ABOUT THIS MODULE

“Effectiveness comes from those qualitative things that give you the ability to
network, communicate, and lead people toward an outcome they can't see”
----Lynn Good---
This module is a compilation of different information about QUALITA-
TIVE RESEARCH . It will inculcate knowledge that learners could use in a dilem-
ma. The contents are well filtered and analyze to meet the learning competen-
cies based on Melcs (Most Essential Learning Competencies). Learners will be
given opportunity to explore things beyond what they’ve learned before. This
is a preparation to let them be globally competitive and productive.

TABLE OF CONTENTS
UNIT 1
LESSON 1:

 The Importance of Research in Daily Life

 The Characteristics, Processes, and Ethics of Research
 Quantitative and Qualitative Research
 The Kinds of Research across fields

UNIT 1
LESSON 1
LET’S GET STARTED!

THE IMPORTANCE OF RESEARCH IN DAILY LIFE

LEARNING OUTCOMES:
 Shares research experiences and knowledge
 Explains the importance of research in daily life
 Describes characteristics, processes, and ethics of research
 Differentiates quantitative from qualitative research
 Provide examples of research in areas of interest.

1
 ___9. Choosing an appropriate language teaching methodology for a group of
Choose the appropriate letter of your answer. Write it on
learners.
the space before the number.
a. Benefits of the study
b. Significance of the study
____1.What process you’re going to apply in looking for keywords in the in-
c. Purpose of the study
dexes to encyclopedia?
____10. This activity uses the high consumer engagement with smartphone and
a. Uses indexes to find books and media their sophistication to the researcher’s advantage.
b. Find additional internet resources a. Vox Pops
c. Identify and develop your topic b. Online
____2.It is about acting with integrity at all ages of the research from planning, c. Modular
implementation and dissemination. ___11. It talks about diligent and systematic inquiry or investigation into a sub-
a. Cultural Norms ject in order to discover
b. Ethical Practice a. Investigatory
c. Community Concerns b. Science
____3.What kind of research makes use of tools such as questionnaires, sur- c. Research
veys, measurements and other equipment to collect numerical or measurable ___12. It has several applications in market research from understanding shop-
data? per behavior.
a. Academic Research a. Scrapbooks
b. Quantitative Research b. Eye Tracking
c. Qualitative Research c. Online Diaries
____4.The following are the method used in Qualitative Research except one. ____13.It is a theoretical models are developed based on existing data in existing
a. Online forum modes of genetic.
a. Historical Model
b. Groups
b. Ground Theory Method
c. Face- to face c. Case Study Model
____5. It places findings in a social, historical, and temporal context.
___14. The ability to apply principles of analysis to identify unbiased and valid studies.
a. Context Sensitive a. Critical Appraisal
b. Dynamic Systems b. Face-to –Face
c. Inductive Analysis c. Discovery Forums
___6. What characteristics that refers to studying real world situations. ___15. Take detailed notes on each article and use a consistent format for capturing all
a. Unique Case the information each article powers.
b. Naturalistics a.Information Seeking
b.Creating a Summary Table
c. Dynamic
c.Putting the Pieces Together
___7. The whole phenomenon under study is understood as a complex system. Test 2. Write APPROVE if the sentence states quantitative research and DE-
a. Analytic NIED if qualitative research.
b. Holistic _____________1. Objective in approach in the sense that it seeks accurate meas-
c. Deductive urements and analysis of target concepts.
__8. A type of field research that tries to understand the culture and behavior ______________2. It focuses of words, explanation and description.
of a group as a whole. ______________3. It uses indepth interviews.
a. Ethnomethodology ______________4. A primarily subjective in approach.
b. Phenomenological ______________5. To quantify a problem and understand how prevalent it is by
c. Ethnography looking for projectable results.

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 ACTIVITY 1:
Write one paragraph about your unforgettable moment in life.
JUMPSTART! REBPUZZLE a representation of words or syllables by
pictures of objects or by symbols whose names resemble the intended words or
syllables in sound. Let your mind blow with knowledge write your answer in the
table below.

1. 2. 3.

4. 5. 6.

1. 2.
3. 4. THE CHARACTERISTICS, PROCESSES, AND ETHICS OF RESEARCH
5. 6. LET’S GET STARTED!

What is RESEARCH? CHARACTERISTICS OF QUALITATIVE RESEARCH

-diligent and systematic inquiry or investigation into a subject in order to discov-
er or revise facts, theories, applications, etc.
Research is a creative activity carried out according to a systematic approach
and directed at the increase of knowledge. Simplifying slightly, we can distin-
guish between two types of research:
Fundamental research: also known as basic research, its objective is to acquire
new knowledge and understand complex processes.
Industrial research: also known as applied research, it is directed at finding
solutions to concrete and specific problems. Applied research does not seek to
advance knowledge in itself but rather applies previously-acquired theoretical
knowledge for practical purposes.
RESEARCH IS IMPORTANT IN OUR EVERYDAY LIFE BECAUSE IT:
 Gives us a light to inquire about the right information.
 Develops and attitude to not believe everything easily available and go
on one track.
 Sharpens the brain and gives it a judicious vision to look.
 Leads us to the ultimate philosophy of all the subjects and builds a
graphic vision of life.
1. The Design
Naturalistic -- refers to studying real-world situations as they unfold natural-
ly; nonmanipulative and noncontrolling; the researcher is open to whatever
emerges [i.e., there is a lack of predetermined constraints on findings].
Emergent -- acceptance of adapting inquiry as understanding deepens and/
or situations change; the researcher avoids rigid designs that eliminate re-
sponding to opportunities to pursue new paths of discovery as they emerge.
Purposeful -- cases for study [e.g., people, organizations, communities, cul-
tures, events, critical incidences] are selected because they are “information
rich” and illuminative. That is, they offer useful manifestations of the phenom-
enon of interest; sampling is aimed at insight about the phenomenon, not em-
pirical generalization derived from a sample and applied to a population.
2. The Collection of Data
Data -- observations yield a detailed, "thick description" (in-depth under-
standing); interviews capture direct quotations
Personal experience and engagement -- researcher has direct contact with
and gets close to the people, situation, and phenomenon under investigation.
Empathic neutrality -- an empathic stance in working with study respond-
ents seeks vicarious understanding without judgment [neutrality] by showing
openness, sensitivity, respect, awareness, and responsiveness; in observation,
it means being fully present (mindfulness).
3

Dynamic systems -- there is attention to process; assumes change is ongoing,
whether the focus is on an individual, an organization, a community, or an
entire culture, therefore, the researcher is mindful of and attentive to system
and situational dynamics.
3. The Analysis
Unique case orientation -- assumes that each case is special and unique; the
first level of analysis is being true to, respecting, and capturing the details of
the individual cases being studied; cross-case analysis follows from and de-
pends upon the quality of individual case studies.
Inductive analysis -- immersion in the details and specifics of the data to dis-
cover important patterns, themes, and inter-relationships; begins by explor-
ing, then confirming findings, guided by analytical principles rather than rules
Holistic perspective -- the whole phenomenon under study is understood as
a complex system that is more than the sum of its parts; the focus is on com-
plex interdependencies and system dynamics that cannot be reduced in any
meaningful way to linear, cause and effect relationships and/or a few discrete
variables.
Context sensitive -- places findings in a social, historical, and temporal con-
text; researcher is careful about (even dubious of) the possibility or meaning-
fulness of generalizations across time and space; emphasizes careful compar-
ative case analyses and extrapolating patterns for possible transferability and
adaptation in new settings.
Voice, perspective, and reflexivity -- The researcher's focus reflects a bal-
ance between understanding and depicting the world authentically in all its
complexity and of being self-analytical, politically aware, and reflexive in con-
sciousness.
PROCESS IN MAKING QUALITATIVE RESEARCH
STEP 1: IDENTIFY AND DEVELOP YOUR TOPIC .State your topic as a ques-
tion. For example, "What effect does use of alcoholic beverages have on the
health of college students?" Identify the main concepts or keywords in your
question.
STEP 2: FIND BACKGROUND INFORMATION.Note any relevant items in the
bibliographies at the end of the encyclopedia articles. Additional background
information may be found in your lecture notes, textbooks, and reserve read-
ings.
STEP 3: USE CATALOGS TO FIND BOOKS AND MEDIA.Use guided keyword
searching to find materials by topic or subject. Print or write down the citation
(author, title,etc.) and the location information (call number and library).
STEP 4: USE INDEXES TO FIND PERIODICAL ARTICLES.You can find peri-
odical articles by the article author, title, or keyword by using the periodical
indexes in the Library home page. If the full text is not linked in the index you
are using, write down the citation from the index and search for the title of
the periodical in the Cornell Library Classic Catalog.
STEP 5: FIND ADDITIONAL INTERNET RESOURCES. Nearly everyone is
aware of and uses Google and its branches, Google Scholar, Google
Books, Google News, YouTube, etc., to search and find information on the in-
ternet.
STEP 6: EVALUATE WHAT YOU FIND. If you have found too many or too
few sources, you may need to narrow or broaden your topic. Check with a
reference librarian or your instructor .
STEP 7: CITE WHAT YOU FIND USING A STANDARD FORMAT. Citing or
documenting the sources used in your research serves two purposes, it gives
proper credit to the authors of the materials used, and it allows those who are
reading your work to duplicate your research and locate the sources that you
have listed as references.
THE IMPORTANCE OF ETHICS IN RESEARCH
RESEARCH ETHICS is a branch of applied ethics focused on specific con-
texts of planning, conducting, communicating and following up research
( Punch 2016, p24.)
ETHICAL CONCERNS OF A RESEARCHER.A practical and ethical stance is
this: If you are working as a team, a discussion about co-authorship and ex-
pectation must be done at an early stage of the research process. Roles have
to be clearly delineated: author order, role of research assistants in the writ-
ing.
“ETHICAL PRACTICE” is about acting with integrity at all ages of the re-
search from planning, implementation, and dissemination. The overarching
principles of which endeavors are anchored on are academic INTEGRITY,
HONESTY, and RESPECT for other people (Punch 2016, p23).Thus, a re-
searcher has to ask .
1. Are the respondents properly informed about the study?
2. Is their consent freely given?
3.How will the information about the identities or institutions be protected?
4.After the data collection, who owns them? How can the data be protected
from misinterpretation or misuse?
5.How will the research be reported and disseminated?
6.How is my relationship with the respondents?
7.What do respondents gain from this research?
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Note: Respondents- is a term used to those who are involved in sharing data QUALITATIVE and QUANTITATIVE
and information through answering the survey questionnaire.
QUALITATIVE QUANTITATIVE
GUIDELINES TO PREPARE ACTUAL IMPLEMENTATION OF  Presentation of data is in the form of  More likely your discussion
RESEARCH WORDS ( from interviews) and images are tables containing
(videos) or objects ( such as artifacts). data in the form of numbers
 Is my research responsive to the right of people to privacy?
 “The function of confidentiality serves as a precautionary princi-  It provides a complete, detailed de- and statistics.
ple” (Hammersley and Traianou 2012).A researcher has to determine if scription of the research topic. It is  Focuses more on counting
his/ her research violates the right to confidentiality and a commitment usually more exploratory in nature and classifying features and
to it is expressed by ensuring that the data collected are not passed
around like hotcakes for sale to other researchers.  Make use of interviews, focus groups, constructing statistical mod-
 Is my research fair and just? narratives, content or documentary els and figures to explain
 As a researcher, you know how crucial some data to a company’s reputa- analysis, participant observation and what is observed.
tion. Carrying out a worthwhile research requires a fair and objective view
of the participants. archival research.  Makes use of tools such as
 Does my research respect ethical and institutional codes?  By definition exploratory and it is used questionnaires, surveys,
 A researcher must adhere to legal requirements, institutional procedures, when we don’t what we expect, to de- measurements and other
methodological and technical requirements. The researcher must act in equipment to collect numeri-
an acceptable range of ways. fine the problem or develop an ap-
proach to the problem. cal or measurable data.
ACTIVITY 1:  Is primarily SUBJECTIVE IN AP-  It tries to quantify a problem
Interview 5 random people in your residence. Do this in a 1 PROACH as it seeks to understand hu- and understand how preva-
whole sheet of paper following the format given below. lent it is by looking for pro-
man behavior and the reasons that
govern such behavior. jectable results to a larger
Name of the interviewee:_________________________ population.
 In-depth interviews
Age:_________________________________________  Triads/ diads  Is OBJECTIVE IN APPROACH
Date:________________________________________  Focus Group Discussions in the sense that it seeks ac-
1. What are the things you did during community quarantine? curate measurements and
2. What makes you motivated despite of this pandemic? analysis of target concepts
3. What do you feel being quarantined for almost 3 months? which are hoped to answer a
4. What are you priorities this time? person’s inquiry.
5. How can you contribute to our government to reduce the case of covid  Survey(online, phone, paper)
positive?  Online polls
 Points of Purchase (purchase
transactions)
ACTIVITY 2:
Draw a scenario that shows ethical and unethical treatment to the EXAMPLES
senior citizen. Do this in a short bond paper. QUALITATIVE QUANTITATIVE
Criteria:
1.Narrative 1.Statistical models
Content-----------------------------15
2.Artifacts 2.Symbols
Creativity---------------------------10
Cleanliness--------------------------5 3.Documentation 3.Figures
Time Management---------------10 4.Categories 4.Height/ Weight
40 5.Interview transcript 5.Logic

5
DIFFERENT METHODS USED IN QUALITATIVE AND QUANTITATIV 2. Eye Tracking
It has several applications in market research from understanding shop-
per behaviour, to measuring marketing effectiveness, to exploring how consum-
ers interact with digital content.
3. Scrapbooks
It allows consumers to show you what surrounds them, what attracts
their attention and what they find visually appealing.
4. Discovery Forums
Describing day-to-day routines, behaviour around the house or interac-
tions with particular people (e.g. family members) is sometimes done more easi-
ly in words.
5. Vox Pops
This activity uses the high consumer engagement with smartphones and
their sophistication to the researcher’s advantage. Participants record short vid-
eo messages where they ‘think out loud’ and share those thoughts with a re-
ACTIVITY 1:
searcher almost instantly.
Watch the short presentation about QUALITATIVE and QUANTITATIVE re-
6. Online Diaries
search and do the following tasks.
Online diaries are therefore an excellent way of getting to know your cus-
Please click the link: https://www.youtube.com/watch?v=MkntLkg9S3Q.Write in-
tomers.
side the venn diagram 5 words each about the differences and similarities of
ETHNOMETHODOLOGY --is the study of how people use social interaction to
Qualitative and Quantitative Research.
maintain an ongoing sense of reality in a situation.
Examples of Ethnomethodology:
A conversation is a social process that requires certain
things in order for participants to identify it as a conversation and keep
it going.
PHENOMENOLOGICAL STUDY
understanding something based on the experience and point of view of the
researcher.
Example of Phenomenological Study:
The number of women in the information technology (IT) profes-
sion has fluctuated along with the growth of business. The purpose of
the qualitative phenomenological study was to explore the perceptions of
women who had been laid off from IT positions during the economic
downturn period between 2007 and 2010.
THE KINDS OF RESEARCH ACROSS FIELDS
The three main types of field research are ethnography, ethnomethodology, and
phenomenological study.
ETNOGRAPHY--is a type of field research that tries to understand the culture
and behavior of a group as a whole.
Here are a few examples of ethnographic research in action:
1. Social Media Analytics
Social media posts are unprompted — there is no direction from a re-
searcher on content.

6
 ACTIVITY 1:
Think of 4 words that relates to the word “ QUALITATIVE” write each
word inside the small circle.

1.

QUALITA-
2. TIVE 3.

4.

ACTIVITY 2:
Write and describe 5 things you’ve seen in your surroundings.

THINGS
NAME DESCRIPTION
1.
2.
3.
4.
5.

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 PRACTICAL RESEARCH 1 (WEEK 3 & 4)
LESSON 2:
THE VALUE OF QUALITATIVE RESEARCH; ITS KINDS,
CHARACTERISTICS, USES, STRENGTHS, AND WEAKNESSES
LEARNING OUTCOMES:
 Describes characteristics, strengths, weaknesses, and kinds of qualita
tive research.
 Illustrates the importance of qualitative research.
JUMPSTART!
Let your mind get refresh in answering the riddles. Write your
answer before each numbers.
___________________1.I have holes in my top and bottom , my left and right, and
in the middle. But I still hold water.
_____________________2.Three eyes I have all in a row when the red one opens all
freeze.
_____________________3.I have a tail , and I have a head , but I have no body . I am
not a snake.
_____________________4.What gets wet when drying?
_____________________5. What has 4 legs and only 1 foot?
THE KINDS OF QUALITATIVE RESEARCH
Phenomenological Method
Describing how any one participant experiences a specific event is the
goal of the phenomenological method of research. This method utilizes inter-
views, observation and surveys to gather information from subjects.
Ethnographic Model
The ethnographic model is one of the most popular and widely recog-
nized methods of qualitative research; it immerses subjects in a culture that is
unfamiliar to them. The goal is to learn and describe the culture's characteris-
tics much the same way anthropologists observe the cultural challenges and
motivations that drive a group.
Grounded Theory Method
The grounded theory method tries to explain why a course of action
evolved the way it did. Grounded theory looks at large subject numbers. Theo-
retical models are developed based on existing data in existing modes of ge-
netic, biological or psychological science.
Case Study Model
The subject can be a person or family, business or organization, or a
town or city. Data is collected from various sources and compiled using the
details to create a bigger conclusion.
Historical Model
The historical method of qualitative research describes past events in
order to understand present patterns and anticipate future choices.
Narrative Model
The narrative model occurs over extended periods of time and
compiles information as it happens. Like a story narrative, it takes sub-
jects at a starting point and reviews situations as obstacles or opportu-
nities occur, although the final narrative doesn't always remain in
chronological order.
ACTIVITY 1:
Write an essay based on your own understanding about Qualitative
Research.
Criteria:
Content--------------------------------20
Creativity----------------------------- 10
Relevance of the topic--------—---10
40
CHARACTERISTICS OF QUALITATIVE RESEARCH
1.Real-world Setting
The real-world setting is the first characteristic of quali-
tative research. In qualitative research methods ike ob-
servation method, ethnographic research, focus group,
one-to-one interviews, the behavior of the participants of
study is observed, and the conclusion is drawn based on
their answers and their behavior.
2. Researcher Plays an important role
A researcher is a person who performs qualitative re-
search. Qualitative research can be conducted by a group
of people or by an individual.
3. Different Research methods
Research method has different significance and is used
for different scenarios and research situations. For exam-
ple, focus group, face-to-face interview, observation re-
search methods, case study, content analysis, ethnogra-
phy, ground theory, group discussions.
4. Complex reasoning
An essential characteristic of the qualitative research
method is that it is beneficial for complex reasoning.
5. Purposeful selection of participants
In qualitative research, participants are selected ran-
domly from a carefully chosen segment of potential par-
ticipants.
6.Flexible
Qualitative research is flexible. It can change at any stage
of the research and based on the change, the course of
research might also get changed.
8
 7. Holistic Account THE IMPORTANCE OF QUALITATIVE RESEARCH ACROSS FIELDS OF
The purpose of conducting qualitative research is to paint the
larger picture. The researcher focuses on different perspec- INQUIRY
tives and determine various factors involved in the research.
 DISCIPLINED ART of gathering facts so as to inform action. It is a sci-
8. Ongoing data analysis ence because it is concerned about methods and procedures throughout a
The analysis of data in qualitative research does not take place research project. It is an art because for a project to be feasible , you have
to have a neat roadmap to keep you on
at the end of the completion of the research process. The re-  Through research findings, psychologists are able to explain how people
searcher can analyze as well as draw conclusions and based think and act in certain ways.
on the outcome of the research process is modified.  Researches in Anthropology have improved our perception of people.
 Medical Science has debunked old medical practices.
 Religion enabled us to see religious diversity in a new light.
9. Emergent Design  In business, market research helps companies to make projections and
The research process changes at every stage of the research. formulate appropriate strategies to ensure survival. Businesses conduct
Sometimes, change in the research process changes when the survey to understand the needs of the community and consumption.
researcher starts collecting data for the research problem.  Research innovations have led to the introduction of new medical treat-
ments and cures that have helped counter several diseases.
USES OF QUALITATIVE RESEARCH
The methods employed in this type of research seeks to answer the
‘what, ‘how, or `why’ questions of a phenomenon rather than ‘how many’ or
‘how much, which are addressed in quantitative research. ACTIVITY 2:
Qualitative research is often used to: Watch the video about Strengths and weaknesses of Qualitative Re-
1. Draw meaningful information (not conveyed in quantitative data) about search. Make an outline using semantic web for strengths and
beliefs, feelings, values, and motivations that support behavior; weaknesses. Write a word or phrase .
2. Learn directly from people and what is important to them; Please click think:https://www.youtube.com/watch?
3. Provide the context required to elicit quantitative results; v=I0CIaOcTcrM&t=60s
4. Identify variables important for further studies;
5. Determine one’s genre as a primary step to develop a quantitative survey;
6. Assess the usability of websites, databases, or other interactive media/
services.
STRENGTH OF QUALITATIVE RESEARCH
1. Provides in-depth information on individual cases. STRENGTHS
2. Unravels complex phenomena embedded in local context.
3. Describes rich phenomena situated in some exceptional environments.
4. Relays subjects’ experiences and perspectives in unusual details.
5. Conveys setting factors related to the situation of interest.
6. Allows flexibility in research-related to the situation of interest.
7. Enables data to be collected in natural setting.
8. Determines possible causes of particular event in another perspective as
that given by quantitative research.
9. Permits approaches that are responsive to local conditions and stakehold-
ers’ needs.
10. Accepts unstructured interpretation of the participants, respecting any-
thing that is respondents’ context. WEAKNESSES
WEAKNESSES OF QUALITATIVE RESEARCH
1. Data gathering is often time-consuming.
2. Analysis of data takes longer time than that in quantitative analysis.
3. Interpretation of results is usually biased because it is influenced by the
researcher’s perspective.
4. Conclusions are not generalizable because the subjects are few and some-
times possess unique characteristics compared to typical respondents.

9
 Practical Research 1 ( week 5-8)
THE RANGE OF RESEARCH TOPICS IN THE AREA OF INQUIRY
LEARNING OUTCOMES:
 Designs a research project related to daily life
 Writes a research title
JUMPSTART!
Read any article of your choice and write one paragraph insight. Don’t forget to
RESEARCH TITLE
The title summarizes the main idea or ideas of your study. A
good title contains the fewest possible words that adequately describe the con-
tents and/or purpose of your research paper.
MAKING QUALITATIVE RESEARCH TITLE
Watch the video for your additional information or search the link if
you have internet access . Be ready to write Research Title.
https://www.youtube.com/watch?v=6_euQ7EZn04&t=22s
TIPS IN MAKING TITLE:
 Indicate accurately the subject and scope of the study.
 Avoid using abbreviations.
 Use words that create a positive impression and stimulate reader interest.
 Is limited to 10 to 15 substantive words.
 Do not include "study of," "analysis of" or similar constructions.
 Titles are usually in the form of a phrase, but can also be in the form of a ques-
tion.
 Use correct grammar and capitalization with all first words and last words cap-
italized, including the first word of a subtitle. All nouns, pronouns, verbs, adjec-
tives, and adverbs that appear between the first and last words of the title are
also capitalized.
SUBTITLE:
Subtitles are quite common in social science research papers. Examples of why
you may include a subtitle:
1.Explains or provides additional context, e.g., "Linguistic Ethnography and
the Study of Welfare Institutions as a Flow of Social Practices: The Case of Resi-
dential Child Care Institutions as Paradoxical Institutions."
2.Adds substance to a literary, provocative, or imaginative title, e.g., "Listen
to What I Say, Not How I Vote: Congressional Support for the President in Wash-
ington and at Home."
3.Qualifies the geographic scope of the research, e.g., "The Geopolitics of
the Eastern Border of the European Union: The Case of Romania-Moldova-
Ukraine."
4.Qualifies the temporal scope of the research, e.g., "A Comparison of the
Progressive Era and the Depression Years: Societal Influences on Predictions of
5.Focuses on investigating the ideas, theories, or work of a particular in-
dividual, e.g., "A Deliberative Conception of Politics: How Francesco Sav-
erio Merlino Related Anarchy and Democracy."
EXAMPLES OF QUALITATIVE RESEARCH TITLE
1.Exploring unfair child labor in the workplace.
2.The significance of ethics to business and how to control bad behavior.
3.Terrorism and how it affects businesses.
4.Causes of data rape and how to prevent it.
5.The significance of search engine optimization on businesses today.
6.The effects of alcohol, tobacco, and marijuana on a human body.
7.The most controversial issues of birth control.
8.Alzheimer’s: ways of prevention.
9.Euthanasia – An assisted suicide?
10.How do fats positively affect the human body and the mind?
11.Anorexia and obesity – Two sides to one story.
12.No government support vs. fairness to parents who pay twice for education
13.School’s responsibility vs. parental responsibility for school violence
14.No government support vs. fairness to parents who pay twice for education
15.Examine how congenital heart disease may be treated, and how it differs
from other forms of heart disease.
ACTIVITY 1:
Construct your own research title based on your desired topic.
CRITERIA:
Originality-----------------------------------10
Clarity of Topic-----------------------------10
Time management-----------------------—5
25
THE VALUE OF RESEARCH IN THE AREA OF INTEREST
Research has found that interest is related to attention, deeper pro-
cessing, the use of effortful strategies, feelings of enjoyment, and learning. How-
ever, some strategies for creating interest in text materials may interfere with
the learning of important information.
WRITING A STATEMENT OF THE PROBLEM
We will examine the steps and then look at how you could write a re-
search question.
 Specify your specific concern or issue
 Decide what you want to know about the specific concern or issue
 Turn what you want to know and the specific concern into a question
 Ensure that the question is answerable
 Check to make sure the question is not too broad or too narrow
GOAL OF A STATEMENT OF THE PROBLEM
 Construct three question about your topic.
 The ultimate goal of a problem statement Is to transform a generalized prob-
lem (something that bothers you; a perceived lack) into a targeted, well-
defined problem-one that can be resolved through focused research and care-
ful decision-making.
10
HOW TO FORMULATE YOUR PROBLEM STATEMENT
 State the problem clearly and briefly.
 Explain why you intend to address the problem.
 Back up your assertions or specific claims from the data of previous study or
related project.
 When you’ve explained what the problem is and why it’s so important, proceed
to explain how you propose the deal with it.
 Explain the benefits of the solution or costs.
Here is an example:
Why is it important for the problem to be fixed?
Would this research revise existing knowledge or practices? If so, how?
How many people are affected by this problem?
ACTIVITY 2:
Write three questions for your statement of the problem make sure it con-
nects to your topic.
THE SPECIFICITY AND FEASIBILITY OF THE PROBLEM POSED
(BACKGROUND OF THE STUDY)
 What is the specific problem?
This is also an important moment to pause and dig through the literature to en-
sure that you can identify support for the existence of this problem as a gap in
the literature with other (recent) research studies.
 What theory can I use to explore this study?
Whether you choose to do a qualitative or quantitative study, you will need a the-
ory to ground it.
 What methodological approach can I use?
Is there an instrument out there that is valid and reliable that you can use to as-
sess your variables? If not, and you are studying perceptions or lived experienc-
es, you may have a qualitative study on your hands.
 Who is going to participate in this study?
Once you are in a place where you can confidently and completely answer each
of these questions, you have a solid, defendable dissertation topic.
SCOPE AND DELIMITATION
SCOPE
 Explains the extent to which the study will be explored in the work and spec-
ifies the limits within which the study will be operating. The scope contains
the explanation of the subject is being analyzed. Research usually limited in
scope by sample size, time and location.
 For example, Let's say a researcher wants to study the impact of mobile
phones on behavior patterns of elementary school children. However, it is
not possible for the researcher to cover every aspect of the topic.
DELIMITATION
 Delimitation parameters or characteristics that limit the scope and outline
the boundaries of the study. These parameters include sample size, time,
and geographic area.
 For example, the characteristics that limit the scope and describe the
boundaries of the study, such as the sample size, geographical location or
setting in which the study takes place, population traits, etc. Additionally,
the researcher might also choose to use some research tools and methodol-
ogies to collect data but not others. These delimitations might be imposed
for practical reasons, such as lack of time or financial resources to carry out
a more.
EXAMPLE OF SCOPE AND DELIMITATION
SAMPLE#1
The focus of this study is to determine the difference of the role perfor-
mance in school and in home of the students in public compared to private high
schools in Albay.The aspects looked into were the causes of bullying, the roles
of the parent/guidance.
It delimits that the study may not be generalizable to other populations
or youth who no longer attend school.
SAMPLE#2
This study is limited only to the students of St. Scholastic’s Academy of
Marikina, attending a secondary education, school year 2010-2011, who are
engaged or interested in business. Their ages range from 13 to 17years old.
The study will examine the students who use social networks sites, like
Facebook, Twitter, and multiply in promoting their goods and services.
SAMPLE#3
This study focuses on the Out of School Youth in Matnog, Sorsogon. This
involves a survey for those who are out of school youth. The selection of re-
spondents are only limited since there are lots of people in Matnog who cannot
attend for school.
This research is designed to have a thorough knowledge of problems of
youths on why they cannot attend a formal school. How they can solve their
problems by being aware of the programs of Department of Education.
ACTIVITY 3:
Write a scope and delimitation based on your own constructed title in
Activity 1.
THE BENEFITS AND BENEFICIARIES OF RESEARCH
BENEFITS:
 It may help to begin this idea: research is a valuable skill.
 It enables you to find out as much as you can, anything about the topic and
uncover novel and vast fields and process of knowledge.
 The more you research, the more your interest on the topic grows stronger.
 Forms the foundation of program development and policies all over the
world, and aids in the effective development of local and global programs.
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 SIGNIFICANCE OF THE STUDY JUMPSTART!
 is written as part of the introduction section of a thesis. It provides details to Look for 5 words related to qualitative research in the table and
the reader on how the study will contribute such as what the study will con- circle your answer.
tribute and who will benefit from it. It also includes an explanation of the
work's importance as well as its potential benefits.
EXAMPLE: D D E L I M I T S
E A G H J K O P U
Choosing an appropriate language teaching methodology for a group of
S O P C E F H K R
learners is a responsibility of language educators. With the teachers’ explicit and
implicit knowledge of language acquisition and language learning processes, they C E X P L A I N V
can select theoretically sound and more effective pedagogy appropriate for their R A D F G N K L E
learners. I B S R J U F H Y
B O P F H S V D P
TEACHERS. Language teachers will become more aware of Task -Based Lan-
guage Teaching and they would realize that tasks could be used as pedagogical E S O P I B T E R
tools, as well as methodological procedure. R E V I E W L E P

LANGUAGE LEARNERS. Students, the language learners would be made
aware of the usefulness of the English Language.
ADMINISTRATION. The administration may be encouraged to include in the
long term development plan, a faculty could develop their teaching competence.
TEXTBOOK WRITERS. Aware of the TBLT as a language teaching methodol-
ogy, textbook writers would approach the preparation of learning materials
based on this pedagogical framework.
ACTIVITY 4:
REVIEW OF RELATED LITERATURE
 Is an account of what has been published on a topic by accredited scholars
and researchers.
 To convey your reader what knowledge and ideas have been established on
a topic, and what their strengths and weaknesses are.
 Let you gain and demonstrate skills in two areas:
 INFORMATION SEEKING
 The ability to scan the literature efficiently, using manual or comput-

Write a significance of the study following the example to whom you’re
going to address your output. Make sure it connects to your own con-
structed title.
THE CRITERIA IN SELECTING, CITING, and SYNTHESIZING RELATED
LITERATURE
 Selects relevant literature
 Cites related literature using standard styles
 Synthesizes information from relevant literature
 Writes coherent review of literature
 Follows ethical standards inn writing related literature
 Presents written review of literature
erized methods, to identify a set of useful articles and books.
 CRITICAL APPRAISAL
 The ability to apply principles of analysis to identify unbiased and
valid studies.
FOR A LITERATURE REVIEW TO BE USEFUL AND RELEVANT, IT
MUST BE ABLE TO DO THESE THINGS:
 Be organized around and related directly to the thesis or research question
you are developing.
 Synthesize results into a summary of what is and is not known.
 Identify areas of controversy in the literature.
 Formulate questions that need further research.

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 EXAMPLE OF REVIEW OF LITERATURE
Nonverbal Communication
To many, nonverbal communication may take a back seat to ver-
bal communication. It is often overlooked and may be deemed unim-
portant. However, this aspect of communication speaks volumes. Nonverbal
communication may consist of looking , smiling , frowning , touching, or
expressions of surprise as seen in Weisfield and Stack’s research study
(2002). Women have been found to exhibit these forms of communication
more often than men. Weisfield and Stacks studied nonverbal behavior re-
lated to the closeness of a couple and found that women looked at their
partners for a significantly longer amount of time as compared to men. The
average look was 7.5 seconds while the husband’s was 4.5 seconds. Howev-
er, express less emotion and nonverbal communication , this may not nec-
essary mean that they are not listening when their wives speaks to them.
For instance, Weisfield and Stack theorized that men may show less emo-
tion because they have been taught to dampen emotions such as anger,.
When a husband and wife have a disagreement, the situation can escalate
quickly if the husband fully expresses his emotions by becoming violent .
Therefore , it was suggested that may men fall to show emotion in general.
VARIOUS WAYS OF DOING RELEVANT LITERATURE REVIEW
1. A good literature review is not a summary of books you have read. It is rather
a building on your arguments or providing your point.
2. It is taking on a critical assessment of books that prove or disprove your
point.
3. It is a weaving together of the threads of thesis antithesis- synthesis of meth-
ods and findings.
4. Tie a field together , a specific knowledge of an area , trends , theories, schools
of thoughts, or gaps in order to form a cohesive whole. Its not just a copy and
paste type. It is a coming together of various trends or fields of knowledge to
bring to the fore the relevance of your study.
HERE ARE SOME PITFALLS TO WATCH OUT:
1.Don’t just lift directly from a source just to add to the list of your bibliography.
2.Don’t rely too much on secondary sources. It’s a sizable cut on your work but
it’s not going to help you critically examine the richness of your topic.
3.Don’t neglect practitioner-oriented literature (Punch 2016). That’s a big mis-
take.
4. Don’t over quote. Use quote to emphasize a point if the author’s point is diffi-
cult to recapture and not to show how lazy we can sometimes be, in examining
profoundly material.
CITING RELATED LITERATURE
Include a citation whenever you can. If you are not sure whether or not to
cite a source, cite it. You should reference and cite whenever you:
1. Quote directly from a source.
2. Summarize or paraphrase another writer’s ideas, concepts or opinions.
3. Anywhere you find data, facts and information used in your paper.
4. Images, visuals, graphs and charts you use in your work .
When Not to Cite a Source:
You do not have to cite your source if the information you use is com-
mon knowledge. For example, the first African American President of the U.S. is
Barack Obama; however, if you aren’t sure if it is common knowledge or not, go
ahead and cite it, just to be safe.
THE MAIN TYPES OF SOURCES
There are three main types of sources: primary, secondary and peer-reviewed.
Primary
Primary sources may be in their original form or digitized, or reprinted
or reproduced in some form. They are first-hand accounts of an event or period
in history, or original documents. Primary sources include:
 Texts – Novels, letters, diaries, government reports, newspaper articles and
autobiographies. Images – Paintings, photographs and advertisements.
 Artifacts – Sculptures, buildings and clothing.
 Audio-Visual – Oral history like interviews, songs, films and photos.
Secondary
Secondary sources are written about primary sources and are one or
more steps away from the original source. They include discussions, comments
and interpretations regarding the primary source or original material. Exam-
ples of secondary source materials are as follows:
 Articles from magazines, journals and newspapers.
 Textbooks, histories and encyclopedias.
 Book, play, concert and movie reviews, criticisms and commentaries.
 Articles from scholarly journals that assess or discuss the original research of
others.
Peer Reviewed
Usually published as an article in a medical or professional publication,
such as a journal, a peer-reviewed source undergoes multiple critiques by top
scholars in a particular field. Peer-reviewed articles offer authoritative infor-
mation of the highest quality that scholarly disciplines can provide. Peer-
reviewed and scholarly articles have these characteristics:
 List the journal of publication and author credentials.
 Are an abstract from a larger publication.
 Include a large amount of in-text citations, references, endnotes, footnotes
and cited works, as well as a bibliography and appendix.
 Contain sections like methodology, conclusion and results.
 Have numerous in-text tables, charts and graphs.
 Use complex wording specific to the field.
RESEARCHERS AND WRITERS SHOULD UNDERSTAND SOME OF THE FOL-
LOWING STYLES:
 APA ( American Psychology Association )– Use this style for education, psy-
chology, sociology and other social sciences.
Example of APA style for a book with one author:
Doe, J. (1999). Causes of the Civil War. Ohio: Smith Books.
 MLA (Modern Language Association) – Use this style for arts, literature and
the humanities.
Example of MLA style for a book with one author:
Doe, John: “Causes of the Civil War.” Smith.
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OTHER EXAMPLES
 Clearly state the qualifications and authority of the author early in the annota-
tion.
Example:
John J. Doe, an American history professor at Ohio State University, based his re-
search on recently discovered documentation.
 Explain the main purpose and scope of the text in a few brief sentences.This is
not like an abstract, which is a synopsis of the entire piece; rather, it is the main
theme or concept.
Example:
Dr. Doe demonstrates how a few key Americans played a main role in the inci-
dents that led to the Civil War. They provided artillery, money, manpower and
leadership, which prompted the beginning of the war.
SYNTHESIZING RELATED LITERATURE
1 .PUTTING THE PIECES TOGETHER
Each paper collected should be critically evaluated and weighed for “adequacy,
appropriateness, and thoroughness” (Garrard, 2017) before inclusion in your
own review. Papers that do not meet these criteria likely should not be included
in your literature review.
2 .CREATING A SUMMARY TABLE
Other fields that will be useful when you begin to synthesize the sum total of
your research:
 Specific details of the article or research that are especially relevant to your
study
 Key terms and definitions
 Statistics
 Strengths or weaknesses in research design
 Relationships to other studies
 Possible gaps in the research or literature (for example, many research articles
conclude with the statement “more research is needed in this area”)
 Finally, note how closely each article relates to your topic. You may want to
rank these as high, medium, or low relevance. For papers that you decide not
to include, you may want to note your reasoning for exclusion, such as ‘small
sample size’, ‘local case study,’ or ‘lacks evidence to support assertion.’
Some rules:
 When listing your references in this section, put them in alphabetical order ac-
cording to the first author. Give all authors, and don't use et al. in this section.
 If you include more than one article by the same author, place these articles in
chronological order with the earliest article listed first.
 Titles of books and journals should be underlined or italicized.
 For articles from journals, you must give the volume number and may give the
issue number.
 The publisher's name and city are required for books but not for journals.
 Page numbers are not required for books but must be included for journal arti-
cles or for articles in edited books.
 Web page references should include the author's name, title and address of the
website and date on which you viewed it.
EXAMPLES:
Book:
Guyton, A.C. 1981. Textbook of medical physiology. W.B. Saunders Co., Philadel-
phia
Journal article:
Weathers, W.W. 1976. Influence of temperature on the optimum hematocrit of
the bullfrog (Rana catesbeiana). J. Comp. Physiol. 105: 173-184
Chapter in an edited book:
Elsner, R.E. and S Ashwell-Erickson. Cardiovascular adjustments to diving.
In The Biology of marine mammals, Edited by H.T. Andersen, Academic Press,
New York, pp 117-145.
GUIDELINES IN RELATED LITERATURE
Rule 1: Define a Topic and Audience
The topic must at least be:
 interesting to you (ideally, you should have come across a series of recent
papers related to your line of work that call for a critical summary),
 an important aspect of the field (so that many readers will be interested in
the review and there will be enough material to write it), and
 a well-defined issue (otherwise you could potentially include thousands of
publications, which would make the review unhelpful).
Rule 2: Search and Re-search the Literature
After having chosen your topic and audience, start by checking the literature
and downloading relevant papers. Five pieces of advice here:
 keep track of the search items you use (so that your search can be replicated.
 keep a list of papers whose pdfs you cannot access immediately (so as to re-
trieve them later with alternative strategies),
 use a paper management system (e.g., Mendeley, Papers, Qiqqa, Sente),
 define early in the process some criteria for exclusion of irrelevant papers
(these criteria can then be described in the review to help define its scope),
and
 do not just look for research papers in the area you wish to review, but also
seek previous reviews.
Rule 3: Take Notes While Reading
Be careful when taking notes to use quotation marks if you are provi-
sionally copying verbatim from the literature. It is advisable then to reformu-
late such quotes with your own words in the final draft. It is important to be
careful in noting the references already at this stage, so as to avoid misattribu-
tions.
Rule 4: Choose the Type of Review You Wish to Write
This is probably a good time to decide whether to go for a mini- or a full
review. Some journals are now favoring the publication of rather short reviews
focusing on the last few years, with a limit on the number of words and cita-
tions.
Rule 5: Keep the Review Focused, but Make It of Broad Interest
The need to keep a review focused can be problematic for interdiscipli-
nary reviews, where the aim is to bridge the gap between fields. Focus is an im-
portant feature of a successful review, this requirement has to be balanced with
the need to make the review relevant to a broad audience.
14
Rule 6: Be Critical and Consistent
A good review does not just sum. After having read a review of the literature, a
reader should have a rough idea of:
 the major achievements in the reviewed field, ACTIVITY 1:
 the main areas of debate, and Write your explanation about the ethical and unethical pictures below.
 the outstanding research questions.
Rule 7: Find a Logical Structure
It is generally helpful to draw a conceptual scheme of the review, e.g.,
with mind-mapping techniques. Such diagrams can help recognize a logical way
to order and link the various sections of a review.
Rule 8: Make Use of Feedback
Feedback is vital to writing a good review, and should be sought from a
variety of colleagues, so as to obtain a diversity of views on the draft. This may
lead in some cases to conflicting views on the merits of the paper, and on how to
improve it, but such a situation is better than the absence of feedback.
Rule 9: Include Your Own Relevant Research, but Be Objective
If a reviewer is up to the job of producing a well-organized and methodi-
cal review, which flows well and provides a service to the readership, then it
should be possible to be objective in reviewing one's own relevant findings. In 1. 2.
reviews written by multiple authors, this may be achieved by assigning the re-
view of the results of a coauthor to different coauthors.
Rule 10: Be Up-to-Date, but Do Not Forget Older Studies
A full search for newly appeared literature at the revision stage may be
worthwhile. Assessing the contribution of papers that have just appeared is par-
ticularly challenging, because there is little perspective with which to gauge their
significance and impact on further research and society.
ETHICAL STANDARDS IN WRITING RELATED LITERATURE
There are cases where fictitious data are supplied just to complete a re-
search report (thesis or dissertation). For example, two people could agree that
murder is wrong but disagree about the morality of abortion because they have
different understandings of what it means to be a human societies also have legal
rules that govern behavior, but ethical norms tend to be broader and more infor-
mal than laws.
ETHICS IN WRITING
 An ethical writer always acknowledge the contributions of others and the
source of his/ her idea. 3.
 Whether we are paraphrasing or summarizing we must always identify the
source of the information.
 A responsible writer has an ethical responsibility to readers, and to the au-
thors from whom s/he is borrowing , to respect other’s idea and works, to
credit those from whom we borrow, and whenever possible, to use one’s
own words when paraphrasing.
 When in doubt as to whether a concept or fact is common knowledge, provide
a citation.
ETHICAL CONSIDERATIONS
CONFIDENTIALITY
-Misuse
-Erroneous Interpretation
 Successful researchers establish a very sincere personal relationship with
their respondents. Sometimes they even become friends. In any case this re- 4.
lationship is based on MUTUAL RESPECT AND TRUST.
 Do not use methods that may cause physical or psychological harm.
Inform the respondents of the purposes of the research and its method.
Participation must involve voluntary consent.
Respondents may withdraw from study at any time, for any reason.

15
 4. Choosing an appropriate language teaching methodology for a group of
learners.
a. Benefits of the study
b. Significance of the study
c. Purpose of the study
FIRST QUARTER EXAMNINATION d. Uses of the study
IN PRACTICAL RESEARCH 1 5. What kind of research makes use of tools such as questionnaires, surveys,
Name:_____________________________________ Date:________________ measurements and other equipment to collect numerical or measurable data?
Grade and Section:______________________ a. Academic Research
b. Quantitative Research
I. Identify the following sentences if it belongs to WEAKNESSES,
STRENGTHS or USES AOF QUALITATIVE. Write your answer on the space c. Qualitative Research
provided. d. Experimental Research
______________1. Determine one’s genre as a primary step to develop quantitative 6. It is about acting with integrity at all ages of the research from planning, im-
results.
_______________2.It accepts unstructured interpretation of the participants. plementation and dissemination.
_______________3.Permits approaches that are responsive to local conditions and a. Cultural Norms
stakeholders’ needs. b. Ethical Practice
_______________4.This provides in-depth information on individual cases. c. Community Concerns
_______________5.Allows flexibility in research-related to the situation of interest.
_______________6.It enables data to be collected in natural setting. d. Traditional Practice
_______________7.Conveys setting factors related to the situation of interest. 7. The whole phenomenon under study is understood as a complex system.
_______________8.Describes rich phenomena situate in some exceptional a. Inductive
environments. b. Analytic
_______________9.Conclusions are not generalizable because the subjects are c. Holistic
few.
_______________10.This provide the context required to elicit quantitative results. d. Deductive
II. Choose the appropriate letter of your answer. 8. It can change at any stage of the research and based on the change, the
1. It developed based on existing data in existing modes of genetic. course of the research might also get changed.
a. Historical Model a. Complex Reasoning
b. Ground Theory Method b. Flexible
c. Case Study Model c. Holistic Account
d. Naturalistic Design d. Real-world Setting
2. The ability to apply principles of analysis to identify unbiased and valid stud- 9. This is also known as “basic research “, its objective is to acquire new
ies. knowledge and understand complex processes.
a. Critical Appraisal a. Industrial Research
b. Face-to –Face b. Naturalistic Research
c. Discovery Forums c. Fundamental Research
d. Group d. Collective Research
3. Take detailed notes on each article and use a consistent format for capturing 10. Describing day-to-day routines, behavior around the house or interactions
all the information each article powers. with the particular people (e.g. family members) is sometimes done more easi-
a. Information Seeking ly in words.
b. Creating a Summary Table a. Discovery Forums
c. Putting the Pieces Together b. Daily Journals
d. Making a Review c. Creative Scrapbooks
d. Online Diaries
16
11. The following are examples of Qualitative Research except one. “No one is to blame for your future situation but your-
a. Categories
b. Artifacts self. If you want to be successful, then become “Successful.”
c. Figures
d. Narrative
12. The ability to apply principles of analysis to identify unbiased and valid stud-
ies.
a. Information Seeking ― Jaymin Shah
b. Critical Appraisal
c. Review Study
d. Formal Discussion
13.Use this style for education, psychology, sociology and other social sciences.
a. MLA
b. APA
c. NLM
d. AMA
14.It is diligent and systematic inquiry or investigation into a subject in order to
discover or revise facts, theories, application, etc.
a. Observation
b. Research
c. Investigation
d. Experiment
15. This includes discussions, comments and interpretations regarding the pri-
mary source or original material.
a. Peer Reviewed
b. Secondary Source
c. Individual Reviewed
d. Primary Source
III. Identify what type of references being mentioned and write PRIMARY or
SECONDARY.
1.Book ________________________ 6.Songs_______________________
2.Novel________________________ 7.Diaries______________________
3.Commentaries______________ 8.Concert_____________________
4.Paintings____________________ 9.Clothing____________________
5.Journal______________________ 10.Criticisms_________________
IV. Write “WORD” if the statement talks about Qualitative Research
and “ NUMBER” for Quantitative Research.
_____________1. Objective in approach in the sense that it seeks accurate measure
ments and analysis of target concepts.
______________2. It focuses of words, explanation and description.
______________3. It uses indepth interviews.
______________4. A primarily subjective in approach.
______________5. To quantify a problem and understand how prevalent it is by look
ing for projectable results.
V. Construct your own title. (5 points)
V. Write an essay about your own understanding about QUALITATIVE RE-
SEARCH.
Criteria:
Creativity———————5
Content————————5
10
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