1

COLEGIO SAN AGUSTIN-BACOLOD

BASIC EDUCATION DEPARTMENT
SENIOR HIGH SCHOOL

LEARNING PACKET #2

PRACTICAL RESEARCH 1
RESEARCH 92
Prepared by: Cathy Joy C. Pagunsaran, LPT

Week 2: February 8, 2021 – February 12, 2021

Name: ____________________________________ Strand and Section: _____________

Adviser: __________________________________ Date Submitted: ________________

SECOND SEMESTER
AY 2020 – 2021

Practical Research 1
RESEARCH 92
Learning Packet #2
Cathy Joy C. Pagunsaran, LPT
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Module Qualitative Research and

2 Its Importance in Daily
Life
Content Standards:
The learners demonstrate an understanding of:
a. the value of qualitative research; its kinds, characteristics, uses, strengths, and
weaknesses
b. the importance of qualitative research across fields of inquiry
Performance Standards:
The learner is able to:
a. decide on suitable qualitative research in different areas of interest.
Learning Competencies: The learners…
1.1 describes characteristics, strengths, weaknesses, and kinds of qualitative research
1.2 illustrates the importance of qualitative research across fields

LET’S WARM UP!

Read the given phrases below and classify them under qualitative or quantitative research.
Write your answer on the the worksheet provided.

explains attitude and values uses words and transcriptions can be highly subjective
narrative report uses statistical analysis tests hypothesis
flexible methodology high generalizability uses deductive analysis

THINK ABOUT IT!

In Chapter 1, we highlighted that quantitative and qualitative research complement each

other. For us to better understand this relationship, you first need to look into the nature,
strengths, weaknesses, and types of qualitative research.

At the end of this module, you will be able to:

• demonstrate an understanding of the nature of qualitative research
• evaluate the strengths and weaknesses of qualitative research
• demonstrate an understanding of the types of qualitative research

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LET’S LEARN!

WHAT IS QUALITATIVE RESEARCH?

Qualitative research seeks a deeper understanding of a phenomenon, instead of
providing a numerical description of a large population. Its main goals are to describe and explain
relationships, individual experiences, group norms, and other social phenomena. This means that
qualitative research focuse on how we understand the world; why things and events are the way
they are; why people behave the way they do; how cultures, attitudes, values, and opinions are
formed; how people are influenced by their environment an the events around them; and how
social groups differ from one another.

Qualitative research emphasizes understanding through a looking glass which scans

people’s words, actions, and records. With that, qualitative research is typically conducted in the
field and involves first-hand experience. It requires a systematic collection of textual or visual data
through observation, interviews, and/or document analysis. Qualitative research also involves the
objective reporting of data collected in a certain context. As such, qualitative research is most
useful when obtaining culturally specific data such as behaviors, values, beliefs, social contexts,
and opinions of a particular group of people.

In qualitative research, data are typically analyzed through recognizing themes, patterns,
and categories. This type of analysis is known as inductive analysis. However, some qualitative
studies also involve deductive analysis.

The Goal of Qualitative Research

Qualitative research seeks to:
a. Discover patterns emerging after close observation, careful documentation, and
thoughtful analysis of the research topic.
b. Probe deeply into the research setting to obtain in-depth understandings about the way
things are, why are they like that, and how participants perceive them.

The Characteristics of Qualitative Research

Examine the table presenting the distinctive characteristics of qualitative research below. What
insights about the process of qualitative research can you generate?

Characteristics
• Data is collected in the field at the site where participants
experience the issue or problem under study.
NATURAL SETTING • Researchers gather up-close information.
• Researchers have face-to-face interaction with participants over
time.
• Researchers collect data themselves through examining
THE RESEARCHER AS
documents, observing behavior, and interviewing participants.
THE KEY
• Research instrument is designed by the researcher using open –
INSTRUMENT
ended questions.

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• Researchers’ openness of mind to the situation without prior

judgment.
• Researchers’ involvement in natural inquiry.
• Researchers listenwith empathy.
• Researchers get involve in the process of inquiry but not affected.
MULTIPLE METHODS • Researchers gather data in many forms rather than relying in a
single data source.
• Sample methods include: dialogues, interviews, observations,
analysis of transcribed material, and documents.
• Data is reviewed, then organized into categories/themes that cut
across all of data sources.
• The use of inductive logic: Researchers build their patterns,
categories, and themes from “BOTTOM UP”
▪ Organize data into increasingly more abstract units of
information.
COMPLEX • The use of deductive logic.
REASONING ▪ Researchers build themes that are constantly being
checked against the data.
• Qualitative research is not concerned with testing a theory but in
understanding the quality of social life through richly detailed
materials.
• In the entire process, the researchers keep a focus on learning the
meaning that the participants hold about the problem or issue.
• The participant’s meaning further suggests multiple perspectives
PARTICIPANTS’ on a topic and diverse views.
MEANING • The researcher asks the following questions:
▪ How participants attach meanings to their behavior?
▪ How do they interpret situations?
▪ What are their perspectives on particular issues?
• The initial plan of the research cannot be prescribed.
• All phases of the process may change or shift after the researchers
enter the field and begin to collect data.
• KEY IDEA: learn about the problem or issues from the participants
and engage in the best practices to obtain the information.
EMERGENT DESIGN
• FOCUS ON: What things happened? How did it happened? How did
they develop?
• Everyday life is an ever changing picture in a continuous process of
meaning attribution which is always emerging.
•
• Researchers “position themselves” in the study.
• They convey their background, how it informs their interpretation
REFLEXIVITY
of information in the study, and what do they have to gain in the
study.

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• The researcher should be free of any bias after listening to

confessions of participants and be guided by the rule of
confidentiality.
• Develop a complex picture of the problem/issue.
• This involves reporting multiple perspectives, identifying the
HOLISTIC ACCOUNT factors, sketching larger picture that emerges.
• “Researchers are bound by identifying the complex interaction of
factors in any situations.”

When Do We Use Qualitative Research?

We use qualitative research when…

1. A problem/issue needs to be explored.

2. A complex and detailed understanding of the issue is needed.
3. We want to empower individuals to share their stories and hear their voices.
4. We want to write in a literary, flexible style that conveys stories
5. We want to understand the context or settings in which participants in a study address a
problem or issue.
6. To follow up quantitative research and help explain the mechanisms or linkages in causal
models or theories
7. To develop theories when partial/inadequate theories exist for certain populations and
samples.
8. Quantitative measures and analyses simply do not fit the problem.

THE STRENGTHS AND WEAKNESSES OF QUALITATIVE RESEARCH

The following are the advantages of using qualitative research:

• Qualitative research provides more in-depth qualitative information regarding a particular
number of cases.
• Qualitative research 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.
• It can effectively analyze intangible variables such as gender roles, socioeconomic status,
social norms, religion, and ethnicity.

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The following are the weaknesses of qualitative research. These should be addressed in order to
conduct qualitative research effectively.
• Qualitative research provides findings that may not be generalizable
since it only explores limited number of cases.
• It makes formulating quantitative predictions challenging because it does
not use statistical techniques that will establish causal relations.
• It requires more time to gather and analyze data because it involves
immersion, lengthy interviews, careful recording and transcription of data
and qualitative analysis.
• Qualitative research can be easily influenced by the researchers’ personal bias.
• It may be difficult to replicate because of the uniqueness of the selected locale or context.
• It is heavily dependent on the ability of the participants to communicate and express
themselves.

CHECK YOUR UNDERSTANDING! Before you proceed on the next topic…

Answer “Let’s Practice #1” of your module. Indicate your answers on the
attached Worksheet.

KINDS OF QUALITATIVE RESEARCH

Five of the most common kinds of (or approaches in) qualitative research are ethnography
or ethnographic studies, grounded theory, phenomenology, historical/narrative approach, and
case studies.

Ethnography/Ethnographic Studies
This study involves the collection and analysis of data about cultural groups or minorities.
In this type of research, the researcher immerses (overtly or covertly) with the people and
becomes a part of their culture, He or she becomes involved in the everyday activities of the
subjects, and gets to empathize with the cultural groups experiencing issues and problems in their
everyday lives. During the immersion process, the researcher talks to the key persons and
personalities called key informants who provide important information for the study.

Example: What is the demographic profile and migratory adaptations of squatter families in
Barangay Cutcut, Angeles City (dela Cruz, 1994)?

In studying the problem, the researcher immerses with subjects and becomes involved
with the activities that exemplify the cultural practices of the respondents.

Grounded Theory
An approach in qualitative research which involves developing a theory inductive analysis
of data. The method involves comparing collected units of data against one another until
categories and properties emerge. These hypotheses are tentative and suggestive and are not
tested in the study.

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Example: Ten school counsellors were given structured interviews to help determine how their
professional identity is formed.

In the example above, the data was coded first to form concepts. Then, connections between
these concepts were identified. A core concept emerged and its process and implications were
discussed School counselors’ professional interactions were identified as defining experiences in
their identity formation (Brott & Myers, 1999).

PHENOMENOLOGY
This involves understanding and developing a clear and accurate descriptions of human
experiences. This type or research seeks to find the essence or structure of an experience by
explaining how complex meanings are built out of simple units of inner experience. It examines
human experiences through the descriptions provided by subjects or respondents.

Example: What are the common experiences encountered by a person with a spouse who is
undergoing rehabilitation?

With the given problem, the researcher has to discover the inner feelings, emotional
hardships, and mental disturbances that the respondent is experiencing.

HISTORICAL/NARRATIVE APPROACH
This study is concerned with the identification, location, evaluation, and synthesis of data
from past events. This is not only limited to obtaining data from the past, but it also involves
relating their implications to the present and future time.

Example: What were the roles of women in the Katipunan?

Some sources of data for a historical study are as follows:

a. Documents – printed materials that can be found in libraries, archives, or personal
collections
b. Relics & artifacts – physical remains or objects from a certain historical period
c. Oral reports – information that is passed on by word of mouth

The data sources are classified as follows:

a. Primary sources- materials providing first-hand information, e.g., oral histories, written
records, diaries, eyewitness accounts, pictures, videos, and other physical evidence
b. Secondary sources – second-hand information such as an account based on an original
source, or a material written as an abstract of the original materials

The validity of materials used in the study are assessed through the following processes:
a. Internal criticism – This involves establishing the authenticity or originality of the
materials by looking at the consistency of information. Motives and possible biases of the
author must be considered in trying to determine the accuracy of the materials.
b. External criticism – This is based on the analysis of the material: the ink and type of paper
used, the layout and physical appearance, and as well as the age and texture of the
material itself.

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CASE STUDY
It is an in-depth examination of an individual, groups of people, or an institution. Some of
its purposes are to gain insights into a little-known problem, provide background data for broader
studies, and explain socio-psychological and socio-cultural processes.

A case study also involves a comprehensive and extensive examination of a particular

individual, group, or situation over a period of time. It provides information on where to draw
conclusions about the impact of a significant event in a person’s life (Sanchez, 2002).

Example: How do cancer survivors look at life?

The table below illustrates a summary of the Five Qualitative Approaches

Qualitative Prob. Best Suited for

Focus Unit of Analysis Data Collection
Approach Design

Understanding the Needing to describe several individuals who interview with individuals,
essence of the the essence of a lived have shared the document, observations &
Phenomenology experience phenomenon experience art may be considered

Describing & Describing & a group that shares the Using primarily
interpreting a culture- interpreting the shared same culture observations and
sharing group patterns of interviews but perhaps
Ethnography
culture of a group collecting other sources
during extended time in
field
Developing a theory Grounding a theory in a process, an action or Using primarily interviews
grounded from data the view of the interaction involving with 20 to 60 individuals,
Grounded on the field participants many individuals observation,
Theory record review, or
combination
Developing an Providing an in-depth an event, a program, Using multiple sources,
in-depth description & understanding of a an activity such as interviews,
Case Study analysis of multiple case or cases observations, documents,
cases and artifacts

Exploring the life of Needing to tell the Studying one or more Using primarily interviews
an individual in stories of individual individuals and documents
sequence experiences • Develop an inventory
of sources - archives,
private libraries,
Narrative Study
papers
• Clarify validity &
reliability of data -
primary sources,
authenticity, biases
Practical Research 1 Source: Creswell, J.W. (1998). Qualitative Inquiry and Research Design: Choosing
RESEARCH 92 Among Five Traditions. Thousand Oaks, CA: Sage
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IMPORTANCE OF QUALITATIVE RESEARCH ACROSS FIELDS

Qualitative studies are important since research is not limited to collecting numerical
data, but it also involves investigating experiences of people and through obtaining insights from
them. Through the analysis of human experiences, qualitative research becomes useful in
determining factors necessary for making sound decisions and improving the quality of life. It is
also important in developing a deeper understanding of a phenomenon, which can help improve
social interactions. Indeed, the impact of qualitative research is not only confined within the four
corners of a classroom; it is also evident across various fields.

Qualitative Research Across Fields

HUMANITIES AND SOCIAL INQUIRY

• Understanding behavior and experiences of other people. In turn, understanding their
actions and experiences can help you become an effective and functional member of your
community and society as a whole.

CULTURE AND ARTS

• Conducting qualitative research also helps you better understand people’s culture.
Studies dealing with culture and art help in their propagation and preservation.

SPORTS
• Qualitative research can help you better understand the problems of athletes and the
challenges in implementing sports in order to contribute to their effective creation and
implementation. In addition, undertaking a qualitative study can help you find out how
crucial activities are in making citizens active and healthy.

AGRICULTURE AND FISHERIES

• Qualitative research will give information in beliefs of farmers, best practices, and
challenges. Use information to identify ways to increase production. This can be used in
identifying ways to increase food production.

SCIENCE AND TECHNOLOGY

• Conducting qualitative research can help in improving technology and medical services.
It can also help in generating science – technology related issues.

BUSINESS
• You can utilize qualitative research in exploring the attitudes and experiences of people
in companies and customers of businesses (analyze processes, customer satisfaction,
sales and marketing activities)

INFORMATION AND COMMUNICATIONS TECHNOLOGY

• Understanding HOW TECHNOLOGY can supplement human communication and
interactions
• Can be done by examining human interactions in a computer-mediated communication.

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CHECK YOUR UNDERSTANDING! Before you proceed on the next topic…

Answer “Let’s Practice #2” of your module. Indicate your answers on the
attached Worksheet.

LET’S REFLECT!
Reflect on what you have learned from this lesson by completing the chart below.
Indicate your answers on the worksheet provided.
What were your misconceptions about What new or additional learning have
the topic prior to taking up this lesson? you had after taking up this lesson in
terms of skills, content, and attitude?
I thought… I learned that…

CHECK YOUR UNDERSTANDING!

LET’S PRACTICE #1:

I. Write TRUE if the statement is correct and FALSE if otherwise. Indicate your answers
on the worksheet provided.
1. Qualitative and quantitative research compete with each other.
2. Qualitative research focuses on human experiences.
3. Qualitative research is prone to researchers’ bias.
4. Interviews can be used in qualitative research.
5. Qualitative research typically uses deductive approach in analysis of data.
6. Qualitative research is easier to replicate than quantitative research
7. Qualitative research demonstrates causal relationships better than quantitative
research.
8. Qualitative research is typically experimental
9. Qualitative research usually involves hundreds of participants
10. Qualitative research is dependent on participants’ response.

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II. Write S if a qualitative approach is suitable for each given situation and N if not.
Indicate your answers on the worksheet provided.
1. Determining whether exposure to CNN programs increases the English proficiency of
students.
2. Exploring the attitudes of Filipino youth toward Senate hearings on extrajudicial killings.
3. Analyzing patients’ perceptions of government hospitals.
4. Investigating whether emotional quotient increases with intelligence quotient.
5. Studying the response of Filipinos to political advertisements.
6. Examining whether an increased amount of exercise helps senior citizens lose weight.
7. Understanding the causes of miscommunication in the workplace.
8. Exploring the lived experiences of teenagers with bipolar disorder.
9. Investigating the effect of social media in the students’ study habits.
10. Studying the lost tradition of Mangyan tribe’s courtship dance.

LET’S PRACTICE #2
I. Read the following descriptions and distinguish what qualitative research design is being
described. Write your answer on the the worksheet provided.

CASE STUDY ETHNOGRAPHY GROUNDED THEORY

HISTORICAL/NARRATIVE STUDIES PHENOMENOLOGY

1. A qualitative research design that describes a social group and how its members live.
2. A qualitative research design that describes a situation in a specific context extensively.
3. A qualitative research design that describes a phenomenon and the events related to it
to form a cohesive story.
4. A qualitative research design that describes the lived experiences of an individual.
5. A qualitative research design that develops a theory from qualitative data.
II. Read the listed qualitative research titles and determine what is the most appropriate
qualitative approach to be used in the study. For your answers, refer to the choices
provided in “Let’s Practice #2 Test I”. Write your answer on the the worksheet provided.
Who is Lapu-Lapu?: A closer look to a brave hero
An Analysis of Near Death Experiences Among Critical Patients
Child rearing practices of Manobo Tribe: A close encounter
Gender Differences Within Academia : A Case on the Probability of Promotion in Private
Schools

Developing a Conceptual Framework for Analyzing Battered Woman Syndrome

The Evolution and Degradation of Land Use in Puerto Princesa, Palawan
Learning to Survive: The Lived Experiences of Families with a Parent Diagnosed with Cancer
To Spend or Not to Spend: Lessons from the Ilokanos
Student Life of Jose Rizal: A Documentary
The comparative analysis of 19th Century scientists: Common and Contrast

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Subject: Practical Research 1 (RESEARCH 92)

Instructor: Cathy Joy C. Pagunsaran, LPT
WORKSHEET #2
Name of Student: __________________________ Class/Yr. Section: ____________
Contact No.:_______________________________ Date of Submission:___________

LET’S WARM UP!

Qualitative Research Quantitative Research

LET’S REFLECT!
Reflect on what you have learned from this lesson by completing the chart below.
What were your misconceptions about the What new or additional learning have you
topic prior to taking up this lesson? had after taking up this lesson in terms of
skills, content, and attitude?
I thought… I learned that…

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LET’S PRACTICE #1:

I. Write TRUE if the statement is correct and FALSE if otherwise.
1. _____ 6. _____
2. _____ 7. _____
3. _____ 8. _____
4. _____ 9. _____
5. _____ 10. _____

II. Write S if a qualitative approach is suitable for each given situation and N if not.
1. _____ 6. _____
2. _____ 7. _____
3. _____ 8. _____
4. _____ 9. _____
5. _____ 10. _____

LET’S PRACTICE #2:

I. Read the following descriptions and distinguish what qualitative research design is being
described.
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
5. _________________________________________

II. Read the listed qualitative research titles and determine what is the most appropriate
qualitative approach to be used in the study. For your answers, refer to the choices
provided in “Let’s Practice #2 Test I”.
1. ________________________________ 6. ________________________________
2. ________________________________ 7. ________________________________
3. ________________________________ 8. ________________________________
4. ________________________________ 9. ________________________________
5. ________________________________ 10. ________________________________

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Subject: Practical Research 1 (RESEARCH 92)

Instructor: Cathy Joy C. Pagunsaran, LPT
WORKSHEET #2: Chapter Quiz
Name of Student: __________________________ Class/Yr. Section: ____________
Contact No.:_______________________________ Date of Submission:___________

I. CHAPTER 1: The Nature of Inquiry and Research

A. Write TRUE if the statement/s is/are correct and FALSE if otherwise.
______ 1. Research is limited only to the academic setting.
______ 2.
______ Research has an impact on people's everyday lives.
______ 3.
______ Research writing requires a lot of thinking and analysis.
____d
______ 4.
______
____d
The main purpose of research is to earn income.
______ 5. Research is a linear process.
____d
______ 6.
______
____d
The research process should begin with gathering data.
______ 7.
______ Preliminary can be done before and after topic selection.
____d 8. A good research topic is one that has not been explored yet.
______
____d
______9.
______
____d
You may begin writing the results and discussion of your paper after revising and refining your
______ literature review.
____d
______ 10. Editing is not an important stage in writing a research paper.
____d
______ 11.
______ Research can be performed even without a detailed procedure.
______12.
______
____d
A compilation of studies related to a topic is considered a research paper.
______
______ 13. It is important to cite your sources to avoid plagiarism.
____d
______
______ 14. Authorship of a paper can be shared with a person who has no contributions to the work.
____d
______
______ 15. A research paper submitted for one subject may be resubmitted to another subject.
____d
______16.
______
____d
It is acceptable to adjust the data that you have gathered to support your assumption or
____d
______ hypothesis.
______ 17. The participants of your research should be informed about your study as much as possible.
____d 18. Applied research expands knowledge at a theoretical level.
______
______ 19. Qualitative research deals with numbers.
____d 20. Qualitative research has a low level of generalizability.
______
______
______
____d B. Identify what type of research according to purpose is being describe. Write the letter only
____d
before the number.
A. Basic Research B. Applied Research C. Action Research

______ 1. A type of research which is focused on solving practical problems or considering

______ the practical application of theory.
______
____d 2. A type of research which is focused on solving solving problems within the organization or
______ community.
______ 3. A type of research which is focused on solving practical problems or considering the practical
____d
______ application of theory.
______
____d 4. Research Title: Agricultural Literacy of Rural Youth in Central Luzon.
______ 5. Research Title: The Effects of Natural Fertilizer on the Productivity of Fruit-bearing Trees.
______
______
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For items 6-10 refer to the given choices below. Write the letter only before the number.

A. Quantitative Research B. Qualitative Research

______ 6. This type of research has a high level of generalizability.

______ 7. This type of research can demonstrate causal relationships better.
______
______
______ 8. This type of research focuses on human experiences.
____d
______
____d 9. This type of research typically occurs in a controlled setting
______
______
____d 10. This type of research typically uses deductive approach in the analysis of data.
______
______
____d
____d For items 11-20, Arrange the following steps in the research process. Indicate their correct
sequence. 1 as the first process and 10 as the last process. Write you answer before the number.

______ 11. Formulating/Adopting a research instrument

______
______ 12. Formulate Thesis statement and Research Questions
______ 13.
______ Gathering the data using a method
____d
______
______ 14. Observation and Formation of the topic
____d
______
____d 15.
______ Analysis of data
______
____d 16.
______ Conduct preliminary research
______
____d 17.
______ Disseminate research findings.
______
______18.
____d Edit the full paper.
______
____d 19.
______ Conclusion and recommendation
______
____d 20.
______ Interpretation of Data
______
____d
____dII. CHAPTER 2: Qualitative Research and Its Importance in Daily Life
CHAPTER 3: Identifying the Inquiry and Stating the Problem
A. Write TRUE if the statement/s is/are correct and FALSE if otherwise
______ 1. When a topic is interesting it is automatically considered relevant.
______ 2. A highly specialized topic should not be used for research.
______ 3. One way to know that a research topic is manageable is if there are enough references that
____d
______
______
____d can be used to make a scientific inquiry about it
______ 4. Preliminary research is useful in focusing the research topic.
____d
______ 5. Concept mapping helps you organize ideas for the drafting of the research paper.
______ 6. Newly introduced concepts should be defined briefly in the background of the study.
____d
______ 7. The introduction shall be able to discuss how the study addresses the research gap it
______
____d
______
____d identified.
______ 8. Your study can be considered irrelevant if it does not fill a research gap.
____d
______ 9. You can justify your research by providing issues that have not yet been addressed by
____d
______ current practices in your field of study.
____d 10. Your focused topic is derived from your general research question.
______
______ 11. A thesis statement is one sentence answer to the general research question.
______
______
____d 12. The readers first response to your thesis statement should be "how" or “why”.
____d 13. The details in the thesis staternent can be explicitly stated or implied.
______
______
______ 14. A good research question is who are the most famous philanthropists in the Philippines.
____d
______
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References:

Barrot, J. S. (2018). Practical Research 1 For Senior High School. C & E Publishing Inc.:
Quezon City, Philippines

Bernard, H.R. (2000). Social Research Methods: Qualitative and Quantitative approaches.
Thousand Oaks, CA: Sage

Creswell, J.W. (1998). Qualitative Inquiry and Research Design: Choosing Among Five
Traditions. Thousand Oaks, CA: Sage

Kendal, S. (2015). How to Write a Research Paper. Simon Kendal & bookboon.com ISBN
978-87-403-1069-6.

Kumar, R. (2011). RESEARCH METHODOLOGY: a step-by-step guide for beginners. SAGE

Publications Ltd.: 1 Oliver’s Yard, 55 City Road London EC1Y 1SP

Patton, M.Q. (2002). Qualitative Research & Evaluation Methods, 3rd Edition. Thousand
Oaks, CA: Sage

Yin, R. K. (2016). Qualitative Research from Start to Finish. A Division of Guilford

Publications, Inc.: 370 Seventh Avenue, Suite 1200, New York, NY 10001

NOTE: When submitting your Learning Packets, return only the following:
1. The Cover Page of your Learning Packet (with necessary information filled out)
2. Worksheet with answers

Practical Research 1
RESEARCH 92
Learning Packet #2
Cathy Joy C. Pagunsaran, LPT