Module 3
Module 3
Practical Research 1
Quarter 4: Week 5 to 6
Module 3: Strategies for Data
Collection
Practical Research 1
Grade 11/12 Quarter 4: Week 5 to 6 - Module 3: Strategies for Data
Collection.
First Edition, 2021
Copyright © 2021
La Union Schools Division
Region I
All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.
Management Team:
The field of qualitative research is broad and not only “crosscuts disciplines, fields,
and subject matters” but also utilizes a myriad of means to collect data.
Are you now set to perform the activity, answer the questions, and read the
texts? If so, then you may get your ball pen and notebook as I will request you to
answer the questions included herein.
Good luck enjoy reading and doing the activity. God bless.
Before going on, check how much you know about this topic. Answer
the pretest on the next page in a separate sheet of paper.
PRE-TEST
Direction: Answer the question that follows. Choose the best answer from among
the given choices. Write your answers on a separate sheet of paper.
5]. Which of the following steps in the research process occurs AFTER the data is
collected?
A] Conduct a literature review.
B] Consider theories relevant to your project.
C] Formulate the hypothesis.
D] Make decisions in terms of past research and theory.
10] Which of the following is used when a researcher wishes to obtain a deeper
understanding of a phenomenon?
A] Interview B] Observation C] Questionnaire D] Survey
11] Which of the following is true about deductive approach in thematic analysis?
A] It is like the emergent code where the codes/themes are determined
beforehand.
B] It is like the present code where the codes/themes are determined
beforehand.
C] It is like the preset code where the data is the one that determine the
codes/themes.
D] It is like the emergent code where the data is the one that determine the
codes/themes.
12] Which of the following is true about inductive approach in thematic analysis?
A] It is like the emergent code where the codes/themes are determined
beforehand.
B] It is like the present code where the codes/themes are determined
beforehand.
C] It is like the preset code where the data is the one that determine the
codes/themes.
D] It is like the emergent code where the data is the one that determine the
codes/themes.
13] It is a way of bringing the codes together before forming the themes for the data
gathered.
A] Coding B] Collating C. Summarizing D] Synthesizing
JUMPSTART
As an individual, you are curious about many things in life. Your curiosity is
marked by queries you have in mind. Oftentimes, you have questions that may be
answered by others. Sometimes, you might just personally observe to get answers.
In research, interview and observation allow you to gather information that will
help you answer your research questions.
DISCOVER
Father-Child Workshop
Location: ____________________
Date: ________________________
(Instructions to observe: Write down actions you see and comments you hear under the
following headings:)
1. Disciplinary actions fathers have with the child.
____________________________________________________________________________________
________________________________________________
2. Physical contacts fathers have with a child.
____________________________________________________________________________________
________________________________________________
3. Ways in which fathers praise their children.
____________________________________________________________________________________
_______________________________________________
Adapted from: Roller & Lavrakas, 2015. Applied Qualitative Research Design: A total Quality Framework
Approach. New York: Gutford Press
When conducting observation in the research setting, a researcher may play the
one of the following:
1) Complete Participant. As the term denotes, the researcher is part of the group
under study and participates in the group members’ activities. However, the
participants are not aware that they are being observed and studied.
2) Participant as Observer. Here, the researcher is still part of the group under
study and participates in the group members’ activities. The participants are
fully aware that they are being observed and studied.
3) Observer as Participant. The researcher is not part of the group under study but
still participates in the group members’ activities. The participants under study
are aware of the research and its objectives.
4) Complete Observer. Here, the researcher is not part of the group under study
and does not take part of their activities. The participants are not also aware
that they are being observed and studied.
Advantages of Observation
1) It enables a researcher to access things in the research setting that may not
seen by the general public (Kawulich 2012).
2) It allows the researcher to give rich and detailed description of the social setting
by means of the field notes (Kawulich 2012).
3) It is one of the simplest ways to collect data and does not require too much
technical knowledge (Bhasin 2020).
4) It can be done with or without the participants’ knowledge.
Disadvantages of Observation
1) There is a chance of higher observer bias (Bhasin 2020).
2) Participants’ behavior may change because of the presence of the researcher,
thus affecting the data to be obtained (Educational Research Techniques 2015).
3) It requires longer time frame to obtain deeper understanding of the research
participants.
4) There may be an issue of non-conformity to informed consent.
5) Guidelines in Observation
Here are some guidelines that will help you when doing observation:
1) Be ready with your observation guide and research tools such as audio-video
recorder, camera, and notebook.
2) Focus your observation on the research problems that you are trying to answer.
3) Take notes or pictures so that you can use them in giving detailed analysis.
4) Allot ample time in your observation to have a deeper understanding of the
subjects you are observing.
5) Observe keenly. What you think about what you observe may be opposite to
what is really happening.
6) Ask informal questions from the participants for further clarification.
Becoming a skilled observer includes…
Learning to pay attention, see what there is to see, and hear what there is to
hear.
Practice in writing descriptively.
Acquiring discipline in recording notes.
Knowing how to separate detail from trivia.
Using rigorous methods to validate and triangulate observations.
Reporting the strengths and limitations of one’s own perspective.
EXPLORE
Observation Grid:
Site Location: Date: Start time: Stop time:
Research Issue:
Area of Observation
1.
2.
3.
4.
5.
6.
Reflexive comments
Deepen
Direct Observation
Interview
There are three main kinds of interview that may be used specifically as research
tools:
1) Structured Interview. The structured interview is one in which the content
and procedures are organized in advance. This means that the sequence and
wording of the questions are determined by means of a schedule and the
interviewer is left little freedom to make modifications. The interviewer asks a
predetermined set of questions which are arranged in chronological order. The
interviewee answers each question from a list of options.
2) Semi-structured Interview. Here, the interviewer asks a predetermined set of
questions. There is no list of options. The interviewee can answer the
questions in his/her own words. Follow-up questions can be asked by the
interviewer for clarifications.
3) Unstructured Interview. The unstructured interview is an open situation,
having greater flexibility and freedom. The research purposes govern the
questions asked, their content, sequence and wording are entirely in the
hands of the interviewer. There is no predetermined set of questions, no list of
options, no specific procedures. The interviewer asks questions on the context
of the study. The interviewee can answer freely and spontaneously. The
interviewer can ask follow-up questions for clarification and for more in-depth
information.
Disadvantages of Interview
EXPLORE
Activity 3.1.3:
After what you have learned on collecting data through observation and interview,
you are now ready to do the following tasks. Write your answers in a separate sheet
of paper.
1) When should you use observation as a method of data collection? When should
you use interview?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2) Given the different types of observation and interview, which of them would you
use to gather data for a research project? Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3) You are tasked to conduct a study on COVID-19 and how it changes the lives of
people. What method are you going to use to gather data about this –
observation or interview? What specific type of observation or interview will you
use? Why do you think is your chosen method appropriate for the study?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Deepen
Activity 3.1.4
Direction: Identify the key takeaways that you have learned in today’s lesson. Copy
this organizer in your answer sheet. You may add more box/es if you wish.
Lesson 2: Inferring Patterns and Themes from
Data in Research
JUMPSTART
After gaining knowledge on the ways on how to collect the data in qualitative
research, the next step is to know how to analyze those data. This lesson aims to
teach you how to analyze collected data and to help you to describe themes and
patterns from the data collected.
Qualitative data analysis is a time-consuming process; it makes you deal with data
coming from wide source of information. It is good if all the data you collected
coming from varied sources of knowledge work favorably for your research study,
but, ironically, some of these may have not strong relation to your research
questions.
The method that we will give focus to is the Thematic Analysis. This method in
qualitative research is based on initial coding and collating and then patterns and
themes. Let us dive deeper on these processes.
What is Coding?
Coding is the process of analyzing the data and searching for essential information
that answers the research questions. Another definition of coding says that it is a
process of filtering the data. These essential words are marked or labeled or coded.
They are considered essential if they occur or have been mentioned several times by
the informants.
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.
What is collating?
Collating on the other hand is, your way of bringing together the coded data. Giving
the data an orderly appearance is putting them in a graph, specifically a table of
responses.
Patterns and themes are words or phrases that collectively describe the experience
or thoughts of every participant. These words and phrases become themes because
they appear on several occasions and are mentioned by many participants. They
represent broad categories of information.
In order to identify themes, qualitative researchers use codes. Just like what is
written above, these codes are simply “labels” that help qualitative researchers
identify similar experiences or thoughts.
Codes that are grouped together are themes. These are the words or phrases that
will manifest in the interview transcript and researchers during analysis.
Qualitative researchers should be able to identify and locate them. Hence, these
words or phrases that describe participants’ experiences and thoughts should be
coded accordingly for easy reference and classification when interpreting the
results.
This ‘theme’ may be labeled by a word or expression taken directly from the data or
by one created by the researcher because it seems to best characterize the essence
of what is being said.
Generating themes from a qualitative data can be a bit tricky but the more articles
you read the more themes can be produced. Literatures and the personal
experience on the subject matter is also important. This means that if you really
know your study or topic, then, it would be easier to create themes.
THEMATIC ANALYSIS
Thematic analysis is a method for identifying and analyzing patterns and themes
within qualitative data and it is also defined as a form of pattern recognition within
the data.
Phase 2. Coding: It involves generating concise labels or codes. You have to code
the whole dataset and make sure that the codes are relevant to your topic then
collate them.
Phase 3. Searching for themes: This is now the phase where you will be
generating themes from the codes. You may want to go through your codes multiple
times just to be sure that you are collating relative codes.
Phase 4. Reviewing themes: From the initial generation of themes, you may still
see some irrelevant themes when you try to connect it with your topic. To prevent
this, you have to review the generated themes and then compare it to the dataset
and then to your topic.
Phase 5. Defining and naming themes: Once you are done with your final
themes, you now have to make a detailed analysis of each. There should be a
“story” behind those themes since it will be further discussed in the results and
discussion part. Aside from that, this phase also involves deciding on an
informative name for each theme.
Phase 6. Writing up: This final stage involves knitting together the analytic
narrative explanation from each generated theme, data extracts, and
contextualizing the analysis in relation to existing literature.
EXPLORE
Activity 3.2.1:
DIRECTIONS: Below is a sample of a transcript interview. Write the questions and
its focus on the left table. Copy and underline the codes you identified on the
verbatim response or answer. Write your answer in a separate sheet of paper.
Interviewee So, let’s go right into it and tell me how did you start as a
Basketball player?
Athlete: That has been something that I was always a fun of various league by
already as a kid. Technically, I would suppose I started by learning the basic
skills at the age of five, forcefully somewhat. First, I didn’t like it, but I always
appreciated how skills and game was put together. So, I spent than just a lot of
time doing movement exploration and manipulation and just finding my way. It
was kind of a passion that it got me deeper and deeper into it, just by chance.
So, yeah that’s kind of the start of my passion in playing the sports.
Interviewee: And did you consider yourself a competitive player in the beginning
or was it just an organic slow process of becoming one?
Question 2
Activity 3.2.2: Directions: From the codes you identified above, list down the
common themes list and write it in your answer sheet.
Codes/Categories Common Themes
Activity 3.2.3: Directions: From the themes you identified above, write a brief
explanation for each. Write your answer in a separate sheet of paper.
Common Themes Explanation
DEEPEN
Activity 3.2.4:
Identify the key takeaways that you have learned in today’s lesson. Copy this
organizer in your answer sheet. You may add more box/es if you wish.
Lesson 3: Relating Pertinent Findings with the
Literature in Research
JUMPSTART
After creating the themes from the collected data, the next step is to analyze them
and connect them to the literatures you’ve found in your review. This lesson aims
to teach you how to analyze the collected data. It will help you to relate pertinent
themes and patterns from the data collected. The lesson also provides a discussion
on the technique in analyzing data coming from the interview that will help you in
research writing.
The discussion section is essentially written for the sake of explaining your
findings.
In very simple terms, what you did to answer the research questions and
why you did it that way.
It explains the results of your study and connects the results to each
research question.
This section is often considered the most important part of a research paper:
Interpreting your findings is about seeing whether what you found confirms or does
not confirm the findings of previous studies in your literature review. Your findings
may also offer novel insights or information.
For qualitative studies, organize this section around your themes. For each
question or theme, go back to your literature review and look at the major findings
of previous studies. Relate your findings to the findings of those previous studies
and indicate where your findings aligned and where they did not align. Offer
possible explanations as to why your findings corroborated or contradicted the
findings of previous studies.
Tip
Remember that you are dealing with three different issues and the three
must be clearly differentiated for the reader.
Some suggestions to differentiate your own research from previous research in your
writing:
Make reference to similarities or differences in Similar research carried out in the 1980s
approach or findings. showed that...
Use the present perfect tense to highlight the This study has shown a prevalence rate of
recent relevance of your research in comparison 2.5 which is greater than that found by
with earlier research, referring to it in the simple Smith and Geva in their Belgrade study...
past.
knowledge you are sure of because you have reliable evidence for it.
other knowledge you are less sure of.
other knowledge you think is only within the realms of possibility.
A. Background Information
o As mentioned in the literature review…
o Prior studies showed that students….
o Other research in … concluded that….
o This study set out with the aim of assessing the importance of…
o Very little was found in the literature on the question of…
B) Explanation of Results
o This result may be explained by …/a number of different factors …
o It may be that these students benefited from…
o There are several possible explanations for this result.
o A possible explanation for this might be …
o Another possible explanation for this is that…
o It is difficult to explain this result, but it might be related to…
o It seems possible that these results are due to …
o The reason for this is not clear but it may be due to ….
o This inconsistency/discrepancy may be due to….
o There are, however, other possible explanations.
Positive/Support
o This result of this study seems to confirm the findings of a study by Nonan
(2018) in this field.
o These findings of this research are consistent with those of Dumo et al.
(2017) who found…
o These findings supported the previous research….
o These findings confirmed the result of other research that…
o These findings agree with Diaz’s (2020) findings which showed…
o There are similarities between the attitudes expressed by….
o This study corroborates the earlier findings about…
o These results are consistent with those of the other studies which found…
o The present findings seem to be consistent with other research that…
Negative/Contradict.
o These findings did not support previous research …
o The present findings did not seem to be consistent with other research
that…
o In contrast to earlier findings, however, no evidence of… was discovered.
o This study has been unable to demonstrate that…
o However, the findings of the current study do not support the study
conducted by Corpuz (2018).
o However, this result has not been previously described in other studies.
You can monitor the progress of your work by ticking the corresponding tasks.
Task Checklist Y/N
I have concisely summarized the most important findings.
I have discussed and interpreted the results in relation to my research
questions.
I have cited relevant literature to show how my results fit in.
I have clearly explained the significance of my results.
If relevant, I have considered alternative explanations of the results.
I have stated the practical and/or theoretical implications of my results.
I have acknowledged and evaluated the limitations of my research.
I have made relevant recommendations for further research or action.
EXPLORE
DEEPEN
1) Write down all the things you know now that you didn't know when you
started the research. Use a single sentence for each item.
2) Sort the sentences into groups. Give each group a heading. Now check the
headings against your research question(s). Do all the headings relate to the
research question(s)? Do the questions need refining?
3) Use these groups and headings to make a plan of the points you want to
make in your discussion.
Gauge
Direction: Answer the question that follows. Choose the best answer from among
the given choices. Write your answers on a separate sheet of paper.
1] Which of the following refers to the way of collecting data by watching and
listening to an interaction or a phenomenon?
A] Interview B] Observation C] Questionnaire D] Survey
5] Which is the best approach to use when the researcher is more interested in
behavior rather than perception of people?
A] Interview B] Observation C] Questionnaire D] Survey
6] What is the other way to find themes where you have to look for local terms that
may sound unfamiliar or are used in unfamiliar ways.
A] Compare and Contrast B] Indigenous Terms
C] Social Science Queries D] Word Repetitions
7] It is a technique in identifying the data that is based on the idea that themes
represent the ways in which texts are either similar or different from each other.
A] Compare and Contrast B] Social Science Queries
C] Key-words-in-context D] Word Repetitions
8] It refers to the technique in identifying data that can be analyzed formally and
informally.
A] Indigenous Terms B] Social Science Queries
C] Compare and Contrast D] Word Repetitions
9] This phase involves generating brief labels that identify important features of the
data that might be relevant to answering the research question.
A] Coding B] Reviewing for themes.
C] Familiarization with Data D] Searching for themes.
10. It is the final phase involves weaving together the analytic narrative and data
extracts and contextualizing the analysis in relation to existing literature.
A] Familiarization with Data. B] Searching for themes.
C] Reviewing for themes. D] Writing – up.
13. It is the phase that involves reading and re-reading the data, to become
immersed and intimately familiar with its content.
A] Defining and naming themes B] Familiarization with the data
C] Searching for themes D] Writing up
14. The phase involves developing a detailed analysis of each theme, working out
the
scope and focus of each theme, determining the ‘story’ of each. It also involves
deciding on an informative name for each theme.
A] Defining and naming themes B] Searching for themes
C] Familiarization with the data D] Writing up
15. In this phase, themes are typically refined, which sometimes involves them
being split, combined, or discarded.
A] Defining and naming themes B] Familiarization with the data
C] Reviewing themes D] Writing up
PRE-TEST
1. A
2. B
3. A
4. A
5. D
6. D
7. B
8. D
9. C
10.A
11.B
12.D
13.A
14.D
15.B
GAUGE
1. B
2. A
3. C
4. D
5. A
6. B
7. A
8. D
9. A
10.D
11.C
12.C
13.B
14.A
15.C
ANSWER KEY
References
Printed Materials:
Almeida, Adelaida B., Gaerlan, Amelita A., Manly, Norlita E. 2016. Research
Fundamentals From Concept to Output: A Guide for Researchers and Thesis Writers.
Quezon City: Adriana Publishing Co., Inc.
Buensuceso, D. B. et. al. 2016. Practical Research 1. Teacher’s Guide. Senior High
School. Department of Education – Bureau of Learning Resources. Pasig City,
Philippines. Lexicon Press, Inc.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five
approaches. Thousand Oaks, CA: SAGE Publications.
Denzin, N. K., & Lincoln, Y. S. (2000). Introduction: The disciple and practice of
qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative
research (2nd ed., pp. 2-28). Thousand Oaks, CA: SAGE Publications.
Prieto, N.G., Naval, V.C. & Carey, T.G. (2017). Practical Research 1 for senior high
school: Qualitative. Quezon City, Metro Manila: LORIMAR Publishing, Inc.
Wa-Mbaleka, Safary. 2019. Research Guide for K-12 Educators, The Practical Way.
Cavite: Oikos Biblios Publishing House.
Website: