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Practical Research 1 TG
Practical Research 1 TG
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Practical Research 1
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Teacher’s Guide
First Edition 2016
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ii
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INTRODUCTION
Twenty-first century learning is about the opportunities that you can provide
your students in solving problems through their collaboration with their peers and
surroundings. It is about learning how to discover, to improvise, and to interact, using
research as a tool to expand their knowledge and skills. With this guide on Practical
Research 1, we hope that you will able to nurture your students to be active, creative,
and collaborative researchers.
iii
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TABLE OF CONTENTS
iv
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Practical Research 1 Curriculum Guide vii
v
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
vi
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
PRACT
ICAL R
ESEAR
CH 1
Curricu
lum Guide 1
1
as of De
cember
2013. T
o check
vii for upd
ate s, visit h
tt p://ww
w.depe
dto
.g-1orights
All 2v/.p
cuhrr reserved. No part of this material may be reproduced or transmitted in any form or by any means -
/kic- ulum-g
electronic or mechanical uides including photocopying – without written permission from the DepEd Central Office.
viii
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CONTENT PERFORMANCE
CONTENT CODE
STANDARD STANDARD
ix
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CONTENT PERFORMANCE
CONTENT CODE
STANDARD STANDARD
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Ethic
s
GLO
resea SSAR
rc h e
thics
Y
Ethic relate
al co to th
nside e sta
conse ration ndard
nt, v s s h s tha
(ww o lu ntary ou ld be t sho
Inte w .kcl. p artici m adesta uld b
llect a c.uk p ation t
g e aocfh e uph
ual H /libr and r the r eld to
ones ary/ espe esea guard
itsyan nhs/ c t fo r rch d partic
appli train confi e sign ipant
ed m i ng/g dentia a nd in s from
which ethod lo)ssa lity. clude harm
can b of ry.do infor or ris
e dem c m ed k.
On onstr in
e's p a t e d in a
erson chara
Rel al be numb cteriz
evan li efs d e r of d ed by
t fact o not in i f feren an un
contr s an d t t biase
adict infor erfer ways d , ho
one's m ation e with , incm
Fac are n the p luidteindg nest
ts are o u r s t b
o u
: attitu
prese t pu r uit of t not li de,
to su n t e p o se t ru t
ppo r d i n an f ully o h ;
Ref t one unbia mitte
erenc view s ed m d e ven w
es, o over anne hen s
(http r ear anoth r , uch t
Qual : / lie e r ; a n d not t
itati /en.w r w or wiste hings
ve ikipe k, are d may
Rese dia.o a c k t o g
arch a me r g /wiki n owle iv e mis
thod /Inte dged leadi
scien o f inquir l le c tua)l_ w h ere p ng im
ces, y em hone ossib press
but a ploye sty le,isan ions
(http ls o d i avdoid or
: / / in m n m a e d .
Quan en.wik arket n y di
titat ipedi resea ffere
iv e a .o r g/ w r c h arncd nt a c
Rese i o ade m
arch refer k i/Qua nfutertxht i c di s
s to t litativ es. ciplin
he syste e)_ resea es, tr
nume matic rch aditio
rical nally
data empi i n th
or co rical e soc
mput inves ial
ation tigati
al tec on of
hniqu socia
es. (h l phe
ttp:// nome
erng./w na vi
xi wiikkiip/ e a sta
Qduian. tistic
otitat al, m
ive_r at em
All rights reserved. No part of this material may be reproduced or transmitted in esanyearform or by h atica-
any means
electronic or mechanical including photocopying – without written permission from the DepEd
c h) Central Office. l or
LEGEND SAMPLE
Learning Area and Strand/
Subject or Specialization Applied Track Subject_Research
First Entry CS_RS11
Grade Level Grade 11
-
Roman Numeral
Quarter Third Quarter III
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between letters to Week Week one a
indicate more than a specific week
-
xii
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Code
Book
Le gend
Sample
:C S_RS
1 1I-IIa-
1
xiii
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Module 1
NATURE OF INQUIRY AND RESEARCH
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of the importance of research in
daily life, the characteristics, processes and the ethics of research, the
difference between quantitative and qualitative research and the kinds of
research across fields.
Performance Standard
Use appropriate kinds of research in decision-making
Learning Competencies
The learner…
1. Shares research experiences and knowledge
2. Explains the importance of research in daily life
3. Describes characteristics, processes, and ethics of research
4. Differentiates quantitative from qualitative research
5. Provides examples of research in areas of interest (arts, humanities,
sports, science, business, agriculture and fisheries, information and
communication technology, and social inquiry)
Essential Understanding
Essential Question
Learners will understand that the
How does nature of inquiry and
concepts of inquiry and research have
research facilitate in finding
wide applications in real life and are
solutions to real-life problems and
useful tools to develop critical thinking
develop critical thinking skills?
and problem solving skills.
Transfer Goal
Learners will be able to provide examples of research in different areas of
interest (arts, humanities, sports, science, information and communication
technology and social inquiry).
1
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
B. Planning for Assessment
Product/Performance
The following are products and performances that learners are expected to
come up within this module.
Assessment Map
Cognitive
Processes The Pre-Assessment
Part 1
Remember
1. Identify the importance of research in our daily life
ing
2. Determine the importance of research to other fields
Part 2
1. Enumerate the major characteristics of research
2. Enumerate the general characteristics of research Part
3
1. Define qualitative and quantitative research
Part 4
1. Identify the kinds of research across fields
Cognitive
Processes The Pre-Assessment
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Part 1
Understan 1. Determine the importance of research in decision making
ding Part 2
1. Determine the processes in conducting research
Applying Part 2
1. Discuss the characteristics, processes, and ethics of
research
Part 3
1. Explain the characteristics of quantitative and qualitative
research on a continuum in the process of research
Analyzing
Part 2
1. Dif
feren
tiate
condu ethica
cting l and
2. Di resea uneth
scuss rc h ical p
the e ractic
resea thical e s in
rch. consi
Part 3 derat
ions in
cond
1. Id ucting
entify
exam
resea ples o
rc h f qua
Part 4 ntitat
ive an
d qua
1. Dif litativ
feren e
2. Ex t i a t e the
plain kinds
th e k of res
inds o earch
f rese acros
arch s field
acros s
s field
s
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Evaluatin
g
Part
2
1. E
xpla
in th
2. D e pro
iscu cess
ss h es o
Part o w t o se f co n
3 lect duct
a pr o ing r
1. E blem esea
xpla rch
in th
e dif
quan feren
titati ce b
2. D ve r e etwquea
istin se a r elnita
guis c h tive
rese h a qual and
arch itativ
e res
earc
h fro
ma
quan
titati
ve
Creating Part 1
1. Create an integrative paper on the importance of research in
daily life
Part 2
1. Make a problem statement
Cognitive
Processes Formative Assessment
Rememberi Lesson 1
ng 1. Identify the importance of research in our daily life
2. Determine the importance of research to other fields
Lesson 2
1. Enumerate the major characteristics of research
2. Enumerate the general characteristics of research
Lesson 3
1. Define qualitative and quantitative research
Lesson 4
1. Identify the kinds or research across fields
4
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Understand Less
ing on1
1. D
eterm
ien the
mak impo
ing rtanc
Less e of
on 2 rese
arch
in de
2. D cisio
eterm n
ine t
he p
roce
sses
in co
nduc
ting
rese
arch
Applying Lesson 2
1. Discuss the characteristics, processes, and ethics of
research
Lesson 3
1. Explain the characteristics of quantitative and
qualitative research on a continuum in the process
of research
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Analyzing
Less
on2
1. Diff
eren
tiate
cond ethic
uctin al an
2. Dis g rese d un
cuss arch ethic
the e al pr
rese t actic
arch h ical es i n
cons
Less idera
on3 tions
i n co
1. Ide nduc
ntify ting
exam
rese ples
arch of qu
Less antit
on4 ative
and
q
eual
1. Diff itativ
eren
t iate
2. Exp the k
lain inds
the k of re
inds se a r
of re ch a
sear cros
ch a s fie
cros lds
s fie
lds
Evaluating Lesson 2
1. Explain the processes of conducting research
2. Discuss how to select a problem
Lesson 3
1. Explain the difference betweenqualitative and
quantitative research
2. Distinguish a qualitative research from a quantitative
research
Cognitive Summa
Processes tive
Assess
ment
Remember 1. Determine the
ing 2. importance of
3. research to other
4. fields
5. Enumerate the
6
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
major
characteristics of
research
Enumerate the
general
characteristics of
research
Define qualitative
and quantitative
research
Identify the kinds or
research across
fields
Understan 1. Determine the
ding importance of
2. research in
decision making
Determine the
processes in
conducting
research
Applying 1. Discuss the
characteristics,
2. processes, and
ethics of research
Explain the
characteristics of
quantitative and
qualitative research
on a continuum in
the process of
research
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Processes Formative Assessment
Creating Lesson 1
Analyzing Differentiate ethical
1. Create an integrative paper on the importance of
and unethical
research in daily life practices in
Lesson 2 conducting
1. Create a problem statement research
Discuss the ethical
Lesson 4 considerations in
conducting
1. Give examples of researches across fields
research.
Differentiate the
1. kinds of research
across fields
2.
3.
C. Lesson Proper
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
I. What to Know
Research is significant in our everyday activities. It is the result of a
thinking process that involves students in questioning techniques or
models. In order for students to have a grasp of the techniques/models
of inquiry, you have to discuss with them the processes involved in
inquiry and research. Discuss the concepts in the box regarding inquiry-
based learning.
According to Drayton & Falk (2001), the following are the characteristics
of classrooms where teachers emphasized inquirybased learning:
In addition, discuss to the students the inquiry model in the following page.
Inquiry Model
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SourceF: o
cu s on Inqu
: AiryTeach
er’s Guid
Research e
to Implem
enti-b ngasIneqduLireyarn
is importa ing.
this, we n nt when we
used in d eed to check the k now how
aily life. A learner‘s to make s
understan ssessing prior know ense of it
these will ledge of h . With
dinogf the im fa o
students portancoef teaccilhitinagte w researc
tha re and h is
important t as they go throu searchin dailylife. T students‘
gh this le
solutions
question:
H sson, the ell the
to relifael-pro ow does inquiry a yh
lifelong le blems an nd researc ave to think of this
arning? d develop h facilitate
critical th
inking skil in finding
To streng ls and
dailylife, a th en the
sk themtolearners‘ knowled
research c ge
in their da reatean integrativpe of the importance
ily life. Le a of researc
t the stud peron the use of h in
ents share
their expe
riences o
n
10
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
the importance of research. Tell them to relate their experiences and
decision making to the results of published researches and for the
effect of such researches to the decisions they do every day.
Ask the students to read sample research then ask them to write
a reflection paper about the importance of research in our daily
life. Provide the students the following guide questions in writing
their reflection.
11
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
The lesson underscores the importance of research in daily life. The
values of appreciation and camaraderie are developed among the
students through collaborative work. Students are able to share their
ideas and listen to the ideas of others. Also, the lesson provided
students with opportunities to determine the importance of research in
their daily life. It also strengthened their decision-making using the
results of researches. Moreover, this lesson developed the analytical
and critical thinking skills of the students and encouraged them to
discuss importance of research in their daily life as students.
References
Donham, Jean, Kay Bishop, Carol Collier Kuhlthau, and Dianne Oberg. Inquiry-
based Learning: Lessons from Library Power. Worthington, OH:
Linworth, 2001.
12
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a research problem? Why do we need ethics in research? What are the
unethical practices in conducting research?
Characteristics of Research
MEANING AND
1. Empirical. Research is based on direct experience or observation
by the researcher.
2. Logical. Research is based on valid procedures and principles.
Research 3. is defined as Research
Cyclical. the scientific
is a investigation of phenomena
cyclical process because it which
starts with a
includes collection, presentation, analysis
problem and ends with a problem. and interpretation of facts that
lines an individual‘s speculation
4. Analytical. with reality.
Research utilizes proven analytical procedures in
gathering the data, whether historical, descriptive, and experimental
and case study.
5. Critical. Research exhibits careful and precise judgment.
6. Methodical. Research is conducted in a methodical manner
without bias using systematic method and procedures.
7. Replicability. The research design and procedures are replicated
or repeated to enable the researcher to arrive at valid and
conclusive results.
CHARACTERISTICS OF RESEARCH
To make students realize the nature of research, you may present the
research process diagram that includes the following research
processes:
13
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6. Interpret the findings and state conclusions or generalizations regarding
the problem.
(There are examples in this book and please consider the sites provided.)
14
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
understand deeply the processes involved in conducting research and
its characteristics.
Ethics in Research
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
6. Distortions of findings by sponsor
Going Further!
Please visit the sites below for further discussion of ethical and unethical practices in
conducting research.
1. http://www.hsj.gr/medicine/what-are-the-major-ethical-issues-inconducting-research-is-
there-a-conflict-between-the-research-ethicsand-the-nature-of-nursing.pdf
2. https://resources.oncourse.iu.edu/access/content/group/c5db03a407a3-4889-0030-
c6878c68681e/D620/readings/EthicsFraenkel.pdf
3. http://www.cwu.edu/~jefferis/PEHL557/pehl557_ethics.html
4. https://owl.english.purdue.edu/owl/resource/559/02/
5. https://accelerate.ucsf.edu/files/CTRFP_Ethical_Considerations.pdf
6. http://www.niehs.nih.gov/research/resources/bioethics/whatis/
16
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
In addition, ask the students to give examples of researches conducted
for each type of research (Basic Research, Applied Research and
Developmental Research). Tell them to share their examples with their
classmates through a group discussion.
Going Further!
Please visit the sites provided for sample researches across fields:
V. Summary/Synthesis/Generalization
This lesson is about the Characteristics, Processes, and Ethics of
Research. The lesson discussed the different characteristics,
processes and ethics of research. Also, it encouraged the teachers to
explain the unethical practices of a researcher. Moreover, it provided
the students opportunities to identify examples of research for each
type of research discussed (Basic Research, Applied Research and
Developmental Research). It also strengthened the ideas and skills of
students in differentiating the ethical and unethical practices of a
research. Moreover, this lesson explained the processes involved in
conducting qualitative research.
References
17
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Calmorin, Laurentina P., and Melchor A. Calmorin. Research Methods and Thesis
Writing. 2nd edition. Manila: Rex Bookstore, 2007.
Paton, Michael. Quantitative Evaluation and Research Methods. 2nd ed. Newburry
Park, CA: Sage, 1990.
I. What to Know
Ask the students to differentiate quantitative from qualitative research.
This is done to determine the understanding of students about
quantitative and qualitative research. Doing this activity will help
students in discussing the difference between qualitative and
quantitative research. Tell the students that as they go through this
lesson, they have to think of these essential questions for
understanding of the concepts: What is qualitative research? What is
the difference between qualitative and quantitative research?
18
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
To strengthen student‘s knowledge of the different concepts on qualitative and
quantitative research, discuss the definitions of qualitative and quantitative
research and the difference between them in terms of objectives, data
analysis and outcomes. Finally, discuss the philosophical assumptions of
quantitative and qualitative researchers
• Non-statistical
Data • Contextual Statistical
Analysis
• Thematic
19
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Differences between Quantitative and Qualitative Research
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
Identifying
20 Qualitative and Quantitative Research
Note: The table on the next page serves as a reference of the teachers in
answering the questions above.
21
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Pref
eren
relia ce f
or a
bility ssum
of in ing
fere that
nce
s is
ade
qua
te.
Much attention to assessing and
improving reliability of scores obtained
from instruments.
22
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Pref
eren
con ce f
trol or d
of e esig
xtra n or
neo stat
us v istic
aria al
bles
.
Preference for logical analysis in
controlling or accounting for
extraneous variables.
23
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
classmates and let them explain the reasons why the research is
considered qualitative or quantitative.
24
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
provide
d.
Superior Sufficie Unacce
Criteri (54–60 points) nt (48– ptable
a 53 (0
Response
points) points)
includes all
Requir Respon Respon
components and meets or
ed exceeds all requirements se se
Comp indicated in the instructions. includes exclude
onents Each question or part of all s
the assignment is compon essentia
(25% addressed thoroughly. All ents l
of TTL attachments and/or and compon
Points) additional documents are meets ents
Minimal
included, as required. all and/or
require (1–47 points)
___/15 does
ments Response is missing not
indicate some components address
d in the and/or does not fully the
instructi meet the require
ons. ments
Each indicate
questio d in the
n or part instructi
of the requirement
ons.
assignm sindicated in
instructio
the n Many
ent is Som
s. parts of
address questions
e
parts
or of the
ed. All assignme
the assignm
attachm are
nt
addresse
not d ent are
ents Som
.attachment address
and/or e ed
and
s
addition documen ts, minimall
additiona l
al ifrequired,
missing y,
docume are
unsuitabl e
or inadequ
nts are the purpose ately,
for
included the
of and/or
, as not at
required assignment. all.
.
25
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Struct Writing Writing is unclear Writing
ure is and/or disorganized. is
mostly Thoughts are not unclear
(25% clear, expressed in a logical and
of TTL concise, manner. There disorga
Points) and well are more than nized.
organiz five spelling, Thought
___/15 ed with grammar, or syntax s
Writin errors per page of ramble
g is good
clear, writing. and
concis sentenc
and w e, e/para make
ell little
organ graph
ized w sense.
excell ith constru
ent There
sente ction.
nce/p are
graph ara Thought numero
s are us
const
ructio express spelling,
Thoug n .
hts a r ed in a gramma
expre e coheren
ssed r, or
coher in a t and
ent an syntax
logica d logical errors
l man manner.
There n e r . through
are no There out the
more
than are no respons
three more
spellin e.
gramm g, than
ar, or
synta five
x erro
per pa r s spelling,
ge of
writing gramma
. r, or
syntax
errors
per
page of
writing.
Superior Sufficient Minimal Unacceptable
Criteria
(54–60 points) (48–53 points) (1–47 points) (0 points)
Evidence Response Response Response Response and Practice shows strong
shows shows little shows no
evidence of evidence of evidence of evidence of
(25% of TTL synthesis of synthesis of synthesis of synthesis of
Points) ideas ideas ideas ideas
presented and presented and presented and presented and
___/15 insights gained insights gained insights gained insights gained
throughout the throughout the throughout the throughout the
entire course. entire course. entire course. entire course.
The The Few No implications
implications of implications of implications of for the
these insights these insights these insights respondent's
26
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
for the for the for the overall
respondent's respondent's respondent's teaching
overall overall overall practice are teaching teaching teaching
presented, as practice are practice are practice are applicable.
thoroughly presented, as presented, as detailed, as applicable.
applicable. applicable.
Source: web.uri.edu/assessment/files/reflection_rubric.doc
V. Summary/Synthesis/Generalization
This lesson was about the difference between quantitative and qualitative
research. The lesson discussion started with the definition of
qualitative and quantitative research followed by the discussion on the
differences between qualitative and quantitative research
methodologies. Also, it clarified the differing philosophical assumptions
of quantitative and qualitative researchers. It also strengthened the
ideas and skills of students in determining if a research is qualitative or
quantitative. Finally, it allowed students to reflect and share their ideas
References
about the differences between qualitative and quantitative research.
Fraenkel, Jack R., and Norman E. Wallen. How To Design And Evaluate Research In
Education. 5th ed. Boston: McGraw-Hill Education, 2003. ―Reflection Evaluation
Criteria‖. Accessed June 2016.
http;//web.uri.edu/assessment/files/reflection_rubric.doc.
I. What to Know
Determine if the students are familiar with different researches in
various areas of interest (arts, humanities, sports, science, business,
agriculture and fisheries, information and communication technology,
and social inquiry). This is done to facilitate the teaching and learning
process. In doing this activity, the students will be exposed to different
researches across fields. Tell the students that as they go through this
lesson, they have to think of the following essential questions for
understanding the different examples of researches: What are the
different researches that you have read? Why do we need to determine
the different research areas?
27
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
To strengthen student‘s knowledge of the kinds of researches across
fields, discuss and show examples of researches conducted across
fields. Finally, tell the students to look for published or unpublished
researches in different areas of interest: arts, humanities, sports,
science, business, agriculture and fisheries, information and
communication technology, and social inquiry.
Note: Please visit the sites below if researches in arts, humanities, sports, science,
business, agriculture and fisheries, information and communication
technology, and social inquiry are not available in the library.
1. http://www.tandfonline.com/toc/rqrs21/current
2. http://www.tandfonline.com/action/doSearch?quickLinkJournal=&jo
urnalText=&AllField=qualitative+research+in+arts&publication=433 68657
(Sports)
3. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r
esearch+in+business (Business)
4. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r
esearch+in+agricultural+and+fisheries (agriculture and fisheries)
5. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r
esearch+in+information+and+communication+technology (ICT)
6. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r
esearch+in+social+inquiry+ (Social Inquiry)
II. What to Process
Collaborative work: Ask the students to differentiate researches
conducted across fields. Tell them to identify similarities and differences
in the processes used in conducting the research. Show two examples
of research in different field and determine their similarities and
differences.
Ask the students to consider the following when doing the collaborative work.
1. Identify two researchers in an area of interest (arts, humanities, sports,
science, business, agriculture and fisheries, information and communication
technology, and social inquiry).
2. Differentiate the researches by identifying their similarities and differences.
3. Present your output using PowerPoint presentation. Ask someone in your
group to present your output.
28
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
During the collaborative activity, students should consider the guide questions
below.
1. What method is used in the research?
2. What are the questions asked?
3. Were the questions answered by the results and discussion?
4. What conclusion can you get from the results of the research?
5. What are the recommendations of the researchers?
Summative Test
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Criteria 5 3 1 0
All or almost
all of the Most entries Few entries None of the
Structure entries have have a have a entries have
Ideas (x2) a connection connection to connection to a connection
to structure. structure. structure. to structure.
Source: www.rcs.k12.in.us/.../Rubric%20for%20Assessing%20a%20Journal%20
http://www.rcs.k12.in.us/files/Rubric%20for%20Assessing%20a%20Journal%20Entry.pdf
V. Summary/Synthesis/Generalization
30
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
This lesson is about the kinds of researches across fields. The value
developed among students was diligence. They were asked to retrieve
sample researches across fields of inquiry. Moreover, it talked about
the research conducted across fields followed by the discussion on the
process considered by the researchers in their research paper. Finally,
it gave examples of researches in their field of specialization and
strengthened the knowledge and skills of students in differentiating
researches across fields.
References
Module 2 and 3
QUALITATIVE RESEARCH AND ITS
IMPORTANCE IN DAILY LIFE
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of the value of qualitative
research; its kinds, characteristics, uses, strengths, and weaknesses; the
importance of qualitative research across fields of inquiry; the range of
research topics in the area of interest and the specificity and feasibility of
the problem posed
Performance Standard
Decide on a suitable qualitative research in different areas of interest.
31
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Learning Competencies
The learner…
1. Designs a research project related to daily life
2. Writes a research title
3. Describes the justifications/reasons for conducting the research
4. States research questions
5. Indicates scope and delimitation of research
6. Cites benefits and beneficiaries of research
7. Presents written statement of the problem
Essential Understanding Essential Question
Learners will understand that qualitative How does qualitative research
research has importance in real life and facilitate finding solutions to
is a useful tool to develop critical reallife problem, develop critical
thinking, problem solving skills and thinking and good decision
good decision-making skills. making skills?
Transfer Goal
Learners will be able to:
Write a research title, state a qualitative research questions, indicate scope
and delimitation of a qualitative research, cite benefits and beneficiaries of
research, and present written statement of the problem.
Product/Performance
The following are products and performances that learners are expected to
come up with in this module.
1. Create a reflection paper on the value of qualitative research in real life
2. Demonstrate skill in differentiating the kinds, characteristics and uses of
qualitative research
3. Come up with a synthesis of the strengths, and weaknesses of qualitative
research
4. Design a research project related to daily life
5. Write a research title
6. Describe the justifications/reasons for conducting the research
7. State research questions designed for a qualitative research
8. Indicate scope and delimitation of research
9. Cite benefits and beneficiaries of research
10. Present written statement of the problem
Assessment Map
32
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Processes The Pre-Assessment
Part 1
Remember 1. Differentiate the kinds of qualitative research
ing 2. Identify the strengths and weaknesses of qualitative
research
3. Explain the use of qualitative research in real life situations
Part 2
1. Explain the importance of qualitative research across fields
2. Identify the importance of qualitative research in the field of
specialization
Cognitive
Processes The Pre-Assessment
Understan Part 1
ding 1. Differentiate the kinds of qualitative research
2. Explain each characteristic of qualitative research
3. Explain the use of qualitative research in real life
situations
Part 2
1. Explain the importance of qualitative research across
fields
2. Identify the importance of qualitative research in the field
of specialization
33
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Applying
Part
1
1. D
iffer
entia
2. E te th
xpla e kin
3. E i n
e a ch c ds o
xpla h a f qu
in th r acte alita
e r is t tive
situa u se o ic of q rese
tions f qu ualit arch
alita ative
Part tive rese
2 rese arch
arch
1. E i n re
xpla al lif
in th e
field e im
s port
2. In ance
dica of q
te sc ualit
3. C o ative
ite b p e an rese
e n e d d arch
4. P fits a elim acro
rese nd b i ta tion ss
nt w enefic o f res
ritte iaerisee earc
n sta saorcf h
tem hr
ent
of th
e pr
oble
m
Analyzing
Part
1
1. D
iffere
2. E ntiat
xpla e the
ineac kind
3. E hcha s of
xpla racte qual
in th r itativ
e is tic e res
situa u se o o f qua earc
tions f qua litati h
litati ve re
Part v e res sear
2 earc ch
h in
real
1. Exp life
lain
the i
field mp o
s rtanc
2. Des e of
qual
cribe itativ
the j e res
rese u st i earc
arch ficat h ac
ions ross
/reas
ons
f or c
ondu
cting
the
34
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Evaluating Part 1
Cognitive
1. Determine the value of research to other fields
Processe The Pre-Assessment
s 2. Differentiate the kinds of qualitative research
Cognitive 3. Explain each characteristic of qualitative research
Creating Formative Assessment
Part 1 the strengths
Processes 4. Identify and weaknesses of qualitative
1. Create a reflection paper on the
research
Rememberi
importance
5. Explain of qualitative
the use research
of qualitative researchin in
daily
reallife
life
ng Part 1 situations
Part 2 Part 2
1. Differentiate the kinds of qualitative research
1. Create
1. Explain a reflection
the importance paper on the
of qualitative research across fields
2. Identify the strengthsofand
importance weaknesses
qualitative of qualitative
research in
researchdecision making
3. Explain
2. the use of qualitative research in real life situations
State research questions
Part 2
1. Explain the importance of qualitative research across fields
2. Identify the importance of qualitative research in the field of
specialization
Understandi
ng
Part
1
1. D
iffere
2. E ntiat
xpla e the
in ea kind
3. E ch c s of
xpla hara qual
in th c itativ
e te r i s e res
situa u se o ti c of earc
tions f qual q ualit h
itativ ative
Part e res rese
2 earc arch
h in
1. E real
xpla life
in th
field e imr
s ptaonc
e of
2. Id qual
entif itativ
y the e res
field impo earc
o f sp r tanc h ac
e ci a e of ross
lizat qual
i on itativ
e res
earc
h in
the
Applying
Part 1
1. Differentiate the kinds of qualitative research
2. Explain each characteristic of qualitative research
35 3. Explain the use of qualitative research in real life
situations
All rights reserved. No part Partmay
of this material 2 be reproduced or transmitted in any form or by any means -
1. Explain the importance
electronic or mechanical including photocopying – without writtenof qualitative
permission research
from the across
DepEd Central fields
Office.
2. Indicate scope and delimitation of research
Cognitive Processes
Formative Assessment
Analyzing
Part 1
1. Differentiate the kinds of qualitative research
2. Explain the each characteristic of qualitative research
3. Explain the use of qualitative research in real life situations
Part 2
1. Explain the importance of qualitative research across fields
2. Describe the justifications/reasons for conducting the research
Evaluating
Part 1
1. De
termi
2. Di ne th
fferen e valu
t ia e of r
3. Ex t e the esea
plain kinds rch to
4. Ide each of qu other
ntify t charact alitativ fields
he st e ristic e resea
resea rengt of qu rch
rc h hs an alitati
d wseea v e re
5. Ex skonfeqs searc
plain ualita h
the u tive
situat se of
ions qualit
Part2 ative
resea
rch in
1. Ex real l
ife
plain
the im
fields porta
nce o
2. St f qua
ate re litativ
searc e res
h que earch
stions acros
s
Creating
Part 1
1. Create a reflection paper on the importance of qualitative research in daily life
Part 2
1. Create a reflection paper on the importance of qualitative research in decision making
36
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive Processes
Summative Assessment
Remembering
1. Differentiate the kinds of qualitative research
2. Identify the strengths and weaknesses of qualitative research
3. Explain the use of qualitative research in real life situations
4. Explain the importance of qualitative research across fields
5. Identify the importance of qualitative research in their field of specialization
Cognitive Processes
Summative Assessment
Understanding
1. Differentiate the kinds of qualitative research
2. Explain each characteristic of qualitative research
3. Explain the use of qualitative research in real life situations
4. Explain the importance of qualitative research across fields
5. Identify the importance of qualitative research in their field of specialization
Applying
37
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
1. D
iffer
entia
2. E te th
xpla e kin
in ea ds o
3. E ch ch f qu
xpla a ract alita
in th e tive
4. E e us ristic rese
xpla e of o f q arch
in th q u alita ua litati
5. In e im t v
dica port ive r e re
te sc ance esea sear
6. C o pe a o af tqivuea r ch in ch
ite b nd d lr real
e n efits elim i t
e searc life s
7. P and itatio h ac ituat
rese ben n of ross ions
nt w e rese field
ritte ficia arch s
n sta ries
tem of re
ent sear
of th ch
e pr
oble
m
Analyzing
1. Differentiate the kinds of qualitative research
2. Explain the each characteristic of qualitative research
3. Explain the use of qualitative research in real life situations
4. Explain the importance of qualitative research across fields
Evaluating
1. Determine the value of research to other fields
2. Differentiate the kinds of qualitative research
3. Explain each characteristic of qualitative research
4. Identify the strengths and weaknesses of qualitative research
5. Explain the use of qualitative research in real life situations
6. Explain the importance of qualitative research across fields
Creating
1. Create a reflection paper on the importance of qualitative research in daily life
2. Create a reflection paper on the importance of qualitative research in decision making
3. Design a research project related to daily life
4. Write a research title
5. State research questions
38
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
C. Lesson Proper LESSON 1, 2, 3, & 4: The Value of Qualitative Research—
Its Kinds, Characteristics, Uses, Strengths, and
Weaknesses and the Importance of Qualitative
Research Across Fields of Inquiry
I. What to Know
In this lesson, the students are expected to demonstrate understanding
of the value of qualitative research, its kinds, characteristics, uses,
strengths, and weaknesses. Start the activity by providing a
preassessment of their ideas on the value of qualitative research.
Discuss to students that one of the importance of qualitative research is
to provide context and meaning. Assessing the ideas and knowledge of
the students will facilitate the teaching learning process. Assessing
these will facilitate teaching and students‘ understanding of the
importance of research in daily life.
Tell the students that as they go through this lesson, they have to think
of these important questions: What is the importance of qualitative
research across fields of inquiry in our daily life? What are the kinds
and characteristics of qualitative research? What are the uses of this
research in our own field of specialization? What are the strengths and
weaknesses of qualitative research? What is the effect of qualitative
research in our decision-making?
Activity 2.1 1
39
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Inductive analysis
Immersion in the details and specifics of the data to discover important categories,
dimensions, and interrelationships; begin by exploring genuinely open questions
rather than testing theoretically derived (deductive) hypotheses.
Holistic perspective
The whole phenomenon under study is understood as a complex system that is
more than the sum of its parts; focus is on complex interdependencies not
meaningfully reduced to a few discrete variables and linear, cause-effect
relationships.
Qualitative data
Detailed, thick description; inquiry in depth; direct quotations capturing people‘s
personal perspectives and experiences.
Dynamic systems
Attention to process; assumes change is constant and ongoing whether the focus is
on an individual or an entire culture.
Context sensitivity
Places findings in a social, historical, and temporal context; dubious of the
possibility or meaningfulness of generalization across time and space.
Emphatic neutrality
Complete objectivity is impossible; pure subjectivity undermines credibility; the
researcher‘s passion is understanding the world in all its complexity – not proving
something, not advocating, not advancing personal agenda, but understanding; the
researcher includes personal experience and empathic insight as part of the
relevant data, while taking a neutral nonjudgmental stance toward whatever content
may emerge.
Design flexibility
Open to adapting inquiry as understanding deepens and/or situations change;
40
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
avoids getting locked into rigid designs that eliminate responsiveness; pursues new
paths of discovery as they emerge.
Types of Qualitative Research
Phenomenology
It is an approach to philosophy and not specifically a method of inquiry; this
has often been misunderstood. It is first and foremost philosophy, the
approach employed to pursue a particular study should emerge from the
philosophical implications inherent in the question.
Ethnography
It is the direct description of a group, culture or community. Nevertheless,
the meaning of the word ethnography can be ambiguous; it is an overall
term for a number of approaches. Sometimes researchers use it as
synonymous with qualitative research in general, while at other times it‘s
meaning is more specific.
Grounded theory
It is a development of theory directly based and grounded in the data
collected by the researcher. It is a research methodology for discovering
theory in a substantive area.
Case study
It is used for a research approach with specific boundaries and can be both
qualitative and quantitative. In addition, it is an entity studied as a single
unit, and it has clear confines and a specific focus and is bound to context.
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
Going Further!
Please visit the sites provided for sample researches across field
1. Understanding the value of qualitative research in nursing. Retrieved
February 19, 2016. “NT 20 February 2007 Vol 103 No 8
www.nursingtimes.net”
2. http://engineeringresearch.org/index.php/GJRE Retrieved: February 19,
2016
3. http://www.kspope.com/Retrieved:February 19, 2016
4. http://psych.hanover.edu/research/exponnet.html Retrieved: February
19, 2016
41
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
will be done in module 5
Tell the students that as they go through this lesson, they have to
reflect on these important questions: What topic should I consider in
doing my research? What are my research questions? What problem
would my research solve? Who will benefit from my research? Why do I
need to conduct this research?
Activity 2.1.2
Before asking the students to write their research title, ask them to
brainstorm on the issues that surround their field of specialization. The
objective of the brainstorming is to make students aware of the issues
and topics that are researchable in their own field. This will also help
them in choosing a topic.
The output of this activity should be presented using PowerPoint presentation or any
visual material for critiquing of the teacher.
The output should include:
1. Research Title
2. Reasons for Conducting the Research
3. Research Questions
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
In this section, discussions on the value of qualitative research; its
kinds, characteristics, uses, strengths and weaknesses, and the
importance of qualitative research across fields of inquiry should be
done. After the discussions, ask the students to present their research
title and questions using PowerPoint presentation. This is an important
skill that should be developed in every student in order for them to
understand how to formulate research questions and titles. In this
activity, make sure that each student will be given time to share their
titles and research questions. Teachers should give comments and
suggestions based on the titles and research questions of the students.
Discuss how to write titles and research questions.
43
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Strengths of Qualitative Research
1. Issues can be examined in detail and in depth.
2. Interviews are not restricted to specific questions and can be
guided/redirected by the researcher in real time.
3. The research framework and direction can be quickly revised as new
information emerges. Source:
4. The obtained data based on human experience is powerful and Claire,
sometimes more compelling than quantitative data.
5. Subtleties and complexities about the research subjects and/or topic are
discovered that are often missed by more positivistic inquiries.
6. Data usually are collected from a few cases or individuals so findings
cannot be generalized to a larger population. Findings can however be
transferable to another setting.
Going Further!
V. Summary/Synthesis/Generalization
This lesson is about the value of qualitative research, its kinds,
characteristics, uses, strengths, and weaknesses. The lesson provided
the students with opportunities to formulate their own research title and
questions, statement of the problem and scope and limitations of their
research. It enhanced collaboration among the students and in so
doing, the students were able to develop the values of camaraderie and
selflessness. Finally, it ended by asking the students to demonstrate
45
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
their understanding of the concepts by sharing their output to their
group mates.
References
Module 4
LEARNING FROM OTHERS AND REVIEWING
Fraen
THE LITERATURE
kel, cJka
R., an
Resea d Norm
rch In an E.
Educa. WaHlloew
t5ioth
n ed. B n.To D
Claire o s t o esign
, A nde n : McG A nd E
A. Learning Outcomes r s o n -Hrail l
w E valuat
Journa . "Prese d ucatio e
l Of P nting A n, 200
https//: Standard harma nd E v 3.
Content www.r ceutic aluatin
e search a l Edu
, c2a0t1io0 g Q u tat
ng_Qu
The learner demonstrates gate.n understanding n, 141. of alithe ivpurpose
eAm
alitativ
e_Res et/pub
li earnchand need of
Resric
literature review, itseaprocess rch. and c a t iothe criteria
n/ 4970 in selecting, ". citing and
Paton 32 3 7
synthesizing
, Mich
aQ literature sources. Ethical standards_Pare resealso emphasized in
el.uant
Newb the related nting_
writing urry P it aliterature.
t ive Ev and_E
ar k , C aluatio valuati
A : S ag n and
R esear
Performance Standarde, 2003. ch M 2nedtheod
d.s.
Select, cite and synthesize properly related literature as well as use
sources according to ethical standards and presenting written review of
related literature
Lessons
1. The review of related literature and its purpose and needs
2. Criteria in selecting, citing, and synthesizing related literature
3. Ethical standards in writing related literature
Learning Competencies
The learner…
1. Selects relevant literature
2. Cites related literature using standard styles (APA, MLA or Chicago
Manual of Style)
3. Synthesizes information from relevant literature
4. Presents written review of literature
5. Follows ethical standards in writing related literature
46
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Essential Understanding
Essential Question
Learners will understand that reviewing
the related literature involves the How does your review of
systematic identification, location, and related literature describe the
analysis of documents containing written component of your
information related to the research research plan that discusses
problem. the reviewed documents?
Transfer Goal
Learners will be able to describe the written component of a research plan
that discusses the reviewed documents. These documents can include
articles, abstracts, reviews, monographs, research reports, and electronic
media.
Product/Performance
The following are products and performances that learners are expected to
come up with in this module.
Assessment Map
Cognitive
Processes The Pre-Assessment
47
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Rememberin Part 1
g 1. Describe the process of reviewing the literature
2. Define the purpose and scope of reviewing the
literature
3. Enumerate the steps in starting the review of the
literature
4. Identify the ways of finding relevant materials
5. Tabulate how the review of literature is selected amongst
different materials
6. List the different citing styles in reviewing the literature
Part 2
1. Review the collected review of related literature Part 3
1. Identify the different sources of literature according to
ethical standards
Cognitive
Processes The Pre-Assessment
Understandi
ng Part 1
1. Describe what a review of related literature is and
its use
2. Discover the importance of good literature Part 2
1. Describe the chosen topic/s of interest
2. Examine feedback about their chosen topic/s of interest
as to how it fits in with other related studies Part 3
1. Describe the difference between a researcher and
respondent
2. Examine ethical guidelines set in doing a research
48
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Applying
Part
1
1. A
pply
litera
artic ture
les a revie
n d w by
area a ny o sear
of r e ther chin
Part s e arch s ource g bo
and st rel oks,
2 inter n to setva scho
es uden larly
1. E t . ts‘
xplain
the i
Part mpo
3 rtanc
e of
1. D rese
iscu arch
ss th
resp e res
onde pons
nt ibiliti
es o
f a re
sear
cher
to th
e
49
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Analyzing
.
Part
1
Expl
Cognitive ain t
he fi
Processes The Pre-Assessment
McM ve p
illan urpo
and osfetsh
Part S ch u e lite
2 mac ratur
h1e9r8( e rev
Part 3 4) iew b
1. A y
naly
1. Evaluate some problems that ze cstudents foresee in
draft riticis
conducting their research s ma ms r
de ecei
Creating ve d
Part 1 Part freomlitetrha
3 ture
1. Write an ideal guideline for reviewing literature revie
1. C w
Part 2 o m pare
diffic
1. Write research questions (that uhave
lties been identified)
and
2. Compile the type/s of literature necessary solfor
utiothe
research. ns in
doin
3. Identify the specific related literature examples that cang a rese
arch
be included in the study.
4. Create own inclusion and exclusion criteria based on
the given research question,
Evaluating Part
5. 1 Develop a story with the data at hand to explain how
the literature
1. Summarize thethat has been
process identifiedrelated
of reviewing addresses and and
literature
sheds light on the research questions
its need and purpose using trident words Part 2 formulated
Part 3
1. Compare the different elements of the research literature
Create strategies
2.1. Summarize a list ofthat will prevent
journals that they or know
minimize
of thatproblems
are
in conducting a research
likely to contain articles relevant to their research
Organizerelevant
2. including an interview of at
reports, least two
theses, people who have
conference
conducted research
proceedings and books
3. Formulate a list of inquiries on data gathering and how
research problems are solved
Cognitive
Processes Formative Assessment
Remembering Lesson 1
Cognitive
1. Describe the processFormative
of reviewing the literature
Assessment
Processes
2. Define the purpose and scope of reviewing the
literature
Lesson 3
3. Enumerate
1. Identifythe
thesteps in starting
different sourcesthe review oftothe
according ethical standards
literature
4. Identify the ways of finding relevant materials.
5. Tabulate how the review of literature is selected
amongst different materials
50 6. List the different citing styles in reviewing the literature
Lesson 2
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electronic
1. Recallor mechanical including
the actual photocopying
written review–of without written
related permissionto
literature from
bethe DepEd Central Office.
presented
Understand Less
on1
ing
1. D
escr
2. D ibe w
isco hat
ver a re
the vireew
abo i m laotef d
ut p orta liter
nce atur
Less of w e an
on2 hat d its
a go use
1. R od ali
ecal l
tle ratu
l the re is
2. E c h
xam osen
ine f topic
as to e edb /s o
how a c k ab f inte
it ou rest
Less f its in t their o f th
on3 with cho eir c
othe sen hoic
1. D r rel topic e
escr a ted / s of
ibe t stud inte
resp he d ies rest
ond iffer
2. E ent ence
xam betw
inehe een
ict al a re
guid sea
eline rche
s se r an
t in d d
oing
a re
sear
ch
51
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Applying Less
o n1
1. A
pply
litera
artic ture
les a revie
nd a w by
area ny o sear
of r e ther chin
se a r s ourc g bo
Less ch a es oks,
on2 nd in relev sc
teres ant t
t o‘ stu
1. E de
xpla
in w
hy re
Less sear
on3 choirs
thwdo
1. D ing
iscus
s the
resp resp
onde onsi
nt bilitie
s of
a res
earc
her t
o the
Analyzing
Lesson 1
1. Explain the five purposes of the literature review by
McMillan and Schumacher (1984)
Lesson 2
1. Analyze criticisms received from the literature review
drafts made. Lesson 3
1. Compare difficulties and solutions in doing a research
Evaluating
Lesson 1
1. Summarize the process of reviewing related literature and
its need and purpose using trident words.
Lesson 2
1. Compare the different elements of the research literature
Cognitive
Formative Assessment
Processes
52
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
2. Summarize a list of journals that they know of that are likely
to contain articles relevant to their research including
relevant reports, theses, conference
proceedings and books
Lesson 3
1. List down common issues and problems encountered while
conducting a research.
Creating Lesson 1
3. Write an ideal guideline for reviewing a literature Lesson 2
1. Write research questions that have been identified
2. Compile the type/s of literature they need in their research.
3. Formulate the specific related literature examples that can
be included in their study.
4. Create their own inclusion and exclusion criteria based on
their given research question,
5. Develop a story with their data at hand to explain how the
literature they have identified addresses and sheds light on
the research questions they have formulated Lesson 3
1. Formulate strategies that aims to prevent/minimize
anticipated issues and problems that will occur while
conducting a research.
2. Organize an interview of at least two people who have
conducted research.
3. Formulate a list of inquiries on data gathering and how
research problems are solved.
C. Lesson Proper LESSON 1: What is a literature review and why do I need such?
I. What to Know
Check learner‘s prior knowledge of how they are able to gather
information or data on a research topic or an interesting recipe, movie,
sports, hobbies and others. Students will be able to share insights on
how they do it. Such information will be the baseline in explaining what
a literature review is all about as well as the reasons why it is needed in
research.
53
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
A literature review surveys books, scholarly articles, and any other sources
relevant to a particular issue, area of research, or theory, and by so doing,
provides a description, summary, and critical evaluation of these works in
relation to the research problem being investigated. Literature reviews are
designed to provide an overview of sources you have explored while
researching a particular topic and to demonstrate to your readers how your
research fits within a larger field of study.
Source:
Fink, Conducting Research Literature Reviews: From The Internet To Paper.
Activity 4.1.1
54
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
The teacher can quote McMillan and Schumacher (1984) who identified five
purposes of the literature review. A literature review allows you to:
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
can point to areas that need further investigation. The
research is much more a coherent whole if your
discussion section draws on and contrasts with the
literature review.
1. Group the students in class and ask them to think about three
words that best describe the topic. With their three words,
asked them to combine the words to come up with a trident
word (it is combining the three words to come up with a new
word, example: strategy, focus, and skills—trident word is
Strafoills (strategy-focus-skills) from of the lesson discussed.
56
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Ask the students to demonstrate their understanding by discussing their own
interpretation of the importance, purpose and need of doing a review of
related literature. This is an individual activity. Ask the student to do the
formative assessment 3 and if the students were able to master the
competencies needed, conduct summative test.
V. Summary/Synthesis/Generalization
A Review of the Related Literature provides a concise summary of
information and data findings that describe current knowledge and
facts. It offers a rationale for conducting future researches. An
important area of a literature review is an understanding of a gap. It is
an important research question relevant to a given domain that has not
57
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
been answered adequately or at all in existing peer-reviewed
scholarship. A gap will hopefully ensure that the research will likely
have valuable practical and/or theoretical implications. Synthesis and
generalization as the last important area of literature lead to the
identification and purpose of the proposed study. In all reviews, some
recommendations or implications for practice, education and research
should be included.
References
Ary, Donald, Lucy Cheser Jacobs, and Asghar Razavieh. Introduction To Research In
Education. 1st ed. New York, NY: Holt, Rinehart and Winston, 1979.
I. What to Know
58
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
There are varied ways to introduce the ins and outs of literature review.
All of which contains stimulating information to help students develop
their research. Frequently asked questions by the students will range
from where to start, how to select a subject, and how many articles to
include, to what is involved in a review of the literature. The aim of this
lesson is to present a step-by-step approach to undertaking a review of
the literature to facilitate student understanding.
The teacher will ask the following questions to head start the
discussion of the lesson:
- What do you know already about your chosen topic?
- What do you have to say critically about what is already known of your
topic?
- Has anyone else done anything similar or related to what you
propose?
- How does your research fit in with what has been done before?
- Why is your research worth doing, in the light of what has already been
done?
Activity 4.2.1
Did you ever receive criticisms like those of the literature review
drafts you wrote during your first time to do research?
Or criticisms you have received from posting on your Facebook page or
Twitter account?
59
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
literature. This is used to describe all published works on a particular
subject. The main body of the literature lies within academic and
professional journals. It has been estimated that over thousands of
journals published each year carry articles that are relevant to the
disciplines of a certain track. In addition to journal articles, research is
also published in books, reports, conference proceedings, theses and
dissertations.
The teacher presents the different elements of a typical research literature which will
include the following:
60
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
3. Conference proceedings comprise brief summaries of
research work presented at conferences. A more
detailed and complete account of the work may appear
at a later date in a journal article, report or thesis.
Researchers often use conferences to present
preliminary findings of their work.
61
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Formative Assessment 4.3
Group the students together and ask them to discuss with their
group the following questions:
62
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
1) Theoretical literature describes expected or anticipated
relationships about the way things happen. For example,
there was a time when there was a theory that the world
was flat. Then, with increased knowledge, scientists were
able to work out that this was not the case and the theory
was disproven. In health and social care, theories are
often generated in response to evidence that has been
gathered and interpreted. A theory is developed that is
then refined or refuted when further evidence is obtained.
63
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
4) Practice literature is written by practitioners about their
field of expertise. This can come in many different forms—
expert opinion, discussion papers, debate, information from
websites, patient information leaflets, and reports of good
Source: practice. Students might find some overlap between
Aveyard,
Helen. research and practice literature; that is, a lot of health and
Doing A social care research is undertaken in the practice setting.
The way to distinguish between research and practice
literature is to look for evidence of an explicit and
systematic
Formative research4.4
Assessment study that has a well described method
by which the investigation or study has been carried out. If
Askno thesuch method
students exits,onthen
to write theirliterature
notebookis or
likely
on atopiece
be practice
of paper
literature.
the research questions that they have identified. From their given
5) Policy literature tells practitioners how to act in a set of
research questions, ask them to identify the type/s of literature
circumstances. Policies and guidelines can be written from
theya need
giveninset
theirofresearch.
circumstances. Policies and guidelines can
be written from a local or national perspective, or in some
After identifying the type/s of literature in their research questions
cases international. In an ideal context, policy is based on
allow students to think about specific related literature examples
the results or research evidence. The research on a
that can be included in their study.
particular topic is reviewed and policy and guidelines are
written that are based on these findings. Therefore when
students review a policy, it is useful to explore the basis on
which it is written in order to find out the extent to which the
policy is based on current research findings.
Literature Review In Health And Social Care: A Practical Guide.
64
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
rationale for developing a literature review including instructions on how
to conduct each stage of the process proposed.
Aveyard, H. (2014) presented a list of steps to help students with their Literature
Review:
For example, if they are looking to find out whether the newly
invented kind of gasoline is efficient or not in lowering fuel
costs of people using cars, then finding out about car users
experiences of the new gasoline will not help students
answer their questions, although it will be useful data.
65
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Alternatively, if students are interested in exploring peoples‘
experience of not using this kind of gasoline, students need to
have an approach for detecting this particular literature rather
than examining into related but more general literature that
does not address students research question.
Source: Aveyard,
Helen. Doing A Literature
Students need to develop a strategy for managing the Review In Health
And literature so that they can identify quickly literature that is Social Care: A
directly related to their research question. Clear and Practical Guide.
welldefined inclusion and exclusion criteria will ensure that
students
The do not and
inclusion get sidetracked with datawill
exclusion criteria thatbe
arespecific
not strictly
to
relevant toindividual
students‘ their review. Setting review
literature appropriate
but criteria
examplesassists
of
students in keeping
appropriate criteria their
assiststudy focused.
students in keeping their study
focused. The inclusion and exclusion criteria will be specific to
their individual literature review but examples of appropriate
inclusion and exclusion criteria might be as follows:
66
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Explain to students that the main rationale for settling their
inclusion and exclusion criteria is: 1) to give clear information
about their submitted review; 2) to focus on their literature
searching.
Source: Cronin, Coughlan and Ryan, "Undertaking A Literature Review: A Step-By-Step Approach".
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Social Sciences; 2) MLA: Arts and Humanities; 3) Chicago:
History and many other subjects in scholarly and non-scholarly
work 4) Turbian: an adoption of the Chicago Style; 5) AMA:
Medicine, health, and Biological courses.
The references for each of the following styles may be seen and
searched on the following websites for references:
1) APA:
• http://student.ucol.ac.nz/library/onlineresources/Docu
ments/APA_guide_2015.pdf
• http://web.calstatela.edu/library/guides/3apa.pdf
• http://www.ecu.edu/csdhs/laupuslibrary/upload/apa_style
_guide_6th_ed_oc t09.pdf 2) MLA:
• http://www.lib.washington.edu/help/guides/44mla.pdf
• http://lib.trinity.edu/research/citing/MLACitationStyle. pdf
• https://www.library.unlv.edu/help/mla_2009.pdf
3) Chicago:
• https://www.utica.edu/academic/library/Chicago.pdf
• http://www.msvu.ca/site/media/msvu/StyleGuideChic
ago(1).pdf
4) Turabian/Chicago:
• https://writing.wisc.edu/Handbook/PDF/chicago_tura
bian_uwmadison_writingcenter_june2013.pdf
• http://www.otago.ac.nz/library/pdf/chicagoturabianstyle.p
df
5) AMA:
• http://www.lib.jmu.edu/citation/amaguide.pdf
• http://library.stkate.edu/sites/default/files/sites/citingw
riting/citeAMA.pdf
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
able to give an overall summary of the information they have found.
They might find that one paper stands out to them as particularly
useful, either due to the detail that it gives, the strength of the critical
appraisal or the method by which it was undertaken. Students might
refer to this in an index paper and you can use this as a useful
reference compiled in a table to assist students as they go through
the process of reviewing each paper they use.
Activity 4.2.2
69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Concept mappings have been suggested as one of the
tools that can help in making sense of information while
conducting a literature review (Carnot 2006; Rowley and
Slack, 2004). Rowley and Slack (2004), propose that
concept mapping can be a useful way of identifying key
concepts in a collection of documents or a research area‖
(p.8).
70
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
an article
An examp
le of a con
sortingthe cept is
msahpown b
ir ideasbut elow. Stu
w ith the use d
student‘s
u of conceptma ents may have diffic
the ideas sual reaction in do psit will be ulty
of the artic ing reis
s e
: a
― rc easier.A
Ih
importanid t eas.It wil les.‖ Concept map will do not know how to
l also minim pinghelp stud ge
extracting
informatio izetheircon
c
enints extractin nerate
n from a s ernrelatingto g
ource. the issueo
Pre -Heat f
Oven
Frost
Bake in
Oven
Bake
Bake a
Cake
Cool On
Rack
Ingredients
Ingredients
Ingredients
Measure
Buy
Mix
(
eggs, milk
Ingredients
Buy Fresh
Buy Dry Go
flour, salt,
)
sugar)
ods
Source: w
ww.succe
ssfuelform
anagers.c
om/3-ways
-d evelop-act
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ps-project
-p lanning
71
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
From their chosen article, ask students to read and remember
important points (main themes and subthemes) and concepts found.
In a piece of paper, ask them the important points contained in the
articles (Themes—what are they?), next is to ask them to be
specific on those important points (which are?) and lastly ask them
to describe the subthemes.
The results of the students‘ literature review are the final themes
that they develop from the mapping they have undertaken. Once
they have coded all results, and have developed their themes, they
will be able to explore the content of their themes in greater detail.
Students then need to consider how these themes address their
research questions. They should have been considering this point
throughout the entire research process and may even have
amended their research question if it seemed likely that most of
their literature was leading towards one particular area, and away
from their initial research question.
Formative Summit
From the mind maps produced, ask students to tell a story with
72
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
their data at hand. Once they have established their main
themes, they need to present these in the most appropriate way
to address their research questions. Think of this process as
comparable to telling a story—students explain how the
literature they have identified addresses and sheds light on the
research questions they have formulated.
V. Summary/Synthesis/Generalization
Literature review is a systematic method for identifying, evaluating and
interpreting the work of researchers, scholars and practitioners in a
chosen field. It is an important part of a research as it allows the
researcher to identify: 1) what has already been written about in the
field and 2) what the emerging issues are.
The researcher can identify gaps in the knowledge that require further
investigation, and/or situate a new piece of work in relation to existing
literature. Beginning researchers like our students, can be
overwhelmed by the amount of data they have to work with during this
process, and mapping can help them to synthesize key findings and
represent the complexity of the research topic in a more manageable
way.
Mapping techniques are useful at the very beginning of the literature review as
a brainstorming and scoping tool. They come into their own again at the end
when it comes to planning the write-up. Concept- mapping can also be useful
throughout the review process to clarify key arguments in the literature.
References
Alias, Maizam, and Zurinah Suradi. "Concept Mapping: A Tool For Creating Literature
Review". In Third Int. Conference On Concept Mapping. Malaysia, 2008.
http://cmc.ihmc.us/cmc2008papers/cmc2008-p048.pdf.
Hewitt, Michael. How To Search And Critically Evaluate Research Literature. Ebook.
Nottingham: NIHR RDS for the East Midlands / The NIHR RDS for Yorkshire
73
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
and the Humber, 2017.
http://www.worcester.ac.uk/documents/6_Critically_evaluate_research_literat
ure_2009v2.pdf.
Paterson, Barbara L., Sally E. Thorne, Connie Canam, and Carol Jillings. MetaStudy
Of Qualitative Health Research. Thousands Oaks, CA: SAGE Publications, 2001.
Thorne, Sally, Louise Jensen, Margaret H. Kearney, George Noblit, and Margarette
Sandelowski. "Qualitative Meta-Synthesis: Reflections On Methodological
Orientation And Ideological Agenda". Qualitative Health Research 14, no. 10
(2004): 1342-1365.
Wallace, Milie, and Alison Wray. Critical Reading And Writing For Postgraduates.
1st ed. London: Sage Study Skills, 2006.
I. What to Know
In all research situations, there are always at least two parties involved
—the researcher and the respondent. Since research is also a social
process, wherein the researcher and the respondent share information,
it is imperative that both are clear on their accountabilities.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
o Introduce oneself properly by showing credentials; o
Respect the right to privacy of the individual; o Ensure data
confidentiality;
o Avoid bribing or threatening the respondent in exchange for
information;
o Respect the opinion of the respondent and never argue
with the respondent on answers to questions posed;
o Record objectively and accurately the responses given
(avoid misinterpretation by checking with respondent the
information that needs clarification);
o Acknowledge all data sources in the final report;
o Provide the respondent a copy of the report if this was a
commitment at the start of the project; and
o Properly disseminate information on the results of the
study. It will help if validation meetings with the
respondents are held before the report is finalized.
Activity 4.3.1
Challenges Solutions
75
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
1. Respondent is not available - Reschedule to another
during the data gathering (due appointment
to sickness, being out of the - Look for a possible
country) replacement immediately
76
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
7. Respondent fails to return the
form
- Loo
k foa
r ne
time w te
ens am
u re but
retu t ha this
rned t for
- If th m s ar
e fo e
rm i
aga s no
in, r t gbiva
epla ecnk
pos ce or
sible ensdpe
nt if
9 R
e sp
. ond
wor ent
k; th has
eom resi
tran c pa gne
sfer niys cl d f ro
o os m
thus f re s e; d
can iden
nobe ce/o
t ffice
loca and
ted
77
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
10. Documents and records are not - Ask and look for the
complete organization/people who can
provide the data
- Respondent has to be
replaced immediately
Challenges Solutions
12. Conflict or unscientific data - Look for the most participative
and knowledgeable
respondents
- Credible organizations matters
in validating the data
- Decision on which set of data
will be used must be done
13. Be careful in asking personal - Alw
ays
questions to the respondent feeclo
chee nfide
rfu. l nt an
- Cha d
nge
data
- If s t gath
ill no ering
t con meth
resp vinc o
onde ed, r
nt if epla
poss ce
ible
78
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
14. Communication problems did - Give another
not reach the target respondent communication/form and follow
up by phone/email or in person
79
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
o It is always best to establish good rapport with the
individuals/organizations that will provide assistance;
o Make sure that real respondents of the study are included; o Be familiar with
the objectives of the study and make adjustments in the process if
necessary.
V. Summary/Synthesis/Generalization
Ethical issues, conflicting values, and ambiguity in decision-making, are
recurrently emerging from literature review on research. Because of
lack of clarity in ethical standards, students must develop an awareness
of these issues and an effective framework to deal with problems
involving human rights. This is necessary in order to come into terms
with the issue of the researcher's values relative to the
80
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
individ
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81
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Module 5
UNDERSTANDING DATA AND WAYS TO
SYSTEMATICALLY COLLECT DATA
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of what qualitative research
design is all about which includes description of sample, data collection,
analysis, procedures in data collection such as survey, interview and
observation. The application of creative design principles for execution in
an actual research will be undertaken.
Performance Standard
Describe qualitative research designs, sample, data collection, analysis
and procedures. Apply imaginative research related art/design principles to
create an artwork.
Lessons
1. Qualitative research designs
2. Description of sample and data collection, analysis of procedures such as
survey, interview, and observation
3. Application of creative design principles for execution
Learning Competencies
The learner…
1. Chooses appropriate qualitative research design
2. Describes sampling procedure and sample
3. Plans data collection and analysis procedures
4. Presents written research methodology
5. Utilizes materials and techniques to produce creative work
Essential Understanding
Essential Question
Learners will understand the different
How does research design,
qualitative research designs, description
data collection, sampling,
of sampling, data collection and analysis
procedures, methodologies and
procedures such as survey, interview,
analysis affect the over-all
observation and the application of
research output of a proposed
creative design principles for executing
study?
research related endeavors.
82
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Transfer Goal
Learners will be able to choose appropriate qualitative research design,
describe sampling procedures, plan data collection/analysis procedures,
present written research methodology as well as utilize materials and
techniques to produce creative work.
Product/Performance
The following are products and performances that learners are expected to
come up with in this module.
Assessment Map
Cognitive
Processes The Pre-Assessment
Rememberi
ng
Part 1
1. Enumerate the different kinds of qualitative research Part 2
1. Recall the group of people (study population) you are
interested in from which you want to draw a sample Part 3
1. Describe how students will collect their data from the
procedures discussed Part 4
1. Describe the painting of Mona Lisa
Understandi Part 1
ng 1. Compare the different kinds of qualitative research Part 2
1. Distinguish how to select the people needed for your study
Part 3
1. Summarize the different methods of collecting data Part 4
1. Explain why the process of critiquing is vital in art
interpretation
83
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Processes The Pre-Assessment
Applying
Part 1
1. Illustrate the most interesting and creative research design one
can think of Part 2
1. Demonstrate using a mind map a summary of key ideas and
concepts learned from the lesson Part 3
1. Summarize the different methods of collecting qualitative
data Part 4
1. Explain why the process of critiquing is vital in art interpretation
Analyzing
Part 1
1. Co
mpar
Part 2 eand c
ontrsat
the fiv
1. Cl e qua
assify litativ
the k e des
study ind o igns
f sam
Part 3 pling
meth
o d in
1. Co the g
nstruc iven c
t a sp ase
collec ecific
ting a exam
Part 4 qualit ple fo
ative r eac
data h of t
1. Re he minetho
late t d
h e tw
profic o pai
iency nting
and c s pre
onten sente
t/form d as
t o it s
techn
ical
84
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Evaluating
Part
1
1. D
iscrim
inate
ques t he k
toi ns i nd o
Part f res
2 earc
ghndfei
tstei d
1. C Lesso to th
Cognitive l assify n 1: e giv
the k Assessment en
stud Formative ind o
Processes y f sa m
Part Les gpm
lineth
Remembering 3 son od in
2: t he g
Lesson 1 1. Reco iven
mme ca se
1. Enumerate the L different
n d kinds
p o ss of qualitative research Lesson
studesson ible
2: ent‘s 3: data
Part r e se colle
1. Recall the 4 group of people arch (study population) ction you are
interested1. in meLesson
thod 3:
Crifrom
Les which you want to draw a sample
tiqusi on s
1. Describe hownstudents g o4f: will collect their data from the aptoplicab
the c le
procedures discussed Lesson rea4:ted w
1. Describe the intepainting of Mona Lisa ork o
rpre f art
tatio amo
n nsgtusdte
thnets
Understanding
Cognitive
Processes The Pre-Assessment
Creating Part 1
Part
1. 3
Create a topic of interest in two minutes or less to a 10-year old
1. Formulate
child. Part 2 the possible codes and themes that can be
extracted
1.1.Recommendin the
Compare thean given research
different
appropriate problem
kindssampling Part
of qualitative 4research
technique to be used in
1. the
Create any work
students‘ research of art pattern after a famous artist using
clay
1. Distinguish how to select the people needed for your study
Lesson 1:
1. Illustrate the most interesting and creative research design
one can think of Lesson 2:
1. Demonstrate using a mind map a summary of key ideas
and concepts learned from the lesson Lesson 3:
85 1. Summarize the different methods of collecting qualitative data
Lesson 4:
1. may
All rights reserved. No part of this material Explain why the
be reproduced process inofany
or transmitted critiquing
form or by is
anyvital
meansin- art
electronic or mechanical including photocopyinginterpretation
– without written permission from the DepEd Central Office.
Cognitive
Processes
Formative A
ssessment
Analyzing
Lesson 1:
1. Compare
and consttrathe
Lesson 2: five qualitativ
e designs
1. Classify th
e kind of sam
study pling method
in the given
Lesson 3: case
1. Construc
t a specific e
collectng xample for e
i qualitative ach of thesm
Lesson 4: da ta inethod
1. Relate th
e two paintin
proficiency a gs presente
nd content/fo d as to its te
rm chnical
Evaluating
Lesson 1:
1. Discrimin
ate the kind
questions of research
design fitted
Lesson 2: to the given
1. Classify th
e kind of sam
study pling md einthth
o e given ca
Lesson 3: se
1. Recomm
end possible
to student‘s data collectio
re se n methods a
Lesson 4: a rc h pplicable
1. Critiquing
of the create
Creating d work of art
Lesson 1: amongst the
students
1. Create a
topic of intere
old child. insttwo minutes
or leossat10-ye
Lesson 2: ar
1. Recomm
end an appr
in the studen opriate sam
pling techne ique
Lesson 3: ts ‘ re search seto
db
1. Formulate
the possible
extractde in the give codes and
Lesson 4: n research p themes that can be
roblem
1. Create an
y work of art
clay prn
att
afeter a famo
us artist usin
g
C. Lesson P
roper
86
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LESSON 1: Qualitative Research Designs
I. What to Know
A challenge to students who are new to qualitative research is trying to
figure out what ―kind‖ of qualitative research study they will be doing.
There are many different types of qualitative research, such as
ethnography, phenomenology, grounded theory, case study, narrative,
and historical. As in any type of research, it is important for the student
to select the qualitative research approach that would best answer the
research question. The goals and methods associated with each
approach will be described briefly in this section.
Activity 5.1.1
Ask the student the topic of interest he/she has in mind (let them
imagine a painting/portrait as a product of their interest). In a few
minutes, allow the students to begin thinking by asking the next
question, ―What objectives are they seeking with their study?‖
Wolcott suggests that students must learn to ―think backward,‖ to
mentally move into a future state, gaining a sense of what intention
they hold for their finished painting of interest.
Activity 5.1.2
87
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Continuing the inquiry on the different research designs, the next step
will be the key to identifying a particular research design. The
students will answer the following questions:
Source: Creswell, John & Clark, Vicki. Principles of Qualitative Research: Designing a Qualitative Study.
88
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III. What to Reflect on and Further Understand
89
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Ethnography is the direct description of a group, culture or community. The
meaning of the word ethnography can be ambiguous; it is an overall term for a
number of approaches. Sometimes researchers use it as synonymous with
qualitative research in general, while at other times it‘s meaning is more
specific. In this chapter, we adopt the original meaning of the term, as a
Source: method within the social anthropological tradition. The research methods are Holloway
and as follows: Wheeler,
Qualitative
Research
in • Immerse themselves in the culture or subculture they study and try to Nursing
and see the world from a cultural member‘s point of view. Data are collected Healthcare.
during fieldwork through participant observation and interviews with the
key informants as well as through documents. Researchers observe
the rules and rituals in the culture and try to understand the meaning
and interpretation that informants give them.
• They compare these with their own ethnic view and explore the
differences between the two.
• The main evaluative criterion is the way in which the study presents the
culture as experienced by its members.
Example
Turgo, Nelson. (2012) carried out an ethnographic study of a fishing
community in the Philippines in the context of a dwindling fisheries
resource and in relation to the community‘s contemporary social
and political structures, values and local issues.
Research titles
• A ‗Balikbayan‘ in the field: Scaling and (Re) producing insider‘s
identity in a Philippine fishing community.
90
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• The Kinship of Everyday Need: Relatedness and Survival in a
Philippine Fishing Community
• Bagong Silang Community: An Ethnographic Study of Strategies of
Survival
• A Story of High School Inclusion: An Ethnographic Case Study
91
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Grounded Theory (GT) is an approach that generates and
modifies a theory. This research design has become ‗a global
phenomenon‘. It is an approach to collecting and analyzing data.
The finished product is also called a GT—it is a development of
theory directly based and grounded in the data collected by the
researcher. From its very start, this approach has been modified,
not only by the main protagonists themselves but also by
researchers who adopted and adapted it during its application to
their own inquiry. In this chapter, we will describe the main
features of GT and trace development and changes over time.
Example
Ilagan, Perla R. (2011) acquired an in depth understanding of the
meaning of intimate partner violence from the perceptions of Filipino
men and women.
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In addition, value formation was cited as an integral aspect of
rehabilitation programs. The qualitative data in this grounded theory
research illustrate the complexity of intimate partner violence in
Filipino homes. The need for education about spousal violence and
the presence of a support system for protection, counseling and
rehabilitation are prominent keys in reducing violence in Filipino
homes.
Research titles
• Perceptions of Filipino Women and Men on Intimate Partner
Violence
• Becoming Selfless: A Grounded Theory of Commitment to
Service
• From person to father: A Grounded Theory of Male Gender
Identity Formation http://0-search.proquest.com.lib1000.dlsu.
edu.ph/docview/1039597832/A43FAE84ABBF4E14PQ/24?ac
countid=28547
• Investigating Food Development in an Area of the Philippines: An
Explorative Study Using a Grounded Theory Approach
93
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always located in the socio-cultural.
Example
Viernes, Sr. Ramona M. and De Guzman Allan B.(2005) explored a
narrative-biographical research of Teachers‘ Experiences of
Supportive Relationships with Colleagues. A total of fifty (50) public
and private elementary and secondary school teachers in the
central part of the Philippines were purposively selected as
respondents. The study yielded four significant themes that describe
how Filipino teachers as relational people experience and interpret
supportive relationships in the school setting. These include:
supportive relationships as (1) a life-giving force; (2) an extension of
one‘s family; (3) a reciprocal process; and (4) a work still in
progress.
Research titles
• Enhancing the transparency of Accounting Research: The Case
of Narrative Analysis http://0-search.proquest.com.
lib1000.dlsu.edu.ph/docview/1674436872/AEA8CB44C9C44D
09PQ/17?accountid=28547
• The Narrative Research Trail: Values of Ambiguity and
Relationships
• Narrative Inquiry: Approaches to Language and Literacy
Research
• Through the Looking Glass Space to New Ways of Knowing: A
Personal Research Narrative
94
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Phenomenology is a 20th century school of philosophy rooted
in philosophy and psychology which focuses on the subjective
experience of the individual and seeks to understand the
essence or structure of a phenomenon from the perspective of
those who have experienced it.
Example
Vapor, Victor Rey Cui (2009) explored a new Philippine
phenomenon that emerged involving Filipino physicians who went
back to school to take up nursing in the Philippines in order to
migrate to foreign countries to work as nurses. The purpose of his
study was to describe and to interpret the lived experiences of
Filipino physician-turned nurses in the United States.
Phenomenology was used as research design, with data obtained
from a purposive sample of eight (8) self-identified physician-turned
nurses in Las Vegas, Nevada. Participants were interviewed using a
single, open-ended central question. The audio taped responses
that described their lived experiences were eventually transcribed
verbatim. To interpret their experiences, clusters of themes were
then generated using the Colaizzi's (1978) method of
Phenomenological Inquiry. The results of the study revealed that the
experiences of Filipino physician-turned nurses involved
multidimensional issues, both in the contexts of emigration and a
professional shift from physician to nurse. Being the first of its kind,
this study will enlighten society of the lived experiences of Filipino
physicians who compromise professional integrity by working as
nurses just to emigrate to the United States. Furthermore, this
research study will contribute to the existing literature on
crosscultural adaptation, particularly involving role compromise in an
unfamiliar social and cultural context.
Research titles
95
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Case Study is a bounded system, a single entity, a unit around
which there are boundaries. It has definite quality (time, space
and/or components comprising the case). It has ―no particular
method for data collection or data analysis.‖ A case study uses
an interpretative research. It is chosen precisely because
researchers are interested in insight, and discover rather than
the testing of a hypothesis.‖ Yin defines a case study as an
empirical enquiry that investigates a contemporary phenomenon
within its real-life context, especially when the boundaries
between phenomenon and context are not clearly evident.
• Social Futures of Global Climate Change: A Structural
Phenomenology
• The Importance of Feeling Awkward: A Dialogical Narrative
Phenomenology of Socially Awkward Situations
• Social Responsibility: A Phenomenology of perceivedsuccessful
student leadership experience
• Emotions in the flesh: A Phenomenology of Emotions in the lived
body
Source: Dr. Biglete’s lecture on Models of Research at De La Salle University – Manila on March 2016
Example
Protacio, Maria Selena and Sarroub, Loukia K. (2013) describe the
reading practices in a public and high-achieving 6th grade English
classroom in the Philippines. By utilizing a four resources model,
they discuss the different roles that students assume in this
classroom. Students in this class are mainly code breakers and text
users and have limited opportunities to assume the other two roles
of the four resources model. This case study provides a different
view of reading, specifically a view of a culture of reading where in
higher status is given to oral reading performance rather than
comprehension. We describe the way a high-achieving 6th grade
Philippine classroom perceives reading. Through this case study,
both authors would like to contribute to the research literature on
Philippine education and increase our knowledge of reading
practices as they are conceived and practiced in this particular
classroom.
Research titles
• Internationalizing the Basic Education Curriculum: A Philippine
Case Study
• School Viability: A Case Study of Victoria Heights School in Manila
• Entrepreneurial University: A Case Study of De La Salle Araneta
University, Philippines
96
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• Team Effectiveness in an Academic School Organization: A
Multiple Case Study
Ask the students: What is the most interesting and most creative
research qualitative design they can think of? A quiz enumerating and
defining the different research designs discussed in class will be
appropriate in finding out what students have learned. Now, ask them
to select a research design for their research problem. Ask them why
they chose it and how it relates to their research purpose?
97
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Formative Assessment 5.2
Before beginning your qualitative research, you must provide thorough regard
to design, including how research strategies will be governed and how the
method you choose will answer your research question. Consider how you will
find participants and what scope for the project will be obtained with your
sample. Does your chosen research design account for the purpose of the
study? How will you locate your study methodologically? What data will you
gather and how will you handle these data? Finally, consider how you will use
your chosen research design for management and analysis of data gathered.
In this module, we have explained the need for careful design of a qualitative
research and the special requirements of qualitative research design.
Qualitative research usually involved ongoing processes of design as the
researcher designs and reviews the scope of the project and the nature of the
data required. The questions you should ask and the issues you should
consider as you prepare a design, as well as the ways in which you can revisit
and revise it as you commence your qualitative research are suggested. As
you plan, anticipate that your study will involve different stages, and allow time
for each— conceptualizing, entering the field, creating data system, final
analysis and others. Throughout this chapter, we have emphasized that you
need to see your research in terms of its overall design.
References
Protacio, Maria Selena and Sarroub, Loukia K., "A case study of reading instruction in a
Philippine classroom" (2013). Faculty Publications: Department of Teaching, Learning and
Teacher Education. Paper 132. http://digitalcommons.unl.edu/teachlearnfacpub/132
98
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Sanders, Carolyn. "Application Of Colaizzi‘S Method: Interpretation Of An Auditable
Decision Trail By A Novice Researcher". Contemporary Nurse 14, no. 3 (2003): 292-
302. http://www.tandfonline.com/doi/abs/10.5172/conu.14.3.292.
Strauss, A.L. (1987) Qualitative analysis for social scientists. New York, NY,
Cambridge University Press.
Strauss, A.L. & Corbin, J. (1990) Basics of qualitative research: Grounded
theory procedures and techniques. Newbury Park, CA, Sage.
Strauss, A.L. & Corbin, J. (eds). (1997) Grounded theory in practice. Thousand
Oaks, CA, Sage.
Strauss, A.L. & Corbin, J. (1998) Basics of qualitative research: Techniques
and procedures for developing grounded theory, 2nd edn. Thousand Oaks,
CA, Sage.
Nursing Research, 45 (2), 122– 24. Website of Glaser‘s Grounded Theory Institute
www.groundedtheory.com Further reading
Yin, Robert K. (2014). Case study research design and methods (5th ed.).
I. What to Know
In doing qualitative research, only a sample of a population is selected
for any given study. The study‘s research objectives and the
characteristics of the study population (example is the size and
diversity) determine which and how many people to select. In this
lesson, students will briefly describe three of the most common
sampling methods used in qualitative research: purposive sampling,
quota sampling, and snowball sampling. As data collectors, students
will not be responsible for selecting the sampling method. The
explanations in this lesson are meant to help students understand the
reasons for using each method.
Activity 5.2.1
99
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Ask students to choose a good sample by taking the following questions in
consideration:
100
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Quota Sampling is a sampling technique whereby participant quotas
are preset prior to sampling. Typically, the researcher is attempting to
gather data from a certain number of participants that meet certain
characteristics that may include things such as age, sex, class,
marital status, HIV status, etc.
There are three main types of qualitative sampling: purposeful sampling, quota
sampling, and snowballing sampling. The following are the reasons for choosing a
particular method.
Source: Mack et al., Qualitative Research Methods: A Data Collector’s Field Guide. and
Qualitative
Sampling Methods
Formative Assessment 5.3
Demonstrate
All rights reserved. using
No part of this a mind
material may bemap a summarized
reproduced of key
or transmitted in any ideas
form or by any and
means -
electronic concepts
or mechanical learned from the lesson.
including photocopying – without written permission from the DepEd Central Office.
Formative Assessment 5.4
Ask students to answer this case study: Imagine that you have arrived
in Malate, Manila to conduct a case study on working street children. A
local social worker introduces you to two former street working
children and you learn that they still have lots of friends still working on
the street. As a way to identify participants for your study, you ask the
two former street working children if they can recommend and invite
some of their friends on the street to participate in the study. You also
ask them to spread word of the study in anticipation that their friends
will also help you to identify potential participants.
102
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
considered. Some Interviews conducted might result to no
significant concepts.
Research Approach Rule of Thumb
Case Study Select one case or one person.
Grounded
Assess 20–30 people, which typically is enough
theory/ethnography/action
to reach saturation.
research
2. The size of a sample is important to determine the difference
within a target population. Having a large sample size might
assess the quantity of distinction that will eventually denote the
population of interest.
Interviewing key
Interview approximately five people.
informants
103
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Data Collection Method Rule of Thumb
104
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6. Time lines for acquisition
V. Summary/Synthesis/Generalization
Still if it were probable, it is not compulsory to assemble data from
everyone in a group in order to obtain legitimate findings. In qualitative
research, merely a sample of a population is chosen for whichever
specified study.
In quota sampling, we decide while designing the study how many people with
which characteristics to include as participants.
References
other people who could potentially participate in or contribute to the
study.
Denzin NK, Lincoln YS (eds.). Handbook of qualitative research. London: Sage Publications,
2000.
Mack, Natasha, Cynthia Woodsong, Kathleen M. Mac Queen, Greg Guest, and
Emily Namey. Qualitative Research Methods: A Data Collector’s Field Guide. 1st
ed. North Carolina: Family Health International, 2005.
Yin, R. K. (1994). Case study research: Design and methods. Thousand Oaks: Sage
Publications.
"Qualitative Sampling Methods". Center For Innovation In Research And Teaching, 2017.
https://cirt.gcu.edu/research/developmentresources/research_ready/qualitative/
sampling.
105
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LESSON 3: Analysis of Procedures Such as Survey,
Interview, and Observation
I. What to Know
To use qualitative methods means that you will be generating data that
is primarily in the form of words, not numbers. Some of the most
common data collection methods are different types of individual
interviews (general or key informants) and group discussions. In this
section, we also discuss other types of data that might help you
understand the context.
Activity 5.3.1
Ask your students how they will collect their data for their research.
Give an example of choosing a breed of dog they like as their pet.
Ask them how they will be able to understand the breed of dog
they like (they can probably research using the internet, interview
persons with a particular breed of dog, survey dog breeders or
observe dog owners)?
106
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Data Collection
107
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Qualitative research data collection methods are time consuming,
therefore data is usually collected from a smaller sample than would be
the case for quantitative approaches—therefore this makes qualitative
research more expensive. The benefits of the qualitative approach are
that the information is richer and has a deeper insight into the
phenomenon under study. Explain each
of the
1. Interviews
The main methods for collecting qualitative data are: methods to
Unstructured the students:
1. Individual interviews
2.- Focus
Can begroups
referred to as 'depth' or 'in depth' interviews
3.- Observations
They have very little structure at all
4.- Action
The interviewer
Researchmay just go with the aim of discussing a limited
number of topics, sometimes as few as just one or two
- The interviewer may frame the interview questions based on the
interviewee and his/her previous response
- This allows the discussion to cover areas in great detail
- They involve the researcher wanting to know or find out more
about a specific topic without there being a structure or a
preconceived plan or expectation as to how they will deal with the
topic
Structured
- The interviewee will ask the respondent the same questions in the
same way. A tightly structured schedule is used
- The questions may be phrased in order that a limited range of
responses may be given - i.e. 'Do you rate our services as very
good, good or poor'. A researcher needs to consider whether a
questionnaire or structured interview is more appropriate
- If the interview schedule is too tightly structured this may not
enable the phenomena under investigation to be explored in terms
of either breadth or depth
- Qualitative interviews should be fairly informal and participants
feel they are taking part in a conversation or discussion rather
than in a formal question and answer situation
108
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
- There is skill required and involved in successful qualitative
research approaches—which requires careful consideration and planning
a. Thought
b.c. PreparationThe development of the interview schedule
d. Conducting and analyzing the interview data with care and
consideration
2. Observation
May take place in natural settings and involve the researcher taking
lengthy and descriptive notes of what is happening.
It is argued that there are limits to the situations that can be observed in
their 'natural' settings and that the presence of the research er may
lead to problems with validity.
Strengths of observation
a.Can offer a flavor for what is happening
b. Can give an insight into the bigger picture
c. Can demonstrate sub-groups
d. Can be used to assist in the design of the rest of the
research
e. Sometimes, the researcher becomes or needs to become a
participant observer, where he/she is taking part in the situation in
order to be accepted and further understand the workings of
the social phenomenon
Observation can sometimes obtain more reliable information about certain things
—for example, how people actually behave. It can also serve as a technique for
verifying or nullifying information provided in face to face encounters. People or
environment can be observed. When environment is researched, it can provide
109
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
valuable background information that may inform other aspects of the research.
110
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Techniqu
es for collec
ting data
Written d through o
escription bs: ervatio
s n
- The rese
archer m
or environ akes writt
ment en descri
- Limitatio ptions of
ns inucdle the peop
le, situati
o Research ons
er might
taking no m iss out on
tes an observ
o The resea ation as th
rcher ma ey are
situation y b e focused
on a part
o There is ro icular eve
om for su nt or
bjective in
Video rec terpretati
ording on of wha
t is happe
ning
- Allows th
e researc
- Limitatio her to als
ns may in o re
nocte
ord
s
o People ac c lude
ting unna
avoiding turallytow
the came ardsthe c
o The came ra amera or
ra may no others
t always s
Photogra ee everyth
phs and a ing
rtifacts
- Useful w
hen there
phenome is a need
na suchba to collect
appearan u sildings, n observab
ce eighborh le informa
- Artifacts o ods, dres tion or
111 include o s and
tools and bjects of
others. signif— icm
anecmeorab
ilia, ininsany
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Door enortsby
,
any means -
electronic cumechanical
mentatioincluding photocopying – without written permission from the DepEd Central Office.
n
Any
umentatio
nmay be u
sed to pro
vide
Source:"Introduction To Research".
Activity 5.3.2
112
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Survey
Ask students to look for examples of methods of collecting data such as survey, interview and
observation for qualitative research.
Ask students to look at their research titles and reflect on the possible data
collection methods to be employed.
Data Analysis
According to Yin (1994:102) ―data analysis consists of examining,
categorizing, tabulating, or otherwise recombining the evidence to
address the initial prepositions of a study‖.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
• Narrative Analysis - used to analyze text that may come from
variety of sources including transcripts from interviews, diaries, field notes,
surveys and other written forms. Narrative analysis often involves
reformulating stories presented by people in different context and based on
their different experiences.
114
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
5. Represent the data within a research report.
6. Interpret the larger meaning of the data.
For example
Students who participate in the Multicultural Scholars Program will
be able to describe their talents, strengths and social group
memberships.
For example
Describe talents and strengths
Codes can be pre-set or emergent. You should have both.
Pre-set: A list of codes created in advance by the researcher based
on the research question, learning outcomes, or conceptual
framework.
Creating Categories
Coding will serve as a system to help you to organize your data. Once
you have gone through all documents and coded them, they can now
be gathered into families of codes or categories. Materials are sorted
by these categories, identifying similar phrases, patterns and
relationships. As you code and categorize the data, look for the
115
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
interrelationships among categories. Sorted materials are examined to
isolate meaningful patterns. Identified patterns are used to create
themes.
The process of reducing your acquired data can be extracted in two possible
ways using an approach by analyzing qualitative data.
116
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
data that you will analyze. As your aim is to condense all of this
information to key themes and topics that can shed light on your
research question, you need to start coding the material.
Source: Olson, Coughlan and Ryan, Handbook Of Qualitative Health Research For Evidence-Based Practice.
To help speed up students‘ coding, you can, after having read through
all their data, ask them to develop a coding framework, which consists
of a list of codes that you anticipate will be used to index and divide
their material into descriptive topics.
The following are approaches that will help students analyze their data:
117
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
In an inductive approach, a researcher begins by collecting
data that is relevant to his or her topic of interest. Once a
substantial amount of data have been collected, the researcher
will then take a breather from data collection, stepping back to
get a bird‘s eye view of a data. At this stage, the researcher
looks for patterns in the data, working to develop a theory that On Models Of
Research".
could explain those patterns.
You may ask your students to look at their codes and start grouping
them together to see the common, important and relevant themes. A
very practical way of doing this is to write the code headings on pieces
of paper and place them on a table. The process will show them the
various codes. Ask the students to move around and start clustering
the data into themes. Let the students observe patterns and structures
which will include differences between the types of respondents if
analyzed together. They have to label the clusters of codes with an
interpretative and basic theme. In a new piece of paper ask them to
write the basic theme, label and place it next to their cluster of codes
created.
For example the codes torn uniform and no school books are seen in
the interview transcripts with working street children. They can be
clustered together as ―The Working Street Children‘s Insufficiency of
School Materials‖.
Lack of Uniform
No School Textbooks
118
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Not all codes are of interest and relevance to the student‘s research
question. Tell the students that coding is not just about one‘s interest
and relevance to the research questions but on choosing to cluster
codes into basic themes that will enlighten them in finding meaning to
their questions.
Assuming this process limits the twenty (20) basic themes to only four
(4) organizing themes, two (2) will describe the struggles faced by
working street children and another two will detail their coping
strategies. The given figure below describes how students can show
the description codes to concentrating on a less distinct, interpretative
and networked themes that can be used to begin answering parts of the
research question.
119
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Codes B
as ic Theme
s Organizin
g Theme
s
Lack ofnuifo Global T
rm heme
Children la
ck school
No schooblo materials
oks
Working st
reet
Lack om
f oney children c
annot
forschool afford to g
fees o to
school
Children u
nable to
School cha pay schoo
rges l fees
Worry Struggles
of
Street Chil
Children w dre n
Mind is orry
about the
elsewhere ir family
Working st
Tired in sc reet
hool children a
re
stressed
Children w
ho are
Headache exhausted
s
It is very
importan
from cod t to unders
es will be tand that
an import de
The proc
ess of cu ant proce veloping organizin
tting out s g themes
calledth
e codes an s in analyzing a q
method‘. d moving ualitative
‗table them aro data.
und on is
often
Formativ
e Assess
m5.5
ent
Show to
stu
search in dents a picture of
the intern a kid doin
students et picture g manua
to make s of kids l labor (y
possible a ta ble d o ing m ou can
codes an that include a nual labo
d ethseth
mat can b s two co r) . Ask th
e extracte lumns containing e
d from th
e picture.
120
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
V. Summary/Synthesis/Generalization
References
121
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Biglete, A
melia
University . "Lecture On Mode
Manila, 20 ls Of Rese
16. arch". Lec
ture, De L
CreswellJ,.W a Salle
.(2009Q ).u a
chapter 9 li ta
, qualitativ tive, quantitative, a
e procedu nd mixed
res methods a
Olson, Ka pproach,
rin, Micha
Health Re el Coughla
search Fo n, and Fra
r Evid -Beansceed Pra nceH s aRnydabn
Wolcott, H cticNee.w Yo o, oekd.Of Qualitative
.F. (200W rk: Spring
1)riting up er, 2016.
qualitative
"Introducti res, eNaercwhb
on To Re ury Park,
s e aUrcnhiv".ersity CA: Sage
http://libw Of Su,rrey
eb.surrey
%20Mana .ac.u
ging%20In k/library/skills/Intr
formation oduction%
%20Leice 2
ster/index 0to%20Research%
.htm. 20and
122
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 4: Application of Creative Design Principles for Execution
I. What to Know
Students will be able to understand the critical process of observing,
describing, analyzing, interpreting, and evaluating that leads to
informed judgments regarding the relative merits of artworks. This
lesson will lead to a better appreciation of the process of research
design, data collection and analysis of procedures.
Activity 5.4.1
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
climb a fence because of risk of electrocution. Would you pause to
consider before obeying this instruction? On the other hand, suppose
you were to receive a letter from a local farmer announcing that he
proposed to put up an electric fence to protect a certain field. In this
case, would you not be more likely to think about his reasons for doing
so and what the implications would be for you and your family? In the
first case, you are thinking reactively and in the second, you are
thinking critically.
124
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
V. Summary/Synthesis/Generalization
Critical thinking in qualitative research is a skill to be developed. A
thinking-skills approach views researchers as reflective practitioners
and critical thinkers. They understand why qualitative research design,
sampling and data analysis are sometimes inconsistent or opposing
research findings because of its methodology – how research is
designed and carried out.
125
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Moduel6
FINDING
A
COLLEC NSWERS THRO
TION UGH DAT A
A. Learn
ing Outc
omes
Content
Standar
d
The learn
erd
procedur emonstrateusnders
e skills. tandinogf in
terviewan
d observa
tion
Perform
ance Sta
ndard
The learn
er should
honesty. be able to
gather re
levant in
formation
with inte
Unpackin llectual
g the St
Lessons andards
for Unde
rstandin
1. Observ g
a
2. Interv tion procedures a
iew proc nd skills
edures a
nd skills
Learning
Compete
ncies
The learn
er…
1. Writes
fo
2. Collec rmal letters.
ts data th
3. Trans rough ob
crib servad
4. Writes es interview ses an tioinnte
s rviews.
journal w sions.
hile cond
Essentia ucting ob
l Unders servation
tanding .
Learners
wil
observati l understand tha Essentia
l Questi
on and in t on
properly terview, A s a resea
impleme when
effective nte rche
methods d, are very make the ob r, how can you
qualitativ of gatheri interview servation
eata
d. ng methods and
to o l in gathe a n e ff
Transfer
Goal ring quali ective
tative da
Learners ta?
will be ab
observati le to prov
on proto ide samp
cols,ieinwte
trrvanscrip le interview guide
ts, and in
terview jo questions,
urnal.
Product/Performance
126
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
The following are products and performances that learners are expected to
come up with in this module.
Assessment Map
Cognitive
Processes The Pre-Assessment
Remembering
Part 1
1. Define observation method.
2. Define interview method.
Part 2
1. Identify the different types of observation method:
participant, non-participant, and systemic.
2. Identify the different types of interview method:
structured and unstructured. Part 3
1. Define participant observation, non-participant observation,
and systemic observation.
2. Define structured interview method and unstructured
interview method.
Part 4
1. List the dos and don‘ts in conducting observation method.
2. List the dos and don‘ts in conducting interview method.
Understanding
Part 1
1. Differentiate participant, non-participant, and system
observation with one another.
2. Differentiate the types of interview methods with each other.
127
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
128
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Formative Assessment
Processes
2. Ide
ntify t
he dif
and u ferent
nstruc types
tured. of inte
Lesso rview
n3 methuo
re
dd: struc
1. De t
f in e p
articip
and s ant ob
ystem serva
2. De i c obs tio-np,an
fine s ervati rtoicnipa
tructu o n. nt obs
interv red in ervatio
iew m t erview n,
ethod metho
Lesso . d and u
n4 nstruc
1. tured
Deter
mine
meht od. the do
s and
2. don‘ts
Deter in con
mine ductin
metho the do g obs
d. s and d ervatio
on‘ts n
in con
ductin
g inte
rview
Understandin Lesson 1
g 1. Differentiate participant, non-participant, and system
observation from one another. Lesson 2
1. Differentiate the types of interview methods.
129
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cogni
tive
Proce
sses
Format
Evalua ive As
ting sessm
Lesson en t
Applying 1
1. Ana
lyze sa
these p mple o
bserva
rocedu tion pr
Less r e s could b otocols
on 1 e furth and de
e r im termin
Lesson proved e how
1. D 2 .
1. Anaiscuss
lyze sahow
thgeasteheprin mplethin ete obrvsie
2 . rocgetdouo erwvaproto
Creatin Expl rle
s sincqouuld b tion m cols an
g
Less n
ain t
he p alitae furthe ethod d determine
tive r i
obs1e
rvati
rope
r an rese improsveuds.ed a how
1. o d effec a r ch. s da
LessConsrtuct obns. ti v e
ta
reosne2ar servati way
ch topic o n proto s in
12.. DCon . cols ba cond
iscuduct o s e d uc
3. Pro ss how bserva o n th e chosting
gath duce jou the on protoco ti en
e r rn a i n
l tervdi ls.
2. E researincgh tlo oocls base eown m theet ob
xpla a i
le naqnudapa ho servo tio
Lesson in the l itativeipants d is uafsth
r tic ens ent
inter 2 prop . ed aid ifie
v
4. Coniews. e r and re s earc s da d
struct g e ffect h . ta
5. Con uide qu i ve w
duct in estions a
6. Tra terview to be u ys in co
nscribe w ith cho sed for ndu
audio o sen pa the incting
f interv rticipan terview
iew se t s . .
ssions
C: Les with th
s on P r e partic
Analyzing o ipants.
Lesson 1per
1. Analyze the characteristics of an effective and bias-free
observation protocol. Lesson 2
1. Analyze the characteristics of an effective and bias-free
interview protocol.
130
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
II. What to Process
Using the baseline information gathered, focus on rectifying any
misconceptions regarding observation as a purposeful data-gathering
tool. One way to do this is to outline the characteristics and the steps of
an effective observation protocol through facilitated discussion.
6. Slowly withdraw.
After observation, slowly withdraw by thanking the participants for
their time.
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five
Approaches.
131
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Duration of Activity: 60 minutes
Descriptive Notes Reflective Notes
Some students seated at the back I wonder if it‘s the class that makes
start to become sleepy. them sleepy or their activity at night?
Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches.
Activity 6.1.2
Observation Simulation
Using the observation protocol that the students made in Activity 6.1, ask
them to conduct an observation of a certain topic to be given by the
teacher.
Duration of Activity: _______________
Descriptive Notes Reflective Notes
General: (Objective of your
research
)
Start of observation:
132
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
The b
e
imple st way to m
menta ea
data.B f obse sure stude
tion
rvatioa n
learne
asedo
n their ns a m t‘s learning
resea eanso o
d duri
ng the rchtopi f gath f this lesso
skills, simula c andthe e ringqualit n is th
strate t s k ill a t i e actu
activit g ies, a io n stag th e learn v e
y is b n d conce e , they ershav
be do est do pts le are ex e
ne in n e to g a rn e p e c
Lesso ether d in an t ed to
n 2. with a actua apply
n actu l o b s these
al inte ervatio
V. S r view s n. This
umm essio
ary/S n w
ynthe hich w
This le sis/G ill
ssont e n eraliz
qualit ackles a tion
ativere obser
searc v a t ioans a
resea h.The data g
rcherb s le s ath
,ackgr son pr
themw
ith the o unkdno ovidesle eringmetho
metho neces wledg arner din
dof da sarsytr aebout s ,
a s
tagath ategie obser novice
neces eringL. asnd sk vatioan
sarcyo astly,it illsin im n d equip
actua ncept requir pleme s
l obse ss,trate e n
rvatio g ie sa,nd s sle arner tinthgis
n proc killsth sto ap
edure eyhav plythe
. elearn
edin a
n
Cresw Refer
lle, Joh ences
nWQ .u
Five A alitativ
pproa e Inqu
c.h2ensd i
ed. Th ry And Res
ousan earch
d O ak Desig
s, C A n: Ch
: Sag oosin
e Pub g Am
licatio ong
n s, 20
07.
133
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 2: The Interview Method
I. What to Know
Checking prior knowledge about interview and how it is conducted is a
good springboard for this lesson. From here, focus on the
misconceptions and facts about interview as a tool. Tell the students
that this essential question will be their guide in going through with this
lesson: As a researcher, how can you make the interview method an
effective data-gathering tool for qualitative research?
3. Invite Participants
A letter of permission should be sent to the participants and they
must reply indicating their consent before conducting the interview
session.
134
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
4. Dev
elop a
This is n Inte
rview
a list o Protoc
asking f questi ol
to the ons or
resea intervi guide
rch qu eweeT s questio
estion .
h e questio ns wh
neede s and sh nasre ba ich yo
d to a ould b sedon u will
nswer e able your be
your r
esear to in
prfoodrm
5. Arr ch que ucaetio
ange s t io n s n
the au .
Make dio eq
sure t uipme
your c o b e read nt.
ellpho y with
stated ne or your a
in you any ot udio e
r lette h er aud quipm
entirec r of pe io recod ent. Y
onver rm in g ou ma
acces s a tioannd is sion th d evice. y u se
s to it. you ar wailtl by o
e I t s hould b
e the o urecor
nlyone ding th e
6. Arr w howill e
ange have
for a q
A com uiet se
fortab tting fo
prefer le
a nd qui r the in
able. e tplace terview
chose .
nby the
7. Con particip
duct th Protocol (Creswell, 2007) antis s
Parts of an Interview e inter
Check view.
1. Basic Information audioethe Interview.
yourseabout quipme
ntbefo
lfandth rethe in where the interview
It includes the intetime and e resof
date earchb interview,
the terview
rviewe einto F. i are.
ethe
takes place,ofand permi who . Stparticipants
a y o n to gcoben ducted rst,in
interviewed troduc
e
ssion. p ic and to the pa
to the rticipa
2. Introduction. time m nt
8. Foll ention
ow -up aft ed in t
This providesThankinstructions er an to the interviewer which will serve
in ashe lette
th t e rv ie r
his/her guide in e inter
conducting the w.
session. It is a prerequisite that the
su h a v iewee
interviewercintroduce s copy himself/herself after stincluding the objectives of the
in o o f th e hioensaens
research. rderto abstra d hon
sessio c larifys ct. In c or the
n, the o mepo a s e s ir requ
in intsrais th-autpai ests
3. Opening Question. erview t edduri s fonlleoewd
ees m ngthe e d
u st b e interfeel v
This
Sourc is about getting to know participants n so
o t they
ified. will ie w at ease.
:eCres
Questions wellQ,related
ualita to their work or activities are good opening
questions. Very tipersonal ve Inq
uiry A questions must be avoided.
nd Resea
rch De
sign: C
4. Content Questions. hoosin
g Amo
ng Fiv
. e Ap
These are sub-questions based on the central phenomenon pbeing
roach
es
studied.
5. Closing Instructions.
Thank the interviewee for his/her time.
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches.
135
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Sample Interview Protocol
Date:
Location:
Name:
Introduction
136
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Opening Q
uestion
Tell me som
ething abo
ut yourself,
M r. Juan De
- Provide sp La Cruz.
aces for tak
ing notes in
Howlong ha c ase audio w
v e you been ill h-ave pro
studying he blem
re?
- Provide sp
aces for tak
in g notes in c
Content Q ase audio w
u estions ill ha-ve proble
m
Tell me abo
ut your Bas
ic Calculus
class.
Why do yo
u say so? (F
-u
ollpo) w
What do yo
u mean by
difficult? (p
robe question)
Can you pro
vide concre
te examples?
ClosingnIstr
uctions
Thankyou
would like y very much(Acknowled
ou gth
e e classfor
this audio m to know that I am the their time).I
aterial and only one w
you wish to after the re ho will hav
ha sea e ac
willing to se ve a copy of theacatbosftr rch, the content will b cess to
nd you one th e
. Do you ha is research, I would b erased. If
ve any que e very
stion?
137
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Conduct a formative test to determine students‘ mastery of this lesson
(see Assessment Map). To effectively reinforce new learning, the
learners should be asked to perform a simulation of a sample interview
based on a given topic by the teacher. Remind them of the essential
question that has been posted earlier. This will guide them in properly
conducting this method.
Activity 6.2.2
Interview Simulation
Ask the students to simulate an interview based on the topic given in
Activity 6.2. Use the interview guide which was made in Activity 6.2
Activity 6.2.3
APPLICATION: Methodology
138
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
In order for you to accomplish Chapter 3 or Methodology, you need to do the
following:
Date:
Name of Respondent
Title
Name of Office
Address
Dear _____________,
We are Grade 11 students of (Write your school name) who are currently doing a
research on (State your topic). The study is a major requirement for Practical Research
1 Course. In this regard, we would like to solicit your permission to interview you to
learn more about (Write the information that you seek from the participant).
If you choose to participate in this study, we will schedule a time to meet with you at
your most convenient time. During this time we would like to ask questions concerning
(Write the general objective of conducting the interview). This interview will take
approximately (Write the time duration). With your permission, we would like to
audiotape the interview in order to focus on the conversation. Only the group will have
access to the tape. The recordings will be transcribed and we will remove any identifiers
during the transcription. The tape will then be erased and your identity will be kept
confidential and will not be revealed in the final manuscript.
We will contact you again (through your secretary if there’s any) in a few days to clarify
and answer any questions you may have about this project and possibly schedule an
interview and (observation time).
Please do not hesitate to contact us if you have any questions: (Your email)
We are thanking you in advance for you consideration to participate in this study.
Respectfully yours,
Your name/s
Noted by:
139
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140
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Closing Instructions
Thank you very much, (interviewee‘s name) for your time. I would
like you to know that I am the only one who will have access to this audio
material and after the research, the content will be erased. If you wish to
have a copy of the abstract of this research, I would be very willing to
send you one. Do you have any question?
V. Summary/Synthesis/Generalization
This lesson tackles the interview method as a data-gathering method in
qualitative research. The lesson provides learners background
knowledge about the interview method. As novice researchers, this
lesson equips them with the knowledge of strategies and skills in
implementing this method. Lastly, it requires learners to apply the
necessary concepts, strategies, and skills they have learned in an
actual interview procedure.
References
Crewell, John W. Qualitative Inquiry & Research Design: Choosing Among Five
Approaches. 2nd ed. Thousand Oaks, CA: Sage, 2007.
Turner, Daniel W., III. "Qualitative Interview Design: A Practical Guide For
Novice Investigators". The Qualitative Report 15, no. 3 (2010): 754-760.
http://www.nova.edu/ssss/QR/QR15-3/qid.pdf.
141
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Modul7
e
ANALYZ
ING THE
DRAWIN MEANING
G CONC OF DATA
LUSION AN
A. Learnin
g Outcom
es
Content
Standard
The learn
erd
themes fr emonstrateusndersta
om data. ndinogf dra
wingout pa
tternsand
Performa
nce Stan
dard
The learn
er should
with intell be able to
ectual ho analyze a
nesty. nd draw o
ut pattern
s and the
Unpackin mes
g the Sta
Lessons ndards fo
r Unders
tanding
1. Pattern
s and Themes fr
om Data
Learning
C ompeten
c ies
The learn
er…
1. Infers
and expla
2. Relate ins theme
s patterns sa
with pertin nd patterns from d
ent literatu ata.
Essentia re.
l Unders
tanding
Learnerswill u
and them nderstand that pa
es from q tternEsssential Ques
meant to ualitative tion
describe data are W
applicable what is un h a t are the
o
are not ne nly to the participa
ique an eneratefrdo common themes
gd
cessarily n m the obs
other gro applicable ts ajo ndurnals a
n d
erva
transcripts tion
ups. or truinetetorv
iew? of
Transfer
Goal
Learners
wil
have gath l be able to write a
ered whic conclusio
findings w hw n
ith other p ill serve as discu based on the quali
ertliin s s ion points tati
teerantu
t re. as they re ve data they
late these
Product/Performance
142
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
The following are products and performances that learners are expected to
come up with in this module.
Assessment Map
Cognitive
Processes The Pre-Assessment
Remembering Part 1
1. Define inference.
2. Identify pertinent literature to support or refute present
findings.
Understanding Part 1
1. Read literature that could support or contradict present
findings.
2. Highlight findings from other literature that support or
Cognitive contradict present findings.
Processes 3. ConnectThe ownPre-Assessment
findings with pertinent literature.
ApplyingPart 1 Part 1
Evaluating
Cognitive
Processes 1. Discuss1. Use Formative
the tables
common to manage Assessment
patterns and themes
qualitative identified
data during journal
(observation
analysesand of qualitative data.
interview transcripts).
Remembering Lesson 1 common patterns and themes to other pertinent
2. Relate
Analyzing1. DefinePartinference.
1
literature.
3. Identify
2. Refute pertinent
1. common literature
Analyzepatterns
observation to support
and journalor
themes refute
and
based onpresent
determine patterns and
the findings
findings.
from other common themes.
pertinent literature.
2. Analyze interview transcripts line per line and determine
Creating Part 1 patterns and common themes.
Understanding Lesson 1
1. Suggest3. Use codes to tag
hypothesis/es basedandonclassify the meaning
the analysis of the being implied by
1. Read literature
qualitativethedata.that could
evidences support
from or contradict
observation present
and words/sentences from
findings.
2. Summarize interview transcripts.
the entire process of data analyses.
2. Highlight findings from other literature that support or
contradict present findings.
3. Connect own findings with pertinent literature.
Applying Lesson 1
1. Use tables to manage qualitative data (observation journal
and interview transcripts).
Analyzing Lesson 1
1. Analyze observation journal and determine patterns and
common themes.
2. Analyze interview transcripts line per line and determine
143
patterns and common themes.
3. Use codes to tag and classify the meaning being implied by
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
the evidences
electronic or mechanical including photocopying from
– without observation
written permission fromand words/sentences
the DepEd Central Office. from
interview transcripts.
Cognit
ive
Proces
ses
Forma
Evalua tive As
LESSON 1 ting sessm
P:atterns a Lesson ent
nd Theme 1
s from D1a. ta
D
iscuss
the com
analys mon p
I. What to e s of qu atterns
Know 2. Relate a litative d and th
commo ata. emes id
n pattse entified
Ask the stu literatu arn d the during
dentsabou re. mes to
something tthe last tim 3. Refu other p
they have e they dretewcomm ertinen
cameup wit read or se fr o c o nc onsio
lu p an t
hthat conc en. Askmthother froem
tt rn s and th
What caus lusion. Wath em to peertla
in beonra e m
ed the acc seirconclu t lite
terh es bas
uracy or in sion c o rr atouwre.they ed on
Cre ating accuracy o e cto r n ot? the find
ings
Lesson f their conc
1 lu s io n?
Motivation 1. Sug
gest hy
q pothes
Ask the stu u alitativ is/es b
dents to de e d ata. ased o
2. Sum n the a
follow
-up questio termine th m ar iz nalysis
ns: Why d e n e
ext figurehe entir
t of the
did you foll id yo u in th e e
s ep r
q o c
ueenscsta
ow hine tseri come up w eo.faAdnsakly
es in orde ith that cho ses.
r to arr
ive at the la hat ice? W
Note: Lead st figure?
the studen
Relate this C: L ts
activiteysstoon so that the word patt
and theme thP
e rle
op
sseorn whic ern w
.s h is all abo ill come out.
ut finding p
atterns
Use the in
patternsan formation gathered
d th from
empirical d emesfromdata and dra the studepnotsn‘sre essto teach
ata. Tell th wingconclu
question:W em that th s ionbsasedon
hat are th is lesson is
observatio e common guided by
n journals th this essen
and transc emes generatedfrom tial
ripts of inte the
rview?
144
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Discussion Material
Patterns and Themes
145
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Tell the learners of the distinct differences between conclusions that we
make everyday and the conclusions done in research. Emphasize that
conclusions done in research are based solely on empirical data.
Discussion Material:
Coding
Coding is the process of analyzing the data and searching for
essential information that answers the research questions. They are
considered essential if they occur of have been mentioned several
times by the informants. In other words, it is a process of filtering the
data (Farber 2006). These essential words are marked or labeled
(coded). Codes are words that represent themes or patterns. There
are two types of codes in qualitative research: emergent and preset
(Taylor-Powell and Renner 2003). Emergent codes are those that
show up during analysis while preset are codes that have been
identified prior to analysis. Qualitative researchers use codes to
easily identify meanings and group similar patterns or themes that
occur or transpire in the interview transcript of each participant. By
using codes, the researcher can easily make an inference.
How to Code
Coding is a laborious task; it entails deep and sharp understanding
of the transcript and the topic being studied. The coding that will be
presented in this module is a modification of the coding system
being followed by adept researchers.
Earlier, it has been mentioned that there are two types of codes:
preset and emergent.
146
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Codes/Themes/Categories
Questions Responses to the question were
sorted into
Question 1. What makes a quality student activities program?
1. What makes a quality
student activities Facilitators (F), Relevance (R),
V Participant 1: Different activities.
Attendance (A), Variety (V)
* These are preset program?
codes/categories
because they have 2. What
R, Vare the benefits
Participant 2: More choices.
been identified prior of a student activities Students (S), Mentors (M), School (S)
to analysis.
Adapted
program?
F Participant 3: Better mentors.
3. How can we improve a
F
student Participant
activities 4: The Time
facilitators will assess(Re),
(T), Resources me and tell me if
Feedback
program?I am improving or not.
(F), Mentors (M),
Read your data very well and have a good grasp of the
meaning that each statement tries to convey. Open-coding, the
initial coding, is the process of examining data and finding
themes that are apparent (Strauss and Corbin 1990).
147
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
4. Identify themes or patterns.
Use codes or labels, such as the one in the example given,
during this process. Basically, we use labels or highlighter to
identify themes or patterns. Your thorough understanding of
your data will facilitate this process.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
1. Commenting on the results obtained
2. Interpreting what the results mean and 3.
Explaining any results which are unexpected.
You present the findings from the interview and/or observation and
then compare them to other bodies of research. You do this by
analyzing your data which we have previously discussed.
149
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Example
of Interview
Transcrip
t with Cod
es
150
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Here are
two exam
use as gu ple
ide in pre s (from a work of G
senting th rade 11 s
e themes
A. identified tudents) that stude
from their nts may
data:
These are
the Sectio
ns
in the
research
paper whe
re
these
themes are
discussed.
B.
Area of F
ocus
(Question)
s Verbatim
response
1. What a Themes
re your
thoughts, T1: Okay
it can be . O f course I h
anything expectatio ave highe
from nins terms o r
impressio star, the c f teaching Capabilities
ns to rème clas thE
e xpectati
basically s. ons
standards
to they have Why? Because
expectatio they have been there
ns, overcome an
when ass challenge alreamdaynsy d
igned to s , more dif o
teach crè since they ficult task
me have ove s . And
classes a a nd they h rc ome thos
nd av e things
regular cla believe na e more difficult les
sses? turally tha sons, I
the regula t are bette
rs r th
have thes ections. Now, sinc an
e abilities e they
capabilitie , talents,
s, an d
will maxim I giveemthactivities th
ize their p at
otential.
151
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Activity 7.1.2
152
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
have to go out there and see what is out there. Of course it is
important that you have a guide and a plan, but at the moment
we don‘t have any.
153
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154
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Next, guide
them on ho
from their in w to discus
terpretation s their findin
relate their of the data gs. Tell the
findings to gathered, it m that apart
or refute th other pertin is essential
eir own find en t pieces of that they
ings. literature w
hich suppo
Sample Dis rt
cussion of
Results
155
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
V. Summary/Synthesis/Generalization
This lesson guides the learners on how to analyze data through
patterns and themes that arise from qualitative data using observation
and interview methods. It highlights the significance of managing these
data in tabular form and using codes in order to tag common themes
and patterns. It also emphasizes the importance of relating present
findings with other pertinent literature in order to enrich the discussion
of the interpretation of the data gathered. Lastly, this lesson expects the
learners to write a summary of the findings based on the qualitative
data they have gathered.
References
Crewell, John W. Qualitative Inquiry & Research Design: Choosing Among Five
Approaches. 2nd ed. Thousand Oaks, CA: Sage, 2007.
Module 8
REPORTING AND SHARING OF FINDINGS
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of guidelines in making
conclusions and recommendations, techniques in listing references, the
process of report writing, and selection criteria and process of best design
(arts).
Performance Standard
156
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The learner is able to form logical conclusions, make recommendations based
on conclusions, and write and present a clear report.
Lessons
1. Guidelines in Making Conclusions and Recommendations
2. Techniques in Listing References
3. The Process of Writing Report
4. Selection Criteria and Process of Best Design(Arts and Design Track)
Learning Competencies
The learner…
1. Draws conclusions from patterns and themes.
2. Formulates recommendations based on conclusions.
3. Lists references.
4. Presents a written research report.
5. Finalizes and presents best design.
6. Writes short description and presents best design.
Essential Understanding
Essential Question
Learners will understand that research findings
are generated based on generally accepted What conclusion and
guidelines and format and are reported and recommendation can
shared in order to satisfy one research function you draw from your
which is the creation of new knowledge. research study?
Transfer Goal
Learners will be able to write conclusion and recommendation based on the
qualitative data they have gathered and present the results of their study.
B. Planning for Assessment
Product/Performance
The following are products and
performances that learners are expected to
come up with in this module.
Assessment Map
157
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Processes The Pre-Assessment
158
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Rememberin Part 1
g 1. Define inference.
2. Identify pertinent literature to support or refute present
findings.
Rememberin Part
1
g
1. D
efine
2. O the f
utlin ollow
e gu ing t
ideli erms
reco nes : con
mme in d clus
ndat rawi ion,
Part ions ng c reco
2 . oncl mme
usio ndat
n an ion
1. D d ma
efine king
2. E refer
num ence
erat s.
e the
Part tech
3 niqu
es in
1. D listin
efine g re
a res feren
2. O e arch ces.
utlin repo
e the rt.
step
s in
pres
entin
g re
port.
Understandi
ng Part 1
1. Deduce the characteristics of an inclusive conclusion and
recommendations.
Part 2
1. Distinguish APA from MLA referencing. Part 3
1. Discuss the characteristics of a comprehensive report.
Applying Part 1
1. Draw conclusion and make recommendations based on the
analysis of qualitative data gathered from observation and
interview.
159
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
160
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Formative Assessment
Processes
Lesson 3
1. Define a research report.
2. Outline the steps in presenting report.
Understandi
ng
Lesson 1
1. Deduce the characteristics of an inclusive conclusion and
recommendations. Lesson 2
1. Distinguish APA from MLA referencing. Lesson 3
1. Discuss the characteristics of a comprehensive report.
Applying Less
o n1
1. D
raw
conc
ana lusio
lysis n an
of q dm
inter ualit ake
view ative reco
Less . data mm s ebna
on 2 gath dsaetdio
ered onn t
1. M from he
ake obse
a re rvat
Less fere ion a
on 3 nce nd
list b
1. W ased
rite on c
a re hose
port n sty
of th l e (A
e fin PA o
ding r ML
s for A).
pres
enta
tion.
161
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Analyzing Less
on 1
1. A
naly
ze c
impl odes
ied b used
y the ntadgca
word evid lass
s/se e n ify th
n te c e s e me
conc nces from anin
lusio from obse g be
2. A n. inter rvati i ng
naly view on a
ze c tran n d
Less oncl scrip
on 2 usio t s and
n to
1. A ma k cons
naly e reco truct
ze e mme
(APA ntrie ndat
esende ions
or M d for .
LA). the c
hose
n re
fere
nce
style
Evaluating Lesson 1
1. Discuss the conclusion and recommendations. Lesson 2
1. Assess the accuracy of the entries in the reference section.
Lesson 3
1. Explain the results of the study in preparation for the written
report.
Creating Lesson 1
1. Write the last chapter of the research work which includes
summary, conclusion, and recommendation.
I. What to Know
This lesson could be started by presenting situations, video clips, or
pictures to the learners from which they will be asked to make a
162
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
conclusion. This could take the form of a group activity and each group
presents the conclusion to the class after the designated time. The
teacher accepts all forms of conclusion without judgment.
163
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
F. Research Question/s Addressed
164
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H. Summary
Here‘s a sample and a guide in writing your summary:
• Identify those.
• Why are they important?
165
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
The recommendations identity possible courses of action to bring
clarity and closer agreement to perceptions of quality school.
I. Recommendation
When writing the recommendations, it is better to have an
introductory paragraph which recalls the conclusions of the study.
The number of recommendations and the number of conclusions
are usually aligned. Hence, this section may be written like this:
Activity 8.1.1
166
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IV. What to Transfer
The true test of the learners‘ learning of this lesson is the output
designed for this lesson. First, ask them to look at their written output in
Module 7 – analysis of the transcript. From the themes and patterns
that they have identified, ask them to draw a conclusion. Then, to show
alignment between findings and recommendations, formulate a
recommendation for each conclusion. Teacher scaffolding is very
essential at this stage.
Activity 8.1.2
V. Summary/Synthesis/Generalization
This lesson guides the learners on how to draw conclusions and
formulate recommendations using the established and generally
accepted guidelines. It also emphasizes the significance of the
alignment between findings and recommendations.
I. What to Know
Ask the students what they see at the last section of books or journals.
These are reference lists or bibliography which should appear at the
end of the paper or books. This list provides the essential information
for a reader to locate any source cited in the research work. Present
two samples of reference lists: APA and MLA styles. Ask the students
to differentiate one from the other. Tell the students that APA and MLA
are two very common format in listing references.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Part of the responsibilities of a good researcher is to recognize or cite
all the resources print or non-print at the resource page. American
Psychological Association (APA) and Modern Language Association
(MLA) are just two of the well-known methods of citation.
Tell the learners of the distinct differences between APA and MLA
styles. There are guidelines which learners need to know and be
familiar with in order to make sure that their resource page is correct.
Emphasize that the main differences between APA and MLA styles fall
in these entries: date, author‘s name, capitalization, and source page
(references and works cited, respectively). Some authors also include
indentions, pages, publishers, and publications as key differences
between these two styles.
APA MLA
168
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Basic rules Basic rules
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
should be in italics. This rule does not apply to
11. If a journal has both a indefinite or definite articles
volume and an issue (a, an, the), short
number, write the volume prepositions, or conjunctions
number followed by the unless one is the first word
issue number in parenthesis. of the title or subtitle.
There is no space between 12. Elements of a citation are
the volume number and the separated by a period and
open parenthesis. one space.
12. Article titles are plain text.
No quotes or italics.
13. Capitalize only the first word
of the title and the subtitle
for books, book chapters,
and article titles.
14. Capitalize the first letter of
each word in a periodical
title except articles (a, an,
the).
15. Each element (author, date,
title, etc.) of a citation is
separated by a period and
one space.
APA MLA
Basic Format: Jou rnal Article (Online)
170
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Without DOI * Author and/or editor
names (if available)
Author, A. A., & Author, B. B. * Article name in quotation
(Date of publication). Title of marks
article. Title of Online Periodical, (if applicable)
volume number(issue number if * Title of the Website,
available), pages if available. project, or book in italics.
Retrieved fromhttp://www.some * Version numbers
address.com/full/url/ available, including revisions,
posting dates, volumes, or issue
Example: numbers.
* Publisher
Longaretti, L., & Wilson, J. * Publishing date.
(2006). The impact of * Page numbers (if
perceptions on conflict available). * Medium of
management. Educational publication. * Date you accessed
Research Quarterly, 29(4), 3– the material.
15. Retrieved from Academic * URL (if required, or for
Search Premier database. your own personal reference;
MLA does not require a URL).
With DOI
Author's last name, first name (if
Author, A. A., Author, B. B., & available). "Title of work within a
Author, C. C. (Year). Title of project or database." Title of
article. Title of Periodical, site, project, or database. Editor
volume number(issue number), (if available).
pages.
http://dx.doi.org/xx.xxx/yyyyy Electronic publication
information (Date of publication
Example: or of the latest update, and
name of any sponsoring
Gaudio, J. L., & Snowdon, C. T. institution or organization). Date
(2008). Spatial cues more salient of access and <full URL>.
than color cues in cotton-top
tamarins (Saguinus oedipus) Scholarly Journal
reversal learning. Journal of
Comparative Psychology, 122, Dolby, Nadine. ―Research in
441–444. doi: 10.1037/0735- Youth Culture and Policy:
7036.122.4.441 Current Conditions and Future
Directions.‖ Social Work and
Society: The International
Online-Only Journal 6.2 (2008):
APA MLA
171
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
n. pag. Web. 20 May 2009.
References
Anderson, J. (2003, October) Superego. Journal of Psychology, 41.
Retrieved November 10, 2003, from EBS cohost.
Binns, T. B. (2001). The bald eagle. Chicago, Il: Rourke Publishers.
Donaldson, S. (1995). Protecting the troops from hemingway: an episode
in censorship. The Hemingway Review, 15, 87– 93.
Gibaldi, J. (2003) MLA handbook for writers of research papers. 6th ed.
New York: MLA.
Gordin, M. D. (2012). The pseudoscience wars: Immanuel Velikovsky
and the birth of the modern fringe. Chicago, IL: University of
Chicago Press.
Green, J. (2007, September). The Rove presidency. The Atlantic.com.
Retrieved
fromhttp://www.theatlantic.com/magazine/archive/2007/
09/therove-presidency/6132/.
Klaphake, E. (1999). My life as an English professor. Bellevue, Nebraska:
Bellevue University Press.
Marcuse, S. (1975). A survey of musical instruments. New York:
Harper and Row.
Shafron, G. R., & Karno, M. P. (2013). Heavy metal music and emotional
dysphoria among listeners. Psychology of Popular Media Culture,
2, 74–85. doi:10.1037/a0031722
Works Cited
172
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Anderson, John. "Superego." Journal of Psychology October 2003: 41. Academic
Search Elite.EBSCO host. MSB Brooklyn Center
Campus Library, Brooklyn Center, MN. 10 November 2003.
Binns, Tristan Boyer. The Bald Eagle. Chicago: Rourke, 2001. Print.
Donaldson, Scott. "Protecting the Troops from Hemingway: An
Episode in Censorship." The Hemingway Review 15 (1995): 87–
93.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed.
New York: MLA, 2003.
Gordin, Michael D. The Pseudoscience Wars: Immanuel Velikovsky
and the Birth of the Modern Fringe. Chicago: U Chicago P,
2012. Print. Green, Joshua. ―The Rove Presidency.‖ The
Atlantic.com. Atlantic Monthly Group, Sept. 2007.Web.15 May
2008.
Klaphake, Elizabeth. My Life as an English Professor. Bellevue, Nebraska:
Bellevue University Press. 1999.
Marcuse, Sibyl.A Survey of Musical Instruments. New York: Harper, 1975.
Shafron, Gavin Ryan, and Mitchell P. Karno. ―Heavy Metal Music and
Emotional Dysphoria Among Listeners.‖ Psychology of Popular
Media Culture 2.2 (2013): 74–85. PsycNET. Web. 11 Feb. 2014.
Activity 8.2.1
Ask the students to write a Reference List and a Works Cited for the
following entries:
173
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Publisher: National Geographic Society Place
of Publication: Washington, D.C.
Title of Article: Judging Who Should Live: Schneiderman and Jecker on the
Duty Not to Treat
Name of Journal: Journal of Medicine & Philosophy 23.5
Author/s: Lawrence Schneiderman and Nancy Jecker
Date Published: 1998
Pages: 500–515
Database: Academic Research Premier
Date accessed: March 20, 2005
174
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
APA and M Activity 8.2
LA Resou .2
rce Page fo
r the Resea
Tell the stu rch Paper
dents to org
them acco anize their
rdin pets resources
essential in g yto (print or n-po
ri
nn
by classify
ing and gro
formation fr t).
Resource P om each re Then write down all uping
age. source nee the
ded for wri
ting the
They may
use index
the sample cards -o
orutcuptieces of p
given belo aper for th
w as temp is activity.
late. Use
Book
OnlineJourn
Titleof Book: al
Author/s: Title of Articl
Copyright: e:
Name of Jou
Publisher: rnal:
Author/s:
Place of Pub Date Publish
lication: ed:
Date access
ed:
URL:
Online Articl
e with DOI
Online Articl
e from a Data
Title of Artic base
le:
Name of Jou Title of Articl
rnal: e:
Author/s: Name of Jou
rnal:
Date Publihse Author/s:
d:
Pages: Date Publish
ed:
Volume: Pages:
Number: Database:
Date access Date
ed:
DOI: accessed:
Newspaper
Encycloped
Writer ia
Date Publish Author
ed
Title of Artic Year of pub
le lication
Name of Ne Topic
wspaper
Page/s Name of En
cyclopedia
Volume
Page/s
Place of Pub
lication
Publisher
175
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
V. Summary/Synthesis/Generalization
This l
esson
and M is abo
LA.Th ut the
APA,R ereare t wo c
distin ommo
eferen cdt i f n form
Cited cis
e the t fe rence ats in
is the itleof bsetwe refere
guide o ne pre t h e resou ent hesefo nce lis
linein ferred rcep a rm a ting: A
writin s citingp i n ML geuse tsI.n P
g the rintan A. Stu dwhile
d non-p dents W
resou
rce pa rinm
t ater are ex orks
ge of ials
andap pecte
their r p d to fo
esear lythem llow th
ch wo in e
rk.
Refer
ences
Citing
Sourc
-e-sAPA
2015. ". CSU
Ch, ico- M
eriam
"Citin Librar
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src-e- M earch
LA"C ,Statio
2015. h . SU, n
ttp://li C hic- o
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/citin-M
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ces tion
176
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 3: The Process of Writing Report
I. What to Know
Ask the students if they had done any investigatory projects in the past
or had read any research work such as thesis. Can they recall the
parts? How were they written? What was the style?
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
words, if used, should be defined operationally in the Definition
of Terms section.
2. Good organization
To show good organization, your paper must be consistent and
cohesive. In order to show consistency, your discussions
should focus solely on your research topic, never deviating
from it. Each discussion should lead to the outcome or results
of your study in order to show cohesion.
3. Comprehensive
One characteristic of a well-written research work is being
comprehensive. It means discussing every angle or
perspective, supported by valid data, leaving no areas
unclarified. You must not let any stone go unturned.
178
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
1. Own your research paper. You must know the entirety of your
paper starting from the background all the way up to the results
and references. Study it very well. If you‘re working in groups,
make sure that everyone knows the paper. Remember that you
will be graded not only based on the paper itself, but more
importantly on your knowledge of the research process. Your
knowledge of your research paper will not only become evident
during the presentation, but more so in answering the
questions after the presentation. Pause and think thoroughly
before answering the questions. If there are suggestions or
recommendations, humbly accept them. The judges are there
to help you improve your paper and not to antagonize you.
Take note of their comments and suggestions.
Activity 8.3.1
179
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Individually or as a group, the students will be given a sample qualitative
research (a sample thesis would be best or a printed version of study
from an online source). They will read and analyze the research work
paying special attention to how its parts are written. They will use the
model research work as a guide in writing a report.
Activity 8.3.2
Guide the students in writing the last chapter of their research work. Use the
template provided in Discussion Material as guide.
Activity 8.3.3
V. Summary/Synthesis/Generalization
This lesson teaches the learners about the last stage in writing the
research paper: reporting and sharing of findings. This last stage
includes writing conclusion and recommendation, listing of references,
180
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
and writing research report. The expected output that learners must
produce is the report of their research.
References
Jacobs, Lynn F., and Jeremy S. Hyman. 2010. "15 Strategies For Giving Oral Presentations".
U.S. News & World Report.
https://www.usnews.com/education/blogs/professors-guide/2010/02/24/15strategies-for-giving-oral-
presentations.
Paiz, Joshua M. et al. "General Format". Purdue Online Writing Lab, 2016.
https://owl.english.purdue.edu/owl/resource/560/01/.
181
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.