Practical-Research-1.pdf

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Contents Preface

vii

Acknowledgments

UNIT I

ix

Nature of Inquiry and Research Lesson 1 Nature of Inquiry Meaning of Inquiry Governing Principles or Foundation of Inquiry Benets of Inquiry-Based Learning Lesson 2

Nature of Research

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8

Meaning of Research Characteristics of Research Purposes of Research Types of Research Approaches to Research UNIT II

Qualitativ e Research and Its Importance in Daily L ife Lesson 3 Qualitative Research Denition of Qualitative Research Characteristics of Qualitative Research Types of Qualitative Research Advantages or Strengths of Qualitative Research Disadvantages or Weaknesses of Qualitative Research Lesson 4

Qualitative Research in Dierent Areas of Knowledge

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28

Subject Area Research Approaches Hard Sciences vs. Soft Sciences UNIT III

Identif ying the Inquiry and Stating the Probl em Lesson 5 Subject Matter of the Inquiry or Research Guidelines in Choosing a Research Topic Research Topics to be Avoided Sources of Research Topics Lesson 6

Research Problem and Research Question

Meaning of Research Problem Background of the Problem Research Questions Guidelines in Formulating Research Questions

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45

UNIT IV

Learnin g fro m Others and Reviewing the Literature Lesson 7 Review of Related Literature (RRL) 55 Meaning of Review of Related Literature Purposes of Review of Related Literature Styles or Approaches of RRL or Review of Related Literature 1. Traditional Review of Literature 2. Systematic Review of Literature Structure of the RRL Lesson 8

The Process of Review of Related Literature

65

Stage 1: Search for the Literature Stage 2: Reading the Source Material Stage 3: Writing the Review Lesson 9

Standard Styles in Review of Related Literature, Citation, or References

73

Purposes of Citation Styles of Citation Patterns of Citation Plagiarism UNIT V

Understanding Data and Ways to Systematically Collect Data Lesson 10 Qualitative Research Designs 81 Denition Types 1. Case Study 2. Ethnography 3. Historical Study 4. Phenomenology 5. Grounded Theory Lesson 11 Sampling 92 Denition History Probability Sampling or Unbiased Sampling Types of Probability Sampling Non-Probability Sampling Types of Non-Probability Sampling

UNIT VI

Finding Answers thr ough Data Collection Lesson 12 Observation Denition Types Methods of Observation Methods of Indirect Observation Advantages Disadvantages iv

101

Lesson 13

Interview

110

Denition Types Approaches Steps in Conducting an Interview Questionnaire UNIT VII An alyzi ng th e Meani ng of t he Data and Dr awi ng Co nc lus ion s Lesson 14 Data Analysis 119 Nature Data Matrix Qualitative Data Analysis Lesson 15

Drawing of Conclusions

127

Meaning of Conclusion Drawing Conclusions Pointers in Writing Conclusions UNIT VIII Report ing and Sharing the Findi ngs Lesson 16 Reporting and Sharing the Findings Meaning of Reporting and Sharing the Findings Structure or Format of the Research Report Referencing Your Research MLA Style Examples of MLA Referencing Style APA Style Examples of APA Referencing Style

135

References

155

Index

159

v

Preface Wishing to know more about the world—its people, things, places, and more—is one aspect of your life that you want to realize through and through. You strive to know more about a lot of things because you are aware that knowledge is power. If you are knowledgeable, you are capable of doing great things for yourself, your loved ones, and the whole world. Imagine having knowledge in all areas of discipline from A to Z: Architecture, Biology, Commerce, Education, Geology, Law, Medicine, and so on. You will have enough knowledge to be successful in many aspects of your life. Apart from this, you will also be inuential, powerful, rich, and capable of uplifting the living conditions of the people around you. How can you be this type of person, you ask? The answer is research! Research on things you want to know. To do this, you have to investigate, inquire, and ask things that you are curious about or nd troublesome in your life. When you wonder or question certain ideas, you will feel the urge to discover ways and means to derive answers to them. And what do you think is the method to make you more knowledgeable about these things? Qualitative research is a type of research that will satisfy your curiosity. In your day-to-day life, you get to immerse yourself in dierent activities such as meeting people, doing business, appreciating things, visiting places, etc. All these activities will make you experience the positive and negative sides of life. Problems may connote the ugly side of life, but these are part and parcel of human life that you have to deal with. In order to succeed solving your problems, you must rst discover how to overcome them, and at the same time, know how to become a better thinker as you go through the process of solving them. This is what this reading material, Practical Research 1, is about. As a reading material on research, particularly on qualitative research, this book aims not only to help you acquire declarative knowledge or ideas from varied sources of information, but also procedural knowledge or methods and techniques to hone your higher-order thinking strategies

vii

(HOTS), such as interpreting, criticizing, synthesizing, and creating, as you go through the stages of research in nding answers to your research questions or life problems. Each lesson in this book will increase your knowledge about research, in general, and qualitative research, in particular. It will require you to learn and do things using a discovery technique. Utilizing this learning technique, aided by your schemata or background knowledge about the topic, you will learn the concepts behind the subject matter and master them through individual and collaborative activities, requiring you to explain, elaborate, and transform the learned concepts and competencies of things that will be instrumental in achieving a more qualitative life or bringing positive changes in society. Hence, this book serves as your way of expanding your world perceptions, much more, of making yourself more intelligent as you strive to wrestle with confusing things in your life.

E. L. B.

viii

Acknowledgments The author would like to thank all the writers and other sources of knowledge and information, where the research ideas and examples in this book came from. Special thanks go to the experts who evaluated this book to make this a worthy reading material on research, specically on qualitative research. Likewise, I am grateful to the librarians of the University of Santo Tomas and other schools for assistance in the author’s search for varied sources of knowledge and information to complete this reading material.

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Unit I

Nature of Inquiry and Research

Introduction Inquiry and Research are two terms that are almost the same in meaning. Both involve investigative work in which you seek information about something by searching or examining the object of your search. Inquiry is to look for information by asking various questions about the thing you are curious about while research is to discover truths by investigating on your chosen topic scientically; meaning, by going through a systematic way of doing things wherein you are to begin from the simplest to the most complex modes or patterns of thinking. LESSON 1

Nature of Inquiry

Intended Learning Outco mes After this lesson, you should be able to: 1. 2. 3. 4. 5. 6. 7.

use some new terms you have learned in expressing their worldviews freely; explain your understanding of the term “inquiry”; outline all the ideas you have learned about inquiry; infer about societal issues through speculative thinking; enumerate the benets of inquiry-based learning; identify a question as simple or complex based on the kind of thinking it elicits from you; and compose an essay to prove the extent of your understanding of inquiry.

Connecting Concepts Linking Old and New Knowledge Ac ti vi ty 1: Makin g Word s Meanin gf ul

Directions: INDIVIDUAL WORK. Complete the bubble graph or concept map by writing words associated with the middle word. Be guided by the clues in the sentences below each graph.

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PRACTICAL RESEARCH 1

INQUIRE

The detectives need more time to inquire about the case.

CRUCIAL

The witness’ statement is crucial to the solution of the case.

GUARANTEE

The continuous presence of your name on the Dean’s List guarantees a good future for you.

UNIT I – NATURE OF INQUIRY AND RESEARCH

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Ac ti vi ty 2: Using Newl y L earn ed Word s

Directions: Use the new words in sentences and write them below.

Stirring Up Imagination What comes to your mind upon reading the selection’s title, Inquiry-based Learning? Make inferences about this selection.

Discovering More Concepts Read the following selection to see how correct your guesses are about the inquiry. INQUIRY-BASED LEARNING

Meaning of Inquiry

Learning is your way of obtaining knowledge about your surroundings. This takes place in many ways, and one of these is inquiry, which many people in the eld of education consider eective. Inquiry is a learning process that motivates you to obtain knowledge or information about people, things, places, or events. You do this by investigating or asking questions about something you are inquisitive about. It requires you to collect data, meaning, facts, and information about the object of your inquiry, and examine such data carefully. In your analysis, you execute varied thinking strategies that range from lower-order to higher-order thinking skills such as inferential, critical, integrative, and creative thinking. These are top-level thinking strategies that you ought to perform in discovering and understanding the object of your inquiry. Engaging yourself in many ways of thinking, you come to conclude that inquiry is an active learning process. Putting you in a situation where you need to probe, investigate, or ask questions to nd answers or solutions to what you are worried or doubtful about, inquiry is a problem-solving technique. Solving a problem by being inquisitive, you tend to act like scientists who are inclined to think logically or systematically in seeking evidence to support their conclusions about something. Beginning with whatever experience or background knowledge you have, you proceed like scientists with your inquiry by imagining, speculating, interpreting, criticizing, and creating something out of what you discovered.

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Inquiry elevates your thinking power. It makes you think in dierent ways, enabling you to arrive at a particular idea or understanding that will motivate you to create something unique, new, or innovative for your personal growth as well as for the world. Inquisitive thinking allows you to shift from one level of thought to another. It does not go in a linear fashion; rather, it operates in an interactive manner. Solving a problem, especially social issues, does not only involve yourself but other members of the society too. Hence, inquiry, as a problem-solving technique, includes cooperative learning because any knowledge from members of the society can help to make the solution. Whatever knowledge you have about your world bears the inuence of your cultural, sociological, institutional, or ideological understanding of the world. (Badke 2012) Governing Principles or Foundation of Inquiry

Inquiry-based Learning gets its support from these three educational theories serving as its foundation: John Dewey’s theory of connected experiences for exploratory and reective thinking; Lev Vygotsky’s Zone of Proximal Development (ZPD) that stresses the essence of provocation and scaolding in learning; and Jerome Bruner’s theory on learners’ varied world perceptions for their own interpretative thinking of people and things around them. Backed up by all these theories, inquiry, as a way of learning, concerns itself with these elements: changing knowledge, creativity, subjectivity, socio-cultural factors, sensory experience, and higher-order thinking strategies. All of these are achievable through the inquiry methods of eldwork, case studies, investigations, individual group project, and research work. (Small 2012) Benets of Inquiry-Based Learning

In conclusion, you can say that Inquiry-based Learning gives you the following advantages: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Elevates interpretative thinking through graphic skills Improves student learning abilities Widens learners’ vocabulary Facilitates problem-solving acts Increases social awareness and cultural knowledge Encourages cooperative learning Provides mastery of procedural knowledge Encourages higher-order thinking strategies Hastens conceptual understanding

Educators, businessmen, and other professionals consider all these benets of Inquiry-based Learning in various elds of knowledge to be crucial to the success of anyone in the 21st Century. Therefore, knowing the ins and outs of Inquiry-based Learning will greatly guide you in deciding which learning method will guarantee successful learning in the present world, which is tagged by many as the Era of Globalization, Age of Knowledge Explosion, Age of Consumerism, Digital Age, Age of Instant World, etc.


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Explaining Learned Concepts Ac ti vi ty 1

Directions: WHOLE-CLASS ACTIVITY. Explain your understanding of inquiry by

answering the following questions intelligently. (Depending on the teacher, the students may do this in a socialized recitation or in a small group-writing work.) 1. 2. 3. 4. 5. 6. 7. 8. 9.

Compare and contrast the three foundation theories behind Inquiry-based Learning. __________________________________________________________________ __________________________________________________________________ Describe one who thinks in a linear fashion. __________________________________________________________________ __________________________________________________________________ How do you learn something through inquiry? __________________________________________________________________ __________________________________________________________________ Why is inquiry a scientic way of thinking? _________________________________________________________________ _________________________________________________________________ In your opinion, is this an eective learning method? Why or why not? _________________________________________________________________ _________________________________________________________________ What kind of thinking is involved in this learning method? _________________________________________________________________ _________________________________________________________________ Do you agree that inquiring on something means you are researching about it? Explain your point. _________________________________________________________________ _________________________________________________________________ Was there an instance in your life when you, too, did a sort of an inquiry or research? Describe your experience. _________________________________________________________________ _________________________________________________________________ Do you know someone in your school or community who often does this kind of learning? Describe how he or she did it. _________________________________________________________________ _________________________________________________________________

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10. Characterize the person you are referring to in number 9. _________________________________________________________________ _________________________________________________________________ Ac ti vi ty 2

Directions: PAIR WORK. Some of the following questions will require more complex

thinking while some demand simple or less thinking. Put a check ( ü) on the questions that require more complex thinking and put an X to those that trigger simple and less thinking. _______ 1.

What’s the color of your gown?

_______ 2.

Who bought your gown?

_______ 3.

Why are some graduating students not willing to wear gowns?

_______ 4.

Which memo are you talking about?

_______ 5.

Do you agree that Mr. Cruz was the one who wrote the memo?

_______ 6.

Which article seems intriguing to the graduates?

_______ 7.

What is inside the pocket of the green gown?

_______ 8.

Who owns the gown?

_______ 9.

How can the gown make you look more attractive?

_______ 10.

Should you wear a gown during the graduation ball?

Elaboratin g Learned Concepts Ac ti vi ty 1

Directions: INDIVIDUAL WORK. On a one whole sheet of paper, present your

understanding of inquiry through a topical outline that uses either the traditional system (using Roman numerals, letters, and numbers) or the modern numbering system (using Arabic numbers). Ac ti vi ty 2

Directions: GROUP WORK. Form a group of four members. Choose any of the

following group activities. 1.

Speculations: Recall the hottest issue in town. Prove how inquisitive you

are by raising top-level probing questions about it. 2.

Role-Playing: Two will act as police authorities investigating a criminal

case while the other two will play the role of suspected law violators. Ask probing questions.


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Assessing the Extent of Concept Learning Using numbers 1 to 5, rank the following based on how much you understood each given topic. ______ ______ ______ ______ ______

Elements of Inquiry Process of Inquiry Denition of Inquiry Underlying Theories of Inquiry Scientic Thinking

Transformin g Learned Competenci es Ac ti vi ty 1: Mu ni ci pal Hall Visit

Find time to visit your municipal hall and inquire about the holding of inquisitions in your area. Ask how you can witness such investigative activity. Make a brief report explaining or describing facts and information you have gathered about it and their connection with what you have learned about Inquiry. Ac ti vi ty 2: Email

Create an essay about inquiry-based learning and email this to some of your teachers, classmates, or friends. Request them to send also their comments or reactions about your email on inquiry.

LESSON 2

Nature of Research

Intended Learning Outcomes After this lesson, you should be able to: 1. 2. 3. 4. 5. 6.

widen your vocabulary through contextual clues; examine things appealing to senses to hone your investigative thinking; discuss the characteristics of research; classify research based on a set of criteria; dierentiate the various types of research; and describe completed or published research studies based on concepts learned about research.

Connecting Concepts Linking Old and New Knowledge Ac ti vi ty 1: Makin g Word s Meaning fu l

Directions: INDIVIDUAL WORK. Relying on your stock knowledge, write on the

lines provided the meaning of the following words used in the selection that you will read later. Be guided by some clues in the given sentences. 1.

Absolute _________________________________________________________ Man has no absolute power over something; God has.

2.

Abstract _________________________________________________________ A stone is concrete; intelligence is abstract.

3.

Portrayal_________________________________________________________ Give a clearer portrayal of what is in your mind by drawing it on that paper.

4.

Adopt ___________________________________________________________ Adopt a lawful procedure in adopting those orphans. Hallmark ________________________________________________________ One hallmark you ought to treasure is your golden trophy. Perspective_______________________________________________________ Change your sitting position to have a better perspective about the whole thing.

5. 6.

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7.

Hone ____________________________________________________________ Hone your reading skills by spending more time in reading books.

8.

Superb __________________________________________________________ For the actor’s superb performance, he won an award.

9.

Ins and outs ______________________________________________________ First, know the ins and outs of marriage before deciding to tie the knot with him.

10.

Trigger __________________________________________________________ Say a line on love to trigger o a conversation between those two people. Ac ti vi ty 2: Us in g t he New ly L earn ed Word s

Directions: PAIR WORK. Have a conversation with your seatmate about one topic

familiar to both of you. Use the newly learned words in your conversation.

Stirring Up Imagination Directions: Picture Analysis. Examine these dierent scenic places. Which of these

places interest you the most? Why? Would you like to know more about them? How do you think will you be more knowledgeable about your favorite or most loved places?

Discovering More Concepts Will the following text tell you a certain method or technique to learn more about the place you nd interesting? Read it to nd out.

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DOING A RESEARCH IN COLLEGE

Meaning of Research

In college, you involve yourself in varied school activities such as academic contests, sports fests, elocution contest, music festivals, college week celebrations, art exhibits, research work, debate competitions, and many more. All of these activities are aimed to let you develop a well-rounded personality. But one or two of them gave emphasis in honing a particular ability (e.g., making you excel in mathematics, science, arts, music, and many more). One school activity that every college student has to excel in is research. This is a hallmark of a university or college education. Your research abilities reect the quality of your school. If you graduate from a school with superb knowledge of research work, you can tell yourself that, “I am a product of a quality college or university.” Hence, the greatness of a higher education institution depends on how knowledgeable its faculty and students are about the ins and outs of research; more so, on the application of this to their everyday life for the progress of the whole world. What is research? A number of books on research dene this term in many ways, but such varied denitions boil down to the primary meaning of this word, which is: Research is a process of executing various mental acts for discovering and

examining facts and information to prove the accuracy or truthfulness of your claims or conclusions about the topic of your research. Research requires you to inquire or investigate about your chosen research topic by asking questions that will make you engage yourself in top-level thinking strategies of interpreting, analyzing, synthesizing, criticizing, appreciating, or creating to enable you to discover truths about the many things you tend to wonder about the topic of your research work. (Litchman 2013) Research is analogous to inquiry, in that, both involve investigation of something through questioning. However, the meaning of research is more complicated than inquiry because it does not center mainly on raising questions about the topic, but also on carrying out a particular order of research stages. Each stage of the research process is not an individual task because the knowledge you obtain through each stage comes not only from yourself but other people as well. Thus, similar to inquiry, research involves cooperative learning. Central to research is your way of discovering new knowledge, applying knowledge in various ways as well as seeing relationships of ideas, events, and situations. Research then puts you in a context where a problem exists. You have to collect facts or information, study such data, and come up with a solution to the problem based on the results of your analysis. It is a process requiring you to work logically or systematically and collaboratively with others. To sum up your concepts about the nature of research, the following will give you the characteristics, purposes, classication, types of, and approaches to research. (Badke 2012; Silverman 2013; De Mey 2013)


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Characteristics of Research

1.

Accuracy. It must give correct or accurate data, which the footnotes, notes,

and bibliographical entries should honestly and appropriately documented or acknowledged. 2.

Objectiveness. It must deal with facts, not with mere opinions arising from

assumptions, generalizations, predictions, or conclusions. 3.

Timeliness. It must work on a topic that is fresh, new, and interesting to the

present society. 4.

Relevance. Its topic must be instrumental in improving society or in solving

problems aecting the lives of people in a community. 5.

Clarity. It must succeed in expressing its central point or discoveries by using

simple, direct, concise, and correct language. 6.

Systematic. It must take place in an organized or orderly manner.

Purposes of Research

1.

To learn how to work independently

2.

To learn how to work scientically or systematically

3.

To have an in-depth knowledge of something

4.

To elevate your mental abilities by letting you think in higher-order thinking strategies (HOTS) of inferring, evaluating, synthesizing, appreciating, applying, and creating

5.

To improve your reading and writing skills

6.

To be familiar with the basic tools of research and the various techniques of gathering data and of presenting research ndings

7.

To free yourself, to a certain extent, from the domination or strong inuence of a single textbook or of the professor’s lone viewpoint or spoon feeding

Types of Research

1.

Based on Application of Research Method

Is the research applied to theoretical or practical issues? If it deals with concepts, principles, or abstract things, it is a pure research. This type of research aims to increase your knowledge about something. However, if your intention is to apply your chosen research to societal problems or issues, nding ways to make positive changes in society, you call your research, applied research. 2.

Based on Purpose of the Research

Depending on your objective or goal in conducting research, you do any of these types of research: descriptive, correlational, explanatory, exploratory, or action.

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Descriptive Research – This type of research aims at dening or giving

a verbal portrayal or picture of a person, thing, event, group, situation, etc. This is liable to repeated research because its topic relates itself only to a certain period or a limited number of years. Based on the results of your descriptive studies about a subject, you develop the inclination of conducting further studies on such topic. Correlational Research – A correlational research shows relationships

or connectedness of two factors, circumstances, or agents called variables that aect the research. It is only concerned in indicating the existence of a relationship, not the causes and ways of the development of such relationship. Explanatory Research – This type of research elaborates or explains

not just the reasons behind the relationship of two factors, but also the ways by which such relationship exists. Exploratory Research – An exploratory research’s purpose is to nd

out how reasonable or possible it is to conduct a research study on a certain topic. Here, you will discover ideas on topics that could trigger your interest in conducting research studies. Action Research – This type of research studies an ongoing practice of a

school, organization, community, or institution for the purpose of obtaining results that will bring improvements in the system. 3.

Based on Types of Data Needed

The kind of data you want to work on reects whether you wish to do a quantitative or a qualitative research. Qualitative research requires non-numerical data, which means that the

research uses words rather than numbers to express the results, the inquiry, or investigation about people’s thoughts, beliefs, feelings, views, and lifestyles regarding the object of the study. These opinionated answers from people are not measurable; so, verbal language is the right way to express your ndings in a qualitative research. Meanwhile, quantitative research involves measurement of data. Thus, it presents research ndings referring to the number or frequency of something in numerical forms (i.e., using percentages, fractions, numbers). The data you deal with in research are either primary or secondary data. Primary data are obtained through direct observation or contact with people, objects, artifacts, paintings, etc. Primary data are new and original information resulting from your sensory experience. However, if such data have already been written about or reported on and are available for reading purposes, they exist as secondary data.


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Approaches to Research

After choosing your topic for research, what is your next move? In other words, how are you going to approach or begin your research, deal with your data, and establish a connection among all things or activities involved in your research? There are three approaches that you can choose from. The rst is the scientifc or positive approach , in which you discover and measure information as well as observe and control variables in an impersonal manner. It allows control of variables. Therefore, the data gathering techniques appropriate for this approach are structured interviews, questionnaires, and observational checklists. Data given by these techniques are expressed through numbers, which means that this method is suitable for quantitative research. The second approach is the naturalistic approach. In contrast to the scientic approach that uses numbers to express data, the naturalistic approach uses words. This research approach directs you to deal with qualitative data that speak of how people behave toward their surroundings. These are non-numerical data that express truths about the way people perceive or understand the world. Since people look at their world in a subjective or personal basis in an uncontrolled or unstructured manner, a naturalistic approach happens in a natural setting. Is it possible to plan your research activities based on these two approaches? Combining these two approaches in designing your research leads you to the third one, called triangulation approach. In this case, you are free to gather and analyze data using multiple methods, allowing you to combine or mix up research approaches, research types, data gathering, and data analysis techniques. Triangulation approach gives you the opportunity to view every angle of the research from dierent perspectives. (Badke 2012; Silverman 2013)


Directions: INDIVIDUAL WORK. Express your judgment or decision about each line

by checking the box representing your choice. On the lines provided, write your reasons to justify your agreement or disagreement on the given statement. 1.

Your zero or poor knowledge of research means you are not in a quality school. Agree

Disagree

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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2.

To have a rich understanding of every aspect of your research means to approach it in a naturalistic way. Agree

Disagree

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

3.

You can quantify people’s worldviews. Agree

Disagree

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

4.

Research is exactly the same as inquiry. Agree

Disagree

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

5.

You behave like a scientist in research. Agree

Disagree

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Ac ti vi ty 2

Directions: WHOLE-CLASS ACTIVITY – QUESTION HOUR. Raise your questions

about research—its characteristics, types, and importance to your everyday life. Direct your inquiry to any of your classmates, who, in turn, will also ask a question after succeeding in answering the question given to him or her.


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15


Directions: PAIR WORK. Do the following activities with a partner:

1.

Identify the specic type of research for each given topic by entering the letter of the research type in the correct column. Likewise, below the letter representing your answer, write the importance of such research in your day-to-day life. Action

Pure

Applied

Descriptive

Explanatory

Correlation

a.

Theory of Relativity

b.

University Belt Street Foods

c.

Landline vs. Cellphone

d.

Reasons Behind Tuition Fee Increases

e.

Manila Flash Flood Solutions

f.

College Assessment Practices

g.

Critical Thinking and Creative Thinking in Learning-Teaching Situations

h.

The Why and How of Internet Use

i.

Eects of Korean Telenovelas on Filipino TV Viewers

j.

Digital Age

k.

Teaching Through PowerPoint Presentations

l.

Archimedes’ Principle of Buoyancy

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2.

In the space provided, make a graphical presentation of the classication and types of research.

Ac ti vi ty 2

Directions: GROUP WORK. Form a group of three. Think of your own topics for each

research type. Keeping in mind what you have learned from this lesson, come to an agreement about the reasons to justify the specic research type for each chosen topic. Ac ti vi ty 3

Directions: WHOLE-CLASS ACTIVITY. Make a group presentation of the results of

your discussions in Activity 3. Critique each other’s presentation on the basis of learned concepts about research types.

Assessing the Ex tent of Con cept Learning Directions: Grade yourself on how well you have learned each topic below. Rank it

from 3.0 (lowest) to 1.0 (highest). Classication of research types

____________

School reputation vs. Research

____________

Scientic thinking

____________

The role of higher-order thinking in research

____________

Approaches to research

____________

Why people do a research

____________

Inquiry in Research

____________

Triangulation

____________

Determining the quality of research

____________


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Transformin g Learned Competenci es Visit your school library. Find out which library section has been keeping research studies done by academic members. Examine ve of these research studies. Based on what you have learned about research, make a report on each book containing information or descriptions about these aspects of the study: topic, approach, importance, and type based on dierent methods of classifying research. Share your discoveries about these research studies with your teacher and classmates by giving them a copy of your report.

Unit II

Qualitative Research and Its Importance in Daily Life

Introduction Around you are dierent people, things, and places. All these vary from one another as regards character or qualities. Curious about a person or a thing, you are inclined to conduct a qualitative research to discover such individual’s thoughts, feelings, and attitudes about a certain topic, or to nd out something beneath the surface of an inanimate thing or the eects of such object or place to some people. To discover facts and information about the object of your interest is to work collaboratively with some people, for the answers to your questions about your topic do not come only from yourself but from others as well. Here lies the importance of qualitative research. It promotes people’s interdependence or interpersonal relationships that the world needs for solving its societal problems. LESSON 3

Qualitative Research

Intended Learning Outco mes After this lesson, you should be able to: 1. 2. 3. 4. 5. 6. 7.

analyze the use of an unfamiliar term in a sentence to know its meaning; obtain a thorough or in-depth knowledge of qualitative research; clarify your understanding of qualitative research; explain the elements or characteristics of qualitative research; justify the usefulness of qualitative research; compare and contrast the types of qualitative research; and match a given research topic with the right research type.

Connecting Concepts

Linking Old and New Knowledge Ac ti vi ty 1: Makin g Word s Meanin gf ul

Directions: INDIVIDUAL WORK. You will encounter the following words in the reading selection that you will read a few minutes from now. Recall whatever previous knowledge you have about them to know their meanings. Get clues also from how they were used in the sentences.

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1.

Premium – Which must you put a premium on, good reputation or material wealth?

2.

Emanating – Feelings that are emanating from the orphan reect his social indierence.

3.

Constantly – Pray constantly as if it was an act of breathing and eating.

4.

Fixated − Don’t allow yourself to be xated on such line of thinking.

5.

Abound − Cultivate an area abound with earthworms for hamburger production.

6.

Vision − He has a vision in life that makes him see himself sitting in a palace.

7.

Gear − To whom will he gear such ironical line, to Brutus or Augustus Caesar?

8.

Yield − Watering it daily will make that tree yield fruits.

9.

Diverse − You may choose one from those diverse Chinese products.

10.

Indispensable − In general, rice is indispensable to Filipinos like pizza is to Italians. Ac ti vi ty 2: Using th e Newl y L earn ed Word s

Directions: GROUP WORK. Form a triad. Exchange ideas with one another about the hottest issue in town. Use the newly learned words in your conversation.

Stirring Up Imagination BRAINSTORMING SESSION Directions: How knowledgeable are you about your surroundings? How can you know more about people, places, and things in this world? Share with your classmates some ways and techniques you know about becoming knowledgeable about a lot of things in this world such as those within your own world, among your friends, schoolmates, loved ones, and so on.

What do you know about qualitative research as a method of understanding your surroundings better?

Discovering More Concepts Read this text to nd out more about qualitative research. QUALITATIVE RESEARCH Denition of Qualitative Research

As a curious student, you want to know so many things about your surroundings as well as the people, places, and things you nd interesting, intriguing, mysterious,

UNIT II – QUALITATIVE RESEARCH AND IT S IMPORTANCE IN DAILY LIFE

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21

or unique. Try looking at the people around you. Perhaps, you are interested in knowing these people’s ideas, views, feelings, attitudes, or lifestyle. The information these people give you reect their mental, spiritual, emotional, or social upbringing, which in turn, show how they view the world. Resulting from internal aspects, people cannot measure worldviews but can know them through numbers. Obtaining world knowledge in this manner directs you to do a research called Qualitative Research. This is a research type that puts premium or high value on people’s thinking or point of view conditioned by their personal traits. As such, it usually takes place in soft sciences like social sciences, politics, economics, humanities, education, psychology, nursing, and all business-related subjects. Subjectivity in qualitative research is true, not only for an individual or a group under study, but also for you, the researcher, because of your personal involvement in every stage of your research. For instance, during interviews, you tend to admire or appreciate people’s ideas based on their answers or your observations and analysis of certain objects. By carefully looking at or listening to the subject or object in a natural setting, you become aected by their expressions of what they think and feel about a topic. (Coghan 2014) In a qualitative research, the reality is conditioned by society and people’s intentions are involved in explaining cause-eect relationships. Things are studied in their natural setting, enough for you to conclude that qualitative research is an act of inquiry or investigation of real-life events. Giving you more concepts about a qualitative research are the following paragraphs that comprehensively present the elements or characteristics, types, and advantages of this kind of research (Silverman 2013; Litchman 2013; Walliman 2014; Suter 2012): Characteristics of a Qualitative Research

1.

Human understanding and interpretation

Data analysis results show an individual’s mental, social, and spiritual understanding of the world. Hence, through their worldviews, you come to know what kind of human being he or she is, including his or her values, beliefs, likes, and dislikes. 2.

Active, powerful, and forceful

A lot of changes occur continuously in every stage of a qualitative research. As you go through the research process, you nd the need to amend or rephrase interview questions and consider varied ways of getting answers, like shifting from mere speculating to traveling to places for data gathering. You are not xated to a certain plan. Rather, you are inclined to discover your qualitative research design as your study gradually unfolds or reveals itself in accordance with your research objectives. 3.

Multiple research approaches and methods

Qualitative research allows you to approach or plan your study in varied ways. You are free to combine this with quantitative research and use all gathered data and analysis techniques. Being a multi-method research, a qualitative study applies to all research types: descriptive, exploratory, explanatory, case study, etc.

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QUALITATIVE RESEARCH

4.

Specicity to generalization

Specic ideas in a qualitative research are directed to a general understanding of something. It follows an inductive or scientic method of thinking, where you start thinking of particular or specic concept that will eventually lead you to more complex ideas such as generalizations or conclusions. 5.

Contextualization

A quantitative research involves all variables, factors, or conditions aecting the study. Your goal here is to understand human behavior. Thus, it is crucial for you to examine the context or situation of an individual’s life—the who, what, why, how, and other circumstances—aecting his or her way of life. 6.

Diversied data in real-life situations

A qualitative researcher prefers collecting data in a natural setting like observing people as they live and work, analyzing photographs or videos as they genuinely appear to people, and looking at classrooms unchanged or adjusted to people’s intentional observations. 7.

Abounds with words and visuals

Words, words, and more words come in big quantity in this kind of research. Data gathering through interviews or library reading, as well as the presentation of data analysis results, is done verbally. In some cases, it resorts to quoting some respondents’ answers. Likewise, presenting people’s world views through visual presentation (i.e., pictures, videos, drawings, and graphs) are signicantly used in a qualitative research. 8.

Internal analysis

Here, you examine the data yielded by the internal traits of the subject individuals (i.e., emotional, mental, spiritual characteristics). You study people’s perception or views about your topic, not the eects of their physical existence on your study. In case of objects (e.g., books and artworks) that are subjected to a qualitative research, the investigation centers on underlying theories or principles that govern these materials and their usefulness to people. Types of Qualitative Research

1.

Case Study

This type of qualitative research usually takes place in the eld of social care, nursing, psychology, rehabilitation centers, education, etc. This involves a long-time study of a person, group, organization, or situation. It seeks to nd answers to why such thing occurs to the subject. Finding the reason/s behind such occurrence drives you to also delve into relationships of people related to the case under study. Varieties of data collection methods


•

23

such as interviews, questionnaires, observations, and documentary analysis are used in a case study. 2.

Ethnography

Falling in the eld of anthropology, ethnography is the study of a particular cultural group to get a clear understanding of its organizational set-up, internal operation, and lifestyle. A particular group reveals the nature or characteristics of their own culture through the world perceptions of the cultural group’s members. 3.

Phenomenology

Coming from the word “phenomenon,” which means something known through sensory experience, phenomenology refers to the study of how people nd their experiences meaningful. Its primary goal is to make people understand their experiences about death of loved ones, care for handicapped persons, friendliness of people, etc. In doing so, other people will likewise understand the meanings attached to their experiences. Those engaged in assisting people to manage their own lives properly often do this qualitative kind of research. 4.

Content and Discourse Analysis

Content analysis is a method of quantitative research that requires an analysis or examination of the substance or content of the mode of communication (letters, books, journals, photos, video recordings, SMS, online messages, emails, audio-visual materials, etc.) used by a person, group, organization, or any institution in communicating. A study of language structures used in the medium of communication to discover the eects of sociological, cultural, institutional, and ideological factors on the content makes it a discourse analysis. In studying the content or structures of the material, you need a question or a set of questions to guide you in your analysis. 5.

Historical Analysis

Central to this qualitative research method is the examination of primary documents to make you understand the connection of past events to the present time. The results of your content analysis will help you specify phenomenological changes in unchanged aspects of society through the years. 6.

Grounded Theory

Grounded theory takes place when you discover a new theory to underlie your study at the time of data collection and analysis. Through your observation on your subjects, you will happen to nd a theory that applies to your current study. Interview, observation, and documentary analysis are the data gathering techniques for this type of qualitative research.

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Advantages or Strengths of Qualitative Research

1.

It adopts a naturalistic approach to its subject matter, which means that those involve in the research understand things based on what they nd meaningful.

2.

It promotes a full understanding of human behavior or personality traits in their natural setting.

3.

It is instrumental for positive societal changes.

4.

It engenders respect for people’s individuality as it demands the researcher’s careful and attentive stand toward people’s world views.

5.

It is a way of understanding and interpreting social interactions.

6.

It increases the researcher’s interest in the study as it includes the researcher’s experience or background knowledge in interpreting verbal and visual data.

7.

It oers multiple ways of acquiring and examining knowledge about something.

Disadvantages or Weaknesses of Qualitative Research

1.

It involves a lot of researcher’s subjectivity in data analysis.

2.

It is hard to know the validity or reliability of the data.

3.

Its open-ended questions yield “data overload” that requires long-time analysis.

4.

It is time-consuming.

5.

It involves several processes, which results greatly depend on the researcher’s views or interpretations.


Directions: INDIVIDUAL WORK. Explain the concepts you have learned by answering the following questions.

1.

What comes to your mind the moment you hear qualitative research?

_________________________________________________________________

_________________________________________________________________

2.

If you want to conduct a research study about your favorite restaurant in town, what method of qualitative research is appropriate for your study? Explain your choice.

_________________________________________________________________

_________________________________________________________________


3.

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25

Dierentiate subjectivity from objectivity. _________________________________________________________________

_________________________________________________________________

4.

Explain the connection between subjectivity/objectivity and your research work.

_________________________________________________________________

_________________________________________________________________

5.

How is grounded theory dierent from other qualitative research methods?

_________________________________________________________________

_________________________________________________________________

6.

Is the researcher himself the data gathering instrument? Why? Why not?

_________________________________________________________________

_________________________________________________________________

7.

Can all research methods be used in one research study? Give reasons for your answer.

_________________________________________________________________

_________________________________________________________________

8.

Pretend you are the subject of a phenomenological study, how will the researcher obtain data through you?

_________________________________________________________________

_________________________________________________________________

9.

Given the chance to research, would you right away choose qualitative research? Give reasons for your answers.

_________________________________________________________________

_________________________________________________________________

10.

If you will do a qualitative research about the area in which your house is situated, what could be your research problem or topic? _________________________________________________________________

_________________________________________________________________

Ac ti vi ty 2

Directions: Name the type of qualitative research best suited for the following topics.

1. 2. 3.

The Mangyans’ Burial Practices ______________________________________ Relatives of Typhoon Victims ________________________________________ The Eectiveness of the K–12 Curriculum _____________________________

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4. 5. 6. 7. 8. 9. 10.

Spiderman: The Very First Film in the 21st Century _____________________ Philippines’ Political Party System: Then and Now _____________________ Filipino Caregivers in Japan _________________________________________ Travails of Senior Citizens at the LRT/MRT Stations ____________________ The Lone Grade VI Speed Reader of UST High School __________________ Grade 11 Science Textbook __________________________________________ Student Activism Since the Marcos Era _______________________________


Directions: GROUP WORK. Form a group of ve. Using a Manila paper, do any of the following activities.

A. B.

C.

Do a semantic map showing your imagination of the way a researcher conducts his or her ethnographic research in a certain place. Sketch the varied observational activities the researcher will do to gather data about this topic: “The Favorite Brand of Sardines of Residents in the Happy Nook Subdivision.” Draw a table with three columns where you can list down topics of your own for a qualitative research. The rst column is for the topic, second, for the purpose, and third, for the type of qualitative research to be used.

Assessing the Ex tent of Con cept Learning Directions: Enter in the right column the topic that corresponds to the right headword indicating how much you have learned. Topics

Poor

Good

Better

Best

1. Denition of Qualitative Research 2. Types of Qualitative Research 3. Characteristics of Qualitative Research 4. Advantages of Qualitative Research

Transfor ming Learned Competencies Directions: Ponder on things in your surroundings—the construction of your house, your computer, the composition of your family, TV programs, social networking (Facebook, Instagram, Twitter), cell phones, tablets, destructive plastic bags, religious groups, your classmates, your school, fast food restaurants, etc.


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27

Mulling over these things, think of one good topic you can research on qualitatively. But before doing an actual research, write a descriptive essay about the application of qualitative research on your chosen topic. Let your teacher or classmates have an idea of your thoughts or plans on a qualitative research by giving them a copy of your descriptive essay that explains the connection of your topic with all the essential things you have learned about qualitative research.

LESSON 4

Qualitative Research in Diferent

Areas of Knowledge Intended Learning Outc omes After this lesson, you should be able to: 1. 2. 3. 4. 5.

widen your vocabulary; express your worldviews using newly learned words; explain how qualitative studies take place in other areas of knowledge; dierentiate hard sciences from soft sciences concerning research studies; and specify the data collecting technique for a certain area of knowledge.

Connecting Concepts

Linking Old and New Knowledge Ac ti vi ty 1: Makin g Word s Meaning fu l

Directions: INDIVIDUAL WORK. Using the other words in the cluster as clues, give the meaning of the underlined word in each set.

1. 2. 3. 4. 5. 6. 7.

granted, yielded, given, imparted real, true, certain, actual ethical, decent, moral, righteous essential, basic, necessary, indispensable dichotomy, opposition, separation, division mutual, symbiotic, reciprocal, complementary believed, derived, concluded, deduced Ac ti vi ty 2: Us in g New ly L earn ed Word s

Directions: Do the KIM (Key, Information, Memory). Complete the following grid with ideas or pieces of information indicated by the headings. KEY TERMS

1. yielded 2. actual 3. ethical

28

Information/Meaning

Memory Clues (sentence expressing your experience about the key term)


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29

4. indispensable 5. dichotomy 6. symbiotic 7. deduced

Stirring Up Imagination What course would you like to take after nishing high school? Are you interested in becoming a businessman, an engineer, a nurse, a lawyer, a doctor, a teacher, or other professions? How do you think is research done in these areas of discipline?

Discovering More Concepts How similar are your guesses to what the following reading material presents about research? Read to discover more about research in dierent elds of knowledge. RESEARCH IN DIFFERENT AREAS OF KNOWLEDGE Subject Area Research Approaches

Research studies happen in any eld of knowledge. Anthropology, Business, Communication, Education, Engineering, Law, and Nursing, among others, turn in a big number of research studies that reect varied interests of people. Don’t you wonder how people in these areas conduct their research studies? Belonging to a certain area of discipline, you have the option to choose one from these three basic research approaches: positive or scientic, naturalistic, and triangulation or mixed method. The scientic approach gives stress to measurable and observable facts instead of personal views, feelings, or attitudes. It can be used in researches under the hard sciences or STEM (Science, Technology, Engineering, Medicine) and natural sciences (Biology, Physics, Chemistry). The positive or scientic approach allows control of variables or factors aecting the study. (Laursen 2010) To become positivist or scientic in conducting your research study, you must collect data in controlled ways through questionnaires or structured interviews. For instance, in the eld of medicine, to produce a new medicine, a medical researcher subjects the data to a controlled laboratory experiment. These factual data collected are recorded in numerical or statistical forms using numbers, percentages, fractions, and the like. Expressed in measurable ways, these types of data are called quantitative data. The naturalistic approach, on the other hand, is people-oriented. Data collected, in this case, represent personal views, attitudes, thoughts, emotions, and other subjective traits of people in a natural setting. Collecting data is done in family homes, playground, workplaces, or schools. In these places, people’s personal traits or qualities naturally surface in the way they manage themselves or interact with one

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another. The naturalistic approach focuses on discovering the real concept or meaning behind people’s lifestyles and social relations. Unlike the scientic approach that makes you express and record your ndings quantitatively, which means in numerical forms, the naturalistic approach lets you present things qualitatively through verbal language. Using words rather than numbers as the unit of analysis, this second research approach concerns itself with qualitative data—one type of data that exists in abundance in social sciences, which to others exists as soft sciences. Considered as soft sciences are Anthropology, Business, Education, Economics, Law, Politics, and all subjects aligned with business and all those focused on helping professions such as, Nursing, Counseling, Physical Therapy, and the like. (Babbie 2013) Having the intention to collect data from people situated in a natural setting, social researchers use unstructured interviews and participant observations. These two data gathering techniques yield opinionated data through the use of open-ended questions and actual participation of the researcher in the subjects’ activities. Collecting data through these subjective-prone research methods indispensably results in the gathering of qualitative data. All in all, from a social science researcher’s viewpoint, these qualitative data resulting from naturalistic approach of research serves as the basis for determining universal social values to dene ethical or unethical behavior that society ought to know, not only for the benet of every individual and community but also for the satisfaction of man’s quest for knowledge. (Sarantakos 2013; Ransome 2013) In the eld of Humanities, man’s social life is also subjected to research studies. However, researchers in this area give emphasis not to man’s social life, but to the study of the meanings, signicance, and visualizations of human experiences in the elds of Fine Arts, Literature, Music, Drama, Dance, and other artistically inclined subjects. Researches in these subjects happen in any of the following humanistic categories: 1.

Literature and Art Criticism where the researchers, using well-chosen

2.

language and appropriate organizational pattern, depend greatly on their interpretative and reective thinking in evaluating the object of their study critically. Philosophical Research where the focus of inquiry is on knowledge and principles of being and on the manner human beings conduct themselves on earth. Historical Research where the investigation centers on events and ideas that took place in man’s life at a particular period.

3.

Hard Sciences vs. Soft Sciences

Just like in other subjects under soft sciences such as marketing, man’s thoughts and feelings still take center stage in any research studies. The purposes of any researches in any of these two areas in business are to increase man’s understanding of the truths in line with markets and marketing activities, making him more intelligent in arriving at decisions about these aspects of his life. Research types that are useful for these areas are the basic and applied research. (Feinberg 2013)


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31

A quantitative or qualitative kind of research is not exclusive to hard sciences or soft sciences. These two research methods can go together in a research approach called triangulation or mixed method approach. This is the third approach to research that allows a combination or a mixture of research designs, data collection and data analysis techniques. Thus, there is no such thing as a clear dichotomy between qualitative and quantitative research methods because some authorities on research claim that a symbiotic relationship, in which they reinforce or strengthen each other, exists between these two research methods. Moreover, any form of knowledge, factual or opinionated, and any statistical or verbal expression of this knowledge are deduced from human experience that by nature is subjective. (Hollway 2013; Letherby 2013)


Directions: PAIR WORK. With your partner, think of the correct expression to complete each sentence.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Numerical data are true for the _____________ approach. For the naturalistic approach, ________ is the unit of analysis. The focus of social research is _________ for the common good. _________ is the focus of a humanistic research. Quantitative is to scientic approach; ___________ to naturalistic approach. A researcher in Humanities studies his subject with the use of his __________. Playgrounds, classrooms, workplaces make up the __________ to yield qualitative data. Laboratory experiments give way to a ________ way of collecting data. Hard sciences present research ndings in __________ forms. _________ is to hard sciences; subjectivity is to soft sciences. Ac ti vi ty 2

Directions: With the same partner, check the right column representing your decisions about each statement in the rst column. Accomplish the last column, too. Statements

1. Reasons happen in just one eld of knowledge. 2. All research types apply to all data collecting techniques.

Agree

Disagree Reasons/Reactions/Comments

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Statements

Agree

Disagree Reasons/Reactions/Comments

3. Sticking to one data collection technique is the best research method. 4. Subjectivity exists in any social science research. 5. Subjectivity and objectivity are inseparable. 6. Quantitative research tends to be more objective than subjective. 7. Past events in a person’s life are the focus of triangulation. 8. Biology and Chemistry are hard sciences. 9. It is necessary for the qualitative researcher to conduct his or her research in a laboratory. 10. The mixed method of research happens only in a quantitative research.


Directions: Categorize the given research topic inside the triangle representing the science under which such chosen topic is researchable. Write only the number of the topic inside the triangle.


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33

Research Topics

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Iron Contents of Oregano Plants Aling Bebs: A Filipino Centenarian Electrical Wirings of a Japanese Car Microorganisms in a Canal Parents’ Views About the K–12 Curriculum St. Joseph’s Grade 8 Teachers’ Questioning Techniques Medicinal Elements of Guava Leaves Historical Development of Filipino Novels in English Muslim Wedding Rites The Nature of Ebola Virus Ac ti vi ty 2

Directions: Name the specic subject under which each topic in the triangle may prosper as the focus of research work. Do this with your partner. Also, opposite each subject, give the importance of researching on such topic in a person’s daily life. Subject

Importance of the Research in One’s Daily Life

Topic 1 _______________________________________________________________ Topic 2 _______________________________________________________________ Topic 3 _______________________________________________________________ Topic 4 _______________________________________________________________ Topic 5 _______________________________________________________________ Topic 6 _______________________________________________________________ Topic 7 _______________________________________________________________ Topic 8 _______________________________________________________________ Topic 9 _______________________________________________________________ Topic 10 ______________________________________________________________

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Assessing the Ex tent of Con cept Learning Directions: Put a check mark ( ) under the heading that speaks of the extent of your concept learning. Concepts

Very Much

To a certain extent

Not at all

1. I can now dierentiate quantitative and qualitative research. 2. I have learned the essence of participant observation in social science researches. 3. Now, I know the dierence between hard sciences and soft sciences. 4. I could compare and contrast the dierent humanistic research methods. 5. I learned about the primary goals of social science researchers.

Transfor ming Learned Competencies Ask some people whom you know have already done a research work or who are currently conducting a research study. Get to know the title, research method (data gathering and data analysis) of his or her research study including the importance of such research work in the subject area under which it belongs. Present the results of your inquiry through a table.

Unit III

Identifying the Inquiry and Stating the Problem

Inquiry or research drives you to a thorough or an in-depth analysis of a certain subject matter. This kind of study involves several stages that require much time and eort. You need to spend some time in nalizing your mind about a particular topic to research on or in determining the appropriateness of such topic, in obtaining background knowledge about it, and in raising some specic questions that you want your research work to answer. Focusing seriously on these aspects of your study is laying a good foundation or beginning of your research work. LESSON 5

Subject Matter of the Inquiry or Research

Intended Learning Outco mes After this lesson, you should be able to: 1.

widen your vocabulary;

2.

communicate with one another using newly learned words;

3.

distinguish a good research topic from a bad one;

4.

characterize a researchable topic;

5.

narrow down a general topic into a smaller one; and

6.

choose a good research topic.


CONCEPT OF A DEFINITION MAP Directions: GROUP WORK. Working in triads, answer the questions about the

italicized word in the middle of the graph. Get some clues about the nature of this target word by discovering its use in the following selection.

35

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What is it?

What is it like?

NOVELTY

What are some examples?

What is it?

What is it like?

CONTEMPORARY


What is it?

UNRAVEL


What is it like?

UNIT III – IDENTIFYING THE INQUIRY AND STATING THE PROBLEM

What is it?

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37

What is it like?

MULLING OVER


Ac ti vi ty 2: Using th e Newl y L earn ed Word s

Directions: On the lines provided, use each new term in a sentence.

Stirring Up Imagination Directions: Examine the following list of topics. If you decide to talk or write about any of these topics, which among them would you like to focus on? Why do you like that and not the others? 1.

Systemic Functional Grammar

2.

Forensic Linguistics

3.

Social Media Network

4.

Ho Chi Minh City

5.

Mt. Kilimanjaro

6.

Ku Klux Klan

7.

Philippines’ Underground River

8.

Climate Change

9.

The Digital Era

10.

Carcinogenic Foods

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Discovering More Concepts What do you think does the following selection tell you about topics people love to read, listen to, speak, and write about? Read it to know more about topics of any communicative activity. SUBJECT MATTER OF THE INQUIRY OR RESEARCH

You begin your research work with a problem; that is, having a problem or topic to work on. Mulling over a topic for your research work drives you to perform HOTS or higher-order thinking strategies of inferential, critical, integrative, and creative thinking in nalizing your mind on one topic among several choices. A topic is researchable if the knowledge and information about it are supported by evidence that is observable, factual, and logical. Here are some pointers you have to keep in mind in selecting a resear research ch topic (Babbie 2013): Guidelines in Choosing a Research Topic Topic

1.

Interest in the subject matter

Your interest in a topic may be caused by your rich background knowledge about it and by its novelty; meaning, its unfamiliarity to you. Being curious about a subject, like a conundrum or a puzzle, makes you determined to unravel the mystery or intriguing thing behind it. Your real interest in a subject pushes you to research, investigate, or inquire about it with full motivation, enthusiasm, and energy. 2.

Availability Availabi lity of information

Collecting a lot of information as evidence to support your claims about your subject matter from varied forms of literature like books, journals, and newspapers, among others, is a part and parcel of any resear research ch work. Hence, in choosing a research topic, visit your library to check the availability of reading materials on your chosen topic. Included in your investigation of the availability of reading materials are questions on how updated and authoritative the materials are. Let these questions linger as you tour the library: What are the copyright dates of the materials? How old or new are they? How expert or qualied the writers are in coming out with such kind of reading materials about your topic? 3.

Timeliness Ti meliness and relevance of the topic

The topic is relevant if it yields results that are instrumental in societal improvement. It is timely if it is related to the present. For instance, unless it is a pure or historical research, a research on the ins and outs of people’s revolutiona revolutionary ry acts will prosper more more if it tackles tackles the contemporary contemporary revolutionary revolutiona ry actions rather than those in the ancient time. 4.

Limitations on the subject

This makes you link your choosing with course requirements. For example, to make you complete the require requirements, ments, your teacher instructs you to submit a paper that will apply the key principles you learned in business,

UNIT III – IDENTIFYING THE INQUIRY AND STATING STATING THE PROBLEM

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39

psychology, education, and so on. In this case, you have no freedom to psychology, choose your topic based on your interest, but has to decide on one topic to nish your course. 5.

Personal resources

Before sticking fully to your nal choice, assess your research abilities in terms of your nancial standing, health condition, mental capacity, needed facilities, and time allotment to enable you to complete your research. Imagine yourself pouring much time and eort into its initial stage, only to nd out later that you are unable to complete it because of your failure to raise the amount needed for questionnaire printing and interview trips. (Barbour 2014) Research Topics to be Avoided

1.

Controversial topics. These are topics that depend greatly on the writer’s

opinion, which may tend to be biased or prejudicial. Facts cannot support topics like these. 2.

Highly technical subjects. For a beginner, researching on topics that require

an advanced study, technical knowledge, and vast experience is a very dicult task. 3.

Hard-to-investigate subjects. A subject is hard to investigate if there are no

available reading reading materials about it and if such materials are not up-to-date. 4.

Too broad subject subjects. s. T Topics opics that t hat are too broad will prevent preven t you from giving a

concentrated or an in-depth analysis of the subject matter of the paper paper.. The remedy to this is to narrow or limit the topic to a smaller one. 5.

Too narrow subject subjects. s. These subjects are so limited or specic that an

extensive or thorough searching or reading for information about these is necessary nec essary.. 6.

Vague subject subjects. s. Choosing topics like these will prevent you from having

a clear focus on your paper. For instance, titles beginning with indenite adjectives such as several, many, some, etc., as in “Some Remarkable Traits of a Filipino” or “ Several People’s Comments on the RH Law,” are vague enough to decrease the readers’ interests and curiosity. Sources of Research Topics

This time, you already have ideas on some factors that aect your process of choosing a researchable topic. It is also necessary for you to know where a good research topic may come from. Knowing some sources of probable research topics could hasten your choosing; thereby, freeing you from a prolonged time of pondering over a problem of knowing which problem is good for you to research on. The following can help you generate ideas about a good research topic. (Silverman 2013) 1.

Mass media communication – press (newspapers, ads, TV TV,, radio, lms, etc.)

2.

Books, Internet, peer-r peer-reviewed eviewed journals, government publications

3.

Professional periodicals like College English Language Teaching Forum , English Forum, The Economist, Academia, Business Circle , Law Review , etc.

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4.

General periodicals such as Readers’ Digest, Women’s Magazine, Panorama Magazine, Time Time Magazine, World Mission Mission Magazine , etc.

5.

Previous reading assignments in your other subjects

6.

Work experience – clues to a resear researchable chable topic from from full-time or part-time jobs, OJT (on-the-job training) training) experience, eldwork, etc.

Explaining Explainin g Learned Learned Concepts Ac ti vi ty 1

Directions: INDIVIDUAL WORK. Identify the word or phrase referred to by the

following expressions. 1.

A descriptive word for a topic useful to society’s progress

2.

The eect of a topic you like so much or nd close to your heart

3.

Topics appealing solely to a person’s thoughts and feelings

4.

Topics needing an intensiv intensivee reading in the library

5.

A remedy against a very broad topic

6.

The eect of working on a vague or not-so-clear topic

7.

The reason behind a topic hard to investigate

8.

Very easy research topics

9.

Topics not needing factual data

10. An adjective for a topic attuned attuned to current current happenings Ac ti vi ty 2

Directions: PAIR WORK. Put a check ( ) under the column of the right descriptive

word for each number.

Research Topics

1. Filipinos’ Admiration for the Current First Lady of the Philippines 2. Some Excessively Priced Imported Vehicles 3. The Rise and Fall of All Kings and Queens

Controve verrsial Vag ague ue Narrow

Highly Hard-toBroad Technical Investigate


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4. Labor Unions before the Coming of Jesus Christ 5. Pluses and Minuses of all English 2 Textbooks 6. Denition of Research 7. The Extent of Filipinos’ Faith in God 8. The Structure of a Nuclear Weapon 9. Comma as a Punctuation Mark 10. Spaceship Building


Directions: INDIVIDUAL WORK. Check the title that appears to be the best in terms

of narrowing down a broad topic. 1. _______ Symptoms of AIDS _______ Physical Symptoms of AIDS _______ Acquired Immune Deciency Syndrome or AIDS 2. _______ History of Traditional Grammar _______ History of American Traditional Grammar _______ Traditional Grammar 3. _______ The Psychology of Reading _______ A Study of Human Behavior _______ Sensory Experience in Reading 4. _______ World Ideologies _______ Feminism in the Digital Era _______ Feminism in Nick Joaquin’s Latest Novel 5. _______ Communication Skills _______ The Writing Process _______ Pre-writing Strategies

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6. _______ War Among Nations _______ World War II _______ Japan’s Role in World War II 7. _______ Hotel and Restaurant Management _______ Food Serving Techniques _______ Russian-Plate Service 8. _______ The University of the Philippines _______ The History of the University of the Philippines _______ The University of the Philippines in the 1960s 9. _______ Philippine Transportation System _______ Metro Manila’s Transportation System _______ Manila’s LRT/MRT Systems 10. _______ The Enactment of Laws in Congress _______ The Governing Bodies of the Philippines _______ The Congress of the Philippines Ac ti vi ty 2

Directions: Use numbers 1 to 5 to show the order of these topics if you narrow them

down from general to the most limited topic. 1. _______ Man’s Personality _______ The Right Lobe of the Brain _______ The Five Aspects of Personality _______ The Intellectual Aspect of a Person _______ Brain Components 2. _______ Prose and Poetry _______ Fiction _______ The Legend of Mayon Volcano _______ Philippine Literature _______ Legends


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3. _______ Pluses and Minuses of Teenage Marriage _______ Teenage Marriage _______ The Advantages of Early Marriage _______ Marriage _______ Human Relationships Ac ti vi ty 3

Directions: GROUP WORK. As you work in a triad, narrow down each of the following

general subjects to make it a good research topic. 1.

General subject: Communications NARROWED _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________

2.

General subject: The Philippine Government NARROWED _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________ Narrowed further _________________________

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Assessing the Ex tent of Con cept Learning Check the right column to assess how much you have learned the concept on each topic. Concepts Learned

1.0

1.25

1.5

1.75

2.0

2.25

2.5

2.75

3.0

5.0

Interesting topic Vague topic Hard-to- investigate-topic Narrow topic Timely topic Relevant topic Highly technical topic Broad topic Topic-selection pointers Sources of suitable research topics

Transfor ming Learned Competencies Using your favorite online social communication network, ask your friends what college they belong to and what research experience they have already gone through. Specically, ask about the title of any research paper they have already done, plus their reasons for having conducted such research studies. If they have not done any research work yet, express your curiosity as to what subject matter they may want to work on in the nearest future. Ask them, too, of their reasons for desiring to embark on such kind of academic endeavor. Ponder on their justications on the basis of what you know are good reasons for doing any research work. Request each of them to try formulating an appropriate title for his or her topic. Based on the title given, determine the quality of the topic expressed by the title with respect to the guidelines or pointers you have learned about research topic selection.

Research Problem and Research Question

LESSON 6


expand your vocabulary;

2.

communicate your worldviews using newly learned words;

3.

dene a research question and a research problem;

4.

give the relationship between research problem and research question;

5.

formulate correct research questions;

6.

identify the sources of research problem and research question; and

7.

justify the essence of having background knowledge of the problem.


Directions: INDIVIDUAL WORK. From the box, choose the expression that

corresponds to the meaning of the italicized word in the sentence. Driving force .................. felt uncertain or doubtful

result from

Final

riddle

Permanent decision Being in a relative position Deep

Taking things as factual coming before

Sentences

1.

You will be perplexed by something you know nothing about.

2.

Their closeness stems from their two-month togetherness in the 2015 ClimateChange Summit in Alaska.

3.

Why don’t you give me a clue to that conundrum you want me answer instantly?

4.

Coming from dierent cultural backgrounds, you can’t have an alignment of beliefs and ideas about that matter. 45

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5.

Wanting to graduate as a valedictorian could be the impetus behind that student’s frequent library work.

6.

Try to get an intense understanding of that theory to avoid unking the test.

7.

Preceding number seven is eight.

8.

You’ve already heard my conclusive statement; hence, close the deal now.

9.

What you see around you, what you read in papers, and what you hear from people help you adopt an objective view of the case.

10.

I’ve joined so many singing competitions already, this time, I’ll try The Voice, the ultimate contest I’ll be participating in. Ac ti vi ty 2: Using th e Newl y L earn ed Word s

Directions: Write a paragraph with seven to ten sentences about an interesting topic

to you. Use some of the newly learned words in your short composition and give an interesting title to your work. Write this on the lines provided.

Stirring Up Imagination What immediately comes to your mind the moment you hear these two words: PROBLEM and QUESTION? How would you compare and contrast the two? In the space below, make an appropriate graph (e.g., table or a Venn diagram) to show their similarities and dierences. PROBLEM VS. QUESTION


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47

Discovering More Concepts How do you think are your thoughts about problems and questions similar to or dierent from what the following text discusses? Read the selection below to nd out more about these words. RESEARCH PROBLEM VS. RESEARCH QUESTION

Meaning of Research Problem

The ultimate goal of the research is not only to propose ways of studying things, people, places, and events, but also to discover and introduce new practices, strategies, or techniques in solving a problem. The word “problem” makes you worry and pushes you to exert considerable eort in nding a solution for it. When you feel perplexed or anxious about what to do about something you are doubtful of or about a question you are incapable of answering, you then come to think of conducting research, an investigation, or inquiry. You consider research as the remedy for getting over any problem. When you decide to do research, you begin with a problem that will lead you to a specic topic to focus on. For instance, you are beset by a problem of year-by-year ash oods in your community. This problem drives you to think of one topic you can investigate or focus on for the solution to your community’s ood problem. Perhaps, you can research only one aspect of the ood problem, like examining only the neighborhood lifestyle in relation to oods in the area, the need to construct antiood structures, or the practicability of more footbridges in the area. (Gray 2013) Background of the Problem

You must not rush into gathering ideas and information about your topic. First, spend time getting background knowledge about the problem that triggered o your research topic to discover its relation to what the world, particularly the experts, professionals, and learned people know about your topic. Also, reading for rich background ideas about the problem is also another way to discover some theories or principles to support your study. (Braun 2014; Woodwell 2014) Research Questions

The research problem enables you to generate a set of research questions. However, your ability to identify your research problem and to formulate the questions depends on the background knowledge you have about the topic. To get a good idea of the problem, you must have a rich background knowledge about the topic through the RRL (Review of Related Literature), which requires intensive reading about your topic. Apart from having a clearer picture of the topic, it will also help you in adopting an appropriate research method and have a thorough understanding of the knowledge area of your research. A research problem serving as an impetus behind your desire to carry out a research study comes from many sources. Diculties in life are arising from social relationships, governmental aairs, institutional practices, cultural patterns, environmental issues,

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marketing strategies, etc. are problematic situations that will lead you to identify one topic to research on. Centering your mind on the problem, you can formulate one general or mother problem of your research work. (Punch 2014) To give your study a clear direction, you have to break this big, overreaching, general question into several smaller or specic research questions. The specic questions, also called sub-problems, identify or direct you to the exact aspect of the problem that your study has to focus on. Beset by many factors, the general question or research problem is prone to reducing itself to several specic questions, seeking conclusive answers to the problem. The following shows you the link among the following: research problem, research topic, research question, and the construction of one general question and specic questions in a research paper. Research Problem: The need to have a safer, comfortable, and healthful walk or

transfer of students from place to place in the UST campus Research Topic: The Construction of a Covered Pathway in the UST Campus General Question: What kind of covered path should UST construct in its campus?

Specifc Questions:

1.

What materials are needed for the construction of the covered pathway in the UST campus?

2.

What roong material is appropriate for the covered path?

3.

In what way can the covered pathway link all buildings in the campus?

4.

What is the width and height of the covered path?

5.

How can the covered path realize green architecture?

Research questions aim at investigating specic aspects of the research problem. Though deduced from the general or mother question, one specic question may lead to another sub-problem or sub-question, requiring a dierent data-gathering technique and directing the research to a triangulation or mixed method approach. Referring to varied aspects of the general problem, a set of research questions plays a crucial part in the entire research work. They lay the foundation for the research study. Therefore, they determine the research design or plan of the research. Through sub-questions, you can precisely determine the type of data and the method of collecting, analyzing, and presenting data. Any method or technique of collecting, collating, and analyzing data specied by the research design depends greatly on the research questions. The correct formulation of research questions warrants not only excellent collection, analysis, and presentation of data, but a credible conclusion as well. (Layder 2013) Hence, the following are things you have to remember in research question formulation. (Barbie 2013; Litchman 2013; Silverman 2013)


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Guidelines in Formulating Research Questions

1.

Establish a clear relation between the research questions and the problem or topic.

2.

Base your research questions on your RRL or Review of Related Literature because existing published works help you get good background knowledge of the research problem and help you gauge the people’s current understanding or unfamiliarity about the topic, as well as the extent of their knowledge and interest in it. Convincing solutions to research problems or answers to research questions stem from their alignment with what the world already knows or what previous research studies have already discovered about the research problem or topic.

3.

Formulate research questions that can arouse your curiosity and surprise you with your discoveries or ndings. This is true for research questions asked about a problem that was never investigated upon.

4.

State your research questions in such a way that they include all dependent and independent variables referred to by the theories, principles, or concepts underlying your research work.

5.

Let the set of research questions or sub-problems be preceded by one question expressing the main problem of the research.

6.

Avoid asking research questions that are answerable with “yes” or “no” and use the “how” questions only in a quantitative research.

7.

Be guided by the acronym SMART (specic, measurable, attainable, realistic, time-bound) in formulating the research questions. Applying SMART, you must deal with exact answers and observable things, determine the extent or limit of the data collected, be aware of the timeframe and completion period of the study, and endeavor to have your research study arrive at a particular conclusion that is indicative of what are objective, factual, or real in this world.


Directions: WHOLE-CLASS ACTIVITY. Share with your classmates your

understanding of the following expressions. 1.

Research questions are comparable to a compass.

2.

Research questions are inseparable from the research problem.

3.

There are two kinds of questions to be asked in a research work.

4.

The keyword in research question formulation is SMART.

5.

You cannot ask any question in your research study.

6.

Your research questions are linked to your RRL (Review of Related Literature).

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7.

No research problem means no research questions.

8.

Data not referred to by the research questions can be collected.

9.

Collecting data immediately comes after pondering on the research problem.

10.

You derive your research topic from your research questions. Ac ti vi ty 2: Quest ion Hou r f or Spec ul ati ve Think in g

Ask one another thought-provoking questions about the text you have read. Your recitation grade will depend on the quality of your questions and answers. Thus, remember the HOTS (higher-order thinking strategies) of interpretative, critical, integrative/synthesis, and creative thinking as you formulate your questions. Have a draft of your questions on the lines provided to prepare yourself for asking questions worth 10 points each.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

_________________________________________________________________


Directions: INDIVIDUAL WORK. Put a check mark ( ✓) in the box that represents your

judgment on the quality of the research question asked about the following research problem or topic: “Promoting Intercultural Competence through SFG or Systemic Functional Grammar.” Justify your choice by writing your reasons, comments, reactions, etc.

Research Questions 1. Is SFG a contemporary language theory? Correct

Incorrect

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

2.

To what particular subject is SFG applicable? Correct

Incorrect


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51

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

3.

What is intercultural competence? Correct

Incorrect

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

4.

Do you agree that SFG increases intercultural competence? Correct

Incorrect

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

5.

How does SFG promote intercultural competence? Correct

Incorrect

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

6.

In what way is SFG similar to intercultural competence? Correct

7.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What Filipino cultural practices reect Spanish inuence on Filipinos’ lifestyle? Correct

Incorrect

Incorrect

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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8.

How is SFG applicable to Greek mythological characters? Correct

Incorrect

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

9.

How does context, an SFG component, promote intercultural competence? Correct

Incorrect

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

10. What are the eects of SFG on the cultural practices of future graduates of UST? Correct

Incorrect

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Ac ti vi ty 2

Directions: PAIR WORK. Keeping in mind what you learned in this lesson, do the

following with your partner. 1.

On a piece of paper, make a list of some problems in your environment that need immediate solutions.

2.

Choose one problem in the list. Based on this problem you selected, identify your research topic, give or describe the justications/reasons behind your decision to do a research work, and mention, too, the benets and the beneciaries of your research work

3.

Formulate one general or “mother” question to reect your research problem or topic.

4.

Banking on whatever background knowledge you have about your chosen topic, formulate ve research questions or sub-problems that are closely related to the general question.


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53

Assessing the Extent of Concept Learning Using the range of 50% to 100%, rate how much you learned the concepts behind the following topics. 1.

Research problem __________________________________________________

2.

Research questions _________________________________________________

3.

Research problem in relation to research topic __________________________

4.

Background knowledge about the topic _______________________________

5.

Formulating research questions ______________________________________

6.

Sources of research problems ________________________________________

7.

Importance of RRL to research question formulation ____________________

8.

Link between the RRL and the research problem ________________________

9.

Link between the research design and research questions ________________

10. General questions vs. Research questions _______________________________

Transformin g Learned Competenci es Engage yourself in a conversation with some of your teachers. Ask them what research problem they worked on in their graduate studies, the research questions they formulated, and their reasons for engaging themselves in such kind of academic work. Keeping in mind what make people carry out research studies, describe or comment on their justications for conducting the research. Subject the result of your inquiry to critical evaluation based on what you learned about research problem, research questions, and research goals or objectives. Share with your teacher and classmates a written report of your ndings.

Unit IV

Learning from Others and Reviewing the Literature

Introduction You want to discover truths about an animate creature or an inanimate thing you nd wonderful or puzzling. Thinking speculatively, you tend to bombard your mind with varieties of questions about the object of your curiosity. Where do you get the answers to your questions? Get them from yourself and from other published written works containing people’s ideas, facts, and information about your subject matter. Aligning what you already know with what others know or have already done about your chosen topic indicates the timeliness and relevance of your work. Moreover, reading extensively about your subject matter enables you to obtain a rich background knowledge that will help you establish a good foundation or direction of your research work. LESSON 7

Review of Related Literature (RRL)

Intended Learning Outco mes After this lesson, you should be able to: 1. 2. 3. 4. 5. 6.

increase the number of English words you know; use the newly learned words in expressing your worldviews; explain the meaning of review of related literature; carry out a review of related literature properly; compare and contrast the styles of review of related literature; and critically evaluate review of related literature reports.


Directions: INDIVIDUAL WORK. Give the meaning of the underlined word in each

sentence. Be guided by the contextual clues. 1.

Your facial expressions and gestures could easily convey your reactions to his statement. ________________

55

56 •


2.

Poems use poetic language; newspaper, prosaic language for an easy understanding of the news item by all kinds of readers, highly learned or not. ______________________ 3. I don’t need a catalog of ideas on a piece of paper. What I need is an application of ideas. _____________ 4. Myriad of people from all over the world witnessed the historical demolition of the Berlin Wall. _______________ 5. Through your facial expression, I will try to infer, rather than directly state the meaning of your sentence. _______________ 6. I would rather opt to stay here than go home at this time of the night. ___________________________ 7. Your performance of higher-order thinking strategies will ensure your victory in the academic contest. ___________________ 8. All those in Grade 6 belong to a peer group that excludes those not within their age bracket. __________________ 9. Love reading books to widen your world perception. ___________ 10. Embodied in the introduction are the major parts of your paper. _______________ Ac ti vi ty 2: Using th e Newl y L earn ed Word s

Directions: Use the newly learned words in narrating one incident in your life. Try

combining or mixing them up in only one sentence. Write them on the lines provided.

UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE

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57

Stirring Up Imagination

Directions: PICTURE ANALYSIS . Examine the picture above. What comes to your

mind upon seeing it? Explain.

Discovering More Concepts Establish a link between the image and the title of the selection below. REVIEW OF RELATED LITERATURE (RRL)

Meaning of Review of Related Literature

Literature is an oral or written record of man’s signicant experiences that are artistically conveyed in a prosaic manner. Embodied in any literary work like essay, novel, journal, story, biography, etc. are man’s best thoughts and feelings about the world. These recorded or preserved world perceptions of man are expressed directly and indirectly. Direct expressions of man’s knowledge of the world are in books, periodicals, and online reading materials. Indirect expressions are his inferences or reections of his surroundings that are not written or spoken at all. (Ridley 2012) A review of related literature is an analysis of man’s written or spoken knowledge of the world. You examine representations of man’s thinking about the world to determine the connection of your research with what people already know about it. In your analysis or reading of recorded knowledge, you just do not catalog ideas in your research paper, but also interpret them or merge your thinking with the author’s ideas. Hence, in doing the RRL, you deal with both formal or direct and informal or indirect expressions of man’s knowledge. Fusing your world understanding with the authors’ world perceptions enables you to get a good analysis of existing written works that are related to your research study. (Wallman 2014) Purposes of Review of Related Literature (RRL)

1. 2.

To obtain background knowledge of your research To relate your study to the current condition or situation of the world

58 •


3. 4. 5. 6. 7. 8. 9.

To show the capacity of your research work to introduce new knowledge To expand, prove, or disprove the ndings of previous research studies To increase your understanding of the underlying theories, principles, or concepts of your research To explain technical terms involved in your research study To highlight the signicance of your work with the kind of evidence it gathered to support the conclusion of your research To avoid repeating previous research studies To recommend the necessity of further research on a certain topic

Styles or Approaches of RRL or Review of Related Literature

1.

Traditional Review of Literature

To do a review of literature in a traditional way is to summarize present forms of knowledge on a specic subject. Your aim here is to give an expanded or new understanding of an existing work. Being necessarily descriptive, interpretative, evaluative, and methodically unclear and uncertain, a traditional review is prone to your subjectivity. This kind of review does not require you to describe your method of reviewing literature but expects you to state your intentions in conducting the review and to name the sources of information. You experience much freedom or exibility in doing a traditional RRL, so as an undergraduate student taking BA, BSE, BSEED, or any four-year bachelor degree and lacking much knowledge and expertise in research work, this is the appropriate method for you. Attaining mastery in doing a traditional RRL is an excellent preparation for the more demanding, second style of RRL called systematic review that is required at the graduate level. Hence, being unprepared for a systematic review, you have no other way but to do the traditional review to complete the requirements of your course. (Jesson 2011) Traditional review is of dierent types that are as follows: 1. 2. 3. 4. 5.

Conceptual review – analysis of concepts or ideas to give meaning to

some national or world issues Critical review – focuses on theories or hypotheses and examines meanings and results of their application to situations State-of-the-Art review – makes the researcher deal with the latest research studies on the subject Expert review – encourages a well-known expert to do the RRL because of the inuence of a certain ideology, paradigm, or belief on him/her Scoping review – prepares a situation for a future research work in the form of project making about community development, government policies, and health services, among others


2.

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59

Systematic Review of Literature

As indicated by its name, systematic, which means methodical, is a style of RRL that involves sequential acts of a review of related literature. Unlike the traditional review that has no particular method, systematic review requires you to go through the following RRL steps (Ridley 2012): 1.

2.

3.

4.

5.

6.

Have a clear understanding of the research questions. Serving as the compass to direct your research activities, the research questions tell you what to collect and where to obtain those data you want to collect. Plan your manner of obtaining the data. Imagining how you will get to where the data are, you will come to think also of what keywords to use for easy searching and how to accord courtesy and respect to people or institutions from where the data will come such as planning how to communicate your request to these sources of data. Do the literature search. Using keywords, you look for the needed information from all sources of knowledge: Internet, books, journals periodicals, government publications, general references, and the like. Using a certain standard, determine which data, studies, or sources of knowledge are valuable or not to warrant the reasonableness of your decision to take some data and junk the rest. Determine the methodological soundness of the research studies. Use a checklist or a certain set of criteria in assessing the ways researchers conduct their studies to arrive at a certain conclusion. Summarize what you have gathered from various sources of data. To concisely present a synthesis of your report, use a graph such as a table and other presentation formats that are not prone to verbosity.

A systematic review of literature is a rigorous way of obtaining data from written works. It is a bias-free style that every researcher wanting to be a research expert should experience. Limiting itself to peer-reviewed journals, academically written works, and quantitative assessment of data through statistical methods, this style of literature review ensures objectivity in every stage of the research. (Fraenbell 2012) The following table shows the way several books on RRL compare and contrast the two styles of RRL. Standards

Traditional Review

Systematic Review

Purpose

To have a thorough and clear understanding of the eld

To meet a certain objective based on specic research questions

Scope

Comprehensive, wide picture

Restricted focus

Review Design

Indenite plan, permits creative and exploratory plan

Viewable process and paper trail

Choice of studies

Purposeful selection by the reviewer

Prepared standards for studies selection

60 •


Standards

Traditional Review

Systematic Review

Nature of studies

Inquiry-based techniques involving several studies

Wide and thorough search for all studies

Quality appraisal

Reviewers’ views

Assessment checklists

Summary

Narrative

Graphical and short summary answers

Structure of the RRL

The structure of the whole literature review indicates the organizational pattern or order of the components of the summary of the RRL results. For the traditional review, the structure of the summary resembles that of an essay where series of united sentences presents the RRL results. However, this structure of traditional review varies based on your subject and area of specialization. For the systematic review, the structure is based on the research questions; so much so, that, if your RRL does not adhere to a certain method to make you begin your RRL with research questions, your RRL is headed toward a traditional literature review structure. Regardless of what RRL structure you opt to use, you must see to it that the organizational pattern of the results of your review contains these three elements: an introduction to explain the organizational method of your literature review; headings and subheadings to indicate the right placement of your supporting statements and a summary to concisely restate your main point. (Ridley 2013)


Directions: INDIVIDUAL ACTIVITY. Circle the letter of the correct answer.

1.

An informal or indirect expression of knowledge happens through a. gestures c. words b.

2.

3.

books

d.

sentences

Between world knowledge and RRL, the second serves as the a.

summary

c.

conclusion

b.

linker

d.

symbol

Your direction in your RRL is given by your research a.

data

c.

problem

b.

design

d.

question


4.

5.

Your purpose in doing RRL is a. dual

c.

specic

b.

d.

singular

7.

8.

9.

61

Research question is a must in a literature review called a. traditional c. systematic b.

6.

plural

•

optional

d.

structural

Subjective literature review takes place in a review that is a.

scoping

c.

systematic

b.

statistical

d.

scientic

Among the types of traditional review review,, these two share some similarities. a.

crit cr itic ical al an and d co conc ncep eptu tual al

c.

start sta rt of th thee ar artt an and d sc scop opin ing g

b.

scopi sco ping ng an and d ex expe pert rt

d.

crit cr itic ical al an and d ex expe pert rt

A year from from now now,, I will start my thesis writing for my MA degree. I must then look forward to doing this RRL style. a.

scoping

c.

scoping

b.

state-of-the-art

d.

systematic

Being a rst year BA student, I can conduct a literature review using this style a.

systematic and traditional

c.

systematic

b.

mult mu ltii-s -sys ysttem

d.

traadi tr diti tion onaal

10. Without research research questions, your RRL structure can appear in a form called a. narrative c. outline b.

statistical

d.

tabular

Ac ti vi ty 2

Directions: Explain each expression the way you understood them in relation to research.

1.

Related Literature _____________ _________________________ ________________________ _______________________ ___________ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __

2.

Review of Related Literature ____________ ________________________ _________________________ _______________ __ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __

3.

Traditio raditional nal review of Literat Literature ure ___________ _______________________ _______________________ ______________ ___ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __

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4.

Systematic review of related literature ___________ ________________________ ____________________ _______ ________________________ ____________ _________________________ _________________________ _________________________ ________________ ___ ________________________ ____________ _________________________ _________________________ _________________________ ________________ ___

5.

Structure of literature review results ___________ ______________________ _____________________ __________ ________________________ ____________ _________________________ _________________________ _________________________ ________________ ___ ________________________ ____________ _________________________ _________________________ _________________________ ________________ ___

Elaboratin Ela boratin g Learned Concepts Ac ti vi ty 1

Directions: PAIR WORK. In the space provided, give a graphical presentation of the

sequential acts of a systematic review of literature.

Ac ti vi ty 2

Directions: GROUP WORK. Form a group of four. Imagine you are guest speakers in

a seminar titled, “RRL or Review of Related Literature: The Key to a Successful Research.” Have a division of work. See to it that you divide the speaking parts equally among the four of you. Ac ti vi ty 3: Essay Es say Wri Writi ti ng

Directions: INDIVIDUAL WORK.

Using a comparison-contrast organization technique, write a short essay about the two styles of review of related literature. Give your work a good title. _________________________ ____________ _________________________ _________________________ _______________ _______________________ ___________ _________________________ _________________________ _________________________ _____________________ ________


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63

As A s s es ess s i n g t h e Ext Ex t ent o f Co Con n c ept Lear Learn n i ng Directions: Put a check mark ( ✓) under the heading that speaks of how much you

learned the concepts behind each topic. Topics

Denition of RRL Purpose of RRL Systematic Review Traditional review RRL structure Dierence between Systematic and Traditional review

Very much Average

Little

Zero

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Topics

Very much Average

Little

Zero

Research questions in relation to RRL The purposes of review of related literature

Transfor ming Learned Competencies Visit the section of your school library that is taking care of theses and dissertations. Examine the Review of Literature section of these materials and based on what you learned about RRL, comment on how these appear in the book. Produce a written copy of your observations about the RRL section in the book and share this with your teacher and classmates.

LESSON 8

The Process of Review of Related Literature

Intended Learning Outco mes At the end of this lesson, you should be able to 1. 2. 3. 4. 5. 6. 7.

widen your vocabulary; communicate your worldviews through newly learned words; dierentiate the three stages of review of related literature; distinguish a superior source of data from an inferior one; write a literature review in a critical or argumentative manner; link authors’ ideas based on a certain pattern, theme, or theory; and present and organize ideas using active verbs and transitional devices.


Directions: PAIR WORK. Using the other words in the cluster as clues, give the

meaning of the underlined word. 1. 2. 3. 4. 5. 6. 7.

subject to, disposed to, liable, susceptible merely, purely, only, just mergers, fuses, unites, combines inclination liking, penchant, prone per individual, single, per, one avoid, prevent, refrain, shun empty, devoid , nothing, zero Ac ti vi ty 2: Using t he Newly Learned Word s

TITTLE-TATTLE

Directions: Use the newly learned words in a chat with your seatmate. Stirring Up Imagination FLASHBACK… FLASHBACK… FLASHBACK… 65

66 •


Look back into one period of your life when you were so eager or desirous to know someone or something in this world. What did you do to satisfy your want to know more about such person or thing? In the space provided, write a brief memoir on your knowledge seeking.

Discovering More Concepts What do you think? Will the following reading material freshen up or enliven your memoir on knowledge seeking? Read this text well to discover more about your quest of becoming knowledgeable about something. THE PROCESS OF REVIEW OF RELATED LITERATURE

Curious about a person or a thing, you want to know more about the ins and outs of this object of your interest. In your quest of becoming knowledgeable about the “apple of your eyes,” you are inclined to nd all ways and means to get a full view, knowledge, or understanding of the center of your attention. And if there is one activity of yours that really pushes you to continue searching knowledge up to a certain period of time about the focus of your attention, it is research. From the start up to the end of your research, you are prone to searching answers to the many things you are curious about.


•

67

Your search for knowledge happens in every stage of your research work, but it is in the research stage of review of related literature where you spend considerable time searching knowledge about the topic. Exposed to various sources of knowledge and conditioned by a timeframe of the research work, it is necessary that you adopt a certain method in reviewing or reading varied works of literature that are related to your research problem or topic. Going methodical in your review of related literature means you have to go through the following related stages of the process of review of related literature that are true for any style of review (traditional or systematic) that you want to adopt. (Lappuci 2013; Robyler 2013; Freinbell 2012) Stage 1: Search for the Literature

This is the stage of review of related literature where you devote much of your time in looking for sources of knowledge, data, or information to answer your research questions or to support your assumptions about your research topic. Generally, there are three basic types of literature sources: general references that will direct you to the location of other sources; primary sources that directly report or present a person’s own experiences; and secondary sources that report or describe other people’s experiences or worldviews. Secondary sources of knowledge give the most number of materials such as the Internet, books, peer-reviewed articles in journals, published literary reviews of a eld, grey literature or unpublished and non-peer reviewed materials like theses, dissertations, conference proceedings, leaets and posters, research studies in progress, and other library materials. Websites introducing materials whose quality depends solely on every individual, social media networks (Twitter, Facebook, blogs, podcasts, YouTube, video, etc.) and other online encyclopedia such as Wikipedia, are the other sources of information that you can consult during this stage. You may nd these reading materials valuable, especially, the Wikipedia, because of their timeliness, diversied knowledge or information, varied presentation formats (texts, sounds, animation) and 24-hour availability. But they are not as dependable as the other sources of knowledge. Some consider the information from these as not very scholarly in weight because it is susceptible to anybody’s penchant for editing. Since any person is free to use the Internet for displaying information that is peer-reviewed or not, you need to be careful in evaluating online sources. (Mc Leod 2012) You can have an access to these various sources of data in two methods: manually, or getting hold of the printed form of the material, and electronically or having a computer or online reading of the sources of knowledge. Regardless of which method you use, all throughout your literature search, your mind must be focused on the essence and purposes of the library because most of the data you want to obtain are in this important section of your school. Having familiarity with the nature of your library will facilitate your literature search. Here are the pointers you have to remember in searching for the best sources of information or data: (Fraenbell 2012) 1. 2.

Choose previous research ndings that are closely related to your research. Give more weight to studies done by people possessing expertise or authority in the eld of knowledge to which the research studies belong.

68 •


3. 4.

Consider sources of knowledge that refer more to primary data than to secondary data. Prefer getting information from peer-reviewed materials than from general reading materials.

Stage 2: Reading the Source Material

Reading, understanding, or making the materials meaningful to you is what will preoccupy you on the second stage of reading RRL. You can only benet much from your reading activities if you confront the reading materials with the help of your HOTS. In understanding the sources of knowledge with your HOTS, you need to think interpretatively through these ways of inferential thinking: predicting, generalizing, concluding, and assuming. On top of these should be your ability to criticize or evaluate, apply, and create things about what you have read. Hence, reading or making sense of the source materials does not only make you list down ideas from the materials, but also permits you to modify, construct, or reconstruct ideas based on a certain principle, theory, pattern, method, or theme underlying your research. Stage 3: Writing the Review

You do a great deal of idea connection and organization in this last stage of RRL to form an overall understanding of the material by paraphrasing or summarizing the it. In doing either of these two, you get to change the arrangement of ideas, structures of the language, and the format of the text using appropriate organizational techniques of comparison-contrast, chronological order, spatial relationship, inductive-deductive order, and transitional devices. Also, you make eective changes not only on language structures and format but also the quality of ideas incorporated into the summary or paraphrase as well. This means that in writing the review, based on the focus, theme, or theory underlying your research, you are free to fuse your opinions with the author’s ideas. (Corti 2014) A simple presentation of the ndings or argumentations of the writers on a particular topic with no incorporation of your own inferential, analytical, and comparative- contrastive thinking about other people’s ideas indicates poor literature review writing. This mere description, transfer, or listing of writer’s ideas that is devoid of or not reective of your thinking is called dump or stringing method. Good literature review writing shuns presenting ideas in serial abstracts, which means every paragraph merely consists of one article. This is a source-by-source literature writing that fails to link, compare, and contrast series of articles based on a theory or a theme around which the research questions revolve. (Remlen 2011) Juxtaposing or dealing with studies with respect to each other is your way of proving the extent of the validity of the ndings of previous studies vis-a-vis the recent ones. Reading the source material and writing the review analytically, argumentatively, or critically, you give yourself the chance to express your genuine or opinionated knowledge about the topic; thereby, increasing the enthusiasm of people in reading your work. (Radylyer 2013) Another good approach to writing an excellent review is adopting good opening sentences of articles that should chronologically appear in the paper. Opening an


•

69

article with a bibliographical list that begins with the author’s name like the following examples is not good. Aquino (2015) said... Roxas (2016) stated… Perez (2017) wrote... Mendoza (2018) asserted... Examples of better article openings manifesting critical thinking through analysis, comparison and contrast of ideas and ndings are as follows: One early work by (Castro, 2017) proves that... Another study on the topic by (Torres, 2017) maintains that... The latest study by (Gomez, 2018) reveals that... A research study by (Rivera, 2017) explains that... Coming from various books on literature review writing are the following transitional devices and active verbs to link or express authors’ ideas in your paper. Using correct words to link ideas will make you synthesize your literature review, in a way that evidence coming from various sources of data, will present an overall understanding of the context or of the present circumstances aecting the research problem. o

o

Transitional devices – also, additionally, again, similarly, a similar opinion,

however, conversely, on the other hand, nevertheless, a contrasting opinion, a dierent approach, etc. Active verbs – analyze, argues, assess, assert, assume, claim, compare, contrast, conclude, criticize, debate, defend, dene, demonstrate, discuss, distinguish, dierentiate, evaluate, examine, emphasize, expand, explain, exhibit, identify, illustrate, imply, indicate, judge, justify, narrate, outline, persuade, propose, question, relate to, report, review, suggest, summarize.


Directions: PAIR WORK. Write the letter of the word or phrase in column B that

corresponds in meaning to the expression in column A.

A

B

_______ 1.

Theme or theory

a. Some paragraphs but one article per par.

_______ 2.

Wikipedia

b. Lacking in well-learned ideas

_______ 3.

Websites

c. Comparing-contrasting two ndings

_______ 4.

HOTS

d.

Elicits opinions on the topic

70 •


_______ 5.

Dump method

e.

Biographical list

_______ 6.

Serial abstract

f. Inferring, criticizing, applying, creating

_______ 7.

Juxtaposing ideas

g. Dependent on readers for its quality

_______ 8.

Argumentative review

h. Basis of linking authors’ ideas

_______ 9.

Aquino (2018) suggested...

i.

Reading comprehension

_______ 10.

Grey literature

j.

Thesis, dissertations, posters

k. Plain union of authors’ Activity 2: Modifed True or False

Directions: Write T if the sentence is true and F, if it is false. Then, underline the part

that makes the sentence false and write the correct word/s on the line provided. _______ 1.

Doing a literature search alone proves that literature review writing is an interconnected process.

_______ 2.

Editing by readers contributes to the inferiority of Wikipedia as a source of information.

_______ 3.

Much editing by readers happens in grey literature.

_______ 4.

Bibliographical list is not a good way to begin an article.

_______ 5.

A researcher is discouraged from using this opening: One study by (Lim, 2017) asserts that...

_______ 6.

Being an interconnected process, literature review stages aect one another.

_______ 7.

HOTS take place extensively in Literature-review reading and writing.

_______ 8.

Primary source is better than secondary source.

_______ 9.

Similarly, also, on the other hand are good article openings.

_______ 10.

You begin your review of related literature by peer-reviewed journals.


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71


Directions: GROUP WORK. Form a group of three. Pretend that you are guest speakers

in a conference who will talk about each stage of the RRL, titled “Enhancing Students’ Research Skills.” Take turns in playing the role of a conference speaker. Ac ti vi ty 2

Directions: GROUP WORK. Form a group of ve, agree on one thing you want

to know more. Ask three questions about this puzzling thing, and then list down as many sources of information as you can through which you can obtain knowledge to answer your questions. Such information about your chosen topic may come from your school library and research databases and other online resources such as the DAAI, ACM, ERIC, CINAHL, PROQUEST, EBSCOHOST, etc. Read the articles found in these sources of information, and then synthesize or summarize them into one coherent written discourse or composition to shed light on your research questions.

Assessing the Extent of Concept Learning Directions: Choose which of these words—poor, good, very good, and excellent—can

indicate the extent of your understanding of the ideas behind each topic. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Manual searching of information ____________________________________ Inferiority of online encyclopedia ____________________________________ Stringing method of review writing __________________________________ Thematic writing of the review ______________________________________ Argumentative review _____________________________________________ Bibliographical list _________________________________________________ Transitional devices ________________________________________________ Active verbs in review writing ______________________________________ RRL stages as interconnected process _________________________________ Grey literature ____________________________________________________

72 •


Transfor ming Learned Competencies POSTER MAKING

Create a poster reecting the three stages of Review of Related Literature. Invite more students to attend a conference on research by displaying your nished poster in a conspicuous place in your classroom. Label your poster with a caption or a general title reecting the theme or idea of the conference. Likewise, provide each colorfully illustrated RRL stage with a catchword or short, eye-catching expression.

LESSON 9

Standard Styles in Review of Related Literature, Citation, or References

Intended Learning Outco mes After this lesson, you should be able to: 1. 2. 3. 4. 5. 6.

unlock the meaning of an unfamiliar word through context clues; express your thoughts and feelings using the newly learned words; compare and contrast the styles and patterns of in-text citations; enumerate the purposes of citations; evaluate the accuracy of citations to reading materials; and identify the causes and eects of plagiarism.


Directions: INDIVIDUAL WORK. Using contextual clues, give the meaning of the

underlined word in the sentence 1.

2. 3. 4. 5.

Those are my words that you want to appear in your book. Hence, you must give them the proper citation in your work to tell the readers of my ownership of the ideas behind the language structures. Refusing to acknowledge the presence of the Iranian guest, he turned the microphone to somebody, and then left the stage. People, topic, place, and time, among others, make up the context of communication. Judiciously, the buyer analyzes and criticizes the item before he decides to say yes to the seller. A ower is generally known as a part of a plant, but varied connotations by every individual have been given to this blossom. Ac ti vi ty 2: Us in g t he Newl y L earn ed Word s

Directions: On the lines provided, use each newly learned word in a sentence.

73

74 •


Stirring Up Imagination SPECULATE... SPECULATE... SPECULATE... How will you compare the text in the frame with an essay you encountered in the past? Why does this text look like this?

One recent study by (Castro, 2016) dened Intercultural competence as an ability to interact harmoniously with people from different cultural background. Giving this expression another name, (David, 2017) calls it Crosscultural or Inter-culture Competence. Described by Tolentino (2018, p. 38) as a social-based activity, intercultural competence has context as its “One latest study by (Tuazon, 2018) explains context as a broad term that refers to all the circumstances affecting social interaction

Discovering More Concepts What additional ideas about your guesses are revealed by the following reading material? Read the selection to discover more about the text on the frame STANDARD STYLES IN RELATED LITERATURE CITATIONS OR REFERENCES

In reviewing related literature, you come to read varieties of reading materials containing knowledge related to your research. It is a fact that these ideas, including the language structures to express these ideas, belong to other people. They are not yours. One cardinal principle in research is acknowledging or recognizing the owners of any form of knowledge you intend to include in your research paper. Doing this practice signals not just honesty and courtesy to learned people whose ideas lend information to your paper, but also indicates your appreciation for their contribution to the eld. (Hammersely 2013)


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75

The following are the three terms used to express your appreciation for or recognition of people’s ownership of borrowed ideas (Sharp 2012): 1. 2. 3.

Acknowledgment – the beginning portion of the work that identies individuals who have contributed something for the production of the paper References or Bibliography – a complete list of all reading materials, including books, journals, periodicals, etc. from where the borrowed ideas came from Citation or In-text Citation – references within the main body of the text, specically in Review of Related Literature The third one, citation, is the focus of this lesson. Citation, also called in-text citation, has many purposes and style, which are as follows (Badke 2012):

Purposes of Citation

1. 2. 3. 4. 5. 6.

To give importance and respect to other people for what they know about the eld To give authority, validity, and credibility to other people’s claims, conclusions, and arguments To prove your broad and extensive reading of authentic and relevant materials about your topic To help readers nd or contact the sources of ideas easily To permit readers to check the accuracy of your work To save yourself from plagiarism

Styles of Citation

1.

Integral Citation

This is one way of citing or referring to the author whose ideas appear in your work. You do this by using active verbs like claim, assert, state, etc. to report the author’s ideas. Using these types of verbs somehow expresses the author’s mental position, attitude, stand, or opinion in relation to the information referred to. This is the reason integral citation is often used in social sciences or any subjects belonging to the soft sciences. Examples of Integral Citation:

2.

APA One study by Manalo (2015) reveals...

MLA One study by (Manalo 70)

The latest work by (Lee, 2015) asserts...

The latest work by (Lee 123)

According to Abad et al. (2015) context is...

According to (Abad et al.: 54)

Non-integral Citation

In contrast to integral citation that reects the author’s personal inclinations to a certain extent, this second citation style downplays any

76 •


strength of the writer’s personal characteristics. The stress is given to the piece of information rather than to the owner of the ideas. Examples of Non-integral Citation: a.

b.

c.

The Code of Ethics for Intercultural Competence give four ways by which people from dierent cultural background can harmoniously relate themselves with one another. (De la Cruz, 2015) Knowledge is one component of not only Systemic Functional Grammar but Intercultural competence as well. It is the driving force beyond any successful collaborative activities to develop interpersonal relationships and communicative competence. (Smith 2015) The other components of Intercultural Competence which are also present in SFG are: context (Harold, 2015), appropriateness (Villar, Marcos, Atienza, 2016; Santos, and Daez, 2016), and emotions (Flores, 2016).

Patterns of Citation

1.

2.

3.

Summary. The citation in this case is a shortened version of the original text

that is expressed in your own language. Making the text short, you have to pick out only the most important ideas or aspects of the text. Paraphrase. This is the antithesis of the rst one because, here, instead of shortening the form of the text, you explain what the text means to you using your own words. In doing so, it is possible that your explanations may decrease or exceed the number of words of the original text. Short Direct Quotation. Only a part of the author’s sentence, the whole sentence, or several sentences, not exceeding 40 words, is what you can quote or repeat in writing through this citation pattern. Since this makes you copy the exact words of the writer, it is necessary that you give the number of the page where the readers can nd the copied words. Example: Contexts is inuenced by these four factors: “language, culture, institutions, and ideologies.” (Aranda, 2015, p.8)

4.

Long Direct Quotation or Block Quotation, or Extract. Named in many ways, this

citation pattern makes you copy the author’s exact words numbering from 40 up to 100 words. Under APA, the limit is eight lines. Placed at the center of the page with no indentation, the copied lines look like they compose a stanza of a poem. Example: The latest study by (Hizon, 2015) reveals the social nature of language. Stressing this nature of language, he says: Language features result from the way people use language to meet their social needs. In their interactions, they use language to describe, compare, agree, explain, disagree, and so on. Each language function requires a certain


•

77

set of language features like nouns for naming, adjectives for comparing, verbs for agreeing, prepositions for directing, and conjunctions for connecting ideas. (p. 38)

You should quote judiciously because having so many quoted words or lines in your paper signals your lack of understanding of such part of the text. Besides, frequent copying of the author’s words indicates your lack of originality in conducting your research work. To avoid negative connotations about direct quotations in your paper, have in mind the following reasons to justify your act of quoting or repeating in writing other people’s words. (Ransome 2013) 1. 2. 3. 4. 5.

The idea is quite essential. The idea is refutable or arguable. The sentence is ambiguous or has multiple meanings. There’s a strong possibility that questions may be raised about the citation. It is an excellent idea that to make it a part of your paper will bring prestige and credibility to your entire work.

There are two basic methods of referencing, pointing to, or identifying the exact author referred to by your paper. These are the APA (American Psychological Association and the MLA (Modern Language Association). Each of these two methods has its own in-text citation style. The following shows the dierence between them as regards citation format. APA – (Ramos, 2015) or Ramos (2016) (Manalo, 2015) or Manalo (2016) MLA – (Bautista 183), Flores et.al. 150-158) (Acosta, Hizon, Lopez 235-240) (Velarde 4: 389-403) – for periodicals 5.

Tense of verbs for reporting

Active verbs are eective words to use in reporting authors’ ideas. Present their ideas in any of these tenses: present, simple past, or present perfect tense. The APA system, however, prefers the use of present perfect tense. Examples: Present tense – Marcos explains... Past tense – Marcos explained... Present perfect tense – Marcos has explained... Plagiarism

Plagiarism is an act of quoting or copying the exact words of the writer and passing the quoted words o as your own words. The leading act of plagiarism is

78 •


using the words of the original text in expressing your understanding of the reading material. The right way to avoid plagiarism is to express the borrowed ideas in your own words. (Ransome 2013) Taking ownership of what do not belong to you is a criminal act that is punishable by imprisonment and indemnity or payment of money to compensate for any losses incurred by the owners of expressions that you copied without their permission. The safest way to avoid plagiarism is to be aware of the fact that the copied words are not yours. If you want these words to appear in your paper, you must reveal the name of the author in your paper, including the pieces of information (title, date, place of publication, publisher, etc.) about the book from where you copied the words. (Hammersely 2013) Nowadays, due to the proliferation of “Grey Literature” or unpublished reading materials or of non-peer reviewed online publications, many reading materials as sources of information for research studies appear questionable as to how qualitative, credible, and authoritative they are. Notwithstanding the doubtful reputation of these grey literature, to free yourself from any guilt of plagiarism, you must identify in your paper the owners of any idea, word, symbol that you quoted or copied verbatim, summarized, or paraphrased. (Sharp 2012; Gray 2013)

Explaining Learned Concepts Ac ti vi ty 1: Specu lat iv e Thi nk in g

HOLE CLASS ACTIVITY. Ask one another thought-provoking questions Directions:W about the reading material you have read. Remind yourself of the levels of thinking your question must trigger o among your classmates. Be sure that you give yourself the chance to ask your classmates some questions as well as answer your classmates’ questions. Ac ti vi ty 2

Directions: Based on what you have nished reading, explain or clarify what you

mean about the following lines. 1. 2. 3. 4. 5. 6.

Be judicious in quoting words. Apply honesty and courtesy in Literature-review writing. A stanza-like part of a text possibly appears in your paper. You can’t personally say, “Thank you” to the authors, but can have other ways to express your gratitude to them. Quotations indicate lack of the paper’s originality. You don’t have an absolute freedom to quote the words of the author.


7. 8. 9. 10.

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Produce a condensed form of the reading material. Citation is just one of the many ways to acknowledge acknowledge the sources of information. Integral citation has a personal touch. There’s a limit to your act of quoting words.

Elaboratin Ela boratin g Lea L earned rned Concepts Ac ti vi ty 1

Directions: PAIR WORK. Together with your partner, do these two things about each

sentence or paragraph. First, identify the citation style used; second, comment on the accuracy of each text based on what you learned about in-text citation. Write your answers on the lines provided. 1.

Many gave their comments about the medicinal powers of ampalaya. For instance, the latest study by Santos and Gomez revealed that the juice of this vegetable can be a good cure against diabetes. _________________________ _____________ _________________________ _________________________ _________________________ _______________ __ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __

2.

De Jesus and Roces felt that one research study by (Collanto and Fernandez p. 88) and Vallejo, 2015 validated Meneses ndings on the Ebola virus. _________________________ _____________ _________________________ _________________________ _________________________ _______________ __ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __

3.

A number of medicinal plants can be found in one’s family’s backyard. Fruit trees like santol, mango, guava, tamarind, atis, and guyabano, among others, grow robustly in any spacious area in a yard. Needing no regular watering, these plants always make themselves available to people believing in their medicinal qualities. (Rafael Corpuz) _________________________ _____________ _________________________ _________________________ _________________________ _______________ __ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __

4.

One study by Laguardia (2015) has identied the seven components of Intercultural competence that according to Florentino (2015, p. 45) are likewise the leading elements of one “contemporary language theory called Systemic Functional Grammar.” _________________________ _____________ _________________________ _________________________ _________________________ _______________ __ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __ _________________________ _____________ _________________________ _________________________ _________________________ _______________ __

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5.

According to Will William iam Smith, the K–12 curriculum is the key to the Philippines success in this era of globalization. Agreeing on this, Mariano (2016) in his latest book said, “Any opposition against the immediate implementation of K–12 curriculum must not be entertained by the government agencies in charge of monitoring the operation of this educational program.” ________________________ ____________ _________________________ _________________________ _________________________ ________________ ___ ________________________ ____________ _________________________ _________________________ _________________________ ________________ ___ ________________________ ____________ _________________________ _________________________ _________________________ ________________ ___ Ac ti vi ty 2

Directions: Get three books or journals with citations. Explain to your partner the

nature of each citation such as its style and pattern.

As A s s es ess s i ng t he Ex t ent of Con c ept L earn earnii n g Directions: Recall every signicant concept you have learned in this lesson. Write

such idea under the heading that speaks of the extent of your understanding of the concept. Excellent Understanding

Very Good Understanding

Good Understanding

Poor Understanding

Zero Understanding

Transfor ming Lea Learned rned Competencies 1.

2.

Pick out one broadsheet. Go to the editorial page and focus on one column. Read this thoroughly, and then using one citation, pattern a particular citation style and apply the concepts you have learned on in-text citation. Read other sources of information like those in your school library library,, databases, and other online resources that are related to the newspaper column referred to in no. 1. In the text you created in no. 1, cite a portion of the book, journal, or article that is related to the newspaper column. Keep in mind what you learned about in-text citation and referencing styles.

Unit V

Understanding Data and Ways to Systematically Collect Data

Spending months or years in gathering facts and information about your research topic may turn in voluminous amount of data. However, such data of great size can be valuable only in so far as they result from standardstandard- or criterion-based data-collection methods. Dealing with a lot of qualitative data such as people’s beliefs, opinions, views, feelings, or attitudes about a particular topic requires you to devise a systematic way of identifying, classifying, and organizing facts and information coming from people you interviewed or observed. Unless you adopt principled methods of collecting data, you cannot come up with understandable or question-free research research ndings. LESSON 10

Qualitative Research Designs

Intended Intende d Learning Outco mes At the end of this lesson, you should be able to: 1.

widen your vocabulary in English;

2.

freely express your world views using newly learned words;

3.

explain the meaning of a research design;

4.

familiarize oneself with the nature of each qualitati qualitative ve research design;

5.

compare and contrast various qualitative resear research ch designs; and

6.

conduct a doable or practicable resear research ch study based on one qualitative research design.

Connecting Concepts Linking Old and New Knowledge Ac ti vi ty 1: Makin Mak in g Word Wo rd s Meanin Mean in gf ul

Directions: PAIR WORK. Together with your partner, give the meaning of the word

in the middle of the Frayer Model Map below. Writing your ideas about the word under the heading in every quadrant will help you arrive at the meaning of the word. More ideas on this word are given by the sentence below the graph. See the example below.

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Denition/Meaning

Characteristics

to form ideas in the mind

abstract, intangible, invisible

conceptualize

Examples

Non-examples

images, intelligence, memories, knowledge

books, stones, trees, people, shoes

Sentence – Let an architect conceptualize the house you want the carpenters to

construct next year.

Denition/Meaning

Characteristics

obvious

Examples

Non-examples

Sentence – His reactions to Daodil’s comments were obvious to all those at

the lobby.

UNIT V –

UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA

Denition/Meaning

Characteristics

drawback

Examples

Non-examples

Sentence – The use of marijuana is a drawback to adolescents’ personality

development but not to terminally ill hospital patients.

Denition/Meaning

Characteristics

inevitable

Examples

Non-examples

Sentence – Since you did not review well, your unking in the exams is inevitable.

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Denition/Meaning

Characteristics

entails

Examples

Non-examples

Sentence – Becoming a student in Harvard University entails passing through

a number of screening procedures.


Directions: Find a partner. Give a sentence expressing the idea behind the newly

learned word. Let your partner guess the new word referred to by your sentence. A correct guess from your partner means giving him or her the chance to construct a sentence about a newly learned word that you, in turn, must identify. Do this alternatively.

Stirring Up Imagination LOOPING OR LAZY WRITING

In the space provided, unmindful of your grammar, write everything that comes to your mind about the word DESIGN.

Discovering More Concepts What can the following reading material add to what you already know about the word “design”? Read this text to nd out more about this word.

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QUALITATIVE RESEARCH DESIGNS

Defnition

Design is a word which means a plan or something that is conceptualized by the mind. As a result of a mental activity characterized by unxed formation of something but an extensive interconnection of things, a design in the eld of research serves as a blueprint or a skeletal framework of your research study. It includes many related aspects of your research work. A choice of a research design requires you to nalize your mind on the purpose, philosophical basis, and types of data of your research, including your method of collecting, analyzing, interpreting, and presenting the data. It is a plan that directs your mind to several stages of your research work. (De Mey 2013) There are ve research designs that are commonly used in a qualitative research, but these are also labelled as types of qualitative research by some books on qualitative research because when you speak of a research design, you plan your methods or techniques in collecting and analyzing data. Your research design is realized by any of these types of qualitative research that has its own data collecting technique: case study, ethnography, historical study, phenomenology, and grounded theory. Whether you think of them as research types or research designs, just the same, you get to deal with the same features or aspects involved in each type or design. Types

In addition to what Lesson 3 has already explained about these research designs, this present lesson discusses these as qualitative research designs detailing both your plan and method or technique on doing your research study. 1.

Case Study

To do a research study based on this research design is to describe a person, a thing, or any creature on Earth for the purpose of explaining the reasons behind the nature of its existence. Your aim here is to determine why such creature (person, organization, thing, or event) acts, behaves, occurs, or exists in a particular manner. Usually, a case study centers on an individual or single subject matter. Your methods of collecting data for this qualitative research design are interview, observation, and questionnaire. One advantage of case study is its capacity to deal with a lot of factors to determine the unique characteristics of the entity. (Meng 2012; Yin, 2012) 2.

Ethnography

A qualitative research design called ethnography involves a study of a certain cultural group or organization in which you, the researcher, to obtain knowledge about the characteristics, organizational set-up, and relationships of the group members, must necessarily involve you in their group activities. Since this design gives stress to the study of a group of people, in a way, this is one special kind of a case study. The only thing that makes it dierent from the latter is your participation as a researcher in the activities of the group.

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Ethnography requires your actual participation in the group members’ activities while a case study treats you, the researcher, as an outsider whose role is just to observe the group. Realizing this qualitative research design is living with the subjects in several months; hence, this is usually done by anthropologists whose interests basically lie in cultural studies. (Winn 2014) 3.

Historical Study

This qualitative research design tells you the right research method to determine the reasons for changes or permanence of things in the physical world in a certain period (i.e., years, decades, or centuries). What is referred to in the study as time of changes is not a time shorter than a year but a period indicating a big number of years. Obviously, historical study diers from other research designs because of this one element that is peculiar to it, the scope. The scope or coverage of a historical study refers to the number of years covered, the kind of events focused on, and the extent of new knowledge or discoveries resulting from the historical study. A clue about the scope is usually reected by the title of the study such as the following examples: A Five-Year Study of the Impact of the K-12 Curriculum on the Philippine Employment System The Rise and Fall of the Twenty-Year Reign of Former Philippine President, Ferdinand E. Marcos Filipino-Student Activism from the Spanish Era to the Contemporary Period Telephones from the Nuclear Era to the Digital Age The data collecting techniques for a study following a historical research design are biography or autobiography reading, documentary analysis, and chronicling activities. This last technique, chronicling activities, makes you interview people to trace series of events in the lives of people in a span of time. However, one drawback of historical study, is the absence, or loss of complete and well-kept old that may hinder the completion of the study. 4.

Phenomenology

A phenomenon is something you experience on Earth as a person. It is a sensory experience that makes you perceive or understand things that naturally occur in your life such as death, joy, friendship, caregiving, defeat, victory, and the like. This qualitative research design makes you follow a research method that will let you understand the ways of how people go through inevitable events in their lives. You are prone to extending your time in listening to people’s recount of their signicant experiences to be able to get a clue or pattern of their techniques in coming to terms with the positive or negative results of their life experiences. Comparing these two qualitative research designs, phenomenology and ethnography, the rst aims at getting a thorough understanding of an

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87

individual’s life experiences for this same person’s realistic dealings with hard facts of life while the second aims at dening, describing, or portraying a certain group of people possessing unique cultural traits. Focusing on people’s meaning and making strategies in relation to their life experiences, phenomenology as a qualitative research design nds itself relevant or useful to people such as teachers, nurses, guidance counselors, and the like, whose work entails giving physical and emotional assistance or relief to people. Unstructured interview is what this research design directs you to use in collecting data. (Paris 2014; Winn 2014) 5.

Grounded Theory

A research study adhering to a grounded theory research design aims at developing a theory to increase your understanding of something in a psycho-social context. Such study enables you to develop theories to explain sociologically and psychologically inuenced phenomena for proper identication of a certain educational process. Occurring in an inductive manner, a research study following a grounded theory design takes place in an inductive manner, wherein one basic category of people’s action and interactions gets related to a second category; to third category; and so on, until a new theory emerges from the previous data. (Gibson 2014; Creswell 2012)

A return to the previous data to validate a newly found theory is a zigzag sampling. Moving from category to category, a study using a grounded theory design is done by a researcher wanting to know how people fair up in a process-bound activity such as writing. Collecting data based on this qualitative research design called grounded theory is through formal, informal, or semi-structured interview, as well as analysis of written works, notes, phone calls, meeting proceedings, and training sessions. (Picardie 2014) Explaining Learned Concepts Ac ti vi ty 1

Directions: INDIVIDUAL WORK. Circle the letter of the correct answer.

1.

2.

A research design is made up of things indicating a. separation

c. singularity

b. relationship

d. craftsmanship

Wanting to increase your understanding of the burial practices of the Mangyans, you choose the qualitative research design called a. historical

c. phenomenological

b. ethnographical

d. grounded theory

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3.

4.

5.

6.

7.

8.

9.

Grounded theory involves a series of a. theories

c. designs

b. books

d. instructions

A great degree of man’s emotionality surfaces in a research design called a. case study

c. historical

b. ethnography

d. phenomenology

Determining what makes an individual distinct from others is the goal of a. case study

c. phenomenology

b. historical

d. ethnography

No research design means no research a. motivation

c. direction

b. title

d. data

This cliché—When you are in Rome, do what the Romans do—is true for a. case study

c. phenomenology

b. historical study

d. ethnography

The who, what, why, and how of your research study are determined by your research a. data

c. question

b. title

d. design

Zigzag sampling requires data a. analysis

c. recording

b. accumulation

d. review

10. A researcher’s personal participation in people’s activities is necessary in a. historical

c. ethnography

b. phenomenological

d. case study

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89

Ac ti vi ty 2

Directions: Answer the following questions intelligently and concisely.

1.

In what way are the qualitative research designs also called qualitative research types?

2.

Which aspect of your personality is signicantly involved in designing a research study? Why?

3.

What comes to your mind when you think of the word “research design”?

4.

Are you going to work on old and new data in a grounded theory research design? Why? Why not?

5.

In choosing historical design, what could prevent you from nishing your study?

6.

Could an impatient researcher prosper under a phenomenological research design? Why? Why not?

7.

If one teacher of yours requires you to do a research following the historical research design, would you fully agree with him/her on such kind of study? Explain your answer.

8.

Does choosing which qualitative research design to follow demand a lot of HOTS? Give reasons for your answer.

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9.

Do you know of one who has done a research based on one of the qualitative research designs?

10. If you were to conduct a study, on which qualitative research design would you like to base your research work? Justify your point.


Directions: PAIR WORK. Facing each other, alternate roles in reading each of the

following statements and in reacting to and commenting on the meaning of the sentence based on what you learned about choosing appropriate qualitative research designs. Grade each other’s performance. 1.

Spend half a year living with the people in Ilocos Norte.

2.

Have patience, time, and interest in listening to battered wives and raped victims.

3.

Know the extent of Filipinos’ penchant for white-collar jobs during the Spanish era up to this period.

4.

Give a verbal account or portrayal of the kindergarten pupils of St. Paul College.

5.

Discover the reasons for the excessive aggressiveness of Dino Cruz, a grade 4 pupil. Ac ti vi ty 2

Directions: Draw a line linking two expressions in A and B.

1.

A. Research Topics Depressed Bar Exams failures

B. Qualitative Research Designs Grounded Theory

2.

Kurdish Wedding Rites

Case Study

3.

Acquiring Intercultural Competence via SFG Grammar

Historical Study

UNIT V –


4.

The Coming of Age of Filipino Novel in English

Phenomenological

5.

Ebola-stricken Babies in Bataan

Ethnography

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Ac ti vi ty 3

Directions: Choose the qualitative research design that both of you can enact or play out.

Assessing the Extent of Concept Learning

Recall the concepts about research that you learned through this current lesson. In the space provided, list them down based on the extent of your understanding of them; meaning, those well understood concepts should be the frst ones in the list, slightly understood; the middle ones in the list; poorly understood , the last part of the list.

Transformin g Learned Competenci es Use one qualitative research design to direct a doable or practicable research study about one thing you are curious about. For instance, subject to a study a member of a group, organization, object, event, modern technological gadget or device, particular social media network, person’s sele behavior, or any creature or entity in this world. Choose a research design that corresponds to the kind of researcher you are, who, as a beginner in the eld of qualitative research, is inclined to facing the research constraints of time, money, know-how, etc.

LESSON 11

Sampling

Intended Learning Outc omes At the end of this lesson, you should be able to: 1.

expand your vocabulary;

2.

communicate your world perceptions;

3.

dene sampling and other technical terms about sampling;

4.

compare-contrast the sampling methods;

5.

give a graphical presentation of sampling categories; and

6.

pick out an appropriate sampling method for your chosen research topic.


Directions: Choose the letter of the word that corresponds in meaning to the italicized

word in the sentence. Be guided by the contextual clues. 1.

2.

3.

4.

92

Doing business is my parents’ way to derive our family income. a. keep

c. display

b. get

d. budget

Name the islands that constitute the town of Hundred Islands in Pangasinan. a. represent

c. compose

b. advertise

d. popularize

To land as top-paying is the impetus behind his desire to graduate as cumlaude. a. clue

c. force

b. reward

d. secret

The cabinet members are ready to tackle issues propounded by the businessmen. a. questioned

c. contrasted

b. forwarded for mailing

d. written for recording

UNIT V –

5.

6.

7.

8.

9.

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93

Please categorize the books based on subject area. a. classify

c. mark

b. count

d. arrange

Her religiosity was manifested by her regular attending of Holy Mass. a. pictures

c. stressed

b. shown

d. signalled

Numerous stars blossom in the sky.

a. glittering

c. twinkling

b. a big number

d. a small number of

Give him more time to mull over your proposal. a. remember

c. criticize

b. question

d. ponder

Give the mendicant on the street food rather than money. a. janitor

c. street laborer

b. beggar

d. street vendor

Students getting grades of 75, 82, 88, 92, and 96 belong to a heterogeneous group; the same grade of 95–96, to a homogenous group. a. varied abilities

c. same abilities

b. little ability

d. zero ability

Ac ti vi ty 2: Us in g t he New ly Lear ned Words

Directions: Pantomime something that will lead to or express the meaning of one new

term. Let your partner guess the target term and use such term in a sentence. Swap roles later.

Stirring Up Imagination Accomplish the following KWL Chart about Sampling. For now, do KW without looking at the main reading material of this lesson; the L, after reading the text. What I Already Know

What I Want to Know

What I Learned

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Discovering More Concepts What do you think does this reading material have in relation to your KWL? Find it out by reading this material very well. SAMPLING

Defnition

In research, sampling is a word that refers to your method or process of selecting respondents or people to answer questions meant to yield data for a research study. The chosen ones constitute the sample through which you will derive facts and evidence to support the claims or conclusions propounded by your research problem. The bigger group from where you choose the sample is called population, and sampling frame is the term used to mean the list of the members of such population from where you will get the sample. (Paris 2013) History

The beginning of sampling could be traced back to the early political activities of the Americans in 1920 when Literary Digest did a pioneering survey about the American citizens’ favorite among the 1920 presidential candidates. This was the very rst survey that served as the impetus for the discovery by academic researchers of other sampling strategies that they categorized into two classes: probability sampling or unbiased sampling and non-probability sampling. (Babbie 2013) Probability Sampling or Unbiased Sampling

Probability sampling involves all members listed in the sampling frame representing a certain population focused on by your study. An equal chance of participation in the sampling or selection process is given to every member listed in the sampling frame. By means of this unbiased sampling, you are able to obtain a sample that is capable of representing the population under study or of showing strong similarities in characteristics with the members of the population. A sampling error crops up if the selection does not take place in the way it is planned. Such sampling error is manifested by strong dissimilarity between the sample and the ones listed in the sampling frame. (P) How numerous the sampling errors are depends on the size of the sample. The smaller the sample is, the bigger the number of sampling errors. Thus, choose to have a bigger sample of respondents to avoid sampling errors. However, deciding to increase the size of your sample is not so easy. There are these things you have to mull over in nalizing about this such as expenses for questionnaires and interview trips, interview schedules, and time for reading respondents’ answers. The right sample size also depends on whether or not the group is heterogeneous or homogeneous. The rst group requires a bigger size; the second, a smaller one. For a study in the eld of social sciences requiring an in-depth investigation of something such as one involving the national government, the right sample size ranges from 1,000

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95

to 1,500 or up to 2,500. On the other hand, hundreds, not thousands, of respondents suce for a study about any local government unit. (Suter 2012; Emmel 2013) Types of Probability Sampling

1.

Simple Random Sampling

Simple random sampling is the best type of probability sampling through which you can choose sample from a population. Using a pure-chance selection, you assure every member the same opportunity to be in the sample. Here, the only basis of including or excluding a member is by chance or opportunity, not by any occurrence accounted for by cause-eect relationships. Simple random sampling happens through any of these two methods: (Burns 2012)

2.

1)

Have a list of all members of the population; write each name on a card, and choose cards through a pure-chance selection.

2)

Have a list of all members; give a number to member and then use randomized or unordered numbers in selecting names from the list.

Systematic Sampling

For this kind of probability sampling, chance and system are the ones to determine who should compose the sample. For instance, if you want to have a sample of 150, you may select a set of numbers like 1 to 15, and out of a list of 1,500 students, take every 15th name on the list until you complete the total number of respondents to constitute your sample. 3.

Stratifed Sampling

The group comprising the sample is chosen in a way that such group is liable to subdivision during the data analysis stage. A study needing group by-group analysis nds stratied sampling the right probability sampling to use. 4.

Cluster Sampling

This is a probability sampling that makes you isolate a set of persons instead of individual members to serve as sample members. For example, if you want to have a sample of 120 out of 1,000 students, you can randomly select three sections with 40 students each to constitute the sample. Non-Probability Sampling

Non-probability sampling disregards random selection of subjects. The subjects are chosen based on their availability or the purpose of the study, and in some cases, on the sole discretion of the researcher. This is not a scientic way of selecting respondents. Neither does it oer a valid or an objective way of detecting sampling errors. (Edmond 2013)

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Types of Non-Probability Sampling

1.

Quota Sampling

You resort to quota sampling when you think you know the characteristics of the target population very well. In this case, you tend to choose sample members possessing or indicating the characteristics of the target population. Using a quota or a specic set of persons whom you believe to have the characteristics of the target population involved in the study is your way of showing that the sample you have chosen closely represents the target population as regards such characteristics. 2.

Voluntary Sampling

Since the subjects you expect to participate in the sample selection are the ones volunteering to constitute the sample, there is no need for you to do any selection process. 3.

Purposive or Judgmental Sampling

You choose people whom you are sure could correspond to the objectives of your study, like selecting those with rich experience or interest in your study. 4.

Availability Sampling

The willingness of a person as your subject to interact with you counts a lot in this non-probability sampling method. If during the data-collection time, you encounter people walking on a school campus, along corridors, and along the park or employees lining up at an oce, and these people show willingness to respond to your questions, then you automatically consider them as your respondents. 5.

Snowball Sampling

Similar to snow expanding widely or rolling rapidly, this sampling method does not give a specic set of samples. This is true for a study involving unspecied group of people. Dealing with varied groups of people such as street children, mendicants, drug dependents, call center workers, informal settlers, street vendors, and the like is possible in this kind of non-probability sampling. Free to obtain data from any group just like snow freely expanding and accumulating at a certain place, you tend to increase the number of people you want to form the sample of your study. (Harding 2013)


Directions: INDIVIDUAL WORK. On the line before each number, write the letter of

the expression in the box that corresponds to the expression outside the box.

UNIT V –


a. sampling error

f.

b. quota sampling

g. 1920 Literary Digest

c. sampling frame

h. population

d. money

i.

probability sampling

e. cluster sampling

j.

snowballing

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97

stratied sampling

k. whole-nation subject _______ 1. List of names representing the target population _______ 2. Origin of sampling _______ 3. Dissimilarity of sample with those in the sampling frame _______ 4. Requires a big sample size _______ 5. Randomized sample _______ 6. Intentional choosing of sample _______ 7. No specic number of respondents _______ 8. Hindrance to big sample _______ 9. Group-by-group selection of sample _______ 10. Uses sub-groups Ac ti vi ty 2

Directions: Write P if the sentence talks about probability sampling; otherwise, write NP.

_______ 1. Checking every 10th student in the list _______ 2. Interviewing some persons you meet on the campus _______ 3.

Dividing 100 persons into groups

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

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Directions: INDIVIDUAL WORK. Using the space below, categorize the sampling

methods using a graph.

SAMPLING METHODS

Ac ti vi ty 2: Guess in g Game

Directions: Form a group of six, then subdivide the group into two smaller groups.

One of the small groups will alternate in giving their explanations or descriptions about expressions in relation sampling (i.e., sample, sampling frame, population, probability sampling, dierent sampling techniques, and so on). The other group will take the task of guessing the correct terms referred to. Exchange roles later. Every correct answer will earn you ve points. Submit your score sheet to your teacher at the end of the activity.

Assessing the Ex tent of Con cept Learning Using the range of 50% to 100%, rate the extent of your learning of concepts behind each of the following topics: 1.

Meaning of sampling

2.

History of sampling

3.

Probability sampling

4.

Non-probability sampling

5.

Sample

6.

Sample size

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7.

Sampling errors

8.

Sampling frame

9.

Population

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99

10. Pure chance selection

Transformin g Learned Competenci es Remember the qualitative research design you want to realize in the last section of Lesson 10. Decide on what sampling method to use. Choose one that you can concretize; meaning, one that can make you produce verbal descriptions and factual evidence of the selection process. Show such sampling process evidence to your teacher and classmates.

Unit VI

Finding Answers through Data Collection

In a qualitative research, your interest lies in people’s thoughts and feelings about a certain subject matter. Your curiosity about such topic bombards your mind with several questions. Finding answers to your questions is possible through these theoretically based data-collection methods: observation, interview, or survey through questionnaires. Obtaining data through these methods requires you to perform necessary skills or strategies and to follow the right procedure in interviewing, observing, and conducting a survey through questionnaires. LESSON 12

Observation

Intended Learning Outco mes At the end of this lesson, you should be able to: 1.

accumulate more meaningful English words;

2.

express your thoughts and feelings using newly learned words;

3.

explain the ins and outs of observation as a data gathering technique;

4.

compare and contrast observation types and methods;

5.

enumerate the pluses and minuses of observation;

6.

choose the appropriate observation type for a certain research topic; and

7.

identify the right recording method for a certain type of observation.


Directions: INDIVIDUAL WORK. Put a plus sign (+) under the feature related to the

word on the left side and a minus sign (–) under a feature not related to the word. Be guided by the use of each word in the sentence below the table.

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Vocabulary

Concrete

Trait

Abstract

Direction

Action

Whereby Authenticity Facilitate Divulge Entity Biased Derogatory

Sentences

1.

Please give me that piece of paper whereby I can write your message.

2.

Its authenticity is proven by its inclusion of the list of Amorsolo’s award-winning masterpieces.

3.

Your wide vocabulary will facilitate your understanding of Shakespeare’s poems.

4.

Don’t be anxious for I will never divulge your long-time secret to them.

5.

It’s not a spirit but an entity that you must learn to interpret.

6.

Those nice words to the Filipinos, not to the Ebola-stricken Africans, indicate her biased attitude toward the former.

7.

Derogatory remarks will discourage them from joining the conference. Ac ti vi ty 2: Using th e Newl y L earn ed Word s

Directions: Using the newly learned words, write a short paragraph on the lines

provided about one topic close to your heart. Use as many newly learned words as you can.

UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION

Stirring Up Imagination What thoughts are running in your mind about the pictures in the box?

Camera

Telescope

Cell p hone

Magnifyi ng glass

Window glass Microscope

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Reading glass

Sunglass

Discovering More Concepts What do you think will the following reading material say about your statements on the pictures inside the box? Discover the answer by reading the text very well. OBSERVATION

Denition

Observation is a technique of gathering data whereby you personally watch, interact, or communicate with the subjects of your research. It lets you record what people exactly do and say in their everyday life on Earth. Through this data gathering technique, proofs to support your claims or conclusions about your topic are obtained in a natural setting. Witnessing the subjects manages themselves in a certain situation and interpreting or expressing your thoughts and feelings about your observation, you tend to deal with the observation results in a subjective manner. Some say this element of subjectivity makes observation inferior to other techniques. (Meng 2012) This is not so, according to others, your presence as the researcher in the area where the subjects are situated, give authenticity to everything you get to observe among the subjects. Watching and listening to your subjects then recording what you’ve observed about them are the reasons many consider observation the foundation of all research methods. Realistically speaking, this is logical, for sensation precedes perception. Observation is the central method in qualitative types of research, most especially, ethnography, in which you observe the lifestyle of a cultural group. (Letherby 2013; Snort 2013) Types

1.

Participant Observation

The observer, who is the researcher, takes part in the activities of the individual or group being observed. Your actual involvement enables you to obtain rsthand knowledge about the subjects’ behavior and the way they interact with one another. To record your ndings through this type of observation, use the diary method or logbook. The rst part of the diary is called descriptive observation. This initial part of the record describes


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the people, places, events, conversation, and other things involved in the activity or object focused on by the research. The second part of the diary is called the narrative account that gives your interpretations or reections about everything you observed. 2.

Non-participation or Structured Observation

This type of observation completely detaches you from the target of your observation. You just watch and listen to them do their own thing, without you participating in any of their activities. Recording of nonparticipation observations happens through the use of a checklist. Others call this checklist as an observation schedule. These two observation types, participation and non-participation, can occur in either of the covert or overt observation models. The rst lets you observe the subjects secretly; that is, you need to stay in a place where the subjects don’t get sight of or feel your presence, much less, have the chance to converse with you. The second permits you to divulge things about your research to the participants. (Birks 2014) Methods of Observation

1.

Direct Observation

This observation method makes you see or listen to everything that happens in the area of observation. For instance, things happening in a classroom, court trial, street tracking, and the like, come directly to your senses. Remember, however, that to avoid waste of energy, time, and eort in observing, you have to stick to the questions that your research aims at answering. What you ought to focus your attention to during the observation is specied by your research problem in general as well as your specic research questions. 2.

Indirect Observation

This method is also called behavior archaeology because, here, you observe traces of past events to get information or a measure of behavior, trait, or quality of your subject. Central to this method of observation are things you listen to through tape recordings and those you see in pictures, letter, notices, minutes of meetings, business correspondence, garbage cans, and so on. Indirect observation takes place in the following ways. (Peggs 2013; Maxwell 2012) Methods of Indirect Observation

1.

Continuous Monitoring or CM

Here, you observe to evaluate the way people deal with one another. As such, this is the main data gathering technique used in behavioral psychology, where people’s worries, anxieties, habits, and problems in shopping malls, play areas, family homes, or classrooms serve as the focus of studies in this eld of discipline.

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2.


Spot Sampling

This was done rst by behavioral psychologists in 1920 with a focus on researching the extent of children’s nervous habits as they would go through their regular personality development. For a continuous or uninterrupted focus on the subjects, you record your observations through spot sampling in an oral manner, not in a written way. Named also as scan sampling or time sampling, spot sampling comes in two types: time allocation (TA) and experience sampling. In TA sampling, what goes into the record are the best activities of people you observed in undetermined places and time. Experience sampling, on the other hand, lets you record people’s responses anytime of the day or week to question their present activities, companions, feelings, and so on. Data gathering in this case is facilitated by modern electronic and technological gadgets like cell phone, emails, and other online communication methods or techniques. (Peggs 2013; Ritchie 2014) Advantages

1.

It uses simple data collection technique and data recording method.

2.

It is inclined to realizing its objectives because it just depends on watching and listening to the subjects without experiencing worries as to whether or not the people will say yes or no to your observation activities.

3.

It oers fresh and rsthand knowledge that will help you come out with an easy understanding and deep reection of the data.

4.

It is quite valuable in research studies about organizations that consider you, the researcher, a part of such entity.

Disadvantages

1.

It requires a long time for planning.

2.

Engrossed in participating in the subjects’ activities, you may eclipse or neglect the primary role of the research.

3.

It is prone to your hearing derogatory statements from some people in the group that will lead to your biased stand toward other group members.


Directions: WHOLE-CLASS ACTIVITY. Answer each question intelligently.

1.

Why is the psychological process of sensation important in observation?

2.

Are the two psychological processes, sensation and perception, important in observation? Why or why not?


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3.

Is it right that the other name of observation is behavioral archaeology? Prove your point.

4.

How are the methods of observation dierent from each other?

5.

Make an analogy between an NBI detective and observation.

6.

If you were to choose one data collecting technique, would you choose observation? Why or why not?

7.

Which type of observation are you going to choose? Explain your answer.

8.

How relevant is observation to ethnography?

9.

Have you already done observation to be more knowledgeable about your surroundings? Explain your answer.

10.

Right now, which around you would you subject to observation? Give reasons for your answer. Ac ti vi ty 2

Directions: Express your agreement or disagreement on each sentence. Justify your

answer. 1.

You may observe a group openly or secretly.

2.

Interview can be a replacement for observation.

3.

Observation can be enhanced by interviews.

4.

Hurting people is possible through observation.

5.

You can both be objective and subjective in research.

6.

There is only one observation method.

7.

The basis of all research types is observation.

8.

Secondary data is supremely important in observation.

9.

You can use covert observation in both observation types.

10.

You can go covert and overt in all observation types. Ac ti vi ty 3

Directions: Which among these topics can lend itself to observation technique?

Explain your choice. 1.

K-12 Goals, Theories, and Methodologies

2.

Historical Development of Cell Phones

3.

Philippine Bridges in Metro Manila

4.

Shoe Styles of UST Freshmen Architectural Students

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5.

Human Respiratory System

6.

First Friday Mass with Quiapo Devotees

7.

Playground Bullying among Elementary Pupils

8.

Molecular Contents of Water

9.

Uniform Wearing by All Divisoria Vendors

10.

Dirty Ice Cream Selling at UST Campus


Directions: INDIVIDUAL WORK. Based on what you learned about observation,

subject the following texts to critical evaluation. 1.

The researcher has lived with one tribal group in Mt. Province for one summer time. In her stay there, she observed the paganism of people in the place. She spent two hours a day teaching the tribal people Christian practices to overcome their paganism.

2.

The researcher did a participant observation. To see and hear the subjects better, he would mingle and exchange views with them. From the start to the end of the observation, he succeeded in keeping his identity secret.

3.

The researcher writing his observation report used several pages for the descriptive part of his report. He limited his reporting only to describing every person, event, thing, and place involved in the observation.

4.

The researcher has no time limit in observing the subjects. He can continuously do it for as long as he wants for there is this observation type called CM or Continuous Monitoring.

5.

The researcher knows she can get data through observation. She then goes to the library and read all reading materials about her subjects. After a month of reading library books, she begins to write her observation results. Ac ti vi ty 2: A Vis io nary

Directions: Visualize any previous observation you did in your life to expand your

knowledge about such thing. Using the space below, make a semantic map or scene-by-scene drawing of your observations.


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Assessing the Extent of Concept Learning Discover how much you have learned the concepts behind observation—its denition, types, methods, advantages, and disadvantages—by sending your friends an email about observation. Be sure to send them detailed explanations of each observation concept. Likewise, test the extent of your retention of ideas by not looking back anymore at the copy of the main reading material of this lesson.

Transformin g Learned Competenci es Choose an entity around you that you want to be the object of your observation. Decide which observation type and method to use and prepare the research questions to guide you in observing. After some time, write your observation report. Depending on which method or type of observation to conduct, choose whether to record things through diary method, checklist, or oral method.

LESSON 13

Interview

Intended Learning Outcomes After studying this lesson, you should be able to: 1.

increase the number of English words you know;

2.

communicate your world views using the new words learned;

3.

familiarize yourself with the nature of interview as a data gathering technique;

4.

formulate eective interview questions;

5.

compare and contrast interview approaches, types, and methods;

6.

categorize interviews based on some standards;

7.

enumerate the advantages and disadvantages of questionnaires; and

8.

follow the right procedure in conducting an interview.


Directions: PAIR WORK. Scan the main reading material of this lesson to nd the

dierently printed words listed below. Based on their uses in the text, give their meanings. Be guided by the contextual clues.

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1.

Inevitable_______________________________________________________

2.

Alternative______________________________________________________

3.

Pegged_________________________________________________________

4.

Downside_______________________________________________________

5.

Salient__________________________________________________________

6.

Preoccupied_____________________________________________________

7.

Profuse_________________________________________________________

8.

Emanating______________________________________________________

9.

Foretell_________________________________________________________

10.

Wind Up________________________________________________________


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Ac ti vi ty 2: Us in g t he New ly L earn ed Word s

TITTLE-TATTLE Directions: Have a chat with your partner about any topic both of you love to talk

about. Use some or all of the newly learned words in your conversation.

Stirring Up Imagination Which of these two have you already experienced, interviewing people or being interviewed by people? Describe this experience.

Discovering More Concepts How does the following selection add to what you already know about interview? Discover more about interview by reading it. INTERVIEW

Denition

In research, interview is a data gathering technique that makes you verbally ask the subjects or respondents questions to give answers to what your research study is trying to look for. Done mostly in qualitative research studies, interview aims at knowing what the respondents think and feel about the topic of your research. Traditionally viewed, this data gathering technique occurs between you, the researcher, and your respondents in a face-to-face situation. In this case, you speak directly with your respondent, individually or collectively. On the other hand, by using electronic and technological communication devices like the Internet, mobile phones, e-mail, etc., interview can be considered as a modern tool of research. All in all, be it a traditional or a modern type of interview, “it is a conversation with a purpose” that gives direction to the question-answer activity between the interviewer and the interviewee. (Babbie 2014, 137; Rubin 2011) Types

1.

Structured Interview

This is an interview that requires the use of an interview schedule or a list of questions answerable with one and only item from a set of alternative responses. Choosing one answer from the given set of answers, the respondents are barred from giving answers that reect their own thinking or emotions about the topic. You, the researcher, are completely pegged at the interview schedule or prepared list of questions. 2.

Unstructured Interview

In this type of interview, the respondents answer the questions based on what they personally think and feel about it. There are no suggested

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answers. They purely depend on the respondents’ decision-making skills, giving them opportunity to think critically about the question. 3.

Semi-Structured Interview

The characteristics of the rst two types are found in the third type of interview called semi-structured interview. Here, you prepare a schedule or a list of questions that is accompanied by a list of expressions from where the respondents can pick out the correct answer. However, after choosing one from the suggested answers, the respondents answer another set of questions to make them explain the reasons behind their choices. Allowing freedom for you to change the questions and for the respondents to think of their own answers, this semi-structured interview is a exible and an organized type of interview. (Rubin 2012; Bernard 2013) Approaches

1.

Individual Interview

Only one respondent is interviewed here. The reason behind this oneon-one interview is the lack of trust the interviewees have among themselves. One example of this is the refusal of one interviewee to let other interviewees get a notion of or hear his or her responses to the questions. Hence, he or she prefers to have an individual interview separate from the rest. This is a time-consuming type of interview because you have to interview a group of interviewees one by one. 2.

Group Interview

In this interview approach, you ask the question not to one person, but to a group of people at the same time. The group members take turns in answering the question. This approach is often used in the eld of business, specically in marketing research. Researchers in this eld, whose primary aim in adhering to this interview approach is to know people’s food preferences and consumer opinions; they also call this as focus group interview. The chances of having some respondents getting inuenced by the other group members are one downside of this interview approach. (Denzin 2013; Feinberd 2013) 3.

Mediated Interview

No face-to-face interview is true for this interview approach because this takes place through electronic communication devices such as telephones, mobile phones, email, among others. Though mediated interview disregards non-verbal communication (e.g., bodily movements, gestures, facial expressions, feelings, eye contact, etc.), many, nonetheless, consider this better because of the big number of respondents it is capable of reaching despite the cost, distance, and human disabilities aecting the interview. It is a synchronous mediated interview if you talk with the subjects through the telephone, mobile phone, or online chat and also nd time


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to see each other. It is asynchronous if only two persons are interviewed at a dierent time through the Internet, email, Facebook, Twitter, and other social network media. (Goodwin 2014; Barbour 2014) Steps in Conducting an Interview Step 1: Getting to Know Each Other

The interview starts from the time you, the interviewer, and your respondents see each other at the place of interview, that is, if this is a traditional interview. Naturally, seeing each other for the rst time, your tendency would be to talk with each other to establish friendship and a relaxed mood for both of you. Although, in some cases, the place is your respondent’s residence, you have to show signs of appreciation and respect for the chosen venue of the interview. Your warm acknowledgement for each other must lead you to discussing several aspects of the interview such as where you have to do it, how comfortable both of you should be, and how long should the question-and-answer activity be. Step 2: Having an Idea of the Research

This second step requires you to tell the respondents about the nature of the interview—its purpose, importance, scope, and so on. Telling them of these salient features of the activity enables them to anticipate not only the kind of questions they will get to face, but also the appropriate answers they will give. Things pertaining to the condential treatment of responses are also tackled in this second step of interview. It is also in this period when you have to stress the idea to the respondents that the interview is for you to know and hear their own views and to let them express their own understanding of the topic of the question in their own words. Step 3: Starting the Interview

You open this step with a question to encourage the respondent to talk about himself or herself, including his or her age, family, current activities, and other things you think appear special or interesting to him or her. Following these self-introduction questions are questions on the subject’s thoughts, attitudes, or performance of his or her job or any current work assignment. The respondent’s answers do not only help you get some clues on his or her ways or techniques of responding to interview questions, but also give you hints on the right ways to ask your subjects the questions that will elicit the right data for your research. Step 4: Conducting the Interview Proper

Interview questions in this step are on the interviewee’s open and extensive talking of things related to the research theme or research questions and on those anticipated by him/her or emanating from his/her explanations, descriptions, or narrations of things. Open or unstructured questions asked in this step of the interview aim at investigating the

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respondent’s interests and eliciting substantial or profuse responses to questions. In asking a battery of questions, you see to it that you stick to the main point of your study, to the proper phrasing of questions, and to the sucient time allotted for answering each question. List down on a piece of paper all questions you plan to ask your respondent and call this list of prepared questions schedule. This helps you construct or phrase your questions properly and enables you to foretell possible answers. In addition, using a schedule gives you the opportunity to make changes on the questions to adjust them to some inevitable circumstances caused by the respondent’s human nature. Lastly, this step of the interview, where you ask a number of questions in relation to your research problem is your time to determine how you should label the responses with codes and present them with a certain style like graphical or narrative presentation technique. Step 5: Putting an End to the Interview

Signs of the approaching end of the interview work to alert the respondent in winding up with his or her talking. For instance, using words expressing your decision, wish, or attempt to ask the very last question serves as a clue for the respondent to think that the interview is nearing its end. This step also reminds you of your responsibility to let the respondent be free in airing whatever doubts or questions he or she has about the research design, method, interview time, and other aspects of the interview. Step 6: Pondering Over Interview Afterthoughts

This last step of the interview gives the respondent the opportunity to ask questions about the interview activity and let him or her have an idea about what will happen next to the interview results. (Denzin 2013; Bernard 2013; Rubin 2012) Questionnaire

A questionnaire is a paper containing a list of questions including the specic place and space in the paper where you write the answers to the questions. This prepared set of questions elicits factual or opinionated answers from the respondent’s through his or her acts of checking one chosen answer from several options or of writing on a line provided for any opinionated answer. (Babbie 2013) Purposes of a Questionnaire

1.

To discover people’s thoughts and feelings about the topic of the research

2.

To assist you in conducting an eective face-to-face interview with your respondents

3.

To help you plan how to obtain and record the answers to your questions

4.

To make the analysis, recording, and coding of data easier and faster


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Types of Questionnaire

1.

Postal questionnaire

As the name connotes, this type of questionnaire goes to the respondent through postal service or electronic mail. It is through the mail or postal system that the accomplished questionnaires will be sent back to the researchers. In some cases, the researcher can personally collect nished questionnaires. 2.

Self-administered questionnaire

This kind of questionnaire makes you act as the interviewer and the interviewee at the same time. First, you ask the questions either in person or through phone; then, you will be writing the interviewee’s answers on a piece of paper. A questionnaire like this ts a structured kind of interview. (Barbour 2014) Advantages and Disadvantages of a Questionnaire

Coming from the references listed at the last part of this book are the following paraphrased advantages and disadvantages of using a questionnaire: Advantages

1.

It is cheap as it does not require you to travel to hand the questionnaires to a big number of respondents in faraway places.

2.

It entails an easy distribution to respondents.

3.

It oers more opportunity for the respondents to ponder on their responses.

4.

It enables easy comparison of answers because of a certain degree of uniformity among the questions.

5.

It has the capacity to elicit spontaneous or genuine answers from the respondents.

Disadvantages

1.

There is a possibility that some questions you distributed do not go back to you, and this prevents you from getting the desired rate of response.

2.

Confusing and uninteresting questions to respondents fail to elicit the desired responses.

3.

Owing to individual differences between the selected subjects and those in the population, in general, the questionnaire is hard up in obtaining unbiased results to represent the characteristics of the target population.

4.

It prevents you from being with the respondents physically to help them unlock some diculties in their understanding of the questions.

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Directions: INDIVIDUAL WORK. Read through the text then, ll in the blanks with

the correct answers. 1.

A 1 consists of a set of 2 that is prepared by the 3 before having an 4 with the interviewee. Answering the questions with 5 makes the question t for unstructured interview. On the other hand, answering them with facts makes the questionnaire good for 6 interview.

2.

Refusal to let others know of one’s answer is the reason behind the holding of 7 but agreeing with others on their answers to questions is one disadvantage of 8 . These two interview approaches, 9 and 10 , are dierent from the 11 approach in that, this last approach makes use of 12 . Involving at the same time a group of respondents makes the mediated approach, 13 ; having just 14 respondents separately from each other, makes it 15 . Ac ti vi ty 2

Directions: Without going back to the reading material about Interview, and by using

your own words, compare and contrast the following: 1.

Structured interview vs. unstructured interview _________________________________________________________________ _________________________________________________________________

2.

Factual answers vs. opinionated answers _________________________________________________________________ _________________________________________________________________

3.

Objective vs. subjective question _________________________________________________________________ _________________________________________________________________

4.

Sample vs. population _________________________________________________________________ _________________________________________________________________

5.

Synchronous vs. asynchronous mediated interview _________________________________________________________________ _________________________________________________________________


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6.

Closed questions vs. open-ended questions _________________________________________________________________ _________________________________________________________________

7.

Group interview vs. focus group interview _________________________________________________________________ _________________________________________________________________

8.

Postal questionnaire vs. self-administered questionnaire _________________________________________________________________ _________________________________________________________________

9.

Schedule vs. questionnaire _________________________________________________________________ _________________________________________________________________

10.

Self-introduction questions vs. interview proper questions

_________________________________________________________________

_________________________________________________________________


Directions: Recall one research topic or research problem you specied in Lesson 6,

including two specic questions related to this research problem. Pretend you have already chosen a set of respondents. Formulate a set of interview questions to elicit answers to your specic questions. Keep in mind the guidelines for formulating eective interview questions. Ac ti vi ty 2

Directions: PAIR/GROUP WORK. Depending on the number of respondents to

answer the interview questions you formulated in the previous activity, work with a partner (one as the interviewer; the other as the interviewee) or with three or more (one as the interviewer; the rest as the interviewees).

Assessing the Extent of Concept Learning Read the interview topics surrounding the three circular gures. Write the topic in the circle that speaks to the extent of your understanding of concept behind this topic.

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Transfor ming Learned Competencies Keep track of computer-assisted research studies using questionnaires. Download one questionnaire and critique this based on what you learned about interview questions, specically, about a schedule or a questionnaire. Share to your teacher and classmates your discoveries about what you downloaded from the computer.

Unit VII

Analyzing the Meaning of the Data and Drawing Conclusions

Using a certain method of collecting and analyzing data, you get to gather varied world perceptions from dierent people. Through all these diverse opinions coming from a set of people, you are able to discover a certain idea or pattern governing the entire data collected. Geared toward a common theme, idea, or pattern, the collected facts and information are capable of guaranteeing evidence-based conclusions. Factual data and logically collected ones are meaningful data to yield valid and credible conclusions. LESSON 14

Data Analysis


widen your vocabulary in English;

2.

construct sentences using newly learned words;

3.

dene data analysis;

4.

dierentiate the steps in analyzing data;

5.

explain the meaning of qualitative data analysis;

6.

relate research questions with data analysis results; and

7.

analyze and interpret thematically or theoretically organized data.


Directions: PAIR WORK. Pick from the box below the word or phrase that corresponds

to the meaning of the italicized word in the sentence. stick together with respect to

not to mention

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gathering

friendly

summarize

main idea

extra hard, exact

examine, study

symbol

Sentences 1. I have nothing to say vis-a-vis to the school’s new policy on scholarships. 2.

I need more time to collate those photocopied pages of the book.

3.

The synthesis of the award-winning literary piece is one-third of the original text.

4.

Adhere to the school policies; otherwise, transfer to another school.

5.

Taking a medical course is mentally challenging let alone the big amount of money involved in it.

6.

Do you understand the matrix that is composed of number and words between parallel lines?

7.

You need patience and determination to go through that rigorous activity.

8.

A skillful driver can easily interpret trac codes.

9.

Analyze the object the way psychologists study human behavior.

10. “Trees” is the title of the poem and its central theme is “love and take care of trees for they are benecial to mankind.”

Ac ti vi ty 2: Us in g New ly L earn ed Word s

PANTOMIME Directions: Act out one of the newly learned words. Let your partner guess the word

referred to by the pantomime and use it in a sentence, too. Unless your partner comes out with the correct answer and sentence, he or she cannot exchange roles with you.

UNIT VII – ANALYZING THE MEANING OF THE DATA AND DRAWING CONCLUSIONS

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Stirring Up Imagination What would you like to become someday? If you were one of the following, how would you put something into an in-depth study? a lawyer

an agriculturist

a scientist

a writer

a judge

a philatelist

a biologist

a physical therapist

a teacher

an engineer

a medical technologist an architect

a surgeon

a nurse

a businessman

a restaurateur

an electrician

a pharmacist

a priest

a beautician

a poet

a musician

an accountant

an actor

Discovering More Concepts What does the selection say about people’s act of studying or examining things? Does it have the same thoughts as those of an engineer, a doctor, or an architect? Find it out by reading this text very well. DATA ANALYSIS

Nature

Data analysis is a process of understanding data or known facts or assumptions

serving as the basis of any claims or conclusions you have about something. You collect these data in many ways: observation, interview, documentary analysis, and research instruments like questionnaires, tests, etc. Your primary aim in analyzing recorded data is to nd out if they exist or operate to give answers to the research questions you raised prior to your acts of collecting them. In analyzing data, you go through coding and collating. Coding is your act of using symbols like letters or words to represent arbitrary or subjective data (emotions, opinions, attitudes) to ensure secrecy or privacy of the data. 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, specically a table of responses. Data Matrix

The term “data matrix” is also used to name this table of responses that consists of table of cases and their associated variables. This data matrix is of two types: the profle matrix that shows measurements of variables or factors for a set of cases or respondents and the proximity matrix that indicates measurements of similarities and dierences between items. Under proximity matrix, if the measurements show how alike things are, it is called similarity matrix. If they show how dierent they are, it is called dissimilarity matrix. (Denzin 2013) Qualitative Data Analysis

In a qualitative research, you analyze or study data that reect the respondents’ thoughts, feelings, attitudes, or views about something. These are subjective data that

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are expressed in words, and these words serve as the unit of analysis in a qualitative type of research. You examine these subjective data to understand how related or relevant they are to your research problem or specic research questions. You collect qualitative data through interviews, observations, or content analysis and then subject them to data analysis. In your data collecting activities, you indispensably experience a lot of things vis-a-vis the sources of data, such as their sizes, shapes, ideas, feelings, attitudes, and so on. If you record these data through verbal language or graphic means, you get to immerse yourself in a qualitative data analysis, not quantitative data analysis, for the latter deals with data expressed in numerical forms. (Layder 2013) Qualitative data analysis is a time-consuming process. It makes you deal with data coming from wide sources of information. It is good if all the data you collected from varied sources of knowledge work favorably for your research study, but, ironically, some of these may not have strong relation to your research questions. Data analysis in a qualitative research is a rigorous act of a thematic or theoretical organization of ideas or information into a certain format that is capable of presenting groups of responses. Analyzing the data and synthesizing them based on one principal idea, theory, or pattern demand a lot of time and eort, let alone, the methodical ways you have to adhere to in presenting the results as long written discussions containing verbal or graphical explanations of your ndings. (Letherby 2012; Silverman 2013; Litchman 2013)


Directions: INDIVIDUAL ACTIVITY. Circle the letter of the correct answer.

1.

2.

3.

4.

The results of data analysis are presented as a. percentages

c. fractions

b. written discussions

d. literary criticism

The research activity preceding collating is a. coding

c. synthesizing

b. summarizing

d. categorizing

Qualitative data analysis focuses on examining a. numbers

c. words

b. visions

d. concepts

To show how variables are closely related with one another, you must use a. data matrix

c. proximity matrix

b. prole matrix

d. table matrix


5.

6.

7.

8.

9.

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Questionnaire is to data-collection instrument; observation is to data-collection ____. a. process

c. analysis

b. method

d. results

Qualitative research has words as its a. qualitative data

c. quantitative data

b. unit of analysis

d. analysis of data

You encode or symbolize data that are a. subjective

c. objective

b. symbolical

d. numerical

Symbolizing data is preserving their a. origin

c. condentiality

b. source

d. signicance

The value of data analysis results is determined by their connection with your a. research method

c. research design

b. research title

d. research questions

10. A graphical presentation of data-analysis results ensures a. privacy of data

c. completeness of data

b. genuineness of data

d. orderliness of data Ac ti vi ty 2

Directions: Check the sentence that expresses what is true about qualitative data analysis.

______ 1. It is a time-saving analysis of data. ______

2. Its unit of analysis is large language structures like paragraphs.

______ 3. It centers its analysis on opinionated knowledge. ______

4. It is prone to examining numbers.

______ 5. It cannot use data matrices. ______ 6. It examines verbal language as well as non-verbal language. ______ 7. It puts into codes abstract qualities of people. ______ 8. It analyzes data rst before it collects them. ______

9. Exempted from qualitative-data analysis are prose and non-prose materials.

______ 10. Coding is not for numerical data.

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Ac ti vi ty 3

Directions: On the lines provided, write the number of every unchecked sentence

in Activity 2. Then, opposite this number, write your reason for not checking such sentence.

Unchecked Sentences Reasons ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


Directions: Put a check mark ( ) under Agree if the research question is answerable by a qualitative data analysis; otherwise, put a check mark under Disagree. Then,

accomplish the last column to justify your choice. Research Questions

1. What can you say about Mr. Lim’s election victory? 2. How many kinds of promises did Mr. Lim make in front of the STV4 homeowners? 3. What kinds of promises did Mr. Lim give the STV4 homeowners? 4. What percentage of the job applicants came from the city?

Agree

Disagree Reasons, Comments, Reactions


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5. What background knowledge do you have about the job you are interested in? 6. In how many Philippine provinces is Filipino language spoken always, sometimes, and never? 7. What personality traits did Gina reveal through her ways of answering the guests’ questions? 8. How many of the 500 students refused to buy the algebra book? 9. How systematic was Justin Sarmiento in presenting his design? 10. In the order of their frequency, which sentences, based on structure, indicate the 500 students’ lack of mastery on sentence sense? Ac ti vi ty 2

Directions: Without going back to the pages explaining data analysis and qualitative data analysis, compose a short text titled Qualitative Data Analysis on the following

lines. QUALITATIVE DATA ANALYSIS

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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Assessing the Ex tent of Con cept Learning How much did you learn about the concepts of data analysis on the following topics? Write the letter of the corresponding topic on the appropriate grade to gauge the extent of your learning. 100

95

93

90

88

86

83

81

75

60

Topics A – Research questions in relation to data analysis results B – Emotions, attitudes, and views as subjective data C – Qualitative data analysis as time-consuming process D – Coding of data with letters E – Words as unit of analysis F – Orderliness of data through data matrices G – Themes or theories as bases of data synthesis H – Steps in data analysis I – Reasons for coding data J – Verbal language and graphs in qualitative data analysis

Transfor ming Learned Competencies Considering your time and abilities, think of one research problem for a doable qualitative research. Formulate research questions to guide you in the kind of data you want to collect. Choose one data collection technique that ts your chosen topic. Use a sampling method in selecting your respondents. Subject the collected data to analysis and nd out if the data analysis results answer your research questions. Present the results of your data analysis through a composition, with the rst part giving the descriptions of the data and the second part, the interpretations of data. Give your teacher a copy of your written work.

LESSON 15

Drawing of Conclusions


list down as many meaningful words as you can;

2.

communicate your world views using newly learned words;

3.

explain the meaning of conclusion;

4.

justify a good conclusion section of a research paper;

5.

specify the contents of the conclusion part of a research paper;

6.

describe a good evidence to support a conclusion; and

7.

form credible conclusions about your surroundings.


Directions: INDIVIDUAL WORK. Circle the letter of the word that is similar in

meaning to the underlined word in the sentence. 1.

2.

3.

I can say that, by and large, with the involvement of all community members, the Climate-Change conference will be successful. a. minimally

c. shortly

b. generally

d. individually

Those negative comments may debunk the capacity of the delegates to hold a successful conference. a. aect maliciously

c. doubt continuously

b. silence totally

d. question critically

I’m giving you this registered land title to warrant the payment of my arrears. a. justify

c. express

b. ensure

d. record

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4.

5.


Highlight his positive comments but downplay his negative arguments. a. restate

c. deemphasize

b. record

d. undo

Drivers of public utility vehicle must do their work with utmost care and diligence. a. attentive

c. necessary

b. required

d. greatest


Directions: Engage yourself in a chat with your partner about any topic both of you

nd interesting. Use the newly learned words in your conversation.

Stirring Up Imagination Game of Senses: Have fun in experiencing each of these now!

Then, give your conclusion about each experience.

Touch your hair, your face, your neck, your arms… Conclusion ____________________________________________________________ ______________________________________________________________________ Touch the cover of your book, the pages of your notebook, the surface of your chair, the screen of your cell phone or music player... Conclusion ____________________________________________________________ ______________________________________________________________________ Listen to sounds coming from someone or something... Conclusion ____________________________________________________________ ______________________________________________________________________ Smell the people and things around you... Conclusion ____________________________________________________________ ______________________________________________________________________ Look at your surroundings—people, things, places, etc. Conclusion ____________________________________________________________ What made you arrive at such conclusion? What then is the meaning of conclusion?

Discovering More Concepts What does the following reading material say about conclusion? Read this very well to nd out its connection with the conclusions you draw about what you experienced.


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DRAWING CONCLUSIONS

Meaning of Conclusion

Conclusion is a type of inferential or interpretative thinking that derives its validity, truthfulness, or reasonableness from your sensory experience. Touching, seeing, hearing, tasting, and smelling things around you lead to a particular conclusion about each of those experiences. The results of your sensory experience are factual data to support the truthfulness of your conclusions. Drawing Conclusions

In your research work, your next move after analyzing the data you have gathered is drawing conclusions. This makes you form conclusions that arise from the factual data you encountered and analyzed. Any conclusions drawn or deduced by you from facts or statements resulting from logical thinking rather than from another assumption, prediction, or generalization are the only ones included in the conclusion section of your research paper. (Decilo 2014) Any conclusion that you give about what you found out through your analysis of the data you collected is a “warranted conclusion,” which explains how the evidence or ndings resulting from your data analysis stands to prove or disprove your conclusion. And, by and large, the best kind of proof to back up your conclusion is one that is factual and logical or given by correct reasoning. Downplaying, much less, excluding warrants from this section of your paper reserved specically for stating conclusions about your ndings makes your readers cast doubts about the credibility or genuineness of your conclusions. (Thomas 2013, 38). Research is about discovering things and engaging yourself in an exchange of

theoretically supported ideas with those in the academic world. And you state all your discoveries in the conclusion section of your research paper. But it is not merely making your conclusions visible in your paper, but also making these related with the claims or arguments of varied research studies and written works you’ve subjected to your RRL or review of related literature. Creating a link between your discoveries and your review of literature indicates the ability of your paper to expand or enhance any existing knowledge about your research study. (Harding 2013) Thinking of research as the means by which you, as a member of academic institution, debate or argue with others on some principles in any area of knowledge, you have to write the conclusion section of your paper with conviction. Convinced of the validity of your ndings to prove your conclusions, you must condently state how your conclusions work to debunk or contradict existing theories, correlative assumptions, and published works. Conversely, your conclusions must obviously provide sucient evidence to justify their alignment with or its support for recent theories and research ndings. Most importantly, your conclusions must present your judgment of the truthfulness of your ndings and your assessment of their capacity to answer either positively or negatively your research hypotheses or research questions. (Silverman 2013; Morgan 2014)

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Pointers in Writing Conclusions

1.

Explain your point in simple and clear sentences.

2.

Use expressions that center on the topic rather than on yourself, the researcher.

3.

Include only necessary items; exclude any piece of information or picture not closely related to your report.

4.

Have your conclusion contain only validly supported ndings instead of falsied results.

5.

Practice utmost honesty and objectivity in stating the results of your critical evaluation of outcomes that you expect to support your conclusions.


Directions: WHOLE-CLASS ACTIVITY. Expound or explain with great detail the

following expressions: 1.

Conclusion as interpretative thinking

2.

Conclusion as valid or true

3.

Warranted conclusion

4.

Best evidence

5.

Conviction in stating conclusions

6.

Research as an academic debate

7.

Conclusion in relation to the review of related literature

8.

Data analysis results with respect to conclusion

9.

Conclusion vis-à-vis previous ndings

10.

Assumptions, generalizations, predictions vs. conclusion Ac ti vi ty 2

Directions: Answer each question intelligently.

1.

Give the connection between conclusion and data analysis results.

2.

Why should the conclusion section be the nal part of your paper?

3.

How do you determine the validity of evidence to back up your conclusion?

4.

How can drawing conclusions improve your logical thinking?

5.

What is falsied evidence?

6.

In what way do your conclusions appear unbelievable?


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7.

Would you rather avoid revealing the ndings of your paper that run counter to previous research ndings than discuss them extensively with others? Why? Why not?

8.

In research, what conclusion sounds detrimental or damaging to others?

9.

Are you playing the role of a debater in writing the conclusion of your paper? Justify your point.

10.

How could you help your classmates create a good conclusion section of their paper?


Directions: INDIVIDUAL ACTIVITY. Check () the column with the heading that

expresses your judgment about the following purported evidence to prove a conclusion. Evidence

1. The workers seem willing to le a labor case. 2. They worked hard the way the characters in the movie, The Bible , did their jobs. 3. The company’s records show the number of absences the laborers incurred. 4. Apparently, the laborers failed to get their 13th-month pay last year. 5. For returning the lost and found wallet containing ₧15,000, the laborer received a certicate of merit. 6. Words have been going around that the laborers may stage a sit-down strike. 7. Probably, some ocers thought it’s reasonable for them to le a labor case.

Good Evidence Poor Evidence Reasons, Comments, Reactions

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Evidence

Good Evidence Poor Evidence Reasons, Comments, Reactions

8. The president’s printed decision on their demands is posted on the bulletin board. 9. The CCTV caught 38 laborers marching to the president’s oce at 8:00 a.m. on May 2, 2015. 10. Some are contemplating on staging a mass resignation. Ac ti vi ty 2

Directions: Write in the middle of the graph one conclusion you have about a

person, thing, event, and so on. Keeping in mind the best evidence rule, let your graph surround your conclusion with statements to prove the soundness of the conclusion. A sample conclusion that you can replace with another one (optional) appears in the middle of the graph.


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Assessing the Extent of Concept Learning Directions: Put a check mark ( ) under each column that truly represents the extent of

the learning you’ve had about the concepts behind the given topic. Topics

Excellent Learning

Little Learning

Zero Learning

1. Meaning of conclusion 2. Content of conclusion 3. Credibility of conclusion 4. Language of conclusion 5. Warranted conclusion 6. Falsied conclusion 7. Conclusion with conviction 8. Conclusion as a debate 9. Logical thinking vs. conclusion 10. Conclusion based on the best evidence

Transformin g Learned Competenci es Form conclusions about the existing Philippine government, organizations, or any institutions you have come to be knowledgeable about through experience with them or readings about them. Be sure to document any information coming from literary works. Do this graphically like what you did in Activity 2 under Elaborated Learned Concepts. Display this in one conspicuous area of your classroom. Or, if it is not injurious or damaging to others, forward this to your friends in any social media platforms like Facebook, email, Twitter, Instagram, and the like.

Unit VIII

Reporting and Sharing the Findings

Sharing and reporting research ndings follow a special way of knowledge presentation. It is not any kind or way of revealing discovered truths about people or things in this world. It adheres to a certain standard and format or structure. Made up of various components reecting exhaustive acquisition of declarative and procedural knowledge, a research report adopts an academically accepted ways of placing or positioning each section of the report and of acknowledging the sources of data. Abiding by these research-reporting formalities warrants an existence of a genuine or honest-to-goodness kind of a research study. LESSON 16

Reporting and Sharing the Findings

Intended Learning Outcomes After this lesson, you should be able to: 1.

increase the list of English words you know;

2.

discuss things with others using the newly learned words;

3.

report to or share with others your research ndings properly;

4.

adopt the standard way of structuring your research paper;

5.

compare and contrast the APA and the MLA referencing styles;

6.

judge existing materials based on their application of referencing rules;

7.

carry out the proper referencing of your research paper; and

8.

show evidence of your honesty and gratefulness to owners of ideas you included in your paper by documenting their contributions properly.

Connecting Concepts

Linking Old and New Knowledge Ac ti vi ty 1: Makin g New Words Meanin gf ul

Directions: PAIR WORK. Give the meaning of the underlined word in each sentence. Be guided by the contextual clues.

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1.


Summarize the text in a nutshell by using the fewest possible number of words. Meaning _________________________________________________________.

2.

Throw the useless portion of the object but keep the salient part of it. Meaning___________________________________________________________.

3.

Stop replicating my words to avoid echoing sounds in this room.

4.

Meaning _________________________________________________________. Looking at the object with your own beautiful eyes is your way of validating your statement that you want us to believe. Meaning _________________________________________________________.

5.

Criticizing the story thematically makes you draw from the text some insights or world perceptions to serve as your guiding philosophy in life. Meaning _________________________________________________________. Ac ti vi ty 2: Using th e Newl y L earn ed Word s

GUESSING GAME Directions: One gives a sentence expressing the idea behind the newly learned word. The other one guesses the new word referred to. Swap roles later.

Stirring Up Imagination How do you share your new discoveries about the world with your loved ones or friends living far away from you? Is it through Facebook, Twitter, Instagram, email, or other ways? Is there a certain format you have to adhere to in reporting or sharing about your ndings? What do you think could guarantee the truthfulness of things you display in these social media network?

Discovering More Concepts What additional concepts about your acts of reporting or sharing things with people are contained in the following reading material? Find it out by reading the text intelligently and interestingly. REPORTING AND SHARING THE FINDINGS Meaning of Reporting and Sharing the Findings

The ndings of your research are meant to be reported to or shared with others because your primary aim in researching is to strengthen existing knowledge or

UNIT VIII – REPORTING AND SHARING THE FINDINGS

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discover new ones for the improvement of the world. Hence, you have to bring your ndings out to the readers in a way that you must communicate things you procedurally performed and things you found out through your principled data collecting and analysis methods. Your report about the ndings of your research study must adhere to a standard structure or format that has the following elements: (Corti 2014; Braun 2013; Remlen 2011) Structure or Format of the Research Report

1.

Title

The title gives information and description of the subject matter of the research. Being the short catchy part of your paper that has the power to instantly attract a reader, it must contain keywords to predict the content and tone of the research paper. An attention-getting kind of a title is short, informative, made up of only 15 to 20 words. Owing to this essential role of a research title, you must think of one that is meaningful, specic, and reective of the standards of writing research titles like: the title is not a sentence; not all capitalized; and not negative in tone. In addition, jargons and acronyms are a big no-no to research title writing. 2.

Abstract

The abstract concisely discusses the essential aspects of your paper such as the background of the problem, objectives, signicance, research design, data collection technique, data analysis method, discussions of the ndings, scope, conclusions, among others. Giving 100- to 150-word discussions of the salient parts of the research paper, your abstract suces as the summary of your research report. Since an abstract explains in a nutshell all essential components of the research paper, it usually comes to its written form only after the nal stage of the research work. 3.

Introduction

This part explains the background of the research problem, states a set of specic research questions, and of optional hypotheses or assumptions. The purpose of this section is to let the readers see the connection of the purposes of your research questions not only with the current world condition, but also with theoretical principles that underlie your topic and other aspects of your research. 4.

Method

This section explains the types and sources of data as well as the method you used in collecting and analyzing the data you have gathered. Doing this part accurately enables the readers to determine how objective and ethical you were in conducting the research and how possible it could be for them to replicate your research study for validation purposes. 5.

Findings

Present as ndings of your study those that you have analyzed and commented on. There are several ways of doing this: by means of graphical presentation, statistical method, or written discussion.

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6.

Discussion and Conclusion


Findings resulting from thematically or theoretically gathered and analyzed data with the capacity of leading you to a valid conclusion are explained in this section. Any conclusions stated in this part of the paper derive their validity or truthfulness from factual or logically determined data. Also, such conclusions become valuable as they are able to answer the specic research questions and render any research hypotheses or assumptions right or wrong. 7.

Recommendations

To broaden the readers’ knowledge and understanding of the area covered by the research, recommend or let the readers positively consider some activities they can possibly do to extend, modify, replicate, or validate the ndings of your research work. 8.

References

Follow a standard documentary style. Alphabetize, identify, and list down in this section all sources of knowledge you used in carrying out your study. 9.

Appendix

This contains copies of table, questionnaires, interview rates, observation checklist, and other materials that are indispensable or necessary in completing your research study.

Referencing Your Research Referencing your research means directing your readers to the exact sources of data or information stated in your report, particularly those stated in the review of related literature. This is easy for you if the moment you collect data, you begin practicing a systematic, accurate, and complete recording of the identities of the sources of data. Unmindful of proper referencing of your research causes the readers to question the genuineness of the contents of your research paper. There are several styles of referencing your research, namely, Harvardian, Vancouver, Turibian, APA, and MLA. (Silverman 2013; Litchman 2013; Tracy 2013) Many prefer using the last two styles. The following are the important things you have to know about these commonly used referencing styles.

MLA Style MLA stands for Modern Language Association and it has this other name, Humanities Style. This referencing style is often used in literature, history, and arts. It provides bibliographic citation in notes that correspond to reference number in the body of the paper. These notes are called footnotes when they are printed at the foot of the page; notes or endnotes (sometimes, back notes) when they are printed at the back of the book, at the end of a chapter, or at the end of an article in a journal. Some authors prefer using endnotes rather than footnotes to economize space, time, and eort of the artist and to make the paper appear more physically presentable.


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In using footnotes or notes, you number the notes consecutively from number 1 throughout each chapter or article. Place the note number at the end of the sentence, of a clause, and right after a quotation. Do not put the number at the end or within a chapter title or at a subheading because this suggests negligence in organization. Notes to charts, tables, and other graphs make use of symbols, letters, and, sometimes, numbers. These notes on graphs, which are numbered independently in the text, must be placed below the table or illustration, not at the foot of the page or at the end of the book or article. Notes consisting of explanations or elaborations of the discussions in the text are called substantive or discursive notes. Examples of Substantive or Discursive Notes

1.

The CAS of U.P. Diliman has a dierent version of K-12 Curriculum. (Jaime Tamayo. Globalization vs. K-12 Curriculum. Quezon City: U.P. Press, 2016, pp. 56–65) Find an expanded discussion of this in (Luis Hizon. Changes in the Philippine Educational System. Manila: Abaya Publishing Co. 2017, pp. 78–90)

2.

Documentary evidence of the continuous increase of the country’s rice importation in 10 years is shown in (Ana Perez and Norma Pascual. The Perennial Rice Shortage. Baguio City: St. Louis Press, 2017, pp. 38–45)

3.

Liza Mabalot gives a special attention to the 15th SAMPRA’s failure to issue certicates to participants right after the conference in (Global Trends in Language Teaching and Learning. Manila: Rex Bookstore Inc., 2016, pp. 78–85)

4.

In 2016, the recipients of the TOYM award mostly came from the NCR (National Capital Region). Only one hailed from the southern part of the country. (Mario Yulo. 2017. Awards for World Progress. Quezon City: National Press Club, 2017, p. 38)

Examples of End Notes

p. 20 3.89 Fredo Gomez, Language and Culture, in “On Intercultural Competence,” p. 68. p. 20 3.24 Helen Smith, The 21st Century Movies trans. William Burns. New York: Vintage House 2016, p. 356. p. 21 3.57 Have more on this. See Phillip L. Morgan, Cultural Impact of 21st Century Movies. Washington: ABC Press. 2017, pp. 34–56; Vissher Hilton. 21st Century Movies. vol.3. “The Timeliness and Relevance of 21st Century Movies” (trans. Suxy Sean. New York: Penguin Press. 2016); and Chloe Collins. Culture and Movies. London: Routlege. 2017, pp. 367–350. p. 22 3.35 “Ethnicity vs. 21st Century Movies,” in Movie World, trans. T.J. Castro: Australia: Kegan Paul, 2017, p. 457. p. 23 3.53 Ibid., p.256 p. 25 3.45 Contemporary Movies, p. 478

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p. 25 3.12 Ibid., p. 456 p. 25 3.2 Ibid. p. 26 45 Ibid. p. 26 2.5 The Movies to Watch p.28 p. 26 1.13 Ibid. , p. 231 In a note system of referencing, you are not required to make a bibliography, because the endnotes can already give you full bibliographical details. However, to help your readers quickly locate the source of the data, it is better if you put in both notes and bibliography. The list of books and other references in your paper are written under the title, Bibliography or Select/Selected Bibliography if some of the data came from your background knowledge or previous reading activities. Use the title, References , if everything in the body of the paper came from books and periodicals you read. The use of the title, References , requires you to list down under this title the names or identities of all sources of knowledge from where you got the data that you mentioned in your paper. Under the MLA system, the items in the Bibliography are arranged alphabetically. You do not need to number them. For a bibliographical entry, write the book information in this order: full author’s surname and rst name (optional middle name initial), title of the book or periodical, place of publication, publisher, and date of publication. If there are several entries written by the same author, to avoid repetition of names, use a 3 em dash in place of the rst name. Use the following punctuation marks for every entry under this system: period after the author’s name and title; colon after the place of publication; comma after the publisher and after volume and number if it is a periodical material. End every entry with a period. Underline or italicize the title with all the content words in such title capitalized. For periodicals, enclose the title of the article with quotation marks but leave the title of the periodical unmarked. For the MLA documentary notes , the same number and arrangement of the pieces of book information as those in the bibliography; only that, in notes, write the author before his or her family name. Citations or in-text citations under the MLA system just require the presence of the family name of the author plus the number of the page where the information is found. The page number immediately comes after the author’s name; with just one space provided to separate the two. Abbreviations are commonly used in documenting data through the MLA system. The following are some examples of abbreviations that you do not need to document for they exist as common knowledge: (Russell 2013; Corti 2014; Remlen 2011)


art. and arts. c. ca. chap. and chaps. col. and cols. ed. and eds. et al. f. and . g. and gs. ibid. loc. cit. op. cit. p. and pp. vol. and vols. sec. and secs. l. and ll. n. and nn.

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article, articles copyright circa chapter, chapters column, columns editor, editors and others following page /line, lines gure, gures ibidem (in the same place) loco citato (in the same place cited) open citato ( in the work cited) page, pages volume, volumes section, sections line, lines note, notes

Examples of MLA Referencing Style 1.

Citation or In-text Citation

(Lizardo 257) (Decena, Obeza, Jurado 120–130) (Fortun et al. 234–250) (Gregorio: 1: 56–80) 2.

Documentary Notes

The same as the entries in a bibliography or references, except that, here, the rst name precedes the family name of the author. Josie Cruz, G. Mt. Pinatubo Quezon City: GB Press. 2016. Manolo De Guzman. Naming of typhoons. 3.

Bibliography/References One author

Cruz, Josie A. Mt. Pinatubo Lahar. (Quezon City: GB Press. 2016). Paras, Beth M. The Philippine Eagle. (Adarna Publishing House. Manila: 2016).

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Two Authors

Oteza, Nina C. and David, Jose L. Climate Change. (Baguio City: KLM Co. 2018). Reyes, Mario R. and Cortez, Josie M. Collegiate Athletic Competitions . (Manila: National Bookstore, 2016). Three Authors (List the names in the order they appear on the title page.)

Ramos, Celso A., Bautista, Cora C. and Vinluan, Gloria F. Energy-giving Foods. (Pasay City: ABC Press. 2016). Manuel, Joven D., Gregorio, Ben C., and Ferrer, Susan V. The Fury of Super Typhoon Yolanda. (Quezon City: Abiva Publishing House. Manila, 2016). Three or More Authors (Use the rst name in the list)

Samson, Esther N. et al. Philippine Trial Courts. (Quezon City: Rex Bookstore, 2016). Norman, Vivian. et al. Entry-level Workers’ Pay. (Pasig City: Hope Press. 2016). Anonymous Author (If the authorship of a work is known but not revealed on the title page, the name is given in brackets.)

[Evelyn Vargas]. The Bubble Gang. (Nowhere: Nonesuch Press, 2016). [Lina Calderon]. Bulletin-board Postings. (Nowhere: Nonesuch Publication, 2016). (If the identity of the author is guessed, a question mark follows the name before the closing bracket.) [Evelyn Vargas?] The Bubble Gang. (Nowhere: Nonesuch Press, 2016). Editor, Translator, Compiler

Parayno, Gabriel. F. ed. Philippine Politics. (Manila: PH Press. 2016). Generoso, Luis F. comp. Banking Systems. (Quezon City: Abiva Publishing House, 2016). Formoso, John S. The Makati Business Club. trans. (Makati City: Rex Press, 2016). Editor, Translator, Compiler with an Author

Parayno, Gabriel. F. Philippine Politics. Edited by Kay Abante and Cora Cortez. (Manila: PH Press. 2016). Generoso, Luis F. Banking Systems. Compiled by Gina David. (Quezon City: Abiva Publishing House, 2016).


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Formoso, John S. The Makati Business Club. Translated by Carlos Fojas. (Makati City: Rex Press, 2016). Organization, Association, or Corporation as Author

International Monetary Fund, Survey of Asian Economies. Vol. 6, Malaysia, Thailand, Indonesia and Philippines (New York International Monetary Fund, 2008). No Ascertainable Publication Facts

Carmona, Lory. The Marcos Regime. (n.p., n.d.) Solis, Dianne. Philippine Law Schools. (n.p, n.d.) Popular Magazines

Suratos, Mila. “The Ilocano Dishes,” Panorama, March 2016, pp. 23–26. Roldan, Arnold. “Banana Leaves.” World Mission, May 8, 2016, p. 8.

Newspapers

News items from daily papers are rarely listed in a bibliography. Rather, the name of the paper may be given either in the general alphabetical list or in a separate section devoted to the newspapers. Interviews

Interviews are best cited in texts or notes. It is not necessary to include them in a bibliography, but if they are listed, the entries should appear in this manner: Barcelo, Felicitas. “Laguna de Bay: Interview with Felicitas Barcelo.” By Gloria De La Cruz. The Manila Bulletin, 4 August 2016. Theses, Dissertations, and Other Unpublished Works

Villar, Rosalina. D. “Modern Language Theories“ (Ph. D diss., U.P. Diliman, 2016). Tiempo, Dolores G. “Critical Evaluation of UST High School Language Books” (M. A. UST, 2016). Reference Books: Encyclopedia, Dictionary, Almanac, Indexes, etc.

Well-known reference books are usually not listed in bibliographies. When such reference books are listed in notes, the facts about the publication are usually omitted, but the edition, if not the rst, must be specied.

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References to encyclopedia, dictionary, or to the alphabetically arranged works cite the items (not the volume or page number) preceded by S.V. or sub verbo, meaning “under the word.” 1. Encyclopedia Britannica, 10th ed., S.V. “Ozone Layer.” 2. Columbia Encyclopedia, 5th ed., S.V. “Industrial Revolution.” 3. Webster ’s New “cantankerous.”

International

Dictionary,

3rd

ed.,

S.V.

Slides and Film’s Videocassettes

Fulgencio, Krina C. “Urban Planning.” (Quezon City: Palmall Press, 2016) slides. Arnaiz, Earl A. “Room for Rent” (Manila: SSG Press, 2016) lmstrip. Online Materials

1.

Signed article in a magazine Davis, Robert. “Email Craze.” Interactions. July 2016. http://www.inter. com/Jol/labor.htm/.

2.

Unsigned article in a magazine “Power Interview.” Business Trends Magazine. August 2016. http://www. BusTRendscom/Bus Trends/Trends/ctshoot.html.

3.

Article in Journal “Systemic Functional Grammar.” English Forum. 38.7 (2016). 18 May 2016. http://www.jhu.edu/English Studies Journal/vol.83/83.1 strethson. html.

4.

Article in Newspaper Leonardo, Jerome. “Japan and the 2009 Tsunami.” New Daily Life Star. 21 December 2017. http://www.nytimes.com/2016/26 world/28 MIDE. html.

5.

An Editorial “Vatican City: Pope’s Residence.” Editorial. Philippine Daily Inquirer. July 7, 2016. http://www.a-pinq.com/ed/2016/24/po4.html.

6.

Online books Litchten, Feona D. American Pragmatics Organization. (2014). 2nd AMPRA Conference/Photos http://androgers.smugmug.com/Linguists/ AMPRA-2.


•

145

Dizon, Jomar G. “Political Campaign Strategies” 15–20, May 2016 dialog ERIC AED23376. 7.

CD-ROM/Diskette Amante, Peter B. “Stem-Cell Treatment.” Manila Post News Bank. April 2017: TI Manila Post News Bank.CD-ROM. News Bank. April 2017. “Maharishi.” The Oxford English Dictionary. 2nd ed. CD-ROM. Oxford UP, 2017.

APA Style

The APA (American Psychological Association) is also called Author-Date Style. This is often used by researchers in the eld of natural science and social sciences. The APA style uses space and time; MLA, not much. However, nowadays, for economic reasons, more and more researchers, regardless of their area of specialization, prefer to use the APA style. There are two parts of the APA referencing style that are essential: in-text citation or citation and reference list. The rst part, which is enclosed in parentheses, is found in the body of the text; the second part, at the end of the book. In contrast to the MLA style that gives complete biographical information in the footnotes or endnotes, the APA style gives only brief information in the text citation, but gives the full biographical details in the reference list. Under the APA system, the items in the References are arranged alphabetically. You do not need to number them. For each entry under the title, References, write the book information in this order: full author ’s surname and rst name and middle name initials (optional, middle name initial), date of publication, title of the book or periodical, place of publication, and the publisher. If there are several entries written by the same author, to avoid repetition of names, use a 3 em dash in place of the rst name. Use the following punctuation marks for every entry under the APA system: period after the author’s name and title; colon after the place of publication; comma after the publisher and after volume and number if it is a periodical material. End every entry with a period. Italicize the title and capitalize only the initial word of the title. Unless a word in the title is a proper noun, all words in the title are written in small letters. For periodicals, enclose the title of the article with quotation marks but underline the title of the periodical. Citations or in-text citations under the APA system make you write inside the parentheses only the family name of the author; followed by the year of publication, and if some words were copied verbatim; next is the number of the page where the copied words of the author are found. Another APA style of citation is writing the family name of the author separately from the copyright date. In this case, only the date is enclosed in parentheses. (Russel 2013; Burns 2012)

146

•


Examples of APA Referencing Style 1.

Citation or In-text Citation

(Lizardo, 2016) (Millares, 2017) (Decena, Obeza, Jurado, 2016, pp. 120–130) (Fortun et al., 2016) According to Gregorio (2017) Olivares (2016) maintains that... A study on the Yolanda Tent House is a “doable research work “ (Aquino, 2016, p.78)

2.

Bibliography/References One author

Fajardo, J. A. 2016. The Ebola Virus. Quezon City: GB Press. Perez, B. M. 2017. The Philippine Constitution: The highest law of the land. Manila: Adarna Publishing House. Two Authors

Oropesa, N. C. and David, J. L. 2017. Palawan penal colony. Baguio City: KLM Company. Reynoso, M. R. and Saballa, J. M. 2017. Academic freedom. Manila: National Bookstore. Three Authors (List the names in the order they appear on the title page.)

Revilla, C. A., Bautista, C. C., and Vinuya, G. F. 2017. Boy scout jamborees. Pasay City: ABC Press. Manaloto, J. D., Gracia, B. C., and Ferrer, S. V. 2017. The victims of super-typhoon Yolanda. Quezon City: Abiva Publishing House. Three or More Authors (Use the name of the rst author listed on the title page. )

Sonora, E. N. et al. 2016. Regional trial courts. Quezon City: Rex Bookstore. Sevilla, V. et al. 2016. Labour strikes. Pasig City: Hope Press. Anonymous Author (If the authorship of a work is known but not revealed on the title pa ge, the name is given in brackets.)

[Valerio, E.]. The millennium condominium craze. 2016. Nowhere: Nonesuc Press. [Valderon, L.]. Non-verbal language. 2016. Nowhere: Nonesuch Publication.


•

147

(If the identity of the author is guessed, a question mark follows the name before the closing bracket.) [Valerio, E.?] The millennium condominium craze. Nowhere: Nonesuch Press. Editor, Translator, Compiler

Pareja, G. F. 2016. ed. Pacquio’s lucky charm. Manila: PH Press. Orosa, L. F. 2016. comp. Merging of banks. Quezon City: Abiva Publishing House. Floro, J. S. 2016. Students’ activities. trans. (Makati City: Rex Press. Editor, Translator, Compiler with an Author

Lauriano, G. F. 2016. Language textbook writing. Edited by Gina Alamares and Ching Cortez. Manila: PH Press. Bravo, Luisa F. 2016. Faculty Evaluation System. Compiled by Baby Lapid. Quezon City: Abiva Publishing House. Clemente, J. S. 2016. Pope Francis’ papal visits. Translated by Carina Davalos. Makati City: Rex Press. Organization, Association, or Corporation as Author

International Monetary Fund, 2008. Survey of Asian Economies. Vol. 6, Malaysia, Thailand, Indonesia and Philippines New York International Monetary Fund. No Ascertainable Publication Facts

Ramona, L. The rise and fall of the Marcos regime. (n.p., n.d.) Soriano, D. Western law schools. (n.p., n.d.) Popular Magazines

Salvador, M. March 2016. “The Chinese Dishes,” Panorama, pp. 23–26. Olarte, A. May 8, 2016. “Catholicism in Asia.” World Mission, p. 8. Newspapers

Abad, C. S. “Gated subdivisions in Caloocan City,” 2016. Philippine Daily Inquirer. 7 May. Manila Bulletin. 2017. Editorial, 2 December. Malaya. 2016. Editorial, 18 July.

Interviews

Ballesteros, F. April 2016. “K-12 curriculum: Interview with Felicitas

148

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Ballesteros.” April 2016. Interview by Anabelle De La Cruz . The Manila Bulletin. Templo, E. May 2017. “High-school dropouts: Interview with Dr. Juan. Barrameda.” Interview by Lucy Amarillo. The Daily Tribune. Theses, Dissertations, and Other Unpublished Works

Villarica, R. D. 2016. “Contemporary Language Theories.” Ph. D. diss., U.P. Diliman. Corpuz, D. G. 2017. “The UST faculty evaluation system: Critical Analysis.” M.A., UST. Slides and Film’s Videocassettes

Gaudencio, K. C. 2016. “Family Planning.” Quezon City: Palmall Press. Slides. Arenas, E. A. 2017. “Philippine Rental Laws.” Manila: SSG Press. Filmstrip. Online Materials

1.

Signed article in a magazine Duterte, R. July 2016. “ Social-media networks.” Personality growth. http:// www.inter.com/Jol/labor.htm/.

2.

Unsigned article in a magazine “Unstructured interview. August 2016.” Business Trends Magazine. http:// www.BusTRendscom/Bus Trends/Trends/ctshoot.htmlz.

3.

Article in Journal “Linguistic competence. 18 May 2016.” English Forum. http://www.jhu. edu/English Studies Journal/vol.83/83.1 strethson.html.

4.

Article in Newspaper Lepanto, J. “globalization vs. climate change.” 21 December 2016. New Daily Life Star. http://www.nytimes.com/2016/26 world/28 MIDE. html.

5.

An Editorial “Political Dynasty in the Philippines. 7 July 2016.” Editorial. Philippine Daily Inquirer. http://www.a-pinq.com/ed/2016/24/po4.html.


6.

•

149

Online books Litchten, F. D. 2016. American etext2014/14w0310txtz.

pragmatics. http:

AMPRA

2

De Gracias, J. G. 15-20, May 2017. “Collaborative language activities” dialog ERIC AED23376. CD-RM/Diskette

Dizon, P. B. April 2016. “Herbal treatment.” Manila Post News Bank. TI Manila Post News Bank.CD-ROM. News Bank. “Domestic helper.” 2016. The Oxford English Dictionary. 2nd ed. CD-ROM. Oxford UP.


Directions: INDIVIDUAL ACTIVITY. Circle the letter of the correct answer

1.

2.

3.

4.

5.

Mentioning in your paper the sources of your data is applying the a.

language rules

c.

school rules

b.

copyright law

d.

corporate law

Proper referencing of the contents of your paper reects your a.

honesty and gratefulness

c.

transparency and practicality

b.

sincerity and sensitivity

d.

legality and formality

MLA is to humanities; APA is to a.

American psychologist

c.

modern linguists

b.

scientists and chemists

d

arts and languages

Full biographical details are given in the a.

footnotes

c.

APA

b.

citation

d.

MLA

MLA uses this in-text citation a.

(Castro, 2016, p.58)

c.

(Castro 387)

b.

Castro (2016)

d.

(Castro, 2016)

150

•

6.

7.

8.

9.


What comes after the publication place is a.

comma

c.

colon

b.

period

d.

semi-colon

Capitalizes only the initial word and proper nouns in the title of a paper under the referencing style a.

MLA

c.

APA

b.

Harvardian

d.

Vancouver

All authors appearing in the body of the paper must be listed in the a.

endnotes

c.

References

b.

Bibliography

d.

footnotes

Additional information about some items in a certain page of the paper placed at the end of the page are called a.

footnotes

c.

endnotes

b.

discursive notes

d.

addendum notes

10. Anonymous or unknown authors’ names are put in a.

quotation marks

c.

parentheses

b.

braces

d.

brackets

Ac ti vi ty 2

Directions: Answer each question intelligently and concisely.

1.

Describe a successful reporting or sharing of your ndings. __________________________________________________________________ __________________________________________________________________

2.

How can your readers get an understanding of all important aspects of your research paper in a short period of time? __________________________________________________________________ __________________________________________________________________

3.

How does citation happen in APA and MLA referencing styles? __________________________________________________________________ __________________________________________________________________


•

151

4.

Explain the types of MLA documentary notes. __________________________________________________________________ __________________________________________________________________

5.

Describe the link between the APA citation and the reference list. __________________________________________________________________ __________________________________________________________________

6.

Are bibliography and references the same? Why or why not? __________________________________________________________________ __________________________________________________________________

7.

Is a bibliography or reference list absolutely required in each referencing system? Justify your answer. __________________________________________________________________ __________________________________________________________________

8.

What is common knowledge in relation to referencing your research? __________________________________________________________________ __________________________________________________________________

9.

What comes to your mind about research papers and academic books with no bibliography or reference list? __________________________________________________________________ __________________________________________________________________

10. How do you prove your appreciation for the authors’ expertise and honesty in relation to your research study? __________________________________________________________________ __________________________________________________________________


Directions: The following are pieces of information about each reading material. Examine each set of data. If each group is correctly written, put a check mark before it; otherwise, rewrite the whole thing correctly on the lines provided below.

_______ 1.

Regalado, Willy P. Electrical Gadgets, 4th edition: 2017. Manila Publishing House.

152

•


_______ 2.

Miranda, Elena F. “Philippine Board Licensure Exams” Baguio Chronicle, Baguio City: Pines City Press, Vol. XXII, pp. 30–37, 7 November 2016.

_______ 3.

Legarda, O. P. 2016. The essence of being an environmentalist. Manila: Rex Publishing Company.

_______ 4.

Rimando, H. M. Communicative Competence vs. Linguistic Competence. Pasig City: SM Publications, 2017.

_______ 5.

Alacala, N. A., Banez, V. L., Paras, J. P., Lizardo, B. O., and Lim, D. C. People’s retirement period. Quezon City: UST Publishing House. 2017.

Correct Referencing Style

Ac ti vi ty 2

Directions: Choose two among the following sets of information on reading materials. Using the APA and MLA referencing styles, write what you’ve chosen as entries in a bibliography and reference list.

1.

Title:

The Varsitarian

Article:

Being a Political Science Student

Author:

Daodil B. Garra

Publisher:

UST Publishing House

Volume:

38

Pub. date:

May 2, 2017

Pub. place:

Manila


2.

•

153

Title:

Proposal Reports

Author:

Engr. Jose M. Cruz

Pub. place:

Quezon City

Pub. date:

2017

Publisher:

Rex Bookstore, Inc.

3.

Publisher:

ABC Press

Pub. date:

June 20, 2017

Author:

Betty K. Nubla

Pub. place:

Baguio City

Title of the article:

Writing Methods and Styles

Pages:

3–8

Magazine:

Panorama

Title of the Article:

K-12 Curriculum

Date:

August 27, 2016

URL:

http://jerz.setonhill.edu/resources/FAq/TW.htm

Magazine:

Education Journal

Author:

Filipinas B. Cruz

Retrieval date:

April 8, 2017

Date:

2018

Publisher:

U.P. Press

Author:

Dr. Hilario V. David

Pub. place:

Quezon City

Title:

Long-distance Education

4.

5.

Assessing Learned Co nc ept s Directions: Underline the right expression to indicate the extent of your understanding of the concepts learned from this lesson.

1.

I know (very well, very little, nothing) about the proper way of referencing my research.

2.

I know (very well, so little, nothing) about the use of APA and MLA in referencing my research.

154

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3.

I know (very much, very little, nothing) about APA and MLA in-text citation.

4.

My knowledge about an eective sharing of my research discoveries is (excellent, so little, so poor).

5.

Now, I know how to apply the APA and the MLA referencing style in my written work in (excellent, average, poor) manner.

Transfor ming Learned Competencies Think of one topic you love to read about. Look for varied reading materials about this topic: books, journals, studies, Internet, etc. Get assistance from the dierent academic or library databases, search engines, and other online resources. Read these materials well. Express your understanding of each article in a summary or paraphrase. Present your overall understanding of the topic in a structure or format betting an academic paper called research paper that has title, abstract, introduction, methodology, discussions of ndings, conclusions, recommendations, references, and so on. Keep in mind the explanations and pointers given by this lesson about the proper creation of each of these major parts of your research paper. Come out credibly with your report by practicing proper referencing through the APA or MLA style.

References Babbie, E. 2014. The Basics of Social Research. 6th ed. USA: Wadsworth-Cengage Learning. Badke, W. B. 2012. Teaching Research Process: The Faculty Role in the Development of Skilled Student Researchers. New Delhi: CP Chados Publishing. Barbour, R. 2014. Introducing Qualitative Research : A Student Guide . Los Angeles: Sage. Bazeley, P. 2014. Qualitative Data Analysis. Los Angeles: Sage. Bernard, R. 2013. Social Research Method: Qualitative and Quantitative Approach. Los Angeles: Sage. Birks, M., and J. Mills. 2014. Qualitative Methodology: A Practical Guide . Los Angeles: Sage. Bloomberg, L., and M. Volpe. 2012. Completing Your Qualitative Dissertation: A Road Map from Beginning to End. Los Angeles: Sage. Braun, V., and V. Clarke. 2013. Successful Qualitative Research: A Practical Guide for Beginners. Los Angeles: Sage Burns, A., and R. Bush. 2012. Basic Research Method . 3rd ed. New York: Pearson. Clow, K., and K. James. 2014. Essentials of Marketing Research: Putting Research into Practice. Los Angeles: Sage. Coghan, D., and T. Branneick. 2014. Doing Action Research in Your Own Organization . 4th ed. Los Angeles: Sage. Corti, L. et al. 2014. Managing and Sharing Research Data: A Guide To Good Practice . Los Angeles: Sage. Creswell, J. 2014. Research Design: Qualitative, Quantitative, and Mixed Method Approaches. 4th ed. Los Angeles: Sage. Decilo, P. 2014. Achieving Impact in Research. Los Angeles: Sage. De Mey, L., Dr. and Dr. D. Smith. 2013. Advanced Research Methods . London: Sage. Denzin, N., and Y. Lincoln, eds. 2013. Collecting and Interpreting Qualitative Materials. Los Angeles: Sage. Dixon, J., and R. A. Singleton. 2013. Reading Social Research Studies in Inequalities and Deviance. Los Angeles: Sage. Edmonds, A., and T. Kennedy. 2013. An Applied Reference Guide to Research Designs: Qualitative, Quantitative, and Mixed Method. Los Angeles: Sage. Emmel, N. 2013. Sampling and Choosing Cases in Qualitative Research. Los Angeles: Sage. Feinberg, F., T. Kinnear, and J. Taylor. 2013. Modern Marketing Research: Concepts, Methods, and Cases. Australia: Cengage Learning.

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Fraenkel, J., N. Wallen, and H. Hyun. 2012 . How to Design and Evaluate Research in Education. USA: McGraw Hill. Gibson, B., and J. Hartman. 2014. Rediscovering Grounded Theory. Los Angeles: Sage. Goodwin, J., and K. Goodwin. 2014. Research Methods: Designing and Conducting Research With A Real-World Focus. Los Angeles: Sage. Gorard, S. 2013. Research Design: Creating Robust Appreciation for the Social Research. Los Angeles: Sage. Grbich, C. 2013. Qualitative Data Analysis. Los Angeles: Sage. Hammersley, M., and A. Traianou. 2012. Ethics in Qualitative Research: Controversies and Context. Los Angeles: Sage. Harding, J. 2013. Qualitative Data Analysis from Start to Finish . Los Angeles: Sage. Hollway, W., and T. Jeerson. 2013. Doing Qualitative Research Diferently: A Psychological Approach. Los Angeles: Sage. Jesson, J., L. Matheson, and F. Lacy. 2011. Doing Your Literature Review: Traditional and Systematic Techniques. Los Angeles: Sage. Kubicek, J. n.d. “Inquiry-Based Learning.” Canadian Journal of Learning and Technology. www.ericdigect.org. Lapan, S., M. Quartaroli, and F. Riemer. 2012 . An Introduction to Research Methods and Designs. USA: Jossey-Bass, A Wiley Imprint. Lappuci, R., and A. K. Haghi. 2013. Education for A Digital World. Toronto: Apple Academy Press. Letherby, G., J. Scott, and M. Williams. 2013. Objectivity and Subjectivity in Social Research. Los Angeles: Sage. Litchman, M. 2013. Qualitative Research in Education: A University’s Guide. 3rd ed. London: Sage. Maxwell, J. A. 2012. A Realistic Approach for Qualitative Research . Los Angeles: Sage. McBride, D. M. 2013. Process of Research in Psychology . Los Angeles: Sage. McLeod, L. C. 2012. What School Needs to Know About Digital Technologies and Social Media. USA: Jossey-Bass. Meng, K. J. 2012. Marketing Research for Beginners: A Practical Guide (Handbook). Singapore: Cengage Learning. Morgan, D. L. 2014. Integrating Qualitative and Quantitative Methods: A Pragmatic Approach. Los Angeles: Sage. Packers, M. 2011. The Science of Qualitative Research. New York: Cambridge University. Paris, J., and M. Winn. 2014. Humanizing Research: Decolonizing Qualitative Inquiry With Youth and Communities. Los Angeles: Sage.

REFERENCES

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157

Peggs, K., B. Snort, and J. Burridge. 2013. Observation Method. Los Angeles: Sage. Picardie, C., and K. D. Masick. 2014. Research Methods (Designing and Conduction Research With A Real-World Focus). Los Angeles: Sage. Punch, K. F. 2014 . Introduction to Social Research Qualitative and Quantitative Approaches. 3rd ed. London: Sage. Ransome, P. 2013. Ethics and Values in Social Research. New York: Palgrave Macmillan. Remlen, D., and G. Van Ruzzin. 2011. Research Method in Practice: Strategies for Description and Causation. Los Angeles: Sage. Ridley, D. 2012. The Literature Review: A Guide for Students . Los Angeles: Sage. Ritchie, J. et al. 2014. Qualitative Research Practice: A Guide for Social Science Students and Researchers. Los Angeles: Sage. Robylyer, M. D., and A. Doering. 2013. Integrating Educational Technology into Teaching. New York: Pearson. Rubing, H. J., and I. Rubin. 2012. Qualitative Interview (The Art of Hearing Data). Los Angeles: Sage. Russell, B. 2013. Social Research Methods: Qualitative and Quantitative Approaches. Los Angeles: Sage. Sarantakos, S. 2013. Social Research. 4th ed. New York: Palgrave Macmillan. Schreiber, J. K., and K. Ashn er-Self. 2011. Educational Research . USA: John Wiley and Sons. Sharp, J. 2012 . Success With Your Educational Research Project. Los Angeles: Sage. Silverman, D. 2013. Doing Qualitative Research. 4th ed. London: Sage. Smaldino, S., D. Lawther, and D. James. 2012. Introducing Technology and Media for Learning. 10th ed. New York: Pearson. Small, R. V. et al. 2012. Teaching for Inquiry: Engaging Learners Within. New York: Neal-Shuman Publishers Inc. Suter, N. W. 2012. Introduction to Educational Research: A Critical Approach. Los Angeles: Sage. Thomas, G. 2013. How to Do Your Research Project. London: Sage. Tracy, S. J. 2013. Qualitative Research Methods: Collecting, Evaluating, Crafting Analysis, and Communicating Research Impact . UK: Wiley-Blackwell. Walliman, N. 2014. Your Undergraduate Dissertation. 2nd ed. Los Angeles: Sage. Woodwell, R. 2014. Research Foundation. Los Angeles: Sage. Yin, R. K. 2012. Application of Case Studies Research . Los Angeles: Sage.

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ONLINE SOURCES

http://www.thirteen.or http://www .thirteen.org/edonline.conceptcompone g/edonline.conceptcomponents2htclass/inquiry nts2htclass/inquiry http://www.neiu.edu/~middlemodules/...Amazon http://wilderdom.com/resear http://wilderdom. com/research?QualitativeVErsusQu ch?QualitativeVErsusQuantitativeResear antitativeResearch.html ch.html http://www.ericdigect.org http://www.ehow.com/how-8245008-write-title-research

Index A

integral citation, 75

abbreviations, 140–141

non-integral citation, 75–76

abstract, 137

patterns, 76–77

acknowledgment, 75

purposes, 75

action research, 12

styles, 75–76

active verbs, 69

clarity, 11

accuracy, 11

cluster sampling, 95

American Psychologi American Ps ychological cal Association (APA), 77, 145–149

coding, 121

analysis, 3 appendix, 138

collating, 121 conceptual review, 58 conclusion, 129

application of research method, 11 applied research research,, 11 availability sampling, 96

drawing conclusion, 129 content analysis, 23 contextualization, 22 continuous monitoring, 105

B

background of the problem, 47 bibliography,, 75, 140 bibliography block quotation, 76 Bruner, Jerome, 4

cooperative learning, 10 correlational research, 12 critical review, 58 D

data, 12, 13

C

case study, 22, 85 choosing a research topic, 38–39 availability of information, 38 interest in the subject matter, 38 limitations on the subject, 38 personal resources, 39 timeliness and relevance of the topic, 38 citations or refere references, nces, 74, 75, 140

measurementt of data, 12 measuremen non-numerical data, 12, 13 primary data, 12 secondary data, 12 data analysis, 121 results, 21 data gathering, 22 collection methods collection meth ods for qualitative research, 22–23 159

160

•


techniques, 13, 104, 11 1111 data matrix, 121

grounded theory, 23, 87 group interview, 11 1122

denition map, 35–36 descriptive research research,, 12 design, 85 Dewey,, John, Dewey J ohn, 4 direct expressions of man, 57 direct observation, 105 direct quotation, 76 discourse analysis, 23 discursive notes, 139 discussion and conclusion, 138

H

hard sciences, 29 versus soft sciences, 30–31 higher-order higher-or der thinking skills (HOTS), 3 higher education institution, 10 historical analysis, 23 historical research research,, 30 historical study, 86 humanities, 30

dissimilarity matrix, 121

I

dump or stringing method, 68

in-text citation, 75, 140

E

end notes, 139–140 ethnography, 23, 85 experience sampling, 106 expert review, 58 explanatory research research,, 12 exploratory resear research, ch, 12 extract, 76 evidence-based conclusions, 119

indirect expression of man, 57 indirect observation, 105 individual interview, 112 inductive method of thinking, 22 inquiry, 3 inquiry-based learning, 4 benets, 4 inquisitive thinking, 4 internal analysis, 22 Internet, 67

F

interview schedule, 111

ndings, 137

interviews, 111

focus group interview, 112

approaches, 11 1122

footnotes or notes, 139

steps in conducting an interview, 113–114

G

types, 111–112

generalization, 22 Grey Literature, 78

introduction, 137

INDEX

L

population, 94

learning, 3

positive approach, 13, 29

library, 67

postal questionnaire, 115

limitations, 38

primary data, 12

literature, 57

primary sources, 67

and art criticism, 30

probability sampling, 94

sources, 67

problem, 10

Literary Digest, 94

problem-solving, 3

•

161

prole matrix, 121 M

punctuation marks, 140

mediated interview, 112 method, 137

pure research, 11 purposive or judgmental sampling, 96

MLA documentary notes, 140 Modern Language Association (MLA), 77, 138–145 multi-method research, 21

Q

qualitative data, 30 qualitative data analysis, 121–122 qualitative research, 12, 21, 101

N

naturalistic approach, 13, 29–30 non-probability sampling, 95

advantages, 24 denition, 20–21 designs, 85

O

disadvantages, 24

objectiveness, 11

subjectivity, 21

observation, 104

types, 22–23

methods, 105–106

qualitative researcher, 22

types, 104–105

quantitative data, 29

online resources, 71

quantitative research, 12, 21

opening sentences, 68–69

questionnaire, 114

P

paraphrase, 76 phenomenology, 23 philosophical research, 31 plagiarism, 78

advantages, 115 disadvantages, 115 purposes, 114 types, 115 quota sampling, 96

162

•


R

sources, 39–40

recommendations, 138

topics to be avoided, 39

references, 75, 138 APA style, 145–149 methods of referencing, 77

reporting and sharing the ndings, 136–137 review of related literature, 47, 57 poor literature review writing, 68

MLA style, 140–145

process, 66–68

relevance, 11, 38

reading the source material, 68

research, 1, 10, 129

search for the literature, 67

action research, 12

writing the review, 68

analogous to inquiry, 10

purposes, 57–58

application of research method, 11 applied research, 11

structure, 60 styles or approaches, 58

approaches to research, 13

systematic review of literature, 59–60

characteristics, 11

traditional review of literature, 58, 59–60

correlational research, 12 explanatory research, 12

writing an excellent review, 68–69

exploratory research, 12 multi-method research, 21

S

purposes, 11

sampling, 94

qualitative research, 12

sampling error, 94

quantitative research, 12

scientic approach, 13, 29

types, 11

scientic method of thinking, 22

research design, 85

scoping review, 58

research problem, 47

secondary data, 12

research process, 10, 21

secondary sources, 67

research questions, 47–49

self-administered questionnaire, 115

formulating research questions, 49 research report, 135 format, 137

semi-structured interview, 112 short direct quotation, 76 similarity matrix, 121

research study, 87

simple random sampling, 95

research topic

SMART, 49

guidelines, 38–39

snowball sampling, 96

Practical-Research-1.pdf

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