11 Department of Education-Region III

TARLAC CITY SCHOOLS DIVISION

% Juan Luna St., Sto. Cristo, Tarlac City 2300

Email address: tarlac.city@deped.gov.ph/ Tel. No. (045) 470 - 8180

Practical Research 1
Quarter 3: Week 1
Learning Activity Sheets
 Practical Research 1

Name of Learner: __________________________ Date: ____________

Section: _______________________________ Q1W1

Importance of Research, Characteristics and Processes of Research, Strengths and

Weaknesses of Research and Kinds of Qualitative Research

Background Information for Learners

Research is a systematic inquiry that explains or describes a phenomenon, predicts an

outcome and poses questions for further studies. It involves looking into a phenomenon which has
not been investigated yet or is underexplored, gathering data to address and answer problems and
reporting it to an audience

Research is a systematic, controlled, empirical and critical investigation of hypothetical propositions

about the presumed relations among natural phenomena (Kerlinger, 1973).

Research in its broadest sense is an attempt to gain solutions to problems. More precisely, it is the
collection of data in a rigorously controlled situation for the purpose of prediction or explanation
(Treece and Treece, 1974).

Importance of Research

Our world cannot advance without research. It is very essential to human lives as it plays a
huge role in discovering new things like technologies that will help students to learn the easy way,
treatment to rare diseases like the COVID-19 and even to smallest things that we need in our everyday
lives.

As a student, doing research will give you a lot of experience and gain benefit from doing so.
First, it will provide you the necessary information in the field of work, study or operation. Second, it
invokes a demand for change that will help us to find the root cause of a process. Third, it can improve
the quality of life that only through new research can new inventions came into life. And lastly,
research invokes a safer life that it made a ground-breaking discovery in the field of health.

Research Process

Step 1: Identify the Problem

The first step in the process is to identify a problem or develop a research question. The research
problem may be something the agency identifies as a problem, some knowledge or information that
is needed by the agency, or the desire to identify a recreation trend nationally.

Step 2: Review the Literature

Now that the problem has been identified, the researcher must learn more about the topic under
investigation. To do this, the researcher must review the literature related to the research problem.
This step provides foundational knowledge about the problem area. The review of literature also
educates the researcher about what studies have been conducted in the past, how these studies were
conducted, and the conclusions in the problem area.

Step 3: Construction of Framework

Many times, the initial problem identified in the first step of the process is too large or broad in scope.
In step 3 of the process, the researcher clarifies the problem and narrows the scope of the study. This

2
can only be done after the literature has been reviewed. The knowledge gained through the review of
literature guides the researcher in the construction of framework and to better plan the next step.

Step 4: Formulate Hypothesis

Information gathered from the literature review will now be useful in formulating the hypothesis that
will later be tested after the study is done particularly in Quantitative Research.

Step 5: Select Research Design

This step is the backbone of the research process. It allows the researcher to know the need on where
to embark in planning the methodology. Here, the researcher will specify the design to be used all
throughout the study.

Research projects can focus on a specific group of people, facilities, park development, employee
evaluations, programs, financial status, marketing efforts, or the integration of technology into the
operations. For example, if a researcher wants to examine a specific group of people in the
community, the study could examine a specific age group, males or females, people living in a specific
geographic area, or a specific ethnic group.

Step 6: Select the sample

Research projects can focus on a specific group of people, facilities, park development, employee
evaluations, programs, financial status, marketing efforts, or the integration of technology into the
operations. For example, if a researcher wants to examine a specific group of people in the
community, the study could examine a specific age group, males or females, people living in a specific
geographic area, or a specific ethnic group.

Step 7: Collect Data

Once the instrumentation plan is completed, the actual study begins with the collection of data. The
collection of data is a critical step in providing the information needed to answer the research question.
Every study includes the collection of some type of data—whether it is from the literature or from
subjects—to answer the research question. Data can be collected in the form of words on a survey,
with a questionnaire, through observations, or from the literature.

Step 8: Analyze the Data

The researcher finally has data to analyze so that the research question can be answered. In the
instrumentation plan, the researcher specified how the data will be analyzed. The researcher now
analyzes the data according to the plan. The results of this analysis are then reviewed and
summarized in a manner directly related to the research questions.

Step 9: Write the research report

After revisiting the literature review, begin writing the results and findings of the study. The researcher
should make sure that the presentation should be aligned with the flow of research questions.

Step 10: Communicate the research report

All the time, effort, and resources dedicated to steps 1 through 9 of the research processes
culminate in this final step. In this step, the researcher disseminates the findings of the study be it
through a paper presentation or publication.
Strengths of Qualitative Research

❖ It provides more in-depth qualitative information regarding a particular number of cases.

❖ It is appropriate for describing and explaining a complex phenomenon.
❖ It provides a textual description of human experiences.
❖ It involves the collection of data that are situated in a specific local context.
❖ It provides information that can supplement quantitative data for a more reliable interpretation
of findings.
3
 ❖ It can effectively analyze intangible variables, such as gender roles, socio-economic status,
social norms, religion and ethnicity.

Weaknesses of Qualitative Research

❖ It provides findings that may not be generalized for other context since it only explores a limited
number of cases. This means that the findings in qualitative research cannot be extended to
a larger population.
❖ It makes formulating quantitative predictions challenging because it does not use statistical
techniques that will establish casual relations.
❖ It requires more time to gather and analyze.
❖ It can be easily influence by the researcher’s personal biases.
❖ It may be difficult to replicate due to its uniqueness.

Kinds of RESEARCH

Quantitative is the investigation of phenomena that lend themselves to precise measurement and
quantification, often involving a rigorous and controlled design.

Qualitative is the investigation of phenomena typically in an in-depth and holistic fashion, through the
collection of rich narrative materials using a flexible research design.

Qualitative designs
1.Phenomenological design is used to describe experiences as they are lived

2.Grounded theory provides a way to transcend experience – to move it from a description of what is
happening to understanding the process by which it happens.

3.Ethnographic design provides a mechanism for studying our own culture and that of others.

4.Historical design is the systematic collection and critical evaluation of data relating to past
occurrences.

5.Case Study - Involves an extensive exploration of a single unit of study, such as a person, family,
group, community, or institution, or a very small number of subjects who are examined intensively.

6.Triangulation - It is the combined use of two or more theories, methods, data sources, investigators,
or analysis methods in the study of the same phenomenon.

Learning Competencies
• Shares research experiences and knowledge
• Explains the importance of research in daily life
• Describes characteristics, processes and ethics of research
• Provides examples of research in areas of interest

ACTIVITY #1: RESEARCH with BENEFIT!

A group of researchers is conducting a study regarding the effects of COVID-19 pandemic to the
students who are enrolled in public school. Give at least 2 ways that research will benefit the
school, teachers and the students.
School Teacher Student

4
ACTIVITY #2: MATCHY MATCHY!
Match the scenario in Column A to the characteristics of research in Column B. Write the letter
of your choice on the blanks.

Column A Column B
_____ 1. Resalyn used as many as references as possible Replicable
as she completed her paper.
_____ 2. Resalyn’s methodoly was very detailed and inspired Objective
Other researchers to conduct the same study.
_____ 3. Resalyn followed the step by step procedure in Sufficient
Conducting the research
_____ 4. Resalyn based her related literature from previous Systematic
studies done by another researcher.
_____ 5. Resalyn’s refrained from adding any personal Empirical
comments during the reporting and interpretation
of data

ACTIVITY #3: WHAT’S YOUR WEAKNESS?

Discuss ways to address the weaknesses of qualitative research. Write 2-3 sentences for each
answer.
1. _______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. _______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
3. _______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

ACTIVITY #4: WHAT’S YOUR WEAKNESS? (Part II)

Choose one of the listed qualitative studies and read it carefully. Identify the possible strength
and weaknesses of the study.

Suggested studies:
1. Lived Experiences of Unemployed Teachers in Tarlac City due to the pandemic and Its
Implication on Teaching Profession
2. A Qualitative Study of Instructional Strategies Used by the Senior High School Teachers
in Inclusive Classroom in Tibag High School.
STRENGTHS WEAKNESSES

5
ACTIVITY #5: YOU COMPLETE ME!
Complete the table by writing words or variables that is more related to qualitative and
quantitative research. Write as many as you want.
Example: Qualitative: emotions
Quantitative: numbers
QUALITATIVE QUANTITATIVE

Reflection:

1. What I have learned?

_________________________________________________________________________
_________________________________________________________________________
2. What I have enjoyed?
_________________________________________________________________________
_________________________________________________________________________

References:

Books
Barrot, J. (2018). Practical Research for Senior High School. Quezon City: C&E Publishing
Incorporated.

Polit, D. F., & Beck, C. T. (2014). Essentials of nursing research: appraising evidence for nursing
practice. 8th ed. Philadelphia: Wolters Kluwer Health /Lippincott Williams & Wilkins.
Website
https://us.humankinetics.com/blogs/excerpt/steps-of-the-research-process

Answer Key:
Activity 1: RESEARCH with BENEFIT!
(Answer may vary)

Activity 2: MATCHY-MATCHY!
1. Sufficient
2. Replicable
3. Systematic
4. Empirical
5. Objective

Activity 3: WHAT’S YOUR WEAKNESS?

(Answer may vary)

ACTIVITY #4: WHAT’S YOUR WEAKNESS? (Part II)

(Answer may vary)

ACTIVITY #5: YOU COMPLETE ME!

(Answer may vary)

Prepared by:

CHERYL S. LENON RN, MAN

Teacher II
Tibag High School
6