citation between APA and MLA?
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4. What are the two of the well-known methods of citation? Describe each
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5. What is a resource page?
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Name: _______________________________ Date: ____________

Lesson 5
Reporting and Sharing Research Findings
Test I- APA and MLA Resource Page. Write a Reference List and a Works Cited for the following
entries:
1. Title of Book: Vanishing Wildlife of North America

Author/s: Thomas B. Allen Copyright: 1974
Publisher: National Geographic Society Place of Publication: Washington, D.C.
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2. Title of Book: The Creators: A History of the Heroes of the Imagination. Author/s: Daniel J.
Boorstin Copyright: 1992 Publisher: Random Place of Publication: New York, New York
25
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3. Title of Article: Cultivating Positive Emotions to Optimize Heath and Well–being Name of Journal:
Prevention and Treatment 3 Author/s: Barbara L. Frederick Date Published: March 7, 2000 Date
accessed: April 4, 2004 URL: http://www.journals.apa.org/prevention/volume3/pre0030001a.html
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4. Title of Article: Judging Who Should Live: Schneiderman and Jecker on the Duty Not to Treat
Name of Journal: Journal of Medicine & Philosophy 23.5 Author/s: Lawrence Schneiderman and
Nancy Jecker Date Published: 1998 Pages: 500–515 Database: Academic Research Premier Date
accessed: March 20, 2005
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5. Title of Article: Playing with Technology: Mother–Toddler Interaction Sores Lower During Play With
Electronic Toys Name of Journal: Journal of Applied Developmental Psychology Author/s:
Michaela B. Wooldridge and Jennnifer Shapka Date Published: 2012 Pages: 211–218 Volume: 33
Number: 5 Date accessed: May 4, 2016 DOI: http://dx.doi.org/10.1016/j.appdev.2012.05.005.
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Test II- Matching Types
Direction: Match the items in column A with the items in column B.
A B
Research Title Presenting information from open coding
Research Abstract Descriptive Narrative
Introduction Cross- cultural descriptions
Review of Literature Single case or multi case or cross- case
comparison;
Research Methodology Description of the research strategy
Ethnography An environmental or disciplinal context that
leads one to locate one’s study
Case Studies Acquaints the readers with the what, why,
and how of the report
Phenomenology The most common word limit is 100
Grounded Theory It must be“catchy”
26
Test III-
Essay: Write an essay about one of the tips in making conclusion in this: End on a relevant and
powerful quote or anecdote that serves to “sum up” your paper. Write your conclusion.
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Rubric for Essay:
Content – 5
Organization – 5
Writing conventions – 5
15 pts
1. discuss the steps in writing report;
2. identify the different parts of report writing;
3. apply findings of the report in the final presentation;
4. discuss the characteristics of a good report writing;
5. analyze different considerations in writing data;
6. prepare a research report;
7. create a short description of the research
Course Outline:

6.1. Parts of a Report
6.2 Process of Writing Report
Lesson Content:
6.1 PARTS OF A REPORT
Research writing and reporting is not an easy task for beginners like you. This section aims to
provide answers concerning the different process involves in writing a research report. The
different parts of a research report will briefly be discussed following the outline below:
1. Introductory Phase
27
2. Review of Literature
3. Research Methodology
4. Body of the Report
5. Conclusion and Recommendation
Introductory phase as suggested by Silverman (2006), research report starts from four elements
including: title, abstract, list of contents, and introduction.
Research Title
A research title has to get attention of the readers. In other words, it must be “catchy”. Being catchy
does not mean sacrificing the main message or idea of your research. Hence, according to Siverman
( 2006, p. 339) choose “ a title that catches the reader's attention while properly informing them
about the main focus of your research”. Silverman is suggesting a “two- part title” containing a
stimulating title applying a present participle signifying action and a subtitle which is more
descriptive.
Example :
Stimulating title: Have you experienced being bullied?
Descriptive Title: A study on the perception of the victims of bullying in the primary schools
Take note that in order for you to come up with a workable and researchable title like in the
example above, it should start with your curiosity that is happening in your daily life by asking
questions in present participle form, converting it to a more descriptive by having the variables in
it. (e.g. dependent and independent variable).
Research Abstract
A research abstract is a vital component of a report as it provides the readers with snap view of
what you will expect from it. The abstract gives a synopsis of the objectives and results of the
report to be described in detailed form in the body of the report. Silverman (2006) identified what
an abstract should contain:
1. research problem
2. significance and value of the problem
3. data and methods utilized
4. Main findings
5. Implication in the light of other research
A research abstract has a word limit. The most common word is limit to 100.
This is a challenging part of writing because it is difficult to write the many things that you want to
impart in just a few words. Therefore, an abstract is said to be “ a little of everything”, where in you
need to extract the most important thing in every part of the research and combine and connect each
other to form a whole, that is your abstract.
List of Contents
A list of contents is a useful component of a report as it guides the readers to find their way through
the different parts of the report. Hence, the consistency of the page numbers with the page of the
report is vital. Inconsistent page numbering would result to reader’s confusion.
In other words, your list of contents is your table of contents that summarizes what is the content of
your report with corresponding page numbers or any symbol you have assigned to it, for ready
reference of the reader.
Introduction
28
The introduction acquaints the readers with what, why and how of the report. According to Murcott
( 1997, p. 1) as cited by Silverman, (2006) answering the questions below would lead you to the
development of the introduction:
1. What is the research all about?

2. Why have you chosen this topic rather than the other topic?
3. Why are you interested in this topic?
4. How will you undertake the research?
5. What kind of research approach will you utilize?
6. What are your research questions of problems?
The introduction part is your chance to convince the reader as to why there is a need for the study.
You can cite relevant literature that calls for the need for the research in this area or demonstrates
the lack of attention to the topic. In other words, describe how you think this study will be useful.
Review of Literature
The Review of Related Literature (RRL) provides the study background and environment. The
intention of the RRL is to locate the study in its area of discipline and reveal its relevance and
significance in the environment. The RRL would indicate if your topic is building on previous
researchers or if it is a new area of inquiry. The RRL should make one realize that the study is
worth pursuing or not.
According to Silverman (2006), RRL is not a “litany” of all studies done related to the topic. It is
also not an inventory of the accomplishments of other authors on the same topic nor it is a map of
projects similar to the area of study. Rather, it is an environment or disciplinal context that leads
one to locate one’s study. Hence, Silverman ( 2008) recommends the following points:
 Focus only on studies that are vital and relevant in defining your
research problem.
 Organize what you say in the form of argument rather than a
simple description of other studies.
Research Methodology
In research, the research process is as important as the research content. Thus, a research report
must also contain a description of the research strategy. The readers will be interested in finding
how you arrived at a particular study result. Silverman (2008) pointed out that the readers would be
interested to know the following:
1. Research topic
2. Case you have studied
3. Research methods you have chosen to use
4. How have you analyzed the data
Silverman suggested that to be able to answer methodological questions, you have to familiar this
part of the research is sensitive hence must be dealt with caution. In order, for you to answer
questions such as: is your methodology appropriate for the research problem? how did you reach to
that conclusion? Silverman suggested that to be able to answer methodological questions, you have
to be familiar with and knowledgeable about the following:
 Data you have studied

 How you obtained those data
 What claims you are making about the data
 Methods you have used to gather the data
 Why have you chosen these methods
 How have you analyzed your data 29
In other words, the methodology part is you will going to describe what you have to do in
detail as you begin your study. This includes the selection of informants, describe the procedure
you will take to protect the rights of the informant ( informed consent, human subject approval,
debriefing) describe the kind of data will you collect( e.g. field notes, from memory, audio tapes,
video tapes, transcript of conversation, examination of existing documents, etc.) Describe your
intended data collection procedures. If interviews are to be used, list your questions or attach as an
appendix. Describe any tool used.
Name: _______________________________ Date: _________________

Lesson 6.1 Parts of Report Writing
1. What are the different parts of report writing? Discuss them briefly
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2. What are the questions that will eventually lead you in writing your introduction?
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3. How will you write Review of Related Literature in order for you to locate one’s study and avoid
“litany” of all studies done related to the topic?
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4. What are the knowledge that you need to be familiar in writing a Research Methodology?
30
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5. What are the particular parts of the research that the readers would be interested?
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6.2 PROCESS OF WRITING
The most essential part of the report is writing about the data collected through your research.
There are two important areas of consideration in the writing up of data, data analysis and data
presentation.
In data analysis, there is no wrong or right way, it only requires the researcher to:
1. “be comfortable with developing categories and making comparison and contrasts”.
2. “be open to possibilities and see contrary or alternative explanations for the findings”.
To assist the researcher in the data analysis, attention must be given to (a) sorting information into
categories, (b) formatting the information into a story or picture, (c) actual data analysis and write
up.
In the narrative report, Creswell ( 1994, p. 160) identified some tips based on the types of
researcher might want to consider;
Type For Consideration

Case Studies Consider (a) single case or multicase or cross- case comparison;
(b) holistic or embedded analysis (c) Yin’s illustrative structure
Ethnographic Consider establishing (a ) dimensions or perspectives; (b)
Spradley’s
Six levels of writing an ethnography (c) tell a story
Grounded Theory Consider presenting information from open coding- a list of
categories; using axial coding and drawing a visual that explains
propositions or hypotheses; or developing a story that relates the
open and axial coding to one category.
Phenomenology The outcome typically consists of descriptive narrative, a synthesis
of knowledge about the phenomenon under study.
The above table will serve as your guide to take considerations in writing your data depending on
the type of research you are conducting. Each type of research requires specific consideration that
will make your writing of data easier and more guided. In the case of ethnographic type of
qualitative research, if you consider Spradley’s six levels of writing an ethnography in means that
you have to utilize the universal statements, in which all the readers from all walks of life could
understand it, the description is more of cross cultural, general statement about the society is a
must, specific context which means that the statement about the culture is specific and about the
actual behavior.
31
WRITING YOUR DATA
Writing the Research Report
Another task that you as a researcher will perform is presenting your research to the community. To
recall, one main goal of a research work is to create new knowledge and to share this knowledge to
the community. Hence, a research report is an essential product after conducting research. As a
researcher yourself, you ought to follow this unending cycle of producing and sharing knowledge.
Characteristics of a Research Report
1. Use of easy-to-understand words Not everyone who will be reading your work is a scientist or
has the same technical background as you have. To make more people easily know and
comprehend the ideas you want to present, use simple and easy-to-understand words. Your research
work is not a place to show off your extensive 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.
4. Direct to the point
This is not a venue to showcase your creative writing prowess. The use of figures of speech and
other expressions must be avoided as they could lead to misinterpretations. Hence, your research
report must be direct to the point, not beating around the bush.
5. The paper is thoroughly proofread.
Misspellings, grammatical errors, and other errors related to writing conventions can tarnish the
quality of your paper and undermine the effort you put in writing your paper. To avoid this, have
someone thoroughly proofread your paper.
32
Name: _______________________________ Date: _________________

Lesson 6.1 Process of Report Writing
1. What are the two important areas of consideration in writing up your data?
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2. In doing data analysis, what are the things that the researcher needs to pay attention?
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3. In narrative report writing, what are the identified tips on the types of research that needs to
consider?
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4. What are the characteristics of research work?
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5. Why is research report essential?
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Name: _______________________________ Date: ____________

Process and Parts of Report Writing
Test I- Identification: Supply the missing word to complete each of the following sentences.
1. There are two important areas of consideration in the writing up of data, namely,
_________, and presentation.
2. ________ as suggested by Silverman ( 2006), starts from four elements including; title,
abstract, list of contents, and introduction.
3. A possible venue for dissemination of research __________.
4. Research results are good sources of _____________.
5. To assist researcher in the data analysis, attention must be given to (a) sorting information
into categories, (b) _________, (c) actual data analysis and write up.
6. Case studies consider (a) single case or multicase or cross case comparison; (b)
_____________; (c) or one of Yin’s illustrative structure (linear- analytic, comparative;
chronological, theory building.
Test II- Essay: Answer the following comprehensively using your own words and own
understanding.
1. What are the different parts of a research report? Identify and describe the different
component of each parts.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________
2. Introduction acquaints the readers with what, why, and how of a report. What are the five
related questions that need to be answered to in order to build the introduction part of the
report? Explain each question.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________
34
Evaluation Criteria for Essay
Criteria Highest Possible
Score
Structure of Grammar and Ideas 10
Feelings and Thoughts 10
Coherence 10
Total 30 pts
Test III- Reading and Analyzing Qualitative Research

A sample qualitative research is given to you and can be viewed online following the URL below.
You can use any of the following source as your guide. Your task is, you are going to analyze the
research work paying special attention to how its parts are written. Use the model research work
as a guide in writing your report. Make a synthesis paper on the salient point as to how each part
of the report is written following the format:
Name and Course
SYNTHESIS PAPER
I- Introduction (a brief overview of the paper)
II- Synthesis (discussion, analyzation and synthesis of how parts are being
written)
III- Learning Insights (concluding statements of your learnings)
Samples of qualitative researches online;

1. ‘Negotiating commitment and involvement in the nurse–patient relationship’ by Janice Morse
(1992b). (2016, September 1) Retrieved from
https://uk.sagepub.com/engb/asi/node/40377/print
2. Ulric Neisser’s (1981) analysis of John Dean’s testimony (2016, September 1). Retrieved
from http://people.whitman.edu/~herbrawt/ classes/110/Neisser.pdf.
3. 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
4. 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 following will be used to score the synthesis paper:

Synthesis Paper Evaluation Criteria (Rubrics)
Criteria Superior Sufficient Minimal Unacceptable

(54–60 points) (48–53 points) (1–47 points) ( 0 points)
Depth of Response Response Response Response
Synthesis demonstrates an demonstrates a demonstrates a demonstrate lack of
in-depth synthesis general synthesis minimal synthesis synthesis on, or
on, and on, and on, and personalization of
(25% of TTL personalization of personalization of personalization of the theories,
35
Points) the theories, the theories, the theories, concepts, and/or
___/15 concepts, and/or concepts, and/or concepts, and/or strategies presented
strategies strategies strategies in the course
presented in the presented in the presented in the materials to date.
course materials course materials course materials to Viewpoints and
to date. to date. date. Viewpoints interpretations are
Viewpoints and Viewpoints and and interpretations missing,
interpretations are interpretations are are unsupported or inappropriate,
insightful and supported. supported with and/or
well supported. Appropriate flawed arguments. unsupported.
Clear, detailed examples are Examples, when Examples, when
examples are provided, as applicable, are not applicable, are not
provided, as applicable. provided or are provided.
applicable. irrelevant to the
assignment.
Required Response Response Response is Response excludes
Components includes all includes all missing some essential
components and components and components and/or components and/or
(25% of TTL meets or exceeds meets all does not fully meet does not address
Points) all requirements requirements the requirements the requirements
___/15 indicated in the indicated in the indicated in the indicated in the
instructions. Each instructions. Each instructions. Some instructions. Many
question or part of question or part of questions or parts parts of the
the assignment is the assignment is of the assignment assignment are
addressed addressed. All are not addressed. addressed
thoroughly. All attachments Some attachments minimally,
attachments and/or additional and additional inadequately,
and/or additional documents are documents, if and/or not at all.
documents are included, as required, are
included, as required. missing or
required. unsuitable for the
purpose of the
assignment.
Structure Writing is clear, Writing is mostly Writing is unclear Writing is unclear
concise, and well clear, concise, and and/or and disorganized.
(25% of TTL organized with well organized disorganized. Thoughts ramble
Points) excellent with good Thoughts are not and make little
___/15 sentence/para sentence/para expressed in a sense. There are
graph graph logical manner. numerous spelling,
construction. construction. There are more grammar, or syntax
Thoughts are Thoughts are than five spelling, errors throughout
expressed in a expressed in a grammar, or the response.
coherent and coherent and syntax errors per
logical manner. logical manner. page of writing.
There are no more There are no more
than three than five spelling,
spelling, grammar, or
grammar, or syntax errors per
syntax errors per page of writing.
page of writing.
Evidence and Response shows Response shows Response shows Response shows no
Practice strong evidence of evidence of little evidence of evidence of
synthesis of ideas synthesis of ideas synthesis of ideas synthesis of ideas
(25% of TTL presented and presented and presented and presented and
Points) insights gained insights gained insights gained insights gained
___/15 throughout the throughout the throughout the throughout the
entire course. The entire course. The entire course. Few entire course. No
implications of implications of implications of implications for the
these insights for these insights for these insights for respondent's
the respondent's the respondent's the respondent's overall teaching
overall teaching overall teaching overall teaching practice are
practice are practice are practice are presented, as
thoroughly presented, as presented, as applicable.
detailed, as applicable. applicable.
applicable.
1. Completing the Write-up of the Research Paper

36
Complete writing the last chapter of your research work. Review your previous lessons on the
conduct of research, and collate your previous output in constructing the last chapter. Use the
guide in writing the parts of the report above, while use the format as guide in making proposal
found in Lesson 8 (next lesson). Use your topic formulated earlier in the semester, this is an
individual work yet your topic is still by group. All output should be submitted.
Outline your Research Abstract report in this manner:
Research Problem:
Significance and Value of the Problem:
Data and Methods Utilized:
Main Findings:
Implication in the Light of other Research:
Outline briefly your Research Report in this manner:
Introductory Phase:
Review of Literature:
Research Methodology:
Body of the Report:
Conclusion and Recommendation:
Research Abstract and Research Report Evaluation Criteria (Rubrics)
Criteria 5 3 1 0
Structures and All or almost all Most entries have Few entries have a None of entries have a
Idea of the entries have a connection to connection to connection to structure.
37
a connection to structure structure.
structure
Feelings ad Feelings and Feelings and Feelings and None of your feelings and
Thought thoughts are thoughts are thoughts are thoughts are revealed in
revealed in all or revealed in most revealed in few of any of the entries.
almost of the entries. the entries.
entries.
Format The proper format The proper format The proper format The proper format has not
has been followed has been followed has been followed been followed for any of
for all of the for most of the for few of the the entries.
entries. entries. entries.
Mechanics All or almost all Most of my Few of my entries None of my entries use
of my entries use entries use correct use correct correct spelling and
correct spelling spelling and spelling and grammar.
and grammar grammar grammar.
Completion All entries are All entries are All entries are not All entries are not present,
present, in order, present, but are present, but they nor they are together or in
and together either not together are together or in order.
or in order. order.
Total
Almost all- 90%
Most- 75% or more
Reminder: This topic is an important performance task, you can reach your course instructor
(via messenger, e-mail or cellphone) for any information regarding the completion of this task.
38

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Colegio de La Ciudad de Zamboanga: Republic of The Philippines City Government of Zamboanga Vitali Campus

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REPUBLIC OF THE PHILIPPINES

CITY GOVERNMENT OF ZAMBOANGA

OMAR P. DELA MERCED

At the end of the course, the students should be able to:

Lesson 4: Crafting the Research Methodology

Lesson 6: Process and Parts of Report Writing

Lesson 4: Crafting the Research Methodology

Lesson 4: Crafting the Research Methodology

4.1 QUALITATIVE RESEARCH DESIGN

DIFFERENT TYPE OF QUALITATIVE RESEARCH

Phenomenology is a 20th century school of philosophy rooted in philosophy and psychology

-------------------------------------------Please return this page your teacher----------------------------------

Name: _______________________________ Date: ____________

Lesson 4.1 Qualitative research designs

2. What are the different types of qualitative research?

4. Discuss difference in every types of qualitative research in terms of data collection?

5. Differentiate between Phenomenological Study from Case Study?

4.2 DESCRIPTION OF SAMPLE AND DATA COLLECTION, ANALYSIS OF

Three types of Qualitative Sampling

Name: _______________________________ Date: ____________

2. What are the different types of qualitative sampling?

4. Discuss the rules of thumb in data collection method?

5. What are the guidelines for the lengths in conducting interview?

4.3 ANALYSIS OF PROCEDURES SUCH AS SURVEY, INTERVIEW, AND

The main methods for collecting qualitative data are:

Methods of collecting data:

Good qualitative research involves:

Techniques for collecting data through observation:

Photographs and artifacts

It may be helpful to think of the following steps (Creswell 2009):

Coding and Categorizing

Codes can be pre-set or emergent. You should have both.

APPROACHES IN ANALYZING DATA

-------------------------------------------Please return this page your teacher----------------------------------

Name: _______________________________ Date: ____________

Lesson 4.3 Analysis of Procedures such as Survey, Interview, and Observation

5. What is coding and categorizing? Discuss each and give examples

-------------------------------------------Please return this page your teacher----------------------------------

Name: _______________________________ Date: ____________

1. If I could discover the reason behind a school experience with organizational

Test III- True or False

1. explains the guidelines for making conclusions and recommendations;

Lessons 5 Reporting and Sharing Research Findings

5.1 GUIDELINES IN MAKING CONCLUSIONS AND RECOMMENDATIONS

Parts of the Last Chapter of Your Study: What to Write

B. Introduction to the Chapter Your introduction could be written this way:

C. Purpose of the Study

Continue with data gathering methods…

F. Research Question/s Addressed

Write Your Research Question Number One

It could be structured this way:

The recommendation is:

For the recommendation

-------------------------------------------Please return this page your teacher----------------------------------

Name: _______________________________ Date: _________________

Lesson 5.1 Guidelines in Making Conclusions and Recommendations

5.2 TECHNIQUES IN LISTING REFERENCES

Donaldson, S. (1995). Protecting the troops from hemingway:

Gibaldi, J. (2003) MLA handbook for writers of research papers.

Example of a Resource Page: MLA STYLE

-------------------------------------------Please return this page your teacher----------------------------------

Name: _______________________________ Date: _________________

-------------------------------------------Please return this page your teacher----------------------------------

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Name: ___________________ Date:

Name: _______________ Date: _

Name: _______________ Date: _

Name: ___________________ Date:

Name: _______________ Date: _

Name: _______________ Date: _

Name: ___________________ Date: