PR 1 Q4 Learning Activity Sheets

LEARNING ACTIVITY SHEETS IN
PRACTICAL RESEARCH 1
Prepared by:
AMPO, Amie Rose J.

ORTEGA, Carizza C.
TANIEGRA, Michelle Ann D.
TAPAR, John Kevin S.
PRACTICAL RESEARCH 1
WEEK 1
Quarter 2 - Module 1 - Designing Your Paper
SEATWORK #1
Directions: Read each sentence below. Then, mark check (√) if it is true; mark cross (X) if it is not.
1. Historical study analyzes a group of people to understand better their culture.
2. Ethnographic study is not only limited to obtaining data from the past but also involves relating their implications
to the present and future time.
3. Case study involves a comprehensive and extensive examination of a particular individual, group, or situation over
a period of time.
4. Phenomenological study examines human experiences (lived experiences) through the descriptions provided by
subjects or respondents.
5. Grounded theory involves comparing collected units of data against one another until categories, and hypotheses
that state relations between these categories and properties emerge.
SEATWORK #2
Directions: Read the scenarios below and react whether the researcher uses an appropriate research design for
his/her research study.
1. Bella would like to know how students in the remote area feel about online classes so she would be writing a case
study about it.
2. Kyle finds Muslim culture interesting. He would like to know the wedding rites and traditions that Muslims follow.
He thought of writing ethnographic research on it.
3. Jam would like to know the role of social media to people in this pandemic. He would like to write a
phenomenological study about this.
4. Krissy would like to study the earlier patterns of movements in the Philippines, specifically the 1939-1970 period
to analyze the changes in population distribution over time. She will be writing historical research.
5. Vhale interviewed ten counselors to help determine how their professional identity is formed. She’ll be using
grounded theory for this study.
FIVE MAJOR RESEARCH DESIGNS
1. The ethnographic approach to qualitative research comes largely from the field of anthropology. The emphasis in
ethnography is on studying an entire culture. Originally, the idea of a culture was tied to the notion of ethnicity and
geographic location (e.g., culture of Panay Islands), but it has been broadened to include virtually any group or
organization. That is, we can study the “culture” of a business or defined group (e.g., a Rotary club). (Trochim, 2006)
Purpose- to describe a culture’s characteristics
Method
• Identify culture, variables for study, and review literature

• Data collection-gain entrance to culture; immerse self in culture; acquire informants; gather data through
direct observation and interaction with subjects
Practical Research I Page | 2

Key Stages of Ethnographic Research
• Stage One: Research Question • Stage Five: Interviewing

• Stage Two: Participant Observation • Stage Six: Interpretation of Interviews
• Stage Three: Making Field Notes • Stage Seven: Writing Up the Ethnographic
• Stage Four: Reflection and the Writing Up of Research
Field Notes
Advantages of Ethnographic Research
• Direct Observation • Ecological • Safety

• Links with Theory • Disadvantages of • Invasion of Privacy
• Detailed Data Ethnographic Research • Scale
• Holistic • Time Recruitment • Ethics
• Validity • Presentation of Results • Access
• Contrast and Comparison • Reliability • Other Concerns
• Actor’s Perceptions • Interviewer Effect
• Self-awareness • Inhibitions
Analysis- describe characteristics of culture
Outcome-description of culture
2. Phenomenology comes from the academic disciplines of philosophy and psychology, and it is based upon the
work of the 20th-century philosopher Edmund Husserl, which was then later developed by Heidegger. (Van Manen,
1990)
Purpose-to describe the experiences as they are lived
• examines the uniqueness of an individual’s lived situations

• each person has their own reality, reality is subjective
• Research Question Development
• What does the existence of feeling or experience indicate concerning the
• phenomenon to be explored?
• What are necessary and sufficient constituents of feeling or experience?
• What is the nature of the human being?
Method
• No clearly defined steps to avoid limiting the creativity of the researcher

• Sampling and data collection
➢ Seek persons who understand the study and are willing to express inner feelings and experiences
➢ Describe experiences of the phenomenon
➢ Direct observation
➢ Audio or videotape
• Methodology of Phenomenology
a. Bracketing- the process of identifying and holding in abeyance any preconceived beliefs and opinions that
one may have about the phenomenon that is being researched.
b. Intuition- occurs when the researcher remains open to the meaning attributed to the phenomenology of
those who have experienced it.
c. Analysis- involves processes such as coding (open, axial, and selective), categorizing, and making sense of
the essential meanings of the phenomenon.
Advantages of Phenomenology
• In-depth understanding of individual phenomena

• Rich data from the experiences of individuals. (Van Manen, 1990)
Disadvantages of Phenomenology
• The subjectivity of the data leads to difficulties in establishing the reliability and validity of approaches and
information.
• It is difficult to detect or prevent researcher-induced bias.
• There can be difficulty in ensuring pure bracketing –this can lead to interference in the interpretation of the
data.
• The presentation of results-the highly qualitative nature of results can make them difficult to present in a
manner that is usable by practitioners.
• Phenomenology does not produce generalizable data.
• Because the samples are generally very small, can we ever say that the experiences are typical?
• The original Husserlian/Heideggerian texts were written in German, and translations of words could lose the
special meaning that was assigned to them by Husserl and Heidegger.
• On a particular note, it is important to consider the possible difficulties of participants expressing
themselves.
• Participants need to be interested and articulate problems that can cause difficulties in being able to express
themselves including foreign language, age, brain damage, and embarrassment. (Van Manen, 1990)
Data Analysis
• Classify and rank data

• sense of wholeness
• examine experiences beyond human awareness or cannot be communicated
Outcomes
• Findings described from the subject’s point-of-view

• Researcher identifies themes
• Structural explanation of findings is developed
3. Grounded theory is a qualitative research approach that was originally developed by Glaser and Strauss in the
1960s. The self-defined purpose of grounded theory is to develop a theory about phenomena of interest. But it is not
just abstract theorizing they’re talking about. Instead, the theory needs to be grounded or rooted in observation-
hence the term. (Trochim, 2006)
Purpose-theory development
• Used in discovering what problems exist in social science and how people handle them
• Involves formulation, testing, and redevelopment of propositions until a theory is developed
Stages of Grounded Theory
• Data collection
• Note-taking
• Coding (open, axial, selective) into categories and properties
• Memoing
• Sorting/Integration
• Writing (Glasser & Strauss, 1967)
Advantages of Grounded Theory
• systematic and rigorous procedure

• rich data from the experiences of individuals (Glaser & Strauss, 1967)

Disadvantages of Grounded Theory
• The subjectivity of data leads to difficulties in establishing the reliability and validity
• of approaches and information.
• It is difficult to detect or prevent researcher-induced bias.
• The presentation of results-the highly qualitative nature of the results can make them difficult to present in a
manner that is usable by practitioners. (Glaser & Strauss, 1967)
Method- steps occur simultaneously; a constant comparative process
• Data Collection-interview, observation, record review, or combination
Analysis
• Concept formation
• Concept development-reduction; selective sampling of literature; selective
• sampling of subjects; emergence of core concepts
• Concept modification and integration
Outcome- theory supported by examples from data
4. The historical approach “is employed by researchers who are interested in reporting events and/or conditions
that occurred in the past. An attempt is made to establish facts in order to arrive at conclusions concerning past
events or predict future events.” (Key, 1997)
Purpose-describe and examine events of the past to understand the present and anticipate potential effects
Method
• Formulate idea-select topic after reading related literature

• Develop research questions
• Develop an inventory of sources-archives, private libraries, papers
• Clarify validity and reliability of data-primary sources, authenticity, biases
• Develop a research outline to organize investigative process
• Collect data
Analysis-synthesis of all data; accept and reject data; reconcile conflicting evidence
Outcomes-select means of presentation-biography, chronology, issue paper
Examples of Historical Research
1. A study of the factors leading to the historical development and growth of cooperative learning
2. A study of the effects of the historical decisions of the Philippine Supreme Court on Philippine prisons
3. A study of the evolution of print journalism in the Philippines through a study of collections of newspapers
(BCPS, 2010)
5. A case study is an intensive study of a specific individual or specific context. For instance, Freud developed case
studies of several individuals as the basis for the theory of psychoanalysis and Piaget did case studies of children to
study developmental phases. (Trochim, 2006)
Purpose-describe in-depth the experience of one person, family, group, community, or institution
Method
• Direct observation and interaction with subject
Analysis-synthesis of experience
Outcomes-in-depth description of the experience

SEATWORK #3
Directions: Read and analyze each question and identify what research design is appropriate for each.
1. What were the roles of women in the Katipunan?
2. What are the effects of cyberbullying among victims?
3. What are the effects of having absentee parents on students?
4. What coping mechanisms do patients employ after major surgery?
5. What are the spending practices of parents with children attending college?
6. What are the reactions of parents towards the new normal setting in education during the pandemic?
7. What are the training of Aeta teachers from Cantillejos, Zambales for the past ten years to provide insights into
the formulation of a teacher education model for indigenous people?
8. What are the demographic profile and migratory adaptations of squatter families in Barangay Cutcut, Angeles City
(Dela Cruz, 1994)?
9. What were the experiences of Filipino people during the declaration of Martial Law in the time of Marcos’ rule?
10. How did the remaining survivors recover from the physical devastation and haunting memories brought about by
the typhoon?
WEEK 2
Quarter 2 - Module 2 - Describing Sampling Procedure and Sample
The following are important terminologies for you to take note of:
• Sample refers to a portion or part of the population that is representative of the population.
• Respondents are individuals or groups of people who actively serve as sources of information during data
collection.
• Sampling refers to your method or process of selecting respondents or people to answer questions meant to
yield data for a research study.
• Population- the bigger group from where you choose the sample that possesses some common
characteristics.
• Sampling Frame is the term used to mean the list of the members of such population from where you will
get the sample.
• Probability Sampling- In probability sampling, every member of the population has a known chance of
participating in the study.
• Non-Probability Sampling- In non-probability sampling, not each population member has a chance to
participate in the study.
SAMPLING PROCEDURE
1. PROBABILITY SAMPLING METHODS
Probability sampling is a type of sampling in which all the members of an entire population have a chance of being
selected. This is also called scientific sampling and is commonly used in quantitative research.
a. Simple Random Sampling is a method of choosing samples in which all the members of the population are given
an equal chance of being selected. It is an unbiased way of selection, as samples are drawn by chance. There are

various ways of obtaining samples through simple random sampling (Treece & Treece, 1986). These include the
roulette wheel, fishbowl method, and the use of a table of random numbers.
Example: Observe the following steps using the fishbowl method:
i. The sampling frame, or a list of all the subjects or elements of the population in question, should be
prepared.
ii. All the names of the subjects or elements should be written down on strips of paper (one name per strip
of paper).
iii. The strips of paper with the listed names are then placed in a bowl or container.
iv. Samples can be drawn as desired.
b. Systematic Random Sampling is a method of selecting every nth element of a population, e.g., every fifth, eighth,
ninth, or eleventh element until the desired sample size is reached.
Example: If you want to have a sample of 150, you may select a set of numbers like 1 to 15, and out of a list of 1,500
students, take every 15th name on the list until you complete the total number of respondents to constitute your
sample.
c. Stratified Random Sampling is a method where the population is divided into different strata (groups), and then
the sampling follows. Age, gender, and educational qualifications are some possible criteria used to divide a
population into strata.
Example: A researcher will study the common effects of smoking on high school students. The researcher decides to
select equal numbers of students from the freshman, sophomore, junior, and senior levels.
d. Cluster Sampling is used in large-scale studies. Clusters are representative samples of the population. After the
clusters are established, a simple random sample of the clusters is drawn, and the members of the chosen clusters
are sampled. Sampling procedures are difficult and time-consuming.
Example: A researcher wants to interview 100 teachers across the country. It will be difficult and expensive on their
part to have respondents in 100 different cities or provinces. Cluster sampling is helpful for the researcher who
randomly selects the regions (first cluster), then selects the schools (second cluster), and then the number of teachers.
2. NON-PROBABILITY SAMPLING METHODS
Non-Probability Sampling disregards the random selection of subjects. The subjects are chosen based on their
availability or the purpose of the study, and in some casat, at the sole discretion of the researcher. This is not a
scientific way of selecting respondents and is commonly used in qualitative research.
a. Convenience Sampling involves choosing respondents at the convenience of the researcher. It is also called
accidental or incidental sampling.
Example: A researcher intends to study the elementary students of a particular school and has determined the
desired sample size. Due to the study’s constraints, the elementary pupils who are present at the time of the
researcher’s visit to the school will be chosen as respondents.
b. Purposive Sampling involves handpicking subjects, usually to suit very specific intentions. This is also called
judgmental sampling.
Example: In a study about honor students, the researcher uses a list of honor students and chooses the necessary
number of respondents, to the exclusion of all other students.
c. Quota Sampling is somewhat like stratified sampling, in that the population is divided into strata, and the
researcher deliberately sets specific proportions in the sample, whether or not the resulting proportion is reflective
of the total population. This is commonly done to the ensure the inclusion of a particular segment of the population.
Example: A researcher wants to survey the employees of a company regarding their thoughts on the company’s new
policies. The researcher intends to have representatives from all departments in his sample, but one department is so

small that doing random sampling might result in that department not being represented. The researcher then sets a
quota of respondents from that department to ensure their inclusion in the sample.
d. Volunteer Sampling involves people who self-select into the survey. Often, these folks have a strong interest in
the main topic of the survey.
Example: A noontime show like ‘It’s Showtime asks viewers to participate in an online poll, or to vote for the winner
in “Tawag ng Tanghalan.” This would be a volunteer sample since the sample is chosen by the viewers, not by the
survey administrator.
e. Snowball Sampling does not give a specific set of samples, similar to snow expanding widely or rolling rapidly. This
is true for a study involving an unspecified group of people. Dealing with varied groups of people such as street
children, drug dependents, gang members, informal settlers, street vendors, and the like is possible in this kind of
non-probability sampling.
A snowball sample is achieved by asking a participant to suggest someone else who might be willing or appropriate
for the study.
SEATWORK #4
Directions: Write the letter of the correct answer corresponding to the statements.
a. probability d. respondents g. simple random j. 1920 Literary Digest
b. quota e. 30 h. population k. convenience
c. systematic f. cluster i. non-probability
1. A group of entrepreneurs is asked to fill out a survey

2. A sampling method where all members of the population are given equal chances to be included in the sample.
3. This number of elements generally forms an adequate sample
4. A sampling method that uses every nth element of the population
5. Every person who enters the gate is included in the sample
6. Intentional choosing of sample
7. Origin of sampling
8. The researcher made sure to include 15 honor students in his sample of 100 students
9. Names are put into a bowl, and the researcher draws them at random to generate a sample
10. Group-by-group selection
SEATWORK #5
Directions: Write P if the sentence talks about probability sampling; otherwise, write NP. Write your answers on your
notebook.
1. Checking every 10th student in the list

2. Interviewing some persons you meet on the campus
3. Dividing 100 persons into groups
4. Choosing subjects behaving like the majority members
5. Choosing a group of subjects among several groups
6. Choosing subjects capable of helping you meet the aim of your study
7. Choosing samples by chance but through an organizational pattern
8. Letting all members in the population join the selection process
9. Having people willing to be chosen as respondents
10. Matching people’s traits with the population members’ traits.

WEEK 3
Quarter 2 - Module 3 - Gathering Data Through Appropriate Instrument and Analytic Designs
SEATWORK #6
Directions: Determine whether the following situations describe Primary Data. Write PDC for Primary Data
Collection or SDC for Secondary Data Collection. Write your answers in your notebook.
1. Marissa went to Barangay Malusog to interview her students about the cultural practices learned from their
ancestors.
2. Arnold read blogs and journals on the internet related to his research problem.
3. He prepared questionnaires and distributed them to his target respondents.
4. Loraine watched the interview with Pres. Duterte as it is the subject of her research.
5. As part of her research problem, Loreto stayed for a month in Barrio Makisig to observe the ways the locals
celebrate special occasions.
Types of Data Collection
Before broaching the subject of the various types of data collection, it is pertinent to note that data collection in
itself falls under two broad categories: Primary data collection and secondary data collection.
✓ Primary Data Collection is the gathering of raw data collected at the source. It is a process of collecting the
original data collected by a researcher for a specific research purpose. It could be further analyzed into two
segments: qualitative research and quantitative data collection methods.
✓ Secondary Data Collection is referred to as the gathering of second-hand data collected by an individual who is
not the original user. It is the process of collecting data that is already existing, be it already published books,
journals, and/or online portals. In terms of ease, it is much less expensive and easier to collect.
Qualitative Research Method
The qualitative research methods of data collection do not involve the collection of data that involves numbers or a
need to be deduced through a mathematical calculation, rather it is based on non-quantifiable elements like the
feeling or emotions of the researcher. An example of such a method is an open-ended questionnaire.
▪ Experiments
▪ Surveys (sample surveys or census surveys)
▪ Interview is a data collection strategy in which participants are asked to talk about the area under
consideration.
Steps For An Effective Interview
• Prepare interview schedule

• Select subjects/ key Respondent
• Conduct the interview
• Analyze and interpret data collected from the interview
Classifications
A. Structured Interview: In this case, a set of pre-decided questions are there.

B. Unstructured Interview: In this case, we don’t follow a system of predetermined questions.
C. Focused Interview: Attention is focused on the given experience of the respondent and its possible
effects.

D. Clinical Interview: Concerned with broad underlying feelings or motivations or with the course of an
individual’s life experience.
E. Group Interview: a group of 6 to 8 individuals is interviewed.
F. Qualitative and quantitative Interviews: divided on the basis of subject matter i.e., whether qualitative or
quantitative.
G. Individual Interview: Interviewer meets a single person and interviews him.
H. Selection Interview: Done for the selection of people for certain Jobs.
Observation is a method under which data from the field is collected with the help of observation by the observer or
by personally going to the field. In the words of P.V Young, “Observation may be defined as systematic viewing,
coupled with consideration of seen phenomenon.”
Steps for an Effective Observation
• Determine what needs to be observed

• Select participants
• Random/Selected
• Conduct the observation (venue, duration, recording materials, take
• photographs)
• Compile data collected
• Analyze and interpret data collected
▪ Classifications
A. Structured Observation. When the observation is characterized by a careful definition of the units to be observed,
the style of recording the observed information, standardized conditions of observation, and the selection of related
data of observation.
B. Unstructured Observation. When it takes place without the above characteristics.

C. Participant Observation happens when the observer is a member of the group which he is observing.
D. Non-Participant Observation occurs when the observer is observing people without giving any information to
them.
▪ Questionnaire is a predefined set of questions, assembled in a pre-determined order. It is handy when the
researcher is trying to collect information from large numbers of people.
Steps For An Effective Questionnaire
• Prepare questions (Formulate & choose types of questions, order them, write
• instructions, make copies)
• Select your respondents (Random/Selected)
• Administer the questionnaire (date, venue, time )
• Tabulate data collected
• Analyze and interpret data collected
Classifications
A. Open-ended questions give the respondents the ability to respond in their own words.
B. Close-ended or fixed alternative questions allow the respondents to choose one of the given
alternatives. Types: Dichotomous questions and Multiple Questions.
▪ Schedules are very similar to the Questionnaire method. The main difference is that a schedule is filled by the
enumerator who is specially appointed for the purpose. Here the enumerator goes to the respondents, asks

them the questions from the Questionnaire in the order listed, and records the responses in the space
provided. It is a must that the enumerator must be trained in administering the schedule.
Now after gathering the data needed using the different research instruments, data analysis comes next. It is
the process of evaluating data using logical and analytical reasoning to carefully examine each component of the
data collected or provided. Also, it is one of the many steps that are taken when a research experiment is conducted.
Qualitative Data Analysis:
The data obtained through this method consists of words, pictures, symbols, and observations. This type of analysis
refers to the procedures and processes that are utilized for the analysis of data to provide some level of
understanding, explanation or interpretation. Unlike the quantitative analysis, no statistical approaches are used to
collect and analyze this data. There are a variety of approaches to collecting this type of data and interpreting it.
Some of the most commonly used methods are:
Qualitative data refers to non-numeric information such as interview transcripts, notes, video
and audio recordings, images, and text documents. Qualitative data analysis can be divided into the following five
categories:
1. Content analysis. This refers to the process of categorizing verbal or behavioral data to classify, summarize and
tabulate the data.
2. Narrative analysis. This method involves the reformulation of stories presented by respondents taking into
account the context of each case and the different experiences of each respondent. In other words, narrative
analysis is the revision of primary qualitative data by the researcher.
3. Discourse analysis. A method of analysis of naturally occurring talk and all types of written text.
4. Framework analysis. This is a more advanced method that consists of several stages such as familiarization,
identifying a thematic framework, coding, charting, mapping, and interpretation.
5. Grounded theory. This method of qualitative data analysis starts with an analysis of a single case to formulate a
theory. Then, additional cases are examined to see if they contribute to the theory.
Data collection is an integral part of research as this gives flesh to the work. Researchers who use the qualitative
research design employ the following research instruments: interview, experiment, questionnaires, observations and
schedule. From the raw data, analysis follows and this includes either content analysis, narrative analysis, discourse
analysis, framework analysis or grounded theory.
WEEK 4
Quarter 2 - Module 4 - Research Methodology
A Research Methodology is a description of how exactly you conducted your research. You should provide
detailed information on the research design, participants, equipment, materials, variables, and actions taken by the
participants. The method section should provide enough information to allow other researchers to replicate your
experiment or study. (Cherry, 2017)
This part is critical because it allows other researchers to see exactly how you conducted your research. The
research methodology should allow other researchers to reproduce your experiment if they want and assess
alternative methods that might produce differing results. (Cherry, 2017)

The methods section typically consists of:
• Participants
• Materials or Apparatus
• Design and Procedure
How to Write the Research Methodology
• Describe what you did and how you did it. The interested reader should be able to repeat the study from the
account provided. (“APA style: Method,” 2017)
• Be concise, precise, and logical in your writing.
• Use the past tense in writing the methods section.
• Provide enough detail to enable the reader to make an informed assessment of the methods used in
obtaining the results in relation to the research problem. “Insufficient detail leaves the reader with
questions; too much detail burdens the reader with irrelevant information.” (“APA Method Section,” 2017)
STEP ONE: Participants
The Participant section tells the reader a minimum of three pieces of information:
1. who was in your study;

2. the population used;
3. any restrictions on the nature of your participant pool. (“APA Method Section,” 2017)
You must give the following information in your Participants section:
1. the total number of participants and the number assigned to each experimental condition
2. the major demographic characteristics of the participants (such as age, etc.)
3. You must report the way the participants were selected.
• Were they randomly selected from the whole population or only from volunteers?
• Were they not randomly selected but only volunteers?
• Were they offered money or course credit to volunteer?
4. You must indicate if your participants are not representative of the general population and if the selection
process was restricted in any way.
• Did the study use only psych majors, only women, and only deaf?
• Did the study eliminate any people with vision problems, color blindness, hearing problems, etc.?
• You must indicate how the participants were assigned. Were they all assigned to the same group or
to different groups?
5. If they went to different groups, were they randomly assigned? (“APA Method Section,” 2017)
STEP TWO: Materials or Apparatus
The Materials or Apparatus section tells the reader what equipment and tools you used to run your
experiment and to acquire data. Sometimes it is not clear whether something is an apparatus or a material. It is
traditional to label the section “Apparatus” if you are mostly describing mechanical devices; to label it “Materials” is
you are describing mostly paper and pencil type items, and to label it “Apparatus and Materials” is you are
describing both. (“APA Method Section,” 2017)
The rules for writing this subsection are as follows:
1. Standard equipment (such as screens, timers, keyboards, etc.) can be mentioned just by name and
without detail.
2. Specialized equipment should give name, model number, and supplier name and location.

3. Complex equipment is named and then the reader is referred to the Appendix for illustrations and
greater detail.
4. Custom equipment is named and labeled as custom equipment. Then the reader is referred to the
Appendix for illustrations and greater detail.
5. In your descriptions of the apparatus and materials, do NOT tell in detail how you will use them.
(“APA Method Section,” 2017) How apparatus and materials are used belongs in the Procedure
section.
STEP THREE: Design & Procedure
Describe the type of design used in the research. Specify the variables as well as the levels of these variables.
(Cherry, 2017; “APA Method Section,” 2017) This subsection gives the reader a summary of each step in the
execution of the research. This summary must be concise, precise, and logical. Do not burden the reader with too
much detail but give enough so the reader can follow what is being done. (“APA Method Section,” 2017)
Example of Research Methodology
SCHOOL VIOLENCE: A QUALITATIVE CASE STUDY

By Sadegül Akbaba Altuna and Özgür Erdur Baker, 2010
Methodology
The majority of the literature on school violence has been compiled using quantitative data gathered from
student self-reports and statistics of violent incidences occurring in and around schools. Qualitative studies have the
potential to provide a deeper understanding of the experiences, values and beliefs of both school professionals and
students. In order to develop effective preventive programs, it is necessary to understand how the school violence
construct is defined and how risk and protective factors are perceived. However, only a few studies examined the
issue of school violence through qualitative methodology. This study is designed as a qualitative case study with a
typical sampling method.
The setting for the study is a school, which is run by a non-profit organization. The majority of the students
are coming from middle-class families, the majority of which are working at state organizations. A total of 27
teachers, 1 administrator, and 125 students from the grades 4, 5, 6, 7, and 8, voluntarily participated in the study.
Data were collected through open-ended questions. Data were transferred into a digital environment and were
analyzed by content analysis with frequencies.
SEATWORK #7
Directions: Construct the Methodology of YOUR STUDY. Be guided by the rubrics below in writing the Research
Methodology. Write your answers on your notebook.

WEEK 5
Quarter 2 - Module 5 - Enriching Data Through Observation and Interviews
The basic and common methods of data collection used in qualitative research are observations and
interviews. The choice of the method is dependent on the needs of the research. The researcher may adopt a variety
of research technique, or combinations of the methods.
Methods of Data Collection in Qualitative Research
1. OBSERVATION
2. INTERVIEW
Observation is a preferred tool for collecting data where the use of interviews and questionnaires are not possible,
such as when the study participants are very young children and those with disabilities.
Observation can be used within any research strategy. Observations can take various shapes and use different
senses and/or equipment. In covert research, the fact that they are observed is not known to the participants. In
overt research, the participants are informed about the observation taking place.
2 TYPES OF OBSERVATION
1. Structured Observation 2. Unstructured Observation
Advantages: 1. It is the most direct measure of behavior. 2. It provides direct information. 3. It is easy to complete
and is efficient. 4. It can be used in natural or experimental settings.
Disadvantages: 1. It may require training. 2. It is susceptible to bias. 3. Observer’s presence may create an artificial
situation. 4. It can potentially overlook meaningful aspects. 5. It is open to misinterpretation. 6. It is difficult to
analyze.
An interview is a personal conversation between two or more people which constitute the target population
for the purpose of collecting information for a research project. Interviews are used to explore the opinions, beliefs,
viewpoints, thoughts, experiences, and judgements about something.
TYPES OF INTERVIEWS
There are three fundamental types of research interviews: the structured, semistructured and the
unstructured.
Structured interviews are verbally administered questionnaires, in which a list of predetermined questions is
asked with little or no variation and with no scope for follow-up questions to responses that warrant further
elaboration. By their very nature, they only allow for limited participant responses and are, therefore, of little use if
‘depth’ is required. Unstructured interviews do not reflect any pre-conceived theories or ideas and are performed
with little or no organization. Such an interview may simply start with an opening question such as “Can you tell me
about your experience of visiting the doctor?” and will then progress, based primarily, upon the initial response.
Unstructured interviews are usually very time-consuming and can be difficult to manage and to participate
in, as the lack of predetermined interview questions provides little guidance on what to talk about, which may cause
confusion to both participants and interviewer. Semi-structured interviews consist of several key questions that help
to define the areas to be explored, but also allows the interviewer or interviewee to diverge to pursue an idea or
response in more detail. The flexibility of this approach, particularly compared to structured interviews, also allows

for the discovery or elaboration of information that is important to participants but may not have previously been
thought of as pertinent by the research team.
In contrast to the unstructured interviews, semi-structured interviews are those in depth interviews where
the respondents must answer pre-set open-ended questions and thus are widely employed by different researchers
especially by healthcare professionals in their research.
INDIVIDUAL AND FOCUS GROUP DISCUSSION
When interviewing an individual to obtain detailed information or perception about a program or issue, it is
usually referred to as in-depth interview. In- depth interview is used if respondents are not comfortable discussing in
a group.
1. PLANNING STAGE
*Identify the participants in the study first by groups. You may use purposive sampling.
*Have a listing of the respondents to be interviewed.
2. DEVELOPMENT OF INSTRUMENT
*Develop the interview guide

*List the question to be asked during the interview
*An ideal number of not more than 15 questions may guide you in the interview. However, further questions may be
asked for in-depth probing of issues which may pop out during the interview process.
Focus groups are used when your research interest is on the cultural norms of a group of people. You will be
able to generate views, perceptions, practices, and beliefs on issues unique to the cultural groups or subgroups
represented. When interviewing of people called focus group, you may use the following guide:
1. Employ purposive sampling in choosing the group of respondents.

2. Invite the groups of respondents in advance.
3. Send the information sheet and consent form to the respondents.
4. Set the time and venue of the interview.
5. Set up the technical support like video recordings, camera, projector, etc.
6. Provide refreshments for the participants and offer them traveling expenses, if needed.
7. Provide the proper orientation about the interview to the participants.
8. Explain the objective or purpose of the research study and the interview process.
9. Develop and use the interview guide with open-ended questions.
10. In focus group interviews, you may ask further questions, clarify issues or unclear responses.
HOW TO RECORD THE INTERVIEW OTHER WAYS TO INTERVIEW

1. Taking notes 1. Telephone interviews
2. Audio recordings 2. Video link interviews like Skype, etc.
3. Video recordings 3. Audio link like VoIP, etc.
4. Email
ADVANTAGES
Interviews are good at dealing with topics in depth and in detail; 1. Interviews are flexible; 2. Interviews tend to
prefer a conversation to a dry questionnaire.
DISADVANTAGES
1. Interviews are time consuming; 2. Interviews can be unreliable, misleading; 3. Interviews require good social skills
4. Interviews are not appropriate for making generalizations.

WEEK 6
Quarter 2 - Module 6 - INFERENCE, PATTERNS AND THEMES
VOCABULARY ENRICHMENT
As you go through the lesson, you will encounter some words which are crucial in understanding the
module. Take some time to understand their meanings.
1. Infer - to derive as a conclusion from facts or premises

2. Theme- a specific and distinctive quality, characteristic, or concern
3. Data- factual information (such as measurements or statistics) used as a basis for
reasoning, discussion, or calculation.
4. Analysis- a detailed examination of anything complex in order to understand its nature or to determine its
essential features : a thorough study.
What is Inferring?
Example: Hiraya kept on playing games on her phone until midnight. When she woke up, it was already
7:00a.m and school is around 20 minutes away from her house. What do you think will happen to Hiraya? That’s
right. Hiraya will be late for school since she has to prepare and travel to school. Usually, school starts at 7:30 a.m.,
doesn’t it? Therefore, based on the data given, you were able to infer that Hiraya will be late for school and explain
the reason for why she will be late. It’s because she woke up late due to her playing games until midnight. Inferring is
the process of deriving to an idea or a conclusion based on preceding facts or data.
Inferencing is using observation and background to reach a logical conclusion. It is very important for
research data analysis since you, as proponents, will interpret data and give your inferences and explanation
depending on the patterns and themes of the data you gathered.
What are Patterns and Themes from Data?
People are oftentimes drawn into patterns and themes for uniformity and easy distinction. Let us now
dissect what patterns and themes are.
When we speak of patterns, these are repeated sequences or designs. They may also be repeated actions
that are done regularly, hence becoming patterns. Whereas a theme is generated when similar issues and ideas
expressed by participants within qualitative data are brought together by the researcher into a single category or
cluster.
Strategies to Infer and Explain Data
In qualitative research, there are two ways to infer and explain data. These are Thematic Analysis and
Qualitative Data Analysis (QDA).
Thematic Analysis is a widely used method of analysis in qualitative research. Braun and Clarke (2006)
stated that thematic analysis is a foundational method of analysis that needed to be defined and described to
solidify its place in qualitative research. It is a step-by-step process which were then identified by Braun and Clarke.
These steps are the following:
1. Familiarization with the data: This phase involves reading and re-reading the data, to become immersed and
intimately familiar with its content.

2. Coding: This phase involves generating succinct labels (codes!) that identify important features of the data that
might be relevant to answering the research question.
3. Searching for themes: This phase involves examining the codes and collated data to identify significant broader
patterns of meaning (potential themes). It then involves collating data relevant to each candidate theme, so that you
can work with the data and review the viability of each candidate theme
4. Reviewing themes: This phase involves checking the candidate themes against the dataset, to determine that they
tell a convincing story of the data, and one that answers the research question.
5. Defining and naming themes: This phase involves developing a detailed analysis of each theme, working out the
scope and focus of each theme, determining the ‘story’ of each. It also involves deciding on an informative name for
each theme.
6.Writing up: This final phase involves weaving together the analytic narrative and data extracts, and contextualizing
the analysis in relation to existing literature.
The ones which were mentioned were the strategies to infer and explain patterns and themes from data. Let
us now have the techniques the different techniques to identify themes in qualitative data:
1. Word Repetitions - Word repetitions, key- indigenous terms, and key-words-in-contexts (KWIC) all draw on a
simple observation—if you want to understand what people are talking about, look at the words they use.
Word repetitions can be analyzed formally and informally. In the informal mode, investigators simply read
the text and note words or synonyms that people use a lot. A more formal analysis of word frequencies can
be done by generating a list of all the unique words in a text and counting the number of times each occurs.
2. Indigenous categories - Another way to find themes is to look for local terms that may sound unfamiliar or
are used in unfamiliar ways. Patton (1990) refers to these as "indigenous categories" and contrasts them
with "analyst- constructed typologies." Grounded theorist refers to the process of identifying local terms as
in vivo coding (Strauss 1987, Strauss and Corbin 1990).
3. Key-words-in-context (KWIC) – These are closely associated with indigenous categories. KWIC is based on a
simple observation: if you want to understand a concept, then look at how it is used. In this technique,
researchers identify key words and then systematically search the corpus of text to find all instances of the
word or phrase. Each time they find a word, they make a copy of it and its immediate context. Themes get
identified by physically sorting the examples into piles of similar meaning.
4. Compare and Contrast - The compare and contrast approach is based on the idea that themes represent the
ways in which texts are either similar or different from each other. Glazer and Strauss (1967) refer to this as
the "constant comparison method.”
5. Social Science Queries - Besides identifying indigenous themes— themes that characterize the experience of
informants— researchers are interested in understanding how textual data illuminate questions of
importance to social science. Spradley (1979) suggested searching interviews for evidence of social conflict,
cultural contradictions, informal methods of social control, things that people do in managing impersonal
social relationships, methods by which people acquire and maintain achieved and ascribed status, and
information about how people solve problems.
The second strategy that is used to infer and explain patterns and themes of data is Qualitative Data
Analysis (QDA). I It is the range of processes and procedures whereby we move from the qualitative data that have
been collected into some form of explanation, understanding, or interpretation of the people and situations the
researchers are investigating.
You collect qualitative data through interviews, observations, or content analysis and then subject them to
data analysis. In your data collecting activities, you indispensably experience a lot of things vis-a-vis the sources of
data, such as their sizes, shapes, ideas, feelings, attitudes, and so on. If you record these data through verbal
language or graphic means, you get to immerse yourself in a qualitative data analysis, not quantitative data analysis,
for the latter deals with data expressed in numerical forms. (Layder 2013)
SEATWORK #8
Directions: Tell the technique that is used in identifying themes for qualitative data. Write your answers on your
notebook.
1. It focuses on interviews for evidence of social conflict, cultural contradictions, informal methods of social control,
etc. _______________________
2. In this technique, researchers identify key words and then systematically search the corpus of text to find all
instances of the word or phrase. ___________
3. This technique focuses on what people are talking about, and how they are used. These words can be analyzed
formally and informally. ________________
4. This is based on the idea that themes represent the ways in which texts are either similar or different from each
other. _____________________________
5. The words that are used by people are local terms that may sound unfamiliar or are used in unfamiliar ways.
_______________________________
SEATWORK #9
Directions: Check the sentence that expresses what is true about qualitative data analysis. Write your answers on
your notebook.
______ 1. It is a time-saving analysis of data.

______ 2. Its unit of analysis is large language structures like paragraphs.
______ 3. It centers its analysis on opinionated knowledge.
______ 4. It is prone to examining numbers.
______ 5. It cannot use data matrices.
______ 6. It examines verbal language as well as non-verbal language.
______ 7. It puts into codes abstract qualities of people.
______ 8. It analyzes data first before it collects them.
______ 9. Exempted from qualitative-data analysis are prose and non-prose materials.
______ 10. Coding is not for numerical data.
WEEK 7
Quarter 2 - Module 7 - Relates the Findings with Pertinent Literature
SEATWORK #10
Directions: Identify what is asked in each item. Choose from the choices below. Write your answers on your
notebook.
A. Citation C. Literature E. Book B. Journal D. Essay
_________1. the writings dealing with a particular subject

_________2. a short literary composition on a particular theme and is written in prose
_________3. a daily record, as of occurrences, experiences, or observations

_________4. a handwritten or printed work of fiction or nonfiction usually bound together within covers
_________5. an act of citing or quoting a reference to an authority or a precedent
VOCABULARY ENRICHMENT
1. Literature - an oral or written record of man’s significant experiences that are artistically conveyed in a prosaic
manner
2. Related Literature - composed of discussion of facts and principles to which the present study is related
3. Review of Related Literature - an analysis of man’s written or spoken knowledge of the world
Purposes of Review of Related Literature

1. To obtain background knowledge of your research
2. To relate your study to the current condition or situation of the world
3. To show the capacity of your research work to introduce new knowledge
4. To expand, prove, or disprove the findings of previous research studies
5. To increase your understanding of the underlying theories, principles, or concepts of your research
6. To explain technical terms involved in your research study
7. To highlight the significance of your work with the kind of evidence it gathered to support the conclusion
of your research
8. To avoid repeating previous research studies
9. To recommend the necessity of further research on a certain topic
STYLE OR APPROACHES OF RRL:

1. TRADITIONAL REVIEW OF LITERATURE - summarizing present forms of knowledge on a specific subject to give an
expanded or new understanding of an existing work - prone to your subjectivity
Types of Traditional Review of Literature:
A. Conceptual review – analysis of concepts or ideas to give meaning to some national or world issues
B. Critical review – focuses on theories or hypotheses and examines meanings and results of their application to
situations
C. State-of-the-Art review – makes the researcher deal with the latest research studies on the subject
D. Expert review – encourages a well-known expert to do the RRL because of the influence of a certain ideology,
paradigm, or belief on him/her
E. Scoping review – prepares a situation for a future research work in the form of project making about community
development, government policies, and health services, among others
2. SYSTEMATIC REVIEW OF LITERATURE - involves sequential acts of a review of related literature - bias-free style
Steps to Follow:
1. Have a clear understanding of the research questions.
2. Plan your manner of obtaining the data.
3. Do the literature search.
4. Using a certain standard, determine which data, studies, or sources of knowledge are valuable or not to warrant
the reasonableness of your decision to take some data and junk the rest.
5. Determine the methodological soundness of the research studies.
6. Summarize what you have gathered from various sources of data.
Stages of the Process of Review of Related Literature:
1. Search for the literature – you exert time and effort to look for sources of knowledge, data or information to
answer your research questions and to support your assumptions.
Types of Literature Sources:

a. General references- leads you to the location of other sources
b. Primary sources- person’s own experiences
c. Secondary sources- internet, books, peer-reviewed articles in journals, published literary reviews of a field, and
other library materials
2. Reading the source material- interpret the material you are reading through inferential thinking: predicting,
generalizing, concluding, and assuming
3. Writing the review- connect and organize ideas to form an overall understanding of the material by paraphrasing
and summarizing it.
NOTE:
To write an excellent review, you can use the following opening statements:
a. One early work by (Castro, 2017) proves that...
b. Another study on the topic by (Torres, 2017) maintains that...
c. The latest study by (Gomez, 2018) reveals that...
d. A research study by (Rivera, 2017) explains that…
WEEK 8
Quarter 2 - Module 8 - DRAWS CONCLUSIONS FROM PATTERNS AND THEMES
Conclusions are the judgments or decisions reached based on information learned. It requires reasoning or
deep thinking and observation skills. In its entirety, these terms vary in terms of their depth in processing
information.
Writing a conclusion for your research paper can be difficult. It is more than just making inferences. Note
that, concluding paragraphs should be clear and summarize what you have presented in your research without
sounding redundant. On the other hand, writing a summary is just a part of drawing conclusions, the latter does not
entail a mere summary. An effective concluding paragraph can also impact to what you have presented in your
paper.
WHY IS IT IMPORTANT TO WRITE A CONCLUSION FOR YOUR RESEARCH PAPER?
• It reminds your readers of the strength and impact of your argument.

• It helps to refocus the reader’s attention on the most important points and supporting evidence of your arguments
or position that you presented in your research.
• It can serve as a basis for continuing research, creating new ideas to resolve an issue you highlighted in your paper,
or offering a new approach to a topic.
STEPS IN WRITING A CONCLUSION FOR YOUR RESEARCH PAPER
1. Restate Your Research Topic

➢ Your first step when writing your conclusion should be to restate your research topic. Typically, one
sentence is enough to restate your topic clearly and you will want to explain why your topic is significant. This part
should be clear and concise and state only the most important information.
Here is an example:
“The increase in water pollution since 2010 has contributed to the decrease in aquatic wildlife as well as the increase
in unsafe drinking water.”
2. Restate the Thesis

➢ You can do this by revising your original thesis that you presented in the introduction of your paper. The
thesis statement in your conclusion should be worded differently than what you wrote in your introduction. This
element can also be effectively written in one sentence.
Here is an example:
“Clean water is imperative to maintaining ecological balance and protecting the public’s health.”
3. Summarize the Main Points of Your Research

➢ It’s helpful to read through your paper the second time to pick out only the most relevant facts and
arguments. You should not need to include any more information than the main arguments or facts that you
presented in your paper. The purpose of summarizing the key points is to remind the readers of the importance of
the research topic.
Here is an example to help you illustrate how to do this:
“With the increase in sugar farming, more and more pollutants are entering our freshwater supplies. The increase in
pollution has contributed to massive decreases in marine life, fish die-off, increased respiratory illness in
neighborhood populations, and has contributed to the shortage of clean drinking water.”
4. Connect the Significance or Results of the Main Points

➢ After discussing the main points of your argument, you can present the significance of these points. For
instance, after stating the main points you made in your argument, you might discuss how the impacts of your topic
affect a specific outcome. Likewise, you might present the results of studies or other findings that can help add
emphasis to how you present the results of studies or other findings that can help add emphasis to how you present
the significance of your information.
Here is an example:
“Ecologists and marine biologists are continuing to measure the water quality, and researchers are
continuing to find ways to combat the pollution run-off from commercial farms. In the future, EPA hopes this research
will lead to a decrease in the pollutant concentration in our freshwater systems.”
TIPS FOR WRITING YOUR CONCLUSION
Here are some helpful tips to keep in mind when you write your research paper conclusion:
✓ Keep your thesis, main points, and summarizing facts clear and concise.
✓ Avoid beginning your conclusion with statements like “in conclusion” or “in summary,” as these basis
statements can come across as redundant.
✓ If you get overwhelmed, try sticking to a basic summarizing format to your conclusion.
✓ Synthesize your information by providing questions and answers, results, suggestions or a resolution to
your arguments.
✓ Include only the most relevant points and arguments you presented in your paper.
✓ Avoid repeating information that you have already discussed.
SEATWORK #12
Directions: Read and analyze the introduction of an article below. Follow the steps in writing a good conclusion. Do
this on a separate sheet of paper.
TB is caused by bacteria (Mycobacterium tuberculosis) and it most often affects the lungs. TB is spread
through the air when people with lung TB cough, sneeze, or spit.

A person needs to inhale only a few germs to become infected.
Every year, 10 million people fall ill with tuberculosis (TB). Despite being a preventable and curable disease,
1.5 million people die from TB each year – making it the world’s top infectious killer.
TB is the leading cause of death of people with HIV and is also a major contributor to antimicrobial
resistance.
Most of the people who fall ill with TB live in low- and middle-income countries, but TB is present all over
the world. About half of all people with TB can be found in 8 countries: Bangladesh, China, India, Indonesia, Nigeria,
Pakistan, Philippines, and South Africa.
About one-quarter of the world’s population is estimated to be infected by TB bacteria. Only 5-15% of these
people will fall ill with active TB disease. The rest have TB infection but are not ill and cannot transmit the disease.
Both TB infection and disease are curable using antibiotics.
Source: World Health Organization
WEEK 9
Quarter 2 - Module 9 - FORMULATES RECOMMENDATIONS BASED ON CONCLUSIONS
Findings are the principal outcomes of a research project; what the project suggested, revealed, or
indicated. These are the result of extensive and careful analysis of the data gathered by the researchers from their
sources, whether primary or secondary. Findings are one of the most important parts of research because it
approves or nullifies the hypotheses of the researcher.
Conclusion is the summary or synthesis of the key points of the study. It is usually based on the findings of
the research. This part of the research enables the researcher to formulate his recommendations.
Recommendations are arguably the most important part of the analysis phase—this is where the researcher
will suggest specific interventions or strategies to address the issues and constraints identified in the assessment.
Recommendations are based on the results of one’s research and indicate the specific measures or
directions that can be taken. For example, a clinical study might have implications for cancer research and might
recommend against the use of a particular hazardous substance. Therefore, implications signify the impact of one’s
research, and recommendations might be concrete steps/actions that the research proposes.
Recommendations should be one-sentence, succinct, and start with an action verb (create, establish, fund,
facilitate, coordinate, etc.). They should use a “SMART” format (Specific, Measurable, Attainable, Realistic, Timely).
Each recommendation should be followed by a few sentences of explanatory text. In addition to being “SMART,
recommendations should be feasible.

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LEARNING ACTIVITY SHEETS IN

AMPO, Amie Rose J.

1. Historical study analyzes a group of people to understand better their culture.

FIVE MAJOR RESEARCH DESIGNS

Purpose- to describe a culture’s characteristics

• Identify culture, variables for study, and review literature

Practical Research I Page | 2

• Stage One: Research Question • Stage Five: Interviewing

Advantages of Ethnographic Research

• Direct Observation • Ecological • Safety

Analysis- describe characteristics of culture

Purpose-to describe the experiences as they are lived

• examines the uniqueness of an individual’s lived situations

• No clearly defined steps to avoid limiting the creativity of the researcher

• In-depth understanding of individual phenomena

• Classify and rank data

• Findings described from the subject’s point-of-view

Stages of Grounded Theory

Advantages of Grounded Theory

• systematic and rigorous procedure

Practical Research I Page | 4

Method- steps occur simultaneously; a constant comparative process

• Data Collection-interview, observation, record review, or combination

Outcome- theory supported by examples from data

• Formulate idea-select topic after reading related literature

Outcomes-select means of presentation-biography, chronology, issue paper

Examples of Historical Research

• Direct observation and interaction with subject

Outcomes-in-depth description of the experience

Practical Research I Page | 5

1. What were the roles of women in the Katipunan?

2. What are the effects of cyberbullying among victims?

3. What are the effects of having absentee parents on students?

4. What coping mechanisms do patients employ after major surgery?

Quarter 2 - Module 2 - Describing Sampling Procedure and Sample

1. PROBABILITY SAMPLING METHODS

Practical Research I Page | 6

Example: Observe the following steps using the fishbowl method:

2. NON-PROBABILITY SAMPLING METHODS

Practical Research I Page | 7

a. probability d. respondents g. simple random j. 1920 Literary Digest

b. quota e. 30 h. population k. convenience

c. systematic f. cluster i. non-probability

1. A group of entrepreneurs is asked to fill out a survey

1. Checking every 10th student in the list

Practical Research I Page | 8

3. He prepared questionnaires and distributed them to his target respondents.

Types of Data Collection

Qualitative Research Method

Steps For An Effective Interview

• Prepare interview schedule

A. Structured Interview: In this case, a set of pre-decided questions are there.

Practical Research I Page | 9

Steps for an Effective Observation

• Determine what needs to be observed

B. Unstructured Observation. When it takes place without the above characteristics.

Steps For An Effective Questionnaire

Practical Research I Page | 10

Qualitative Data Analysis:

Some of the most commonly used methods are:

Quarter 2 - Module 4 - Research Methodology

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