Self - Learning Module For Senior High School Learners: Weeks: 3 - 5
Self - Learning Module For Senior High School Learners: Weeks: 3 - 5
Department of Education
Region VI – Western Visayas
Schools Division of Passi City
PASSI NATIONAL HIGH SCHOOL
Passi City, Iloilo
Self - Learning
Module for
Senior High School
Learners
Semester: Second
Weeks: 3 - 5
LEARNING COMPETENCIES:
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Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Passi City
PASSI NATIONAL HIGH SCHOOL
Passi City, Iloilo
PRACTICAL RESEARCH 1
(Qualitative Research)
Quarter 4, Weeks 3 to 5
Life histories are also needed in this area. These are narrative self-disclosures
about the individual’s life experiences.
Data obtained from an interview may be recorded on audiotapes or
videotapes with the permission of the respondent. This is because some
researchers believe that recording responses by hand jeopardizes rapport, reduces
the amount of eye contact, and may disrupt the pace and flow of the interview.
Types of Interviews
1. Unstructured. The researcher must be skilled in steering the course of the
interview. The interviewer must be knowledgeable on the subject or topic
of concern. This can be in the form of normal conversations or a
freewheeling exchange of ideas.
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3. Semi-structured. There is a specific set of questions, but there are also
additional probes that may come in the form of follow-up questions that are
not included in the list or original questions. Through this process, the
researcher can gather additional data from a respondent that may add
depth and significance to the findings.
The instrument often used in this method is the interview schedule. Although
interviews are often dynamic and it is very difficult to get different interviews with
different people to follow exactly the same flow. Researchers can use interview
schedules to ensure that the interview stays on track, and even to give their
interview the desired amount of structure.
Group Interviews
Group interviews are interviews conducted with several respondents
simultaneously --- ideally six to ten people. This method may be used when a
certain effect is desired, or if a topic calls for it.
Researchers conducting group interviews often use instruments called topic
guides, which resemble interview schedules, but are less restrictive in structure to
allow the respondents a more free and dynamic exchange of ideas. It is not
uncommon to have two researchers moderating a group interview – one to
facilitate the discussion, and the other to take notes, handle logistics, and the like.
With permission from all the respondents, a group interview may also be
documented via a video or audio recording device.
Group interviews can be classified into two types:
Observation
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Observation must be done in a quiet, inconspicuous, and unobtrusive manner
to get realistic data. It can be used to gather information such as the
characteristics and conditions of individuals, verbal communication, non-verbal
communication and activities, and environmental conditions. The following
dimensions should be taken into consideration: the focus of observation:
concealment, the condition wherein the subject of observation has no knowledge
of that he or she is being observed; duration; and the method of recording the
observations.
Advantages of Observation
1. It is the most direct measure of behavior.
2. It provides direct information.
3. It is easy to complete and is efficient.
4. It can be used in natural or experimental settings.
Disadvantages of Observation
1. It may require training.
2. It is susceptible to bias.
3. Observer’s presence may create an artificial situation.
4. It can potentially overlook meaningful aspects.
5. It is open to misinterpretation.
6. It is difficult to analyze.
Surveys or Questionnaires
Surveys, also known as questionnaires, are perhaps the most commonly used
instrument in research --- particularly in quantitative research. It is a list of panned,
written questions about a particular topic, with spaces provided for the response
to each question, intended to be answered by a number of persons. This means
that questionnaires are both a method and an instrument. It is relatively
inexpensive, easy to administer, potentially more consistent than the other
methods, assures confidentiality, and minimizes biases based on question-
phrasing modes. However, it also has its own disadvantages: respondents may
interpret the questions differently, and may answer them in ways the researcher
did not intend. There is also the strong possibility that some respondents will
choose not to fill out or return their questionnaires.
Types of Questions
3. Completion type. The respondents are asked to fill in the blanks with the
necessary information. Questions are open-ended.
Ex.: As a teacher, after seeing a misbehavior done by a pupil, I will
_______________________.
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4. Coding type. Numbers are assigned to names, choices, and other pertinent
data. This entails knowledge of statistics on the part of the researcher; as
statistical formula application is necessary to arrive at the findings.
Ex. On a scale of one to ten, how will you rate your student’s communication skills?
5. Subjective type. The respondents are free to give their opinions about an
issue of concern.
Ex.: What can you say about teachers who are deeply committed to their work?
Wordings of Questions
Ex.: Do you want to become the class president and seek a position in the
student council?
1. It must be concise yet able to elicit the needed data. According to Shelley
(1984), the length of a questionnaire must be two to four pages and the
maximum time of answering is ten minutes. Shelley added that a desirable
length of each question is less than 20 words.
Example: A Likert Scale that measures attitudes towards the ban of cell phones in
school.
ITEMS
a. There would be difficulty in contacting my parents. SA A D SD
b. I will be able to concentrate my time in listening to SA A D SD
my teachers.
c. It would stop cell phone thefts in school. SA A D SD
Competent 5 4 3 2 1 Incompetent
Punctual 5 4 3 2 1 Not punctual
Pleasant 5 4 3 2 1 Unpleasant
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Data Gathering Instrument Example:
Validity
Validity refers to the quality of the instrument of being functional only within
its specific purpose. That is, an instrument is valid if it measures what it is
supposed to measure. Since the instruments of the study are used by the
researcher in the methodology to obtain the data, the validity of each one should
be established beforehand. This is to ensure the credibility of the findings, and the
correctness and accuracy of the following data analysis.
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Types of Validity
In Educational Testing and Measurement: Classroom Application and
Practice, Kubiszyn and Borich (2007) enumerate the different types of validity.
1. Face validity. Also known as logical validity, it involves an analysis of
whether the instrument is using a valid scale. The procedure calls only for
intuitive judgment. Just by looking at the instrument, the researcher decides
if it has face validity. It includes the font size, spacing, the size of the paper
used, and other necessary details that will not distract respondents from
answering the questionnaire.
2. Content validity. This kind of validity is determined by studying the
questions to see whether they are able to elicit the necessary information.
This type of validity is not measured by a numerical index, but instead relies
on logical judgment as to whether the test measures its intended subject.
Content validity is measured by subjecting the instrument to an analysis
by a group of experts who have theoretical and practical knowledge of the
subject. Three to five experts would suffice. The experts assess the items of
the questionnaire and determine if the items measure the variables being
studied. Then, the experts’ criticisms will be considered in the revision of the
instrument.
Two Types
a. Concurrent validity. It deals with measures that can be administered
and validated at the same time. It is determined by administering both
the new test and the established test to a group of respondents, then
finding the correlation between the two sets of scores. Validity is
established with an accepted and availed second test that measures
what the researcher is trying to measure.
b. Predictive validity. It refers to how well the test predicts the future
behavior of the examinees. This is particularly useful in aptitude tests,
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which are tests to predict how well test-takers will perform in some
future setting.
Reliability
Reliability refers to the consistency of the results of an instrument in repeated
trials. A reliable instrument can also be used to verify the credibility of the subject
if the latter yield the same results in several tests. However, this is only true if the
instrument is valid. It is important to note that, while a valid instrument is always
reliable, a reliable instrument is not always necessarily valid.
b. Reactivity refers to the fact that sometimes, the very process is not
done logically and that phenomenon can induce change in itself.
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items should be correlated with each other and the test ought to be internally
consistent.
NOTE:
Tasks 1 and 2 shall be answered on Week 3.
TASK 1
Directions: Answer the following questions thoroughly. The use of additional
references is encouraged.
1. What methods and instruments will you use to gather data to answer your
research problem? Describe them. Remember to cite your references.
2. Why did you choose these methods and instruments?
3. What rating scale will you use? Discuss it in detail.
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TASK 2
Directions: Choose the correct answer from the box and write the letter of your
answer on the space provided.
A. Concurrent validity F. Construct validity
B. Specificity G. Range
C. Predictive validity H. Face validity
D. Linearity I. Reliability
E. Precision J. Content validity
1. It is also known as logical validity.
2. It refers to how well a test can predict future behaviors.
3. It refers to the consistency of the results of an instrument in repeated trials.
4. It refers to quality of an instrument of being equally accurate and sensitive over
the entire range of values.
5. Instruments having this kind of validity are able to elicit the necessary
information.
6. It refers to how well an instrument can identify a non-case correctly.
7. It refers to the capability of an instrument to detect the smallest expected value
to the largest.
8. This kind of validity refers to whether the test corresponds with its theoretical
construct.
9. It refers to the capability of the instrument to precisely discriminate among
people who exhibit varying degrees of an attribute.
10. This kind of validity deals with measures that can be measured and validated
at the same time.
Observation involves the use of our sensory systems (including eyes and ears) to
record behavior. These measures are the basic data used to describe naturally occurring
behavior or to assess the effects of our independent research variable. Therefore, they
must be gathered with care. Observations such as these (judgments that behavior has
or has not occurred) are inherently more subjective than other data collection
procedures. Because judgments are based on our perceptions, the same event occurring
in the environment will be perceived differently by different people (Lammers & Badea,
2013).
6. Slowly withdraw.
-After observation, slowly withdraw by thanking the participants for their
time.
There are more than 50 students in the Can the teacher manage this big class?
classroom.
Some students seated at the back start to I wonder if it’s the class that makes them sleepy
become sleepy. or their activity at night?
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2. Introduction.
-This provides instructions to the interviewer which will serve as his/her
guide in conducting the session. It is a prerequisite that the interviewer introduce
himself/herself including the objectives of the research.
3. Opening Question.
-This is about getting to know participants so they will feel at ease. Questions
related to their work or activities are good opening questions. Very personal
questions must be avoided.
4. Content Questions
-These are sub-questions based on the central phenomenon being studied.
5. Closing Instructions
-Thank the interviewee of his/her time
NOTE:
Tasks 3 and 4 shall be answered on Week 4.
TASK 3
Choose the letter that corresponds to the correct answer.
1. Which of the following is False in the process of observing?
a. Before writing any notes, think of what catches your attention
b. After recording observation, it should be arranged chronologically or in order.
c. After observation, slowly withdraw by thanking the participants for their time.
d. Gaining access through letter of consent is not necessary. You may start the
observation right away.
3. At the start of the interview, the following are things to consider except:
a. questions on the subject’s thoughts, attitudes, or performance of his or her job
or any current work assignment.
b. encourage respondent to talk about himself/herself including age, family, etc.
c. Open or unstructured questions asked in this step of the interview
d. respondents give you hint on the right ways to ask your subjects the questions
that elicit the right data for your research
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b. observation is time-consuming d. Observation requires
operational definition
TASK 4
NOTE:
Task 5 shall be answered on Week 5.
TASK 5
Directions: Provide the required information below. Refer to your proposed research
study.
1. Proposed research: ____________________________________________
2. Gather data from at least three of your target respondents using the data gathering
instrument you made in Task 4. You may do this through face-to-face while
observing the minimum health protocols, text messages, calls, or online means.
3. Relate your interpretation based on the gathered data.
General Instructions:
ALL ACTIVITIES AND TESTS SHOULD BE ANSWERED WITH YOUR COMPLETE NAME
AND PRAC. RESEARCH 1 LABEL AND WEEK NUMBER AT THE TOP OF YOUR ANSWER
SHEETS.
Option 1: For Students with laptop/ computer with internet connection, you can type your answers
in a Word document or screen shot or take a clear picture of your output and submit it
through your teacher’s messenger or email.
Option 2: For Students with laptop/ computer but no internet connection and choose to have their
output computerized, you can have it printed and have it submitted to the Teacher-
Adviser through your parents. Observance of minimum health safety standards is
required.
Option 3: For Students who do not have laptop/ computer, you can write your answers in a 1
whole sheet of intermediate paper and submit it to the Teacher-Adviser through your
parents. Observance of minimum health safety standards is required.
Note:
- The activities should be answered individually.
- Collaboration with other classmates is highly encouraged but output should not be the
same.
- For Students who are under quarantine, they need to comply with the safety protocols of
the City Health Office until given clearance. They will be given time to submit their output.
References:
• Cristobal, A. P. & De la Cruz - Cristobal, M. C. (2017). Practical Research 1 for Senior High School. C & E Publishing,
Inc.
• CRESWELL, JW. QUALITATIVE INQUIRY AND RESEARCH DESIGN. CHOOSING AMONG FIVE TRADITIONS.
THOUSAND OAKS, CA: SAGE PUBLICATION, n.d.
Prepared by: MARY FAITH M. LIDAWAN JANETTE R. PANES
DARYL P. VILLANUEVA JR. IRVIN KIT G. PABULAYAN
MARY ANN S. LALANTACON LYNDON P. ISANAN
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