LEARNING ACTIVITY SHEET

QUARTER: 4TH / SEMESTER: 2nd /WEEK: 3

Name: ____________________________________________ Score: ___________

Grade & Section: __________ _ Subject: PRACTICAL RESEARCH 1

Name of Teacher: _________________________________ Date: _____________

I. Title: Planning Data Collection, Instrument, and Analysis Procedures

II. Type of Activity: Concept notes with formative activities

LAS for summative assessment ( Written Work Performance Task)

III. MELC: Plans data collection, data gathering instrument, and data analysis
procedures (CS_RS_11-IV-a-c-3).

IV. Learning Objective/s:

 Identify and describe data collection, data gathering instruments, and data
analysis procedures.
 Elaborate how the three main topics affect each other.
 Recognize the importance of a very good research methodology.
 Choose the appropriate data collection techniques, instruments and
analyses plan.

V. Reference/s:

Printed Material/s:

Bueno, D. (2016). Practical Qualitative Research Writing. Great Books

Trading. pp. 121-144.

Online Resource/s:

Considerations for collecting data. Retrieved at

https://ebrary.net/1291/education/considerations_for_collecting_
data on April 30, 2021.

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 Achieving accuracy in the absence of truth. Retrieved at
https://researchdesignreview.com/2016/11/21/qualitative-data-
achieving-accuracy-in-the-absence-of-truth/#:~:text=Qualitative
%20researchers%20also%20conduct%20their,at%20any
%20moment%20in%20time on April 30, 2021.
How is reliability and validity realized in qualitative research? Retrieved
at https://sites.education.miami.edu/statsu/2020/09/22/how-is-
reliability-and-validity-realized-in-qualitative-
research/#:~:text=Reliability%20in%20qualitative%20research
%20refers,multiple%20coders%20of%20data
%20sets.&text=However%2C%20validity%20in%20qualitative
%20research,terms%20than%20in%20quantitative%20research
on May 3, 2021.
Qualitative data collection methods. Retrieved at
https://www.questionpro.com/blog/qualitative-data-collection-
methods/ on May 3, 2021.
Research construction management. Retrieved at
https://www.futurelearn.com/info/courses/research-construction-
management/0/steps/75098 and
https://www.futurelearn.com/courses/research-construction-
management on May 3, 2021.
Structured interview reads exactly worded. Retrieved at
https://www.simplypsychology.org/interviews.html#:~:text=A
%20structured%20interview%20is%20a,reads%20out
%20exactly%20as%20worded on May 4, 2021.
Keywords in qualitative methods. Retrieved at
https://methods.sagepub.com/book/keywords-in-qualitative-
methods on May 4, 2021.
Qualitative-quantitative data analysis methods. Retrieved at
https://www.humansofdata.atlan.com/2018/09/qualitative-
quantitative-data-analysis-methods/ on May 4, 2021.

Definition of photo voice research. Retrieved at

https://books.google.com.ph/books?
hl=en&lr=&id=4DolDwAAQBAJ&oi=fnd&pg=PP1&dq=definition
%20photovoice
%20research&ots=S_FcgUgTqU&sig=6rdxHMOT4_bfF4Hz0VRt
IdfbGfI&redir_esc=y&fbclid=IwAR1PRmm5VsN13UmqhGE0gN9
BjSvUK4ki14g7DAkFE5EdbHaui3wA94g4Ii4#v=onepage&q&f=t
ru on May 4, 2021.
VI. Concept Notes
Data Collection

Before setting out to collect data, there are some considerations you, as
researchers, need to think about, including accuracy, time and cost, validity,

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reliability, and utility. These considerations will guide and help you in saving time
and effort when gathering data for your research (ebrary.net)
Accuracy
The data collection technique that will provide the most accurate
results is desired when selecting data collection method. However, accuracy
will have to balance with the cost of data collection. Usually, the higher the
accuracy is the higher the costs.

Accuracy should not be confused with “truth.” Accuracy in data refers

to gaining information that comes as close as possible to what the research
participant is thinking or experiencing at any moment in time. This information
may be the product of any number of contextual (situational) and co-
constructed factors – i.e., the absence of “truth” – yet an accurate account of
a participant’s attitude or experience on a given issue or topic at a particular
moment (reserchdesignreview.com)

According to researchdesignreview.com, accuracy is what researchers

should attempt to achieve since it will help them lessen bias and
inconsistency. For instance, when the researchers played the role of a focus
group moderator, they should be well trained in giving equal attention to group
participants in expressing their thoughts, without leading to inaccurate
information- that is favoring more attention on some than others. The
moderators should have the skills in listening to inconsistencies or
contradictions so that they can ask to follow up questions to clarify and
ultimately come up with a clearer “picture” of what the participant really thinks
in that exact time and space.

Achieving accuracy in the data collection process is, like all aspects of
qualitative research, a nuanced and often difficult mission. It is, however, a
mission worth pursuing because, unlike absolute “truth,” it is an obtainable
and necessary ingredient to deriving outcomes that enable consumers of the
research to do something meaningful with the findings.

Time and Cost

Basically, what time and cost try to tell the researchers are: how much
time is allotted to complete the paper? From the preparation of instrument
(example: interview guide or interview questions) to the actual data collection,
how much time will the researchers spend for these activities? How much
time of the participants will the interview or the focus group discussion
consume? Those are the things to consider. The cost comprises of the
expenditures from beginning to end of the research paper completion. Thus, it
is needed to wisely choose the data collection method to avoid wastage of
these resources.

Validity / Trustworthiness
Validity in qualitative research might have different terms than in
quantitative research. Lincoln and Guba (1985) used “trustworthiness” of a
study as the naturalist’s equivalent for internal validation, external validation,
reliability, and objectivity. Trustworthiness is achieved by credibility,
authenticity, transferability, dependability, and confirmability in qualitative

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research. To operationalize these terms, long engagement in the field and
the triangulation of data sources, methods, and investigators to establish
credibility. To confirm that the results are transferable between the
researcher and those being studied, thick description is needed. In qualitative
research, researchers look for dependability that the results will be subject to
change and instability rather than looking for reliability. 

Instead of using the word validation, Eisner (1991) constructed

standards such as structural corroboration, consensual validation, and
referential adequacy as evidence for asserting the credibility of qualitative
research. In structural corroboration, the scientist uses several sources of
data to support or deny the interpretation. According to Lather (1991) he
identified four types of validation (triangulation, construct validation, face
validation, and catalytic validation) as a “re-conceptualization of validation.”

Whittemore, Chase, and Mandle (2001), analyzed 13 writings about

validation and came up with key validation criteria from these studies. They
classified these criteria into primary and secondary criteria. They found 4
primary criteria which are:

1. Credibility (Are the results an accurate interpretation of the

participants’ meaning?)

2. Authenticity (Are there different opinions/information heard?)

3. Criticality (Is there a critical appraisal of all aspects of the
research?)
4. Integrity (Are the investigators self-critical?)

Reliability
Reliability in qualitative research refers to the stability of responses to
multiple codes of data sets. It can be enhanced by detailed field notes by
using recording devices and by transcribing the digital files.

While validity is concerned with ensuring you are measuring the right
things/ data to measure, reliability is concerned with whether the
responses are consistent. The most basic test of reliability is repeatability.
This is the ability to obtain the same data from several measurements of the
same group collected in the same way.

Utility
A final consideration when selecting a data collection method is utility.
How useful will the data be, given the type of data collected through the
process? Data collected through a questionnaire can be easily coded and put
into a database and analyzed. Data collected through focus groups and
interviews, however, call for a more challenging approach to analysis. While
information can be collected through dialogue and summarized in the report, a
more comprehensive analysis should be conducted. This requires developing
themes for the data collected and coding those themes. This type of analysis

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 can be quite time-consuming and, in some cases, frustrating if the data are
not collected, compiled, and recorded in a structured way. This will aid the
readers to bring to their attention the actual use of the research findings in
their lives.

METHODS IN DATA COLLECTION FOR QUALITATIVE RESEARCH

Individual interview
It is one of the most trusted, widely used, and most familiar qualitative data
collection methods primarily because of its approach. An individual or a face-to-face
interview is a direct conversation between two people with a specific structure and
purpose. The interview questionnaire is designed in the manner to elicit the
interviewee’s knowledge or perspective related to a topic, program, or issue. 

At times, depending on the interviewer’s approach, the conversation can be

unstructured or informal but focused on understanding the individual’s beliefs,
values, understandings, feelings, experiences, and perspectives of an issue. More
often, the interviewer chooses to ask open-ended questions in individual interviews.
If the interviewee selects answers from a set of given options, it becomes a
structured, fixed response, or a biased discussion.

The individual interview is an ideal qualitative data collection method,

particularly when the researchers want highly personalized information from the
participants. The individual interview is a notable method if the interviewer decides to
probe further and ask follow-up questions to gain more insights. 

Qualitative surveys
To develop an informed hypothesis, many researchers use qualitative surveys
for data collection or to collect a piece of detailed information about a product or an
issue. If you want to create questionnaires for collecting textual or qualitative data,
then ask more open-ended questions. To answer such questions, the participant
must write his/her opinion or perspective concerning a specific topic or issue. In
some cases, participants do not like to write and so they usually leave the space
blank. Unlike other qualitative data collection methods, online surveys have a wider
reach wherein many people can provide you quality data that is highly credible and
valuable. 

 Paper surveys
The paper questionnaires are frequently used for qualitative data
collection from the participants. The survey consists of short text questions,
which are often open-ended. These questions’ motive is to collect as much
detailed information as possible in the respondents’ own words. More often,
the survey questionnaires are designed to collect standardized data hence
used to collect responses from a larger population or large sample size. 

 Online surveys
An online survey or a web survey is prepared using prominent
online survey software and either uploaded in a website or emailed to the
selected sample size with a motive to collect reliable online data. Instead of

5
writing down responses, the respondents use computers and keyboards to
type their answers. With an online survey questionnaire, it becomes easier
and smoother to collect qualitative data.

Note though the difference between survey questionnaire being used in

quantitative (usually with Likert Scale). This sometimes creates confusion to
researchers wherein they used questionnaires for quantitative research
interchangeably with qualitative. It is also observed that participants find it
inconvenient to write long sentences. That is why, most often than not,
qualitative surveys are not highly recommended when doing a qualitative
research though it can also be done.

Focus group discussions (FGDs)

Focus group discussions can also be considered a type of interview,
but it is conducted in a group discussion setting. Usually, the focus group
consists of 8-10 people (the size may vary depending on the researcher’s
requirement). The researchers ensure appropriate space is given to the
participants to discuss a topic or issue in a context. The participants can either
agree or disagree with each other’s comments.

With a FGD, researchers know how a particular group of participants

perceives the topic. Researchers analyze what participants think of an issue,
the range of opinions expressed, and the ideas discussed. The data is
collected by noting down the variations or inconsistencies (if any exists) in the
participants, especially in terms of belief, experiences, and practice.
 
The participants of FGD are selected based on the topic or issues for
which the researcher wants actionable insights. For example, is the research
is about the recovery of college students from drug addiction, the participants
must be a college student, studying and recovering from the drug addiction.

Other parameters such as age, qualification, financial background,

social presence, and demographics are also considered but not primarily, as
the group needs diverse participants. Frequently, the qualitative data collected
through FGD is more descriptive and highly detailed.

Observations
Observation is one of the traditional qualitative data collection methods
used by researchers to gather descriptive text data by observing people and
their behavior at events or in their natural settings. In this method, the
researcher is completely immersed in watching or seeing people by taking a
participatory stance to take down notes. Aside from taking notes, different
techniques such as videos, photographs, audio recordings, tangible items like
artifacts, and souvenirs are also used. 

There are two main types of observation:

 Covert. In this method, the observer is concealed without letting

anyone know that they are being observed. For example, a
researcher studying the rituals of a wedding in nomadic tribes must

6
 join them as a guest and quietly see everything that goes around
him.

 Overt. In this method, everyone is aware that they are being

watched. For example, a researcher or an observer wants to study
the wedding rituals of a nomadic tribe. To proceed with the research,
the observer or researcher can reveal why he is attending the
marriage and even use a video camera to shoot everything around
him. 
Observation is a useful qualitative data collection method, especially when
you want to study the ongoing process, situation, or reactions on a specific issue
related to the people being observed.

Even when you want to understand people’s behavior or their way of

interaction in a particular community or demographic, you can rely on the
observation data. Remember, if you fail to get quality data through surveys,
interviews, or group discussions, rely on observation. It is the best and trusted
qualitative data collection method to generate qualitative data as it requires equal to
no efforts from the participants. 

DATA GATHERING INSTRUMENTS

In doing a qualitative research, the researcher must be very careful in

choosing the instrument she/he will use in gathering data. It must align with the type
of method the researcher will use which she/he thinks may be deemed fit to her/his
study.

The following are the most common instruments used in collecting qualitative
data:
1. Interviews
Interviews are a tool mainly for the collection of qualitative data and are
popular as a data-collection tool because of their flexibility. According to
Bueno (2016), data are gathered using oral quiz with set of pre-planned core
questions. According to Silverman (1997: 98), interviews are: … active
interactions between two or more people leading to a negotiated
contextually based result. These interactions can come in a structured or
semi-structured form to generate insights and concepts.

When planning and considering an interview, the following factors are taken
into consideration:

 Completeness
 Tact
 Precision
 Accuracy
 Confidentiality

Its main advantages according

to Bueno (2016) are:

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  Direct contact with the participants/users often leads to specific,
constructive suggestions.
 It is good at obtaining detailed information.
 Few participants are needed to gather rich and detailed data.
Interviews require specialized skills from the interviewer, who will need to
negotiate a good partnership with the informant to ensure a highly detailed and valid
set of qualitative data and is collected and transcribed effectively. Jones (1985)
explains the reason behind conducting an interview:

“In order to understand other persons’ constructions of reality, we would do

well to ask them […] and to ask them in such a way that they can tell us in their
terms […] and in a depth which addresses the rich context that is the substance of
their meanings.”

Read on, and let us know and understand the different types of interview:
 Individual, face-to-face verbal interchange
 Face-to-face group interviews (focus groups)
 Telephone surveys/ interviews

Interviews can be:

 Conducted as a one-time occurrence;
 Conducted as multiple, longer sessions; and
 Structured, unstructured, partially structured, and semi-structured.

Structured, Unstructured, Partially Structured, and Semi- Structured Interviews

Structured. In structured interviews, the interviewer uses a set of

predetermined questions which are short and clearly worded; in most cases, these
questions are closed and therefore, require precise answers in the form of a set of
options read out or presented on paper. According to lumenlearning.com, there is a
script to be strictly followed by the interviewer and which he/she cannot deviate from.

OPEN- ENDED QUESTIONS Unstructured. The questions are not pre-

determined; these are also open- ended, allowing the
interviewee to freely
HOW?express herself/ himself. This
WHY? the researcher to generate rich data,
also allows
information and ideas in such conversations because
the level of questioning
WHERE? is adjusted to suit the context.
WHEN?
The researcher can quiz the interviewee more deeply
on specific issues as they arise. The downside is that
WHO?
it is time consuming (Preece, Rogers, and Sharp,
2002).

Partially Structured. Area of interest is chosen and questions are formulated,

but order is up to the interviewer who may add questions or modify them as he/she
deemed appropriate; questions are open- ended and responses are recorded nearly
verbatim, possibly recorded (tape, audio, audio-video depending on the resource at
hand of the researcher.)

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 Semi-structured. This method of interview has features of both structured
and unstructured interviews and therefore use both closed and open questions. As a
result, it has the advantage of both methods of interview. To be consistent with all
participants, the interviewer has a set of pre-planned core questions for guidance
such that the same areas are covered with each interviewee. As the interview
progresses, the interviewee is given opportunity to elaborate or provide more
relevant information if he/she opts to do so. Questions and order of presentation are
determined. Questions are open- ended; the interviewer records the essence of each
response (Bueno, 2016).

Close- ended questions. In this type of question, you mark a yes or no, write
a short response, or check an item from a list of suggested responses.

Examples of questions that will generate a:

Yes-No response: Is Biology a difficult subject?
Short Response: The Science subject that deals with living things is…….
Multiple Responses: Why did you choose to study in this school? List three
reasons.

Open- ended questions. These questions call for a free response in the
respondent’s own words.

Examples of question templates for Open-ended questions:

 What do you think of the………….?
 In your opinion, what should have been done to……………..?
 How do you feel about………?
 List the causes of………..
How to arrange interview?

 Set up the interview well in advance.

 Send the agenda of questions you
will ask the interviewee.
 Ask for permission to tape the
interview.
 Confirm the date immediately in
writing.
 Send a reminder together with
another agenda for questions, at
least 10 days before you expect to
arrive.
 Be prompt, follow the agenda, and have
https://praxent.com/blog/product-development-
a copy of the questions as a contingency team-listening
plan.

9
 Following the interview, submit a typescript of the interview and get either a
written acknowledgement of its accuracy or a correct copy from the interviewee.
 After you have incorporated the materials in your research report, send
that section of the report to the interviewee for final approval and written
permission to use the data in your report.

General guidelines for the conduct of interview:

 Listen more, talk less.
 Follow up on what participants say and ask questions when you do not
understand.
 Avoid leading questions, ask open- ended questions.
 Don’ interrupt, learn to wait.
 Keep participants focused and ask for concrete details.
 Tolerate silence.
 Do not be judgmental about participants’ beliefs or views. You are there to
learn about their perspectives whether you agree or not. Do not debate
with your participants over their responses. You are a recorder, not a
debater.

2. Focus Groups
A focus group is particularly useful when the researcher wants to
obtain a variety of views or opinions about a topic or issue. FG operates within
a non-threatening environment and is steered by a skilled interviewer. As a
rough guide, groups of six to eight individuals appear to operate quite well,
without being so vulnerable to disruption by non-attendance (Bloor et al.,
2001). Instruments used for qualitative data gathered through FGs are
audio-recordings and the transcription of such recordings.

An FG should likewise be distinguished from a Delphi group and a

group interview. The former is a panel of experts which may be repeatedly
consulted or reconvened to derive authoritative consensus statements of
group belief or policy. The latter is a question-and-answer session between
the facilitator and the group, used to gain rapid and economic data on group
behavior. Focus groups, in contrast, should not be used to collect data on
behavior, since minority voices will be muted or silenced by the perceived
need to conform to the majority practice of the group. Rather than attempt to
collect data on the behavior of individual group members, a focus group
should be used to collect data on the norms of behavior current within
that social group – that is, on what kinds of behavior are approved and
disapproved of by that group.

And rather than proceed by question-and-answer, the facilitator

should seek to generate a general discussion within the group on the
selected topic. The facilitator can achieve this in a self-effacing way by
asking the group to perform a set task, or ‘focusing exercise’. A
common type of task used in these circumstances is a ranking
exercise, where the group will be asked to look at a series of
statements and then rank them in order of correctness or importance –
for example, a series of statements about the different reasons that

10
 people may have for visiting a pharmacy. During the intra-group
discussion about which are the most important reasons and why, the
norms within that group on appropriate pharmacy use will begin to
emerge (Bloor and Wood, 2006).

3. Field notes
Field notes are used by researchers to record observations and
fragments of remembered speech. Although researchers may use other
means of recording (such as video) and of other forms of data (such as
interview transcripts), field notes remain one of the primary analytic materials
used in ethnography. Fieldnotes were first used as a primary analytic
material within the discipline of anthropology.

Spradley has suggested a checklist of eight items that the researcher

should bear in mind in writing fieldnotes: the space or location observed, the
objects that are co-present at the location, the actors, the activity observed,
the component actions, the wider event in which the activities occur, the
sequencing of activities over time, the goal that the actor is striving for, and
the feelings expressed (Spradley, 1980).

It follows that field notes should be written up as soon as possible after

the events to which they refer. Where possible, short aides-mémoire or pocket
dicta-phones may be used in fieldwork settings themselves, for fleshing out
into proper fieldnotes later. These ‘notes made in the field setting’, as
opposed to fieldnotes, may be particularly useful for noting research subjects’
verbatim speech: utterances recalled only hours afterwards are bound to be
recalled inaccurately and are therefore better reported as indirect speech.

Sample field notes:

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 Source: https://www.researchgate.net/publication/330765137_JORDANIAN_NON-NATIVE_ENGLISH_SPEAKERS
%27_ACADEMIC_DISCOURSE_SOCIALIZATION_AND_LINGUISTIC_DEVELOPMENT_IN_ORAL_ACADEMIC_PRESENTATIONS_IN_MALAYSIA/figures?lo=1

The Two Aspects of Field Notes

Descriptive: verbal portraits, reconstruction of dialogues, complete descriptions of
physical settings, accounts of events (who was involved, how, what
was done), details about activities, researchers’ own behavior, maps,
date/time/place, characteristics of those present, documentation of
gestures, direct quotes.
Reflective: Speculations about the data analysis and emerging patterns/ themes,
comments on the research method (accomplishments, problems,
decisions) records of ethical dilemmas and conflicts, analysis of the
researchers’ frames of minds, points of clarification, hunches,
confusions.

4. Observational Evaluation
Observation is the act of looking out for and recording the presence or
absence of verbal and non-verbal behavior of a person or group of persons.
The use of specially designed evaluation instruments to collect observational
data is referred to as observational techniques. All methods of data collection
involve some forms of observation.

What should be observed?

Monette et. al. (1994) stated that it is possible to organize one’s

thought around some general categories of things to be observed and
recorded:
a. The setting: Field notes should contain some description of the general
physical and social setting being observed.
b. The people: Field notes should include a physical and social description of
the main characters who are the focus of your observation.
c. Individual behavior: The central observation in most studies is the
behavior of the people in the settings.
d. Group behavior: In some cases, the behavior of the group may be an
important bit of information.

5. Documentary Method (Textual/Content Analysis of artifacts, records

documents)
Documentary analysis does not display a clear-cut methodology but
rather encompasses a variety of approaches to documentary sources. A
document may be defined as an artefact that has a written text regardless of
its physical embodiment. Researchers may use a wide variety of documents
including letters, official reports, administrative records, web pages, diaries
and newspaper articles (Bloor and Wood, 2006). It may also include letters,
yearbooks, photographs from historical archives, analysis of written records
such as textbooks, novels, music, speech, curricula, and a wide variety of
documents with researchable values (Bueno, 2016).

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 Document analysis is often used in combination with other qualitative
research methods as a means of triangulation - ‘the combination of
methodologies in the study of the same phenomenon’ (Denzin, 1970, p. 291).

 The use of photographs as both data collection method and data gathering
instrument is called PHOTOVOICE.
 Photovoice is a form of participatory action research, which is often
community- based and contrasts sharply with the conventional model of
pure research. (Whyte, Greewod, and Lazes, 1991).
 Popularized by Caroline C. Wang and Mary Ann Burris (1994), it was
known as photo novella.
 There are eight steps in doing the photovoice:
o Identification- the researchers identify the place, people, and
purpose of the study.
o Invitation- individuals are invited to participate.
o Education- the participants are informed about how the project will
unfold and what their participation might entail, including getting
their consent to participate and how the photographs they take
might be used.
o Documentation- once participants are fully on board, they are
asked to respond to questions or prompts related to the purpose of
the project through photograph.
o Narration- during either individual interview or focus groups,
participants are asked to narrate the contents of their photographs.
These narrations give meaning and context to the participant-
produced images.
o Ideation- this step may or may not involve the participants directly.
The researcher, with the participants in some cases, generates
themes within narration using many analytic approaches.
o Presentation- usually in the form of an exhibition which can be in
the form of a poster, brochure, website, digital story, or museum
installation, among other forms. This is the opportunity where both
the researcher and the participants get to mingle with people who
may influence change towards the cause of the research.
o Confirmation- this is in a form of a feedback. When the 7 th step
was done, were the policy makers able to get the message across?
Were there changes made towards the research findings? What
were the perceptions?

6. Personal experience (Journaling)

This involves directing the participants to recall personal experience
through a variety of techniques. Participants may be asked to tell firmly
stories, to journal about topics, to tell life stories in response to a set of
questions, to construct a chronicle of their lives, to recall memories in
response to specific artifacts (e.g., photograph, grandmother’s quilt, etc.), to
explain their thinking. Methods in data collection include think aloud
techniques, stimulated recall, nd key event reporting. The researcher works
with the participants to create the data.

13
 DATA ANALYSIS PROCEDURES
Data analysis is how researchers go from a mass of data to meaningful
insights. There are many different data analysis methods, depending on the type of
research (quantitative or qualitative). Here are a few methods you can use to
analyze quantitative and qualitative data (humansofdata.atlan.com).

Data Preparation and Basic Data Analysis

Analysis and preparation happen in parallel and include the following steps:
1. Getting familiar with the data
2. Revisiting research objectives
3. Developing a framework
4. Identifying patterns and connections

Qualitative Data Analysis Methods

Several methods are available to analyze qualitative data. The most used
data analysis methods are:

 Content analysis. This is one of the most common methods to analyze

qualitative data. It is used to analyze documented information in the form
of texts, media, or even physical items. When to use this method depends
on the research questions. Content analysis is usually used to analyze
responses from interviewees. It is done through counting occurrences of
word, phrase, or theme which will aid the researcher to interpret such data
(example, a certain word may appear multiple times in the entire article

14
 which may convey the emphasis the author/participant/informant wanted
to express.)

 Narrative analysis: This focuses on people’s narratives/ stories either

about themselves or a set of events. Instead of looking for themes
(although this can still be done) that emerge from an account, it
concentrates on the sequential unfolding of someone’s story.

Three approaches the Narrative Analysis can take according to Creswell

(2007) and Merriam (2002):

 Biographical: the analysis is focused on significant events, people and

other biographical elements of the person’s life.
 Psychological: The emphasis is on personal thoughts and
motivations, and how the person’s experiences shape those thoughts
and motivations.
 Linguistic: The specific language used by the subject of the narrative
is analyzed using discourse analysis.

 Discourse analysis: It focuses on text and talk as social practices.

Researchers look at how discourses are organized to be persuasive, or to
present a particular “world view”, and would search for these patterns in
the words that are used (linguistic repertoire) and the way that they are
utilized (rhetorical strategies). Discourse analysis is the study of language
in use and any language use (detailed transcripts or recorded speech for
example, but also texts such as newspapers, policy documents, etc.) can
be considered in this way. Researchers would also be interested in the
function of discourse as well as its content.

 Grounded theory: This refers to using qualitative data to explain why a

certain phenomenon happened. It does this by studying a variety of similar
cases in different settings and using the data to derive causal
explanations. Some key attributes of a grounded theory approach to data
analysis are the following:
 Data collection and analysis occur simultaneously. As analysis occurs,
missing elements are identified, which become targets for further data
collection.
 Data analysis proceeds through the constant comparative method, in
which interview statements are coded, categorized and grouped to
develop a theory.
 Data collection proceeds until the categories are “saturated,” that is,
until no new information is obtained with further data collection.

 Interpretative Phenomenological Analysis (IPA). It is phenomenological

attempting to understand how participants make sense of their
experiences (it does not assume that participants’ accounts refer to some
verifiable reality) but it recognizes that this involves a process of
interpretation by the researcher. It is an approach popular in psychology
and in some areas of nursing. It looks at subjective states, so it is insider

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 perspective. It is interpretative in the sense that it recognizes negotiation
between research and researcher to produce the account of the insider’s
perspective, so both research and researcher are present. The data are
the accounts which are coded for emergent themes, look for connections,
and construct higher order themes. IPA is often combined with the
constant comparison method and elements of content analysis.

 Conversation Analysis. This involves studying the social organization of

conversation and is concerned with establishing how that organization is
achieved; as such conversation analysis might only be used with “naturally
occurring” speech and it is not an appropriate way of considering interview
data (where the organization of talk is established by the formal interview
process). Conversation analysis explores how social interactions are
structurally organized and does this by analyzing detailed transcripts of
tape recordings, examining such things as turn-taking, lengths of pauses,
inflections and so on.

 Heuristics is a way of engaging in scientific search through methods and

processes aimed at discovery; a way of self-inquiry and dialogue with
others aimed at finding the underlying meanings of important human
experiences. The deepest currents of meaning and knowledge take place
within the individual through one's senses, perceptions, beliefs, and
judgments. This requires a passionate, disciplined commitment to remain
with a question intensely and continuously until it is illuminated or
answered. (https://psycnet.apa.org/record/1990-98228-000, by
Moustakas, C.E., 1990).

YOU CAN DO THIS!

Task 1. Define Me. Read and identify what is being defined by the statements
below. Choose your answer from the word pool and then write your answers on a
separate sheet.

Time and
reliability accuracy validity Utility
cost collection

1. Refers to gaining information that comes as close as possible to what the

participant is thinking or experiencing at any moment in time.

2. Operating within a specific time frame within a set budget for the research
paper.

3. It is also known as “trustworthiness” of the qualitative research.

4. It tackles the usefulness of the research findings to the lives of the readers.

5. It refers to the stability of responses to multiple codes of data sets.

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Task 2. Do Fill Me. Read each statement and supply the missing detail/s by writing
it in your answer sheet.

1. Individual interview is a face-to-face direct ___________ between two people.

2. __________ survey asks the participant to write his/her opinion or perspective

concerning a specific topic or issue.

3. Focus group discussion is a type of interview conducted in a group discussion

_____.

4. Observation is a data collection method through ______ people and their

behavior.

5. _______ is a type of observation where the observer is concealed.

Task 3. Get Me Right. Write True if the statement given is true or False if the
statement is incorrect.

1. It is okay to analyze the gathered data before preparing these.

2. Developing a framework is necessary to help the researcher in structuring the

data.

3. The first step in data preparation is getting familiar with the data and transcribing
the data.

4. Revisiting the research objectives will help identify the questions that can be
answered through the data.

5. Identifying common responses will not likely help in determining the themes.

YOU CAN DO MORE!

Task 4. The Glitch. Find the word/s that make/s the statement false. After which,
write the letter of your answer on a separate sheet. Write None if you think the
statement is accurate.

1. It is accuracy that the researcher should attempt to help them add to bias.
A B C D

2. Time and cost will cover the duration of the interview only and the expenses
spent.
A B C D

3. Surveys for both quantitative and qualitative research use LIKERT SCALE.
A B C D

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4. In Focus Group Discussion, researcher notes the consistencies of participants’
belief.
A B C D

5. Observation includes use of notes, but not videos and photographs.

A B C D

Task 5. The Xs and Checks. Read the statements below. If each describes the data
gathering instrument cited, answer the item with a mark. If not, answer the
item with X mark. Your answer will be written in your answer sheet.

___1. It is necessary to consider completeness, tact, accuracy, and confidentiality

when planning to use interview as data gathering instrument.

___ 2. Interview does not guarantee obtaining rich data.

___ 3. Structured interviews use a set of pre-planned questions which are short and
clearly worded.

___ 4. Unstructured interview follows no format.

___ 5. Partially Structured Interviews have the best of “both worlds” – the structured
and semi-structured.

Task 6. The Matchmaker. Match the item in Column A with the correct item in
Column B. Write the letter of your answer only.
COLUMN A COLUMN B
1 It focuses on sequential unfolding of events. A Content Analysis
2 Done through counting of word occurrence. B Discourse Analysis
3 It involves searching for linguistic repertoire. C Narrative analysis
4 Data collection and analysis occur at once. D IPA
It attempts to understand how participants
5 E Grounded Theory
make sense of their experiences

CHALLENGE YOURSELF!

Task 7. “Got Ya, Matcha!” Read the qualitative research title below. After which,
recommend the best data collection method, match with the most fitting data
gathering instrument/s and data analysis/analyses to be used.

Title : Music and Lyrics: Mood Predictor in the Lens of a Psychologist.

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Topic: This study will aim to uncover the perspective of a licensed
Psychologist about how different music genres and their lyrics predict
the moods of people listening to them.

Criteria Points
The chosen data collection method, gathering procedure, and
data analysis are appropriate to the topic. 3 pts.

The chosen data collection method, gathering procedure, and

data analysis are aligned to each other. 2 pts.

Total points => 5 pts.

Task 8. “Red Velvet is Smooth” Alignment of research design (your previous

topic), data collection method, data gathering instrument, and data analysis
procedure ensures a “smooth flow” of your research paper. It will become more
intelligible to your target readers. For this task, you are going to write your
approved title and topic, and explain the research design you used, the data
collection method you will employ, the data gathering instrument you think will
best fit the design, and the data analysis you plan on using.

Criteria Points
The chosen data collection method, data gathering procedure,
3 pts.
and data analysis are appropriate to the topic.
The chosen data collection method, data gathering procedure,
2 pts.
and data analysis are aligned to each other.
Total points => 5 pts.

Task 9. ‘It’s Alcapone for Me.” The perfect combination of almond shavings and
white chocolate makes a perfect theme of heavenly taste for bread. For this task,
you are going to do the following:

1. Read the transcript of an interview shown below.

2. Determine the theme of the interview. Write it on your answer sheet.
3. Explain briefly how you came about the theme you identified.
Criteria: Theme is appropriate = 2 pts; Justification is reasonable= 3pts.
Interview transcript:
Interviewer: Kasatno iti panangbingay mo ti oras mo para iti trabahom ken pamilyam,
Ma’am? Ania dagiti ub ubraen yo kadagiti annakmo no kasdiay Ma’am?
(Ma’am, how do you divide your time for your work and your family? What are
the activities you do together?)

Interviewee 1. Ay ket Monday to Saturday morning, puro work related ti ub ubraek.

Ngem iti Sabado, agtrabaho ak la bassit ti bigaten aglalo no adda dagiti
maikamakam nga ubra. Ngem I make sure nga iti malem men, gana Sunday
afternoon, mga 5 kasta, bagi met ti annak kon. Ag check kami modules da, we cook
together, agbuya kami bassit or mapan kami diay diversion (road) asideg diay

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baybay ta mapan kami ag walking or ag biking. No daduma, agbalon kami pay
makan nen a ta idiay kami nga manganen tapno ma enjoy met toy annak ko bassit ti
time mi.
(Every Mondays through Saturdays, I do work related stuff. But on Saturdays, usually in the
morning, I work a bit especially if there are rush reports to be submitted. But I make sure
that in the afternoon, until Sunday afternoon too, like 5, I devote this time to my children. We
check their modules, we cook together, we watch a bit, or we go to the diversion road near
the beach. We go for a walk or bike ride. Sometimes, we bring along with us food and have
picnic so that my children will get to enjoy our time together).

Interviewee 2: Siak met, sapaek ti agawid aggapu diay pwestok diay tyendaan
tapno makitak ti panag module ti annak ko. No nasap sapa ak agawid, kasla kuma
4pm, wenno 3:30, iturog ko met bassit, iyinanak sakam to agsungbat ti modules dan.
Basta dinner, agsasabay kami mangan, sakamto agpakni, then agbuya diay salas
sen. Haan nak aglukat ti pwestok ti Sunday. Family day mi dayta nga aldaw. Ag gar
garden kami met a.
(I for one, I usually go home early from my stall in the market so that I’ll be able to guide my
children in answering their modules. If I go home early like 4pm or 3:30, I take a nap to rest
a bit. Then we answer their modules. We eat dinner together, then we clean up the kitchen.
We watch TV in the sala. I don’t operate on Sundays. That is our family day. We do
gardening together.)

Theme:
_____________________________________________________________
Justification: _________________________________________________________

LEVEL UP!

Task 10. Forget-Me-Not. This flower, as the name suggests, symbolizes

remembrance, according to florgeous.com. Using photovoice as your data collection
method and data gathering instrument, identify the theme of the images given below
and give the data analysis procedure you will use.

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Images captured from youtube.com, “Kambas ng Lipunan” by Joey Velasco,
featuring his painting “Hapag ng Pag-asa”
Task 11. Dandelion. The flower represents endurance since every hardship can be
overcome, and emotional healing since it has been known to cure many illnesses
(flowermeanings.org). In connection to this, your teachers wish you to be like the
dandelions: enduring and persevering as you come near the end of this Learning
Activity Sheet. While at it, we believe you are now ready to take on this task.

 Pick a different topic (aside from your approved study) and try to elaborate the
following:

 What research design will you use?

 What is the best data collection method will you apply?
 What will be the best data gathering instrument to fit your research
design and collection method?
 What data analysis/ analyses will you employ?

Criteria Points
Elaboration is clear and well- organized 2 pts
All factors asked were aligned and justified 3 pts.

Task 12. Lotus. According to www.binghamton.edu, the lotus flower is regarded as

a symbol of purity, enlightenment, regeneration and rebirth. After reading the concept
notes, we hope that you are now enlightened on the importance of data collection
methods, data gathering instruments, and data analysis procedures; and had been
reborn with a new knowledge on how to use them in different topics you will choose.
Your task is now to write a short reflection about these three and their importance to
you in the development of your research paper and in your daily life. You may use the
prompts below in starting your reflection paper. (5 pts.)

I learned that………

I believe these new knowledges will help me…………

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 I will surely keep the points: …………………………………………………………
which will aid me to apply in my future research.

In conclusion……………….

VII. Notes to Teachers:

The learners are expected to answer the tasks assigned as per their weekly
home learning task for learners. To pass the tasks given, it is expected for the
learners to get at least 75 percent of the correct answers to meet the desired
competencies for the lesson. The teacher should be ready with
enrichment/intervention for the learners who will not meet the expectations.
VIII. Answer Key to the Tasks:

Task 1 Task 2 Task 3

1 Accuracy 1 Conversation 1 False

Time and
2 2 Qualitative 2 True
cost
3 Validity 3 Setting 3 True
4 Utility 4 Observing 4 True
5 Reliability 5 Covert 5 False

Task 4 Task 5 Task 6

1 C 1 1 C
2 C 2 X 2 A
3 D 3 3 B
4 C 4 4 E
5 C 5 X 5 D

Task 7 Task 8 Task 9

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Answers may vary Answers may vary Answers may vary

Task 10 Task 11 Task 12

Answers may vary Answers may vary Answers may vary

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