Teacher's Guide Department of Education Republic of the Philippines

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Practical Research 1

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Teacher‘s Guide

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This learning resource was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations.

Department of Education Republic of the Philippines

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

Practical Research 1 Teacher’s Guide First Edition 2016 Republic Act 8293. Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

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Published by the Department of Education Secretary: Leonor M. Briones, PhD Undersecretary: Dina S. Ocampo, PhD

Development Team of the Teacher’s Guide for Practical Research 1

Dondon B. Buensuceso

Dary E. Dacanay

Glicerio A. Manalo

Nicanor M. San Gabriel

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Cover Art Illustrator: JM Quincy D. Gonzales DepEd Management Team

Bureau of Curriculum Development Bureau of Learning Resources

Printed in the Philippines by ____________ Department of Education-Bureau of Learning Resources (DepEd-BLR) Office Address: Ground Floor Bonifacio Building, DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: [email protected] / [email protected]

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INTRODUCTION It is our desire that this teacher‘s guide (TG) on Practical Research 1: Qualitative Research will provide you with a general understanding of how to conduct practical qualitative research and possibly even encourage you to undertake a study that you may have been thinking about doing.

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Research is a delightful way to discover valuable learnings and skills. Through this subject, you help develop your students‘ abilities in establishing connections, listening, and observing, which are the primary elements needed in the

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qualitative research process. Your students will find out how to conduct practical researches that they can apply in their specific track. Often, when students find out that they are going to engage in ―research,‖ you can immediately see the worry and skepticism sketched in their faces. Your goal as a teacher is to replace that worry with excitement, that skepticism with confidence. Your students will discover how

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much fun it is to do research as they eagerly learn new things and develop a new and better perspective about research.

You, as a teacher of Practical Research 1,

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are in the best position to guide your students in conducting their qualitative research.

Twenty-first century learning is about the opportunities that you can provide

your students in solving problems through their collaboration with their peers and

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surroundings. It is about learning how to discover, to improvise, and to interact, using research as a tool to expand their knowledge and skills. With this guide on Practical Research 1, we hope that you will able to nurture your students to be active, creative, and collaborative researchers.

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TABLE OF CONTENTS Practical Research 1 Curriculum Guide Module 1: Nature of Inquiry and Research 1: The Importance of Research in Daily Life 2: The Characteristics, Processes, and Ethics of Research 3: Quantitative and Qualitative Research 4: The Kinds of Research Across Fields

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Module 2 & 3: Qualitative Research and Its Importance in Daily Life Identifying and Stating the Problem 1, 2, 3, & 4: The Value of Qualitative Research— Its Kinds, Characteristics, Uses, Strengths, and Weaknesses and the Importance of Qualitative Research Across Fields of Inquiry

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Module 4: Learning from Others and Reviewing the Literature

1: What is a Literature Review and Why Do I Need Such? 2: Criteria in Selecting, Citing, and Synthesizing the Related Literature 3: Ethical Standards in Writing

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Module 5: Understanding Data and Ways to Systematically Collect Data

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1: Qualitative Research Designs 2: Description of Sampling and Data Collection 3: Analysis of Procedures such as Survey, Interview, and Observation 4: Application of Creative Design Principles for Execution

Module 6: Finding Answers through Data Collection

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1: The Observation Method 2: The Interview Method

vii 1 6 10 16 23 27 33

41 47 52 68 74 79 90 97 111 113 118 122

Module 7: Analyzing the Meaning of Data and Drawing Conclusion 1: Patterns and Themes from Data

Module 8: Reporting and Sharing of Findings 1: Guidelines in Making Conclusions and Recommendations 2: Techniques in Listing References 3: The Process of Writing Report

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130 134 147 151 156 166

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PRACTICAL RESEARCH 1

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Curriculum Guide

as of December 2013. To check for updates, visit http://www.deped.gov.ph/k-to-12/curriculum-guides

vii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

Grade: 11 Subject Title: Practical Research 1

Semester: Second Semester No. of Hours/Semester: 80 hours/semester

Subject Description: This course develops critical thinking and problem-solving skills through qualitative research.

1. the importance of research in daily life

The learner is able to: use appropriate kinds of research in making decisions.

2. the characteristics, processes, and ethics of research

1. shares research experiences and knowledge

2. explains the importance of research in daily life

3. quantitative and qualitative research

4. the kinds of research across fields

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The learner:

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The learner demonstrates understanding of:

LEARNING COMPETENCIES

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PERFORMANCE STANDARD

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Nature of Inquiry and Research

CONTENT STANDARD

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CONTENT

CS_RS11-IIIa-1

CS_RS11-IIIa-2

3. describes characteristics, processes, and ethics of research

CS_RS11-IIIa-3

4. differentiates quantitative from qualitative research

CS_RS11-IIIa-4

5. provide examples of research in areas of interest (arts, humanities, sports, science, business, agriculture and fisheries, information and communication technology, and social inquiry)

CS_RS11-IIIa-5

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The learner demonstrates understanding of: 1. the value of qualitative research; its kinds, characteristics, uses, strengths, and weaknesses

The learner is able to:

The learner:

decide on suitable qualitative research in different areas of interest.

1. describes characteristics, strengths, weaknesses, and kinds of qualitative research

2. illustrates the importance of qualitative research across fields

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2. the importance of qualitative research across fields of inquiry


1. the range of research topics in the area of inquiry

CODE

CS_RS11-IIIb-1

CS_RS11-IIIb-2


The learner:

formulate clearly statement of research problem

1. designs a research project related to daily life

CS_RS11-IIIc-e-1

2. writes a research title

CS_RS11-IIIc-e-2

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Identifying the Inquiry and Stating the Problem


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Qualitative Research and Its Importance in Daily Life

CONTENT STANDARD

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CONTENT

2. the value of research in the area of interest

3. describes the justifications/reasons for conducting the research

3. the specificity and feasibility of the problem posed

4. states research questions

CS_RS11-IIIc-e-4

5. indicates scope and delimitation of research

CS_RS11-IIIc-e-5

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CS_RS11-IIIc-e-3

1. the criteria in selecting, citing, and synthesizing related literature 2. ethical standards in writing related literature

The learner is able to: 1. select, cite, and synthesize properly related literature

2. use sources according to ethical standards 3. present written review of related literature

CODE

6. cites benefits and beneficiaries of research

CS_RS11-IIIc-e-6

7. presents written statement of the problem

CS_RS11-IIIc-e-7

The learner:

1. selects relevant literature

CS_RS11-IIIf-j-1

2. cites related literature using standard style (APA, MLA or Chicago Manual of Style)

CS_RS11-IIIf-j-2

3. synthesizes information from relevant literature

CS_RS11-IIIf-j-3

4. writes coherent review of literature

CS_RS11-IIIf-j-4

5. follows ethical standards in writing related literature

CS_RS11-IIIf-j-5

6. presents written review of literature

CS_RS11-IIIf-j-6

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Learning from Others and Reviewing the Literature

CONTENT STANDARD

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CONTENT

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The learner demonstrates understanding of: 1. qualitative research designs 2. the description ofsample 3. data collection and analysis procedures such as survey, interview, and observation

The learner:

1. describe qualitative research designs, sample, and data collection and analysis procedures

1. chooses appropriate qualitative research design

CS_RS11-IVa-c-1

2. describes sampling procedure and sample

CS_RS11-IVa-c-2

2. apply imaginatively art/design principles to create artwork

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observation and interview procedures and skills

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4. the application of creative design principles for execution Finding Answers through Data Collection


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Understanding Data and Ways To Systematically Collect Data

CONTENT STANDARD

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CONTENT

gather relevant information with intellectual honesty

3. plans data collection and analysis procedures

CS_RS11-IVa-c-3

4. presents written research methodology

CS_RS11-IVa-c-4

5. utilizes materials and techniques to produce creative work

CS_RS11-IVa-c-5

The learner: 1. collects data through observation and interviews

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CS_RS11-IVd-f-1

drawing out patterns and themes from data

The learner demonstrates understanding of: 1. guidelines in making conclusions and recommendations

The learner:

analyze and draw out patterns and themes with intellectual honesty

1. infers and explain patterns and themes from data

CS_RS11-IVd-f-2

2. relates the findings with pertinent literature

CS_RS11-IVd-f-3


The learner:

1. form logical conclusions

1. draws conclusions from patterns and themes

CS_RS11-IVg-j-1

2. make recommendations based on conclusions

2. formulates recommendations based on conclusions

CS_RS11-IVg-j-2

3. write and present a clear report

3. lists references

CS_RS11-IVg-j-3

4. presents a written research report

CS_RS11-IVg-j-4

5. finalizes and present best design

CS_RS11-IVg-j-5

6. writes short description and present best design

CS_RS11-IVg-j-6

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2. techniques in listing references

3. the process of report writing

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4. execute best design

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Reporting and Sharing the Findings



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Analyzing the Meaning of the Data and Drawing Conclusions


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CONTENT STANDARD

CONTENT

4. selection criteria and process of best design

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GLOSSARY research ethics relate to the standards that should be upheld to guard participants from harm or risk. Ethical considerations should be made at each stage of the research design and include informed consent, voluntary participation and respect for confidentiality. (www.kcl.ac.uk/library/nhs/training/glossary.doc)

Intellectual Honesty

is an applied method of problem solving in academia, characterized by an unbiased, honest attitude, which can be demonstrated in a number of different ways, including but not limited to:  One's personal beliefs do not interfere with the pursuit of truth;  Relevant facts and information are not purposefully omitted even when such things may contradict one's hypothesis;  Facts are presented in an unbiased manner, and not twisted to give misleading impressions or to support one view over another;  References, or earlier work, are acknowledged where possible, and plagiarism is avoided. (http://en.wikipedia.org/wiki/Intellectual_honesty)

Qualitative Research

a method of inquiry employed in many different academic disciplines, traditionally in the social sciences, but also in market research and further contexts. (http://en.wikipedia.org/wiki/Qualitative_research)

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Quantitative Research

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Ethics

refers to the systematic empirical investigation of social phenomena via statistical, mathematical or numerical data or computational techniques. (http://en.wikipedia.org/wiki/Quantitative_research)

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Code Book Legend LEGEND

SAMPLE

Learning Area and Strand/ Subject or Specialization

First Entry

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Sample: CS_RS11-IIIa-1

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Grade Level

Applied Track Subject_Research

Roman Numeral

Quarter

*Zero if no specific quarter

CS_RS11

Grade 11

Third Quarter

III

Week one

a

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Lowercase Letter/s Week

*Put a hyphen (-) in between letters to indicate more than a specific week

Competency

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Arabic Number

shares research experiences and knowledge

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Module 1 NATURE OF INQUIRY AND RESEARCH

A. Learning Outcomes Content Standard

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The learner demonstrates understanding of the importance of research in daily life, the characteristics, processes and the ethics of research, the difference between quantitative and qualitative research and the kinds of research across fields. Performance Standard

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Use appropriate kinds of research in decision-making

Unpacking the Standards for Understanding Lessons

Importance of research in daily life Characteristics, processes, and ethics of research Quantitative and qualitative research Kinds of research across fields

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1. 2. 3. 4.

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Learning Competencies The learner…

Shares research experiences and knowledge Explains the importance of research in daily life Describes characteristics, processes, and ethics of research Differentiates quantitative from qualitative research Provides examples of research in areas of interest (arts, humanities, sports, science, business, agriculture and fisheries, information and communication technology, and social inquiry)

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1. 2. 3. 4. 5.

Essential Understanding

Essential Question

Learners will understand that the concepts of inquiry and research have wide applications in real life and are useful tools to develop critical thinking and problem solving skills.

How does nature of inquiry and research facilitate in finding solutions to real-life problems and develop critical thinking skills?

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Transfer Goal Learners will be able to provide examples of research in different areas of interest (arts, humanities, sports, science, information and communication technology and social inquiry).

B. Planning for Assessment Product/Performance

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The following are products and performances that learners are expected to come up within this module.

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1. Share experiences and knowledge on research 2. Share importance of research in daily life 3. Differentiate the kinds of research 4. Discuss the importance of research in decision making 5. Differentiate quantitative from qualitative research 6. Identify examples of quantitative and qualitative research 7. Discuss the major characteristics of qualitative research 8. Explain the general characteristics of qualitative research 9. Explain the processes of conducting research 10. Discuss the ethics in conducting research 11. Explain the characteristics of quantitative and qualitative research on a continuum in the process of research 12. Explain the kinds of research across fields 13. Create a graphic organizer of the difference between qualitative and quantitative research 14. Create an integrative paper on the importance of research in daily life Assessment Map

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Cognitive Processes

Remembering

The Pre-Assessment

Part 1 1. Identify the importance of research in our daily life 2. Determine the importance of research to other fields Part 2 1. Enumerate the major characteristics of research 2. Enumerate the general characteristics of research Part 3 1. Define qualitative and quantitative research Part 4 1. Identify the kinds of research across fields


Cognitive Processes

The Pre-Assessment

Understanding Part 1 1. Determine the importance of research in decision making Part 2 1. Determine the processes in conducting research Part 2 1. Discuss the characteristics, processes, and ethics of research Part 3 1. Explain the characteristics of quantitative and qualitative research on a continuum in the process of research

Analyzing

Part 2 1. Differentiate ethical and unethical practices in conducting research 2. Discuss the ethical considerations in conducting research. Part 3 1. Identify examples of quantitative and qualitative research Part 4 1. Differentiate the kinds of research across fields 2. Explain the kinds of research across fields

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Applying

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Evaluating

Creating

Part 2

1. Explain the processes of conducting research 2. Discuss how to select a problem Part 3 1. Explain the difference between qualitative and quantitative research 2. Distinguish a qualitative research from a quantitative research Part 1 1. Create an integrative paper on the importance of research in daily life Part 2 1. Make a problem statement


Cognitive Processes

Lesson 1 1. Identify the importance of research in our daily life 2. Determine the importance of research to other fields Lesson 2 1. Enumerate the major characteristics of research 2. Enumerate the general characteristics of research Lesson 3 1. Define qualitative and quantitative research Lesson 4 1. Identify the kinds or research across fields

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Remembering

Formative Assessment

Lesson 2 1. Discuss the characteristics, processes, and ethics of research Lesson 3 1. Explain the characteristics of quantitative and qualitative research on a continuum in the process of research

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Applying

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Understanding Lesson 1 1. Determine the importance of research in decision making Lesson 2 2. Determine the processes in conducting research

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Analyzing

Evaluating

Lesson 2 1. Differentiate ethical and unethical practices in conducting research 2. Discuss the ethical considerations in conducting research Lesson 3 1. Identify examples of quantitative and qualitative research Lesson 4 1. Differentiate the kinds of research across fields 2. Explain the kinds of research across fields Lesson 2 1. Explain the processes of conducting research 2. Discuss how to select a problem Lesson 3 1. Explain the difference betweenqualitative and quantitative research 2. Distinguish a qualitative research from a quantitative research 4


Cognitive Processes Creating

Formative Assessment Lesson 1 1. Create an integrative paper on the importance of research in daily life Lesson 2 1. Create a problem statement

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Lesson 4 1. Give examples of researches across fields

Cognitive Processes

Summative Assessment

Remembering

1. 2. 3. 4. 5.

Understanding

1. Determine the importance of research in decision making 2. Determine the processes in conducting research 1. Discuss the characteristics, processes, and ethics of research 2. Explain the characteristics of quantitative and qualitative research on a continuum in the process of research 1. Differentiate ethical and unethical practices in conducting research 2. Discuss the ethical considerations in conducting research. 3. Differentiate the kinds of research across fields

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Applying

Determine the importance of research to other fields Enumerate the major characteristics of research Enumerate the general characteristics of research Define qualitative and quantitative research Identify the kinds or research across fields

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Analyzing

Evaluating

1. Explain the processes of conducting research 2. Explain the difference between qualitative and quantitative research 3. Distinguish a qualitative research from a quantitative research

Creating

1. Create an integrative paper on the importance of research in daily life 2. Create a problem statement 3. Give examples of researches across fields

C. Lesson Proper 5 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

LESSON 1: The Importance of Research in Daily Life

I.

What to Know

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Research is significant in our everyday activities. It is the result of a thinking process that involves students in questioning techniques or models. In order for students to have a grasp of the techniques/models of inquiry, you have to discuss with them the processes involved in inquiry and research. Discuss the concepts in the box regarding inquiry-based learning.

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Inquiry is in the form of authentic (real-life) problems within the context of the curriculum and/or community. The inquiry capitalizes on student curiosity. Data and information are actively used, interpreted, refined, digested and discussed. Teachers, students and teacher-librarian collaborate. Community and society are connected with the inquiry. The teacher models the behaviors of inquirer. The teacher uses the language of inquiry on an ongoing basis. Students take ownership of their learning. The teacher facilitates the process of gathering and presenting information. The teacher and students use technology to advance inquiry. The teacher embraces inquiry as both content and pedagogy. The teacher and students interact more frequently and more actively than during traditional teaching. There is an identifiable time for inquiry-based learning.

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According to Drayton & Falk (2001), the following are the characteristics of classrooms where teachers emphasized inquirybased learning:

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Source: Focus on Inquiry: A Teacher’s Guide to Implementing Inquiry-based Learning.

In addition, discuss to the students the inquiry model in the following page.


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Inquiry Model

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Source: Focus on Inquiry: A Teacher’s Guide to Implementing Inquiry-based Learning.

Research is important when we know how to make sense of it. With this, we need to check the learner‘s prior knowledge of how research is used in daily life. Assessing these will facilitate teaching and students‘ understanding of the importance of research in daily life. Tell the students that as they go through this lesson, they have to think of this important question: How does inquiry and research facilitate in finding solutions to real-life problems and develop critical thinking skills and lifelong learning? To strengthen the learners‘ knowledge of the importance of research in daily life, ask them to create an integrative paper on the use of research in their daily life. Let the students share their experiences on 7


the importance of research. Tell them to relate their experiences and decision making to the results of published researches and for the effect of such researches to the decisions they do every day. II.

What to Process

III.

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In this section, help the students appreciate the importance of research in daily life. Tell them to compose an essay regarding the use of research in their daily life as a student. This is an important skill that should be developed in every student. This is necessary in order for them to realize the value of research. What to Reflect on and Further Understand

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Administer a formative test to determine the mastery of the students in this lesson (see Assessment Map). Tell them to identify situations in daily life that research is of great importance. Let them explain how to use results of researches in good decision-making.

Formative Assessment 1.1

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Examining research studies

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Ask the students to read sample research then ask them to write a reflection paper about the importance of research in our daily life. Provide the students the following guide questions in writing their reflection.

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What appears to be the main objective of the research? Does the research have conclusion and recommendation? Why is the research conducted? How does the research study help you in your daily life?

IV.

What to Transfer

Give the students opportunities to demonstrate their understanding of the importance of research in daily life by conducting a survey/interview of 20 students asking them the importance of research in their daily life. This can be done through a collaborative work. In addition, ask them to look for examples of research in different areas of interest (arts, humanities, sports, science, information and communication technology and social inquiry) then ask them to present the importance of the research they have found in their daily activities. 8 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

V.

Summary/Synthesis/Generalization

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The lesson underscores the importance of research in daily life. The values of appreciation and camaraderie are developed among the students through collaborative work. Students are able to share their ideas and listen to the ideas of others. Also, the lesson provided students with opportunities to determine the importance of research in their daily life. It also strengthened their decision-making using the results of researches. Moreover, this lesson developed the analytical and critical thinking skills of the students and encouraged them to discuss importance of research in their daily life as students.

References

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Focus on Research: A Guide to Developing Students’ Research Skills. Edmonton, Alberta: Alberta Education, 1990. http://www.library.ualberta.ca/documents/focusonresearch.pdf. Donham, Jean, Kay Bishop, Carol Collier Kuhlthau, and Dianne Oberg. Inquiry-based Learning: Lessons from Library Power. Worthington, OH: Linworth, 2001.

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Focus on Inquiry: A Teacher’s Guide to Implementing Inquiry-based Learning. Ebook. Edmonton, Alberta, Canada: Alberta Learning, Learning and Teaching Resources Branch, 2004. http://www.teaching books.net/content/FocusOnInquiry.pdf.

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Jonassen, David H. Computers as Mind tools for Schools: Engaging Critical Thinking. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2000.


LESSON 2: The Characteristics, Processes, and Ethics of Research

I.

What to Know

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Check the student‘s prior knowledge on the meaning of research, characteristics, processes and ethics involved in conducting research. Assessing these will facilitate teaching and students‘ understanding of what research really is. Explain to students that as they go through this lesson, they have to think of these essential questions for understanding of the concepts: What are the characteristics of research? What are the qualities of a good researcher? What are the components of the research process? How do you differentiate the types of variables? What are the classifications of research? What are the processes involved in conducting research? What are the obligations of researchers in order to adhere to professional standards? What factors should be considered in selecting a research problem? Why do we need ethics in research? What are the unethical practices in conducting research?

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To strengthen students‘ knowledge of the different concepts that involve research, ask them to create a reflection paper of the ethical and unethical practices in conducting research. Let the students cite examples of researches that have ethical implications. Tell them to relate their experiences and decision-making when conducting their research and the effect of researches to the readers if it is not done properly.

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MEANING AND CHARACTERISTICS OF RESEARCH

Research is defined as the scientific investigation of phenomena which includes collection, presentation, analysis and interpretation of facts that lines an individual‘s speculation with reality.


Characteristics of Research

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1. Empirical. Research is based on direct experience or observation by the researcher. 2. Logical. Research is based on valid procedures and principles. 3. Cyclical. Research is a cyclical process because it starts with a problem and ends with a problem. 4. Analytical. Research utilizes proven analytical procedures in gathering the data, whether historical, descriptive, and experimental and case study. 5. Critical. Research exhibits careful and precise judgment. 6. Methodical. Research is conducted in a methodical manner without bias using systematic method and procedures. 7. Replicability. The research design and procedures are replicated or repeated to enable the researcher to arrive at valid and conclusive results.

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Source: Calmorin and Calmorin, Research Methods and Thesis Writing.

To make students realize the nature of research, you may present the research process diagram that includes the following research processes:

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Select a general problem. Review the literature of the problem. Select a specific research problem, question, or hypothesis. Collect data. Analyze and present or display data. Interpret the findings and state conclusions or generalizations regarding the problem.

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

Factors to Consider in Selecting a Research Problem

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1. Researcher‘s area of interest 2. Availability of funds 3. Investigator‘s ability and training

(There are examples in this book and please consider the sites provided.) 1. An example of grounded theory ‘Negotiating commitment and involvement in the nurse–patient relationship’ by Janice Morse (1992b). (2016, September 1) Retrieved from https://uk.sagepub.com/engb/asi/node/40377/print


2. An example of case study research Ulric Neisser’s (1981) analysis of John Dean’s testimony (2016, September 1). Retrieved from http://people.whitman.edu/~herbrawt/ classes/110/Neisser.pdf.

Formative Assessment 1.2 Finding and analyzing an existing research study

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Ask the students to select one (1) published research aligned to their specialization. Ask them to analyze the research by answering the following questions:

II.

What to Process

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What is the research all about? What are the processes used in the research study? Did the researcher consider the ethics in conducting research? Why did you say so?

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In this section, ask the students to have a discourse with regards to the processes and characteristics of research. Tell them to research about the processes and characteristics of research then share it with their classmates through a collaborative work. Make sure that each student brings with them their research. This is necessary in order for them to understand deeply the processes involved in conducting research and its characteristics. Guide Questions for group discussion: What are the characteristics of research? What is cyclical research? How do you differentiate empirical from logical research? What are the processes involved in conducting research?

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   

III.

What to Reflect on and Further Understand Administer a formative test about the processes involved in conducting research, characteristics of research and ethical considerations in conducting research to determine the mastery of the students on the lesson (see Assessment Map).


Formative Assessment 1.3 True or False and Essay Writing Conduct a true or false item test about the characteristics of research and the ethical considerations in conducting research.

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Ask the students to write an essay about the ethical considerations in conducting research.

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Ethics in Research

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Ethics generally is considered to deal with beliefs about what is right or wrong, proper or improper, good or bad. According to a dictionary definition (Webster‘s 1968), to be ethical is to conform to accepted professional practice. Ethical considerations in conducting research

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1. Objectivity and integrity 2. Respect of the research subjects‘ right to privacy and dignity and protection of subjects from personal harm 3. Presentation of research findings 4. Misuse of research role 5. Acknowledgement of research collaboration and assistance 6. Distortions of findings by sponsor

D

Unethical practices in conducting research 1. Deceiving a respondent about the true purpose of a study 2. Asking a respondent questions that cause him or her extreme embarrassment; guilt emotional turmoil by remaining him or her of an unpleasant experience 3. Invading the privacy of a respondent 4. Studying the respondents or research subjects without their knowledge 5. When analyzing the data—revealing only part of the facts, presenting facts out of context, falsifying findings or offering misleading presentation such as lying with statistics Source: Biglete, ―Ethical Considerations in Conducting Research‖.


Going Further! Please visit the sites below for further discussion of ethical and unethical practices in conducting research. Retrieved February 19, 2016.

What to Transfer

C O

IV.

PY

1. http://www.hsj.gr/medicine/what-are-the-major-ethical-issues-inconducting-research-is-there-a-conflict-between-the-research-ethicsand-the-nature-of-nursing.pdf 2. https://resources.oncourse.iu.edu/access/content/group/c5db03a407a3-4889-0030-c6878c68681e/D620/readings/EthicsFraenkel.pdf 3. http://www.cwu.edu/~jefferis/PEHL557/pehl557_ethics.html 4. https://owl.english.purdue.edu/owl/resource/559/02/ 5. https://accelerate.ucsf.edu/files/CTRFP_Ethical_Considerations.pdf 6. http://www.niehs.nih.gov/research/resources/bioethics/whatis/

EP E

D

Tell the students to look for a sample of local and international research in their own field of specialization (library or research in the internet). Ask them to evaluate the research if it follows the considerations for ethical practices in conducting research. Show examples of research that considered ethical practices and ask them to compare. This can be done through an individual or a collaborative work. In addition, ask the students to give examples of researches conducted for each type of research (Basic Research, Applied Research and Developmental Research). Tell them to share their examples with their classmates through a group discussion.

D

Going Further!

Please visit the sites provided for sample researches across fields: 1. Understanding the value of qualitative research in nursing. Retrieved last February 19, 2016. “NT 20 February 2007 Vol 103 No 8 www.nursingtimes.net” 2. http://engineeringresearch.org/index.php/GJRE(Researches for Engineering).Retrieved last February 19, 2016 3. http://www.kspope.com/(Researches for Psychology) Retrieved last February 19, 2016 4. http://psych.hanover.edu/research/exponnet.html(Researches for Psychology) Retrieved last February 19, 2016 5. http://www.tandfonline.com/toc/rabr20/current (Researches for 14


business and accounting) Retrieved last February 19, 2016 6. http://www.scimagojr.com/journalsearch.php?q=28034&tip=sid (Researches for business and accounting). Retrieved last February 19, 2016

V.


C O

PY

This lesson is about the Characteristics, Processes, and Ethics of Research. The lesson discussed the different characteristics, processes and ethics of research. Also, it encouraged the teachers to explain the unethical practices of a researcher. Moreover, it provided the students opportunities to identify examples of research for each type of research discussed (Basic Research, Applied Research and Developmental Research). It also strengthened the ideas and skills of students in differentiating the ethical and unethical practices of a research. Moreover, this lesson explained the processes involved in conducting qualitative research.

References

EP E

D

Biglete, Amelia. ―Ethical Considerations in Conducting Research.‖ Lecture, May 2014. Calmorin, Laurentina P., and Melchor A. Calmorin. Research Methods and Thesis Writing. 2nd edition. Manila: Rex Bookstore, 2007. Paton, Michael. Quantitative Evaluation and Research Methods. 2nd ed. Newburry Park, CA: Sage, 1990.

D

Willig, Carla. Introducing Qualitative Research in Psychology: Adventures in Theory and Method. Ebook. 2nd ed. Maidenhead: McGraw-Hill Education, 2008.


LESSON 3: Quantitative and Qualitative Research

I.

What to Know

PY

Ask the students to differentiate quantitative from qualitative research. This is done to determine the understanding of students about quantitative and qualitative research. Doing this activity will help students in discussing the difference between qualitative and quantitative research. Tell the students that as they go through this lesson, they have to think of these essential questions for understanding of the concepts: What is qualitative research? What is the difference between qualitative and quantitative research?

C O

To strengthen student‘s knowledge of the different concepts on qualitative and quantitative research, discuss the definitions of qualitative and quantitative research and the difference between them in terms of objectives, data analysis and outcomes. Finally, discuss the philosophical assumptions of quantitative and qualitative researchers

D

Definition of Quantitative and Qualitative Research

EP E

Quantitative research is a type of educational research in which the researcher decides what to study; asks specific, narrow questions; collects quantifiable data from participants; analyzes these numbers using statistics; and conducts the inquiry in an unbiased, objective manner.

D

Qualitative research is a type of educational research in which the researcher relies on the views of participants; asks broad, general questions; collects data consisting largely words (text) from participants; describes and analyzes these words for themes; and conducts the inquiry in a subjective, biased manner. Qualitative



In-depth understanding of underlying reasons and motivations

  

Non-statistical Contextual Thematic



Not conclusive nor generalizable

Objectives

Data Analysis

Outcomes

Quantitative  

Quantification of data Measurement of incidence, etc.



Statistical

 

Broad based insights Population based understanding


Differences between Quantitative and Qualitative Research Quantitative Methodologies

Qualitative Methodologies Preference for hypotheses that emerge as the study develops

Preference for precise definitions stated at the outset

Preference for definitions in context or as study progresses

Data reduced to numerical scores

Preference for narrative description

Much attention to assessing and improving reliability of scores obtained from instruments

Preference for assuming that reliability of inferences is adequate

Assessment of validity through a variety of procedures with reliance on statistical indices

Assessment of validity through crosschecking sources of information (triangulation)

C O

PY

Preference for precise hypothesis stated at the outset

Differing Philosophical Assumptions of Quantitative and Qualitative Researchers Assumptions of Quantitative Researchers

Assumptions of Qualitative Researchers

The individuals involved in the research situations construct reality; thus, realities exist in the form of multiple mental constructions.

Research investigations can potentially result in accurate statements about the way the world really is.

Research investigations produce alternative visions of what the world is like.

It is possible for the researcher to remove him- or herself—to stand apart—from that which is being researched.

It is impossible for the researcher to stand apart from the individuals he or she is studying.

D

EP E

D

There exists a reality ―out there,‖ independent of us, waiting to be known. The task of science is to discover the nature of reality and how it works.

Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.


II.

What to Process Ask the students to have a collaborative work. Tell them to discuss the difference between qualitative and quantitative research as explained in the previous discussion. Give each group a sample qualitative and quantitative research. Tell them to distinguish the two researches. Ask the students to present their output to the class. Finally, ask the students to have the Formative Assessment 1.4. Formative Assessment 1.4

PY

Identifying Qualitative and Quantitative Research

III.

C O

Ask the students to find qualitative and quantitative researches, list the title of the researches and identify whether the research is qualitative or quantitative.

What to Reflect on and Further Understand

D

Administer a formative test on qualitative and quantitative research. Ask the students to determine which is quantitative from qualitative methodologies. Let them further differentiate quantitative and qualitative researches based on its philosophical assumptions.

D

EP E

Example: Tell whether the given statement is a Quantitative Methodology or Qualitative Methodology. Explain your answer for each item. 1. Preference for specific design control for procedural bias. 2. Primary reliance on researcher to deal with procedural bias. 3. Preference for statistical summary of results. 4. Preference for narrative summary of results. 5. Willingness to manipulate aspects, situations, or conditions in studying complex phenomena. Note: The table on the next page serves as a reference of the teachers in answering the questions above.


Quantitative Versus Qualitative Research Quantitative Methodologies

Quantitative Methodologies Preference for hypotheses that emerge as study develops.

Preference for precise definitions stated at the outset.

Preference for definitions in context or as study progresses.

Data reduced to numerical scores.

Preference for narrative description.

Much attention to assessing and improving reliability of scores obtained from instruments.

Preference for assuming that reliability of inferences is adequate.

C O

PY

Preference for precise hypothesis stated at the outset.

Assessment of validity through crosschecking sources of information (triangulation).

Preference for random techniques for obtaining meaningful samples.

Preference for expert information (purposive) samples.

Preference for precisely describing procedures.

Preference for narrative/literary descriptions of procedures.

D

Assessment of validity through a variety of procedures with reliance on statistical indices.

Preference for logical analysis in controlling or accounting for extraneous variables.

Preference for specific design control for procedural bias.

Primary reliance on researcher to deal with procedural bias.

Preference for statistical summary of results.

Preference for narrative summary of results.

D

EP E

Preference for design or statistical control of extraneous variables.

Preference for breaking down complex phenomena into specific parts for analysis.

Preference for holistic description of complex phenomena.

Willingness to manipulate aspects, situations, or conditions in studying complex phenomena.

Unwillingness to tamper with naturally occurring phenomena.

Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education


IV.

What to Transfer Ask the students to produce a reflection paper of the things they learned about the differences between qualitative and quantitative research and the differing philosophical assumptions of quantitative and qualitative researchers.

PY

In addition, ask the students to look for examples of qualitative and quantitative researches. Tell them to share their examples with their classmates and let them explain the reasons why the research is considered qualitative or quantitative. Reflection Evaluation Criteria (the rubric)

Depth of Reflection (25% of TTL Points)

Sufficient (48–53 points)

Minimal (1–47 points)

Unacceptable (0 points)

Response demonstrates an in-depth reflection on, and personalization of the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable.

Response demonstrates a general reflection on, and personalization of the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.

Response demonstrates a minimal reflection on, and personalization of the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment.

Response demonstrates a lack of reflection on, or personalization of the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.

D

EP E

D

___/15

Superior (54–60 points)

C O

Criteria


Required Components (25% of TTL Points)




Response includes all components and meets or exceeds all requirements indicated in the instructions. Each question or part of the assignment is addressed thoroughly. All attachments and/or additional documents are included, as required.

Response includes all components and meets all requirements indicated in the instructions. Each question or part of the assignment is addressed. All attachments and/or additional documents are included, as required.

Response is missing some components and/or does not fully meet the requirements indicated in the instructions. Some questions or parts of the assignment are not addressed. Some attachments and additional documents, if required, are missing or unsuitable for the purpose of the assignment.

Response excludes essential components and/or does not address the requirements indicated in the instructions. Many parts of the assignment are addressed minimally, inadequately, and/or not at all.

Writing is unclear and/or disorganized. Thoughts are not expressed in a logical manner. There are more than five spelling, grammar, or syntax errors per page of writing.

Writing is unclear and disorganized. Thoughts ramble and make little sense. There are numerous spelling, grammar, or syntax errors throughout the response.

EP E

D

C O

___/15


PY

Criteria

Structure

(25% of TTL Points)

D

___/15

Writing is clear, concise, and well organized with excellent sentence/para graph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.

Writing is mostly clear, concise, and well organized with good sentence/para graph construction. Thoughts are expressed in a coherent and logical manner. There are no more than five spelling, grammar, or syntax errors per page of writing.


(25% of TTL Points) ___/15




Response shows strong evidence of synthesis of ideas presented and insights gained throughout the entire course. The implications of these insights for the respondent's overall teaching practice are thoroughly detailed, as applicable.

Response shows evidence of synthesis of ideas presented and insights gained throughout the entire course. The implications of these insights for the respondent's overall teaching practice are presented, as applicable.

Response shows little evidence of synthesis of ideas presented and insights gained throughout the entire course. Few implications of these insights for the respondent's overall teaching practice are presented, as applicable.

Response shows no evidence of synthesis of ideas presented and insights gained throughout the entire course. No implications for the respondent's overall teaching practice are presented, as applicable.

PY

Evidence and Practice


C O

Criteria

Source: web.uri.edu/assessment/files/reflection_rubric.doc

V.

EP E

D

Please see rubric from the website below: https://www.cmu.edu/teaching/assessment/examples/courselevel-bycollege/cfa/ tools/reflectionpaper-cfa.pdf


D

This lesson was about the difference between quantitative and qualitative research. The lesson discussion started with the definition of qualitative and quantitative research followed by the discussion on the differences between qualitative and quantitative research methodologies. Also, it clarified the differing philosophical assumptions of quantitative and qualitative researchers. It also strengthened the ideas and skills of students in determining if a research is qualitative or quantitative. Finally, it allowed students to reflect and share their ideas about the differences between qualitative and quantitative research. References

Fraenkel, Jack R., and Norman E. Wallen. How To Design And Evaluate Research In Education. 5th ed. Boston: McGraw-Hill Education, 2003. ―Reflection Evaluation Criteria‖. Accessed June 2016. http;//web.uri.edu/assessment/files/reflection_rubric.doc. 22 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

LESSON 4: The Kinds of Research Across Fields

I.

What to Know

C O

PY

Determine if the students are familiar with different researches in various areas of interest (arts, humanities, sports, science, business, agriculture and fisheries, information and communication technology, and social inquiry). This is done to facilitate the teaching and learning process. In doing this activity, the students will be exposed to different researches across fields. Tell the students that as they go through this lesson, they have to think of the following essential questions for understanding the different examples of researches: What are the different researches that you have read? Why do we need to determine the different research areas?

EP E

D

To strengthen student‘s knowledge of the kinds of researches across fields, discuss and show examples of researches conducted across fields. Finally, tell the students to look for published or unpublished researches in different areas of interest: arts, humanities, sports, science, business, agriculture and fisheries, information and communication technology, and social inquiry.

Note: Please visit the sites below if researches in arts, humanities, sports, science, business, agriculture and fisheries, information and communication technology, and social inquiry are not available in the library.

D

1. http://www.tandfonline.com/toc/rqrs21/current 2. http://www.tandfonline.com/action/doSearch?quickLinkJournal=&jo urnalText=&AllField=qualitative+research+in+arts&publication=433 68657 (Sports) 3. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r esearch+in+business (Business) 4. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r esearch+in+agricultural+and+fisheries (agriculture and fisheries) 5. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r esearch+in+information+and+communication+technology (ICT) 6. http://www.tandfonline.com/action/doSearch?AllField=qualitative+r esearch+in+social+inquiry+ (Social Inquiry)


II.

What to Process Collaborative work: Ask the students to differentiate researches conducted across fields. Tell them to identify similarities and differences in the processes used in conducting the research. Show two examples of research in different field and determine their similarities and differences.

III.

C O

PY

Ask the students to consider the following when doing the collaborative work. 1. Identify two researchers in an area of interest (arts, humanities, sports, science, business, agriculture and fisheries, information and communication technology, and social inquiry). 2. Differentiate the researches by identifying their similarities and differences. 3. Present your output using PowerPoint presentation. Ask someone in your group to present your output. What to Reflect on and Further Understand

D

Show an example of research and ask the students to determine the important concepts and processes that they would get in the research. Tell them to discuss among themselves the things they learned in reading the research. This activity can be done collaboratively.

What to Transfer

D

IV.

EP E

During the collaborative activity, students should consider the guide questions below. 1. What method is used in the research? 2. What are the questions asked? 3. Were the questions answered by the results and discussion? 4. What conclusion can you get from the results of the research? 5. What are the recommendations of the researchers?

Ask the students to produce a journal of the things they learned from the different examples of researches across fields. Tell them to do collaborative work then share and discuss their journals among themselves. Finally, ask the students to choose a representative to share the summary of their discussions. Make sure to let them emphasize on the researches related to their specializations.


Summative Test Nature of Inquiry and Research Ask the students to take a summative test that includes the following: Enumerate the major characteristics of research Enumerate the general characteristics of research Identify the kinds or research across fields Determine the importance of research in decision making and the processes in conducting research 5. Discuss the characteristics, processes, and ethics of research 6. Differentiate ethical and unethical practices in conducting research 7. Discuss the ethical considerations in conducting research 8. Differentiate the kinds of research across fields 9. Explain the processes of conducting research 10. Explain the difference between qualitative and quantitative research

D

C O

PY

1. 2. 3. 4.

EP E

Reflection Journal Rubric

Criteria

5

3

1

0

All or almost all of the entries have a connection to structure.

Most entries have a connection to structure.

Few entries have a connection to structure.

None of the entries have a connection to structure.

Feelings and Thoughts (x2)

Feelings and thoughts are revealed in all or almost of the entries.

Feelings and thoughts are revealed in most entries.

Feelings and thoughts are revealed in few of the entries.

None of your feelings and thoughts are revealed in any of the entries.

Format

The proper format has been followed for all of the entries.

The proper format has been followed for most of the entries.

The proper format has been followed for few of the entries.

The proper format has not been followed for any of the entries.

D

Structure Ideas (x2)


Criteria

5

3

1

0

Most of my entries use correct spelling and grammar.

Few of my entries use correct spelling and grammar.

None of my entries use correct spelling and grammar.

Completion

All entries are present, in order, and together.

All entries are present, but are either not together or in order.

All entries are not present, but they are together or in order.

All entries are not present, nor are they together or in order.

Almost all- 90% Most- 75% or more

PY

Mechanics

All or almost all of my entries use correct spelling and grammar.

TOTAL ________/35

C O

Source: www.rcs.k12.in.us/.../Rubric%20for%20Assessing%20a%20Journal%20

Additional Rubric: Please visit the site below.

V.

D

http://www.rcs.k12.in.us/files/Rubric%20for%20Assessing%20a%20Journal%20E ntry.pdf


D

EP E

This lesson is about the kinds of researches across fields. The value developed among students was diligence. They were asked to retrieve sample researches across fields of inquiry. Moreover, it talked about the research conducted across fields followed by the discussion on the process considered by the researchers in their research paper. Finally, it gave examples of researches in their field of specialization and strengthened the knowledge and skills of students in differentiating researches across fields.

References ―Reflection Journal Rubric‖. Accessed 19 February 2016. www.rcs.k12.in.us/.../Rubric%20for%20Assessing%20a%20Journal%20


Module 2 and 3 QUALITATIVE RESEARCH AND ITS IMPORTANCE IN DAILY LIFE IDENTIFYING AND STATING THE PROBLEM


Performance Standard

C O

PY

The learner demonstrates understanding of the value of qualitative research; its kinds, characteristics, uses, strengths, and weaknesses; the importance of qualitative research across fields of inquiry; the range of research topics in the area of interest and the specificity and feasibility of the problem posed

Decide on a suitable qualitative research in different areas of interest.

Lessons

D

Unpacking the Standards for Understanding

EP E

1. The value of qualitative research; its kinds, characteristics, uses, strengths, and weaknesses 2. The importance of qualitative research across fields of inquiry 3. The range of research topics in the area of interest 4. The specificity and feasibility of the problem posed


Designs a research project related to daily life Writes a research title Describes the justifications/reasons for conducting the research States research questions Indicates scope and delimitation of research Cites benefits and beneficiaries of research Presents written statement of the problem

D

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


Essential Question

Learners will understand that qualitative research has importance in real life and is a useful tool to develop critical thinking, problem solving skills and good decision-making skills.

How does qualitative research facilitate finding solutions to reallife problem, develop critical thinking and good decision making skills?


Transfer Goal Learners will be able to: Write a research title, state a qualitative research questions, indicate scope and delimitation of a qualitative research, cite benefits and beneficiaries of research, and present written statement of the problem.


EP E

D

C O

PY

The following are products and performances that learners are expected to come up with in this module. 1. Create a reflection paper on the value of qualitative research in real life 2. Demonstrate skill in differentiating the kinds, characteristics and uses of qualitative research 3. Come up with a synthesis of the strengths, and weaknesses of qualitative research 4. Design a research project related to daily life 5. Write a research title 6. Describe the justifications/reasons for conducting the research 7. State research questions designed for a qualitative research 8. Indicate scope and delimitation of research 9. Cite benefits and beneficiaries of research 10. Present written statement of the problem

Assessment Map Cognitive Processes

D

Remembering

The Pre-Assessment

Part 1 1. Differentiate the kinds of qualitative research 2. Identify the strengths and weaknesses of qualitative research 3. Explain the use of qualitative research in real life situations Part 2 1. Explain the importance of qualitative research across fields 2. Identify the importance of qualitative research in the field of specialization


Cognitive Processes

The Pre-Assessment

Understanding Part 1 1. Differentiate the kinds of qualitative research 2. Explain each characteristic of qualitative research 3. Explain the use of qualitative research in real life situations

Part 1 1. Differentiate the kinds of qualitative research 2. Explain each characteristic of qualitative research 3. Explain the use of qualitative research in real life situations

C O

Applying

PY

Part 2 1. Explain the importance of qualitative research across fields 2. Identify the importance of qualitative research in the field of specialization

D

D

EP E

Analyzing

Part 2 1. Explain the importance of qualitative research across fields 2. Indicate scope and delimitation of research 3. Cite benefits and beneficiaries of research 4. Present written statement of the problem Part 1 1. Differentiate the kinds of qualitative research 2. Explain each characteristic of qualitative research 3. Explain the use of qualitative research in real life situations

Evaluating

Part 2 1. Explain the importance of qualitative research across fields 2. Describe the justifications/reasons for conducting the research Part 1 1. Determine the value of research to other fields 2. Differentiate the kinds of qualitative research 3. Explain each characteristic of qualitative research 4. Identify the strengths and weaknesses of qualitative research 5. Explain the use of qualitative research in real life situations Part 2 1. Explain the importance of qualitative research across fields 29


Cognitive Processes Creating

The Pre-Assessment Part 1 1. Create a reflection paper on the importance of qualitative research in daily life

Cognitive Processes


Part 1 1. Differentiate the kinds of qualitative research 2. Identify the strengths and weaknesses of qualitative research 3. Explain the use of qualitative research in real life situations

C O

Remembering

PY

Part 2 1. Create a reflection paper on the importance of qualitative research in decision making 2. State research questions

EP E

D

Part 2 1. Explain the importance of qualitative research across fields 2. Identify the importance of qualitative research in the field of specialization

D

Understanding Part 1 1. Differentiate the kinds of qualitative research 2. Explain each characteristic of qualitative research 3. Explain the use of qualitative research in real life situations

Applying

Part 2 1. Explain the importance of qualitative research across fields 2. Identify the importance of qualitative research in the field of specialization Part 1 1. Differentiate the kinds of qualitative research 2. Explain each characteristic of qualitative research 3. Explain the use of qualitative research in real life situations Part 2 1. Explain the importance of qualitative research across fields 2. Indicate scope and delimitation of research 30


Cognitive Processes

Formative Assessment 3. Cite benefits and beneficiaries of research 4. Present written statement of the problem

Analyzing

Part 1 1. Differentiate the kinds of qualitative research 2. Explain the each characteristic of qualitative research 3. Explain the use of qualitative research in real life situations

Part 1 1. Determine the value of research to other fields 2. Differentiate the kinds of qualitative research 3. Explain each characteristic of qualitative research 4. Identify the strengths and weaknesses of qualitative research

C O

Evaluating

PY

Part 2 1. Explain the importance of qualitative research across fields 2. Describe the justifications/reasons for conducting the research

D

5. Explain the use of qualitative research in real life situations

EP E

Part 2 1. Explain the importance of qualitative research across fields 2. State research questions

D

Creating

Cognitive Processes

Remembering

Part 1 1. Create a reflection paper on the importance of qualitative research in daily life Part 2 1. Create a reflection paper on the importance of qualitative research in decision making

Summative Assessment 1. Differentiate the kinds of qualitative research 2. Identify the strengths and weaknesses of qualitative research 3. Explain the use of qualitative research in real life situations 4. Explain the importance of qualitative research across fields 5. Identify the importance of qualitative research in their field of specialization 31


Cognitive Processes

Summative Assessment 1. 2. 3. 4. 5.

Differentiate the kinds of qualitative research Explain each characteristic of qualitative research Explain the use of qualitative research in real life situations Explain the importance of qualitative research across fields Identify the importance of qualitative research in their field of specialization

Applying

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

Differentiate the kinds of qualitative research Explain each characteristic of qualitative research Explain the use of qualitative research in real life situations Explain the importance of qualitative research across fields Indicate scope and delimitation of research Cite benefits and beneficiaries of research Present written statement of the problem

Analyzing

1. 2. 3. 4.

Differentiate the kinds of qualitative research Explain the each characteristic of qualitative research Explain the use of qualitative research in real life situations Explain the importance of qualitative research across fields

Evaluating

1. 2. 3. 4.

C O

PY

Understanding

EP E

D

Determine the value of research to other fields Differentiate the kinds of qualitative research Explain each characteristic of qualitative research Identify the strengths and weaknesses of qualitative research 5. Explain the use of qualitative research in real life situations 6. Explain the importance of qualitative research across fields

D

Creating

1. Create a reflection paper on the importance of qualitative research in daily life 2. Create a reflection paper on the importance of qualitative research in decision making 3. Design a research project related to daily life 4. Write a research title 5. State research questions

C. Lesson Proper


LESSON 1, 2, 3, & 4: The Value of Qualitative Research— Its Kinds, Characteristics, Uses, Strengths, and Weaknesses and the Importance of Qualitative Research Across Fields of Inquiry

I.

What to Know

C O

PY

In this lesson, the students are expected to demonstrate understanding of the value of qualitative research, its kinds, characteristics, uses, strengths, and weaknesses. Start the activity by providing a preassessment of their ideas on the value of qualitative research. Discuss to students that one of the importance of qualitative research is to provide context and meaning. Assessing the ideas and knowledge of the students will facilitate the teaching learning process. Assessing these will facilitate teaching and students‘ understanding of the importance of research in daily life.

EP E

D

Tell the students that as they go through this lesson, they have to think of these important questions: What is the importance of qualitative research across fields of inquiry in our daily life? What are the kinds and characteristics of qualitative research? What are the uses of this research in our own field of specialization? What are the strengths and weaknesses of qualitative research? What is the effect of qualitative research in our decision-making? Activity 2.1 1

D

To strengthen learner‘s knowledge of the importance of qualitative research in across fields of inquiry, ask them to produce a reflection paper on the use of qualitative research in their own field of specialization. Moreover, you can also ask the students to write a research title and state their research questions.

Major Characteristics of Qualitative Research Naturalistic inquiry Studying real-world situations as they unfold naturally; non-manipulative, unobtrusive, and non-controlling; openness to whatever emerges—lack of predetermined constraints on outcomes.


Inductive analysis Immersion in the details and specifics of the data to discover important categories, dimensions, and interrelationships; begin by exploring genuinely open questions rather than testing theoretically derived (deductive) hypotheses. Holistic perspective The whole phenomenon under study is understood as a complex system that is more than the sum of its parts; focus is on complex interdependencies not meaningfully reduced to a few discrete variables and linear, cause-effect relationships.

PY

Qualitative data

Detailed, thick description; inquiry in depth; direct quotations capturing people‘s personal perspectives and experiences.

C O

Personal contact and insight

The researcher has direct contact with and gets close to the people, situation, and phenomenon under study; researcher‘s personal experiences and insights are important part of the inquiry and critical to understanding the phenomenon. Dynamic systems

D

Attention to process; assumes change is constant and ongoing whether the focus is on an individual or an entire culture.

EP E

Unique case orientation

Assumes each case is special and unique; the first level of inquiry is being true to, respecting, and capturing the details of the individual cases being studied; crosscase analysis follows from and depends on the quality of individual case studies. Context sensitivity

D

Places findings in a social, historical, and temporal context; dubious of the possibility or meaningfulness of generalization across time and space. Emphatic neutrality

Complete objectivity is impossible; pure subjectivity undermines credibility; the researcher‘s passion is understanding the world in all its complexity – not proving something, not advocating, not advancing personal agenda, but understanding; the researcher includes personal experience and empathic insight as part of the relevant data, while taking a neutral nonjudgmental stance toward whatever content may emerge. Design flexibility Open to adapting inquiry as understanding deepens and/or situations change; avoids getting locked into rigid designs that eliminate responsiveness; pursues new paths of discovery as they emerge. 34 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

Types of Qualitative Research Phenomenology It is an approach to philosophy and not specifically a method of inquiry; this has often been misunderstood. It is first and foremost philosophy, the approach employed to pursue a particular study should emerge from the philosophical implications inherent in the question. Ethnography

PY

It is the direct description of a group, culture or community. Nevertheless, the meaning of the word ethnography can be ambiguous; it is an overall term for a number of approaches. Sometimes researchers use it as synonymous with qualitative research in general, while at other times it‘s meaning is more specific. Grounded theory

Case study

C O

It is a development of theory directly based and grounded in the data collected by the researcher. It is a research methodology for discovering theory in a substantive area.

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It is used for a research approach with specific boundaries and can be both qualitative and quantitative. In addition, it is an entity studied as a single unit, and it has clear confines and a specific focus and is bound to context.

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Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.

Going Further!

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Please visit the sites provided for sample researches across field 1. Understanding the value of qualitative research in nursing. Retrieved February 19, 2016. “NT 20 February 2007 Vol 103 No 8 www.nursingtimes.net” 2. http://engineeringresearch.org/index.php/GJRERetrieved: February 19, 2016 3. http://www.kspope.com/Retrieved:February 19, 2016 4. http://psych.hanover.edu/research/exponnet.html Retrieved: February 19, 2016 Source: Paton, Quantitative Evaluation And Research Methods.

Note: The discussion and definition of the types of qualitative research will be done in module 5 35 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

Identifying the Inquiry and Stating the Problem In this lesson the students are expected to demonstrate understanding of the range of research topics in the area of inquiry, the value of research in the area of interest and the specificity and feasibility of the problem posed. Specifically, the students should be able to design a research project related to daily life, write a research title, describe the justifications/reasons for conducting the research, state research questions, indicate scope and delimitation of research, cite benefits and beneficiaries of research and present written statement of the problem.

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Start the activity by providing pre-assessment of their ideas on what research they would like to conduct related to their own field. Discuss the importance of decision making in order for them to start their research. Explain to them that decision-making is all about deciding what topic, problem, questions are, who will benefit and how to go about the research.

Activity 2.1.2

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Tell the students that as they go through this lesson, they have to reflect on these important questions: What topic should I consider in doing my research? What are my research questions? What problem would my research solve? Who will benefit from my research? Why do I need to conduct this research?

Collaborative Work (Collegial brainstorming)

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Before asking the students to write their research title, ask them to brainstorm on the issues that surround their field of specialization. The objective of the brainstorming is to make students aware of the issues and topics that are researchable in their own field. This will also help them in choosing a topic. The output of this activity should be presented using PowerPoint presentation or any visual material for critiquing of the teacher. The output should include: 1. Research Title 2. Reasons for Conducting the Research 3. Research Questions


II.

What to Process

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In this section, discussions on the value of qualitative research; its kinds, characteristics, uses, strengths and weaknesses, and the importance of qualitative research across fields of inquiry should be done. After the discussions, ask the students to present their research title and questions using PowerPoint presentation. This is an important skill that should be developed in every student in order for them to understand how to formulate research questions and titles. In this activity, make sure that each student will be given time to share their titles and research questions. Teachers should give comments and suggestions based on the titles and research questions of the students. Discuss how to write titles and research questions.

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In addition, discuss to students the strengths and weaknesses of qualitative research. Below are sample strengths and weakness of qualitative research. Strengths of Qualitative Research

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1. Issues can be examined in detail and in depth. 2. Interviews are not restricted to specific questions and can be guided/redirected by the researcher in real time. 3. The research framework and direction can be quickly revised as new information emerges. 4. The obtained data based on human experience is powerful and sometimes more compelling than quantitative data. 5. Subtleties and complexities about the research subjects and/or topic are discovered that are often missed by more positivistic inquiries. 6. Data usually are collected from a few cases or individuals so findings cannot be generalized to a larger population. Findings can however be transferable to another setting.

Limitations of Qualitative Research

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1. Research quality is heavily dependent on the individual skills of the researcher and more easily influenced by the researcher's personal biases and idiosyncrasies. 2. Rigor is more difficult to maintain, assess, and demonstrate. 3. The volume of data makes analysis and interpretation time consuming. 4. It is sometimes not as well understood and accepted as quantitative research within the scientific community 5. The researcher's presence during data gathering, which is often unavoidable in qualitative research, can affect the subjects' responses. 6. Issues of anonymity and confidentiality can bring/result to problems when presenting findings 7. Findings can be more difficult and time consuming to characterize in a visual way.

Source: Claire, "Presenting And Evaluating Qualitative Research". 37 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

Formative Assessment 2.1 Creating qualitative research questions 1. Ask students to formulate a ―how‖ or ―why‖ question that would be the rationale for a qualitative research that they want to conduct. Then think of possible ways to answer the questions they formulated like conducting a survey questionnaire, interview or experiment.

III.

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2. Ask the students to take a short quiz (Identification, True or False item test) about qualitative research; its kinds, characteristics, uses, strengths, and weaknesses.


Conduct a formative test (see formative assessment) to determine the mastery of the students in this lesson.

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Moreover, tell them to indicate scope and delimitation of qualitative research, cite benefits and beneficiaries of qualitative research and present written statement of the problem. Formative Assessment 2.2

Defining different types of qualitative research used across fields

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Define the kinds of qualitative research used across fields, identify the strengths and weaknesses of each qualitative research and explain the use of qualitative research in real life situations. Cite situations in which these kinds of qualitative research would be most applicable. Then, write a research title and research questions for a study that you would like to conduct. Identify the kind of qualitative research that you would like to conduct.

IV.

What to Transfer Ask the students to demonstrate their understanding by discussing their research title, describing their justifications/reasons for conducting 38 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

the research, stating their research questions, indicating scope and delimitation of research, and citing the benefits and beneficiaries of their research. This activity is collaborative in nature. After doing the collaborative work, ask the student to do Formative Assessment 2.3 and if the students were able to master the competencies needed, conduct the summative test. Formative Assessment 2.3 Identifying the research questions used across fields

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Have a copy of a qualitative research conducted using survey questionnaires and/or in depth interviews. Take note of the research title and research questions used in the research. Were the questions in the research answered? How do the research questions differ in the questions you prepared?

Going Further!

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Please visit the site provided for sample researches 1. Understanding the value of qualitative research in nursing. Retrieved: February 19, 2016. “NT 20 February 2007 Vol 103 No 8 www.nursingtimes.net” 2. http://engineeringresearch.org/index.php/GJRE Retrieved: February 19, 2016 3. http://www.kspope.com/ Retrieved: February 19, 2016 4. http://psych.hanover.edu/research/exponnet.html Retrieved: February 19, 2016

V.


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This lesson is about the value of qualitative research, its kinds, characteristics, uses, strengths, and weaknesses. The lesson provided the students with opportunities to formulate their own research title and questions, statement of the problem and scope and limitations of their research. It enhanced collaboration among the students and in so doing, the students were able to develop the values of camaraderie and selflessness. Finally, it ended by asking the students to demonstrate their understanding of the concepts by sharing their output to their group mates.


References Fraenkel, Jack R., and Norman E. Wallen. How To Design And Evaluate Research In Education. 5th ed. Boston: McGraw-Hill Education, 2003. Claire, Anderson. "Presenting And Evaluating Qualitative Research". American Journal Of Pharmaceutical Education, 2010, 141. https://www.researchgate.net/publication/49703237_Presenting_and_Evaluati ng_Qualitative_Research.

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Paton, Michael. Quantitative Evaluation and Research Methods. 2nd ed. Newburry Park, CA: Sage, 2003.


Module 4 LEARNING FROM OTHERS AND REVIEWING THE LITERATURE


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The learner demonstrates understanding of the purpose and need of literature review, its process and the criteria in selecting, citing and synthesizing literature sources. Ethical standards are also emphasized in writing the related literature. Performance Standard

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Select, cite and synthesize properly related literature as well as use sources according to ethical standards and presenting written review of related literature Unpacking the Standards for Understanding

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Lessons

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1. The review of related literature and its purpose and needs 2. Criteria in selecting, citing, and synthesizing related literature 3. Ethical standards in writing related literature


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1. Selects relevant literature 2. Cites related literature using standard styles (APA, MLA or Chicago Manual of Style) 3. Synthesizes information from relevant literature 4. Presents written review of literature 5. Follows ethical standards in writing related literature


Essential Question

Learners will understand that reviewing the related literature involves the systematic identification, location, and analysis of documents containing information related to the research problem.

How does your review of related literature describe the written component of your research plan that discusses the reviewed documents?


Transfer Goal Learners will be able to describe the written component of a research plan that discusses the reviewed documents. These documents can include articles, abstracts, reviews, monographs, research reports, and electronic media.


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The following are products and performances that learners are expected to come up with in this module.

The Pre-Assessment

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Cognitive Processes

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Assessment Map

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1. Select relevant literature 2. Cite related literature using standard styles (APA, MLA or Chicago Manual of Style) 3. Follow ethical standards in writing related literature 4. Present written review of literature 5. Synthesize information from relevant literature

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Remembering

Part 1 1. Describe the process of reviewing the literature 2. Define the purpose and scope of reviewing the literature 3. Enumerate the steps in starting the review of the literature 4. Identify the ways of finding relevant materials 5. Tabulate how the review of literature is selected amongst different materials 6. List the different citing styles in reviewing the literature Part 2 1. Review the collected review of related literature Part 3 1. Identify the different sources of literature according to ethical standards


Cognitive Processes

The Pre-Assessment

Understanding Part 1 1. Describe what a review of related literature is and its use 2. Discover the importance of good literature Part 2 1. Describe the chosen topic/s of interest 2. Examine feedback about their chosen topic/s of interest as to how it fits in with other related studies

Part 1 1. Apply literature review by searching books, scholarly articles and any other sources relevant to students‘ area of research and interest.

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Applying

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Part 3 1. Describe the difference between a researcher and respondent 2. Examine ethical guidelines set in doing a research

Part 2 1. Explain the importance of research

Part 1 I. Explain the five purposes of the literature review by McMillan and Schumacher (1984)

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Analyzing

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Part 3 1. Discuss the responsibilities of a researcher to the respondent

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Part 2 1. Analyze criticisms received from the literature review drafts made

Evaluating

Part 3 1. Compare difficulties and solutions in doing a research Part 1 1. Summarize the process of reviewing related literature and its need and purpose using trident words Part 2 1. Compare the different elements of the research literature 2. Summarize a list of journals that they know of that are likely to contain articles relevant to their research including relevant reports, theses, conference proceedings and books 43


Cognitive Processes

The Pre-Assessment

Part 3 1. Evaluate some problems that students foresee in conducting their research Creating

Part 1 1. Write an ideal guideline for reviewing literature

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Part 2 1. Write research questions (that have been identified) 2. Compile the type/s of literature necessary for the research. 3. Identify the specific related literature examples that can be included in the study. 4. Create own inclusion and exclusion criteria based on the given research question, 5. Develop a story with the data at hand to explain how the literature that has been identified addresses and sheds light on the research questions formulated

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Part 3 1. Create strategies that will prevent or minimize problems in conducting a research 2. Organize an interview of at least two people who have conducted research 3. Formulate a list of inquiries on data gathering and how research problems are solved

Cognitive Processes

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Remembering


Lesson 1 1. Describe the process of reviewing the literature 2. Define the purpose and scope of reviewing the literature 3. Enumerate the steps in starting the review of the literature 4. Identify the ways of finding relevant materials. 5. Tabulate how the review of literature is selected amongst different materials 6. List the different citing styles in reviewing the literature Lesson 2 1. Recall the actual written review of related literature to be presented 44


Cognitive Processes

Formative Assessment Lesson 3 1. Identify the different sources according to ethical standards

Understanding Lesson 1 1. Describe what a review of related literature and its use 2. Discover the importance of what a good literature is all about

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Lesson 2 1. Recall the chosen topic/s of interest of their choice 2. Examine feedback about their chosen topic/s of interest as to how it fits in with other related studies

Lesson 1 1. Apply literature review by searching books, scholarly articles and any other sources relevant to students‘ area of research and interest

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Applying

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Lesson 3 1. Describe the difference between a researcher and respondent 2. Examine ethical guidelines set in doing a research

Lesson 2 1. Explain why research is worth doing

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Lesson 3 1. Discuss the responsibilities of a researcher to the respondent

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Analyzing

Evaluating

Lesson 1 1. Explain the five purposes of the literature review by McMillan and Schumacher (1984) Lesson 2 1. Analyze criticisms received from the literature review drafts made. Lesson 3 1. Compare difficulties and solutions in doing a research Lesson 1 1. Summarize the process of reviewing related literature and its need and purpose using trident words. Lesson 2 1. Compare the different elements of the research literature 45


Cognitive Processes

Formative Assessment 2. Summarize a list of journals that they know of that are likely to contain articles relevant to their research including relevant reports, theses, conference proceedings and books Lesson 3 1. List down common issues and problems encountered while conducting a research. Lesson 1 3. Write an ideal guideline for reviewing a literature

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Creating

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Lesson 2 1. Write research questions that have been identified 2. Compile the type/s of literature they need in their research. 3. Formulate the specific related literature examples that can be included in their study. 4. Create their own inclusion and exclusion criteria based on their given research question, 5. Develop a story with their data at hand to explain how the literature they have identified addresses and sheds light on the research questions they have formulated

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Lesson 3 1. Formulate strategies that aims to prevent/minimize anticipated issues and problems that will occur while conducting a research. 2. Organize an interview of at least two people who have conducted research. 3. Formulate a list of inquiries on data gathering and how research problems are solved.

C. Lesson Proper


LESSON 1: What is a literature review and why do I need such?

I.

What to Know

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Check learner‘s prior knowledge of how they are able to gather information or data on a research topic or an interesting recipe, movie, sports, hobbies and others. Students will be able to share insights on how they do it. Such information will be the baseline in explaining what a literature review is all about as well as the reasons why it is needed in research.

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A literature review surveys books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated. Literature reviews are designed to provide an overview of sources you have explored while researching a particular topic and to demonstrate to your readers how your research fits within a larger field of study.

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Source: Fink, Conducting Research Literature Reviews: From The Internet To Paper.

Activity 4.1.1

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To strengthen learner‘s knowledge of what literature review is and its need, ask them to write on a piece of paper an interesting topic they would like to explore. Tell the students to enumerate at least three ways on how they will look for the information and data needed about their chosen topic of interest. Ask them to share important information they would like to look for in their chosen interest (for example, the student might choose the topic basketball—Ask the student what about it interests them? Is it in the players? Is it the game itself?) This activity will be the take off point in the discussion of the lesson.

II. What to Process: Using the baseline information, discuss the process of a literature review and its need and purpose. The teacher can now further explain to class the importance of a good literature review.


A literature review may consist simply of a summary of key sources. It usually has an organizational pattern and combines both summary and synthesis, often within conceptual categories. The teacher can outline the following features of good literature review:

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Gives a new interpretation of old material or combine new with old interpretations, Traces the intellectual progression of the study, Depending on the situation, evaluate the sources and advise the reader of the research on the most pertinent or relevant research, or Usually in the conclusion of a literature review, identifies where gaps exist in how a problem has been researched to date.

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Source:"Organizing Your Social Sciences Research Paper: 5. The Literature Review".

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The teacher can quote McMillan and Schumacher (1984) who identified five purposes of the literature review. A literature review allows you to:

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1. Define and limit a problem If your literature review is part of a larger research project, the literature review helps to identify the parameters of a study. Most research areas are broad: a literature review allows identification of key issues within a broad research area so that a definition of an area of interest can be pursued.

2. Place your study in perspective The purpose of academic research is to push out and add to the current body of knowledge within a particular field. Unless you are aware of the work of others, you cannot build upon an established foundation. A literature review allows the researcher to say:


“The work of A, B, and C have discovered this much about my question; the investigations of D have added this much to our knowledge. I propose to go beyond D's work in the following manner.‖

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3. Avoid unintentional replication of previous studies Sometimes it is appropriate to replicate a previous study, but this should be done intentionally and for a particular purpose. A literature review helps you to make informed choices about a research topic within a scholarly context.

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4. Select methods and measures The success or failure of previous investigations can provide useful material for you when you are designing your own research methodology. You can assess what has worked before (or not worked) in previous contexts and why. You may be alerted to new methodologies and procedures and different types of tests, technologies and measures.

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5. Relate findings to previous knowledge and suggest areas for further research The findings on ones own research need to be related back to earlier studies. This ―places‖ ones work and can point to areas that need further investigation. The research is much more a coherent whole if your discussion section draws on and contrasts with the literature review.

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Source: Mc Millan and Schumacher, Research In Education: A Conceptual Introduction.

III.

What to Reflect on and Further Understand Administer a formative test to determine students‘ mastery of this lesson (see Assessment Map). To effectively reinforce new learning, learners should be asked to analyze and critique the outline of a good literature review as well as the summary of its purpose. Remind them of the essential question that has been posted earlier. This will guide them in understanding the lesson.


Formative Assessment 4.1 What is review of related literature? Why is it needed? What are the purposes for conducting related literature?

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1. Group the students in class and ask them to think about three words that best describe the topic. With their three words, asked them to combine the words to come up with a trident word (it is combining the three words to come up with a new word, example: strategy, focus, and skills—trident word is Strafoills (strategy-focus-skills) from of the lesson discussed.

IV.

What to Transfer

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2. Ask the students to take a short quiz (essay) on the importance and value of doing a review of related literature.

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Ask the students to demonstrate their understanding by discussing their own interpretation of the importance, purpose and need of doing a review of related literature. This is an individual activity. Ask the student to do the formative assessment 3 and if the students were able to master the competencies needed, conduct summative test.


Ask the students to comment on the following guidelines in reviewing a literature.

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1. Avoid the temptation to include everything you find in your literature review. 2. When investigating a researched area, review only those works that are directly related to your specific problem. 3. When investigating a new or little-researched problem area, review any study related in some meaningful way to your problem.


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A Review of the Related Literature provides a concise summary of information and data findings that describe current knowledge and facts. It offers a rationale for conducting future researches. An important area of a literature review is an understanding of a gap. It is an important research question relevant to a given domain that has not been answered adequately or at all in existing peer-reviewed scholarship. A gap will hopefully ensure that the research will likely have valuable practical and/or theoretical implications. Synthesis and generalization as the last important area of literature lead to the identification and purpose of the proposed study. In all reviews, some recommendations or implications for practice, education and research should be included.

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References

Ary, Donald, Lucy Cheser Jacobs, and Asghar Razavieh. Introduction To Research In Education. 1st ed. New York, NY: Holt, Rinehart and Winston, 1979.

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Fink, Arlene. Conducting Research Literature Reviews: From The Internet To Paper. 4th ed. Thousand Oaks, CA: Sage, 2014.

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Mc Millan, James H., and Sally Schumacher. Research In Education: A Conceptual Introduction. 1st ed. Boston, MA: Little, Brown, 1984.

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"Organizing Your Social Sciences Research Paper: 5. The Literature Review". USC Libraries: Research Guides, 2017. http://libguides.usc.edu/writingguide/literaturereview.


LESSON 2: Criteria in Selecting, Citing, and Synthesizing the Related Literature

I.

What to Know

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There are varied ways to introduce the ins and outs of literature review. All of which contains stimulating information to help students develop their research. Frequently asked questions by the students will range from where to start, how to select a subject, and how many articles to include, to what is involved in a review of the literature. The aim of this lesson is to present a step-by-step approach to undertaking a review of the literature to facilitate student understanding.

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The teacher will ask the following questions to head start the discussion of the lesson: - What do you know already about your chosen topic? - What do you have to say critically about what is already known of your topic? - Has anyone else done anything similar or related to what you propose? - How does your research fit in with what has been done before? - Why is your research worth doing, in the light of what has already been done? Activity 4.2.1

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To equip students with the necessary background on the lesson this activity is entitled: What can go wrong in literature review? Ask the students to reflect on these questions: Did you ever receive criticisms like those of the literature review drafts you wrote during your first time to do research? Or criticisms you have received from posting on your Facebook page or Twitter account?

1. ―Your draft is basically a little more than a list of previous research papers. While it is clearly well researched, it does not give me a sense of what has been more significant and less significant. It is hard to understand.‖ 2. ―You seem to have just copied your message from someone else. You do not have originality.‖


II.

What to Process This section takes the learner through the notion of selecting, citing and synthesizing the related literature in further detail; it describes how research is published and how it is made accessible to researchers.

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The teacher explains in class that the different professional and academic disciplines have different terms used in relation to its literature. This is used to describe all published works on a particular subject. The main body of the literature lies within academic and professional journals. It has been estimated that over thousands of journals published each year carry articles that are relevant to the disciplines of a certain track. In addition to journal articles, research is also published in books, reports, conference proceedings, theses and dissertations.

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The teacher presents the different elements of a typical research literature which will include the following:

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1. Journals are published in issues at regular intervals usually weekly, monthly or quarterly. Because of the regularity of publication they are also known as periodicals or serials. This regularity means that each new issue contains articles that describe the latest research findings; this is a distinct advantage over other publication media such as books that take longer to produce and update. There are basically two main types of journal: 1) Research journals are published peerreviewed articles; 2) Professional journals are published articles on professional issues, service developments, the use of research findings in practice and some short research articles. 2. Theses and dissertations are very detailed and comprehensive accounts of research work. They are usually submitted for a higher degree at a university. Like reports their publicity and distribution may be very limited.


3. Conference proceedings comprise brief summaries of research work presented at conferences. A more detailed and complete account of the work may appear at a later date in a journal article, report or thesis. Researchers often use conferences to present preliminary findings of their work. 4. Books and textbooks generally provide comprehensive

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overviews of a particular subject. In doing so they may refer to, sometimes extensively, the research literature found in journal articles, reports, conference proceedings or theses. They are not usually used to present new research findings. There are, however, a few exceptions to this and some very important and influential research findings have been published in book format. Source: Hewitt, How To Source: Hewitt, Michael. How to Search And Critically Evaluate Research Literature. (2009)

Carrying out students search strategy

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Share to students the relevance of data sources. Data may be obtained from published and unpublished works available in libraries, offices and online related websites. One may refer to indexes or catalogues done manually or online use of a computer system that compile lists of journals, periodicals, books, articles, magazines, newspapers, and monographs. Catalogues or indexes of unpublished materials, particularly masters‘ theses and doctoral dissertations, should also be consulted. With the advancements in technology, it is now possible to locate sources of information through computer on-line systems using the internet, CD-ROM, On-line Public Access Catalogues (OPACs), Computerized Documentation ServiceIntegrated Sets of Information (CD-ISIS) and other programs to download bibliographies, abstracts, or full texts of materials. Students as researchers should be able to access libraries in websites for collections that are relevant to the topic under review. Websites/internet address and CD-ROM titles may also be used further in the review of related literature.


Formative Assessment 4.3 Ask the students to go to the library or go online to search for at least two of each related literature presented in class (the student must look for references related to his/her topic): 1) journals; 2) articles; 3) books, 3) magazines; 4) thesis or conference proceedings.

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Group the students together and ask them to discuss with their group the following questions:

III.

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1. What kind of literature references were they able to collect? 2. Do you think the literature references gathered are relevant to his/her chosen research topic? 3. What do you think is the relevance of the different literature references in doing a research?


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Once the teacher has established the research questions that can be answered from the literature, and has identified the types of literature that will be most useful to the students in addressing the research question, the students need to develop a systematic search strategy that will enable them to identify and locate the widest range of published material in order to answer their research questions in the most comprehensive way. This is essential to ensure that they identify as much of the literature that is relevant to their review as possible, within the time and financial restrictions of their review. Once they have identified their search strategy, they need to carry out their search in logical and systematic approach to ensure that they will find all relevant literature. Students in this stage recognize the different types of literature when they come across it so that they can identify what they need for their review and hence what they are looking for. Therefore, it is important that they can make sense of all the different types of literature that they will encounter for the purposes of their review.


Wallace and Wray (2006, p.92) have provided a simple categorization system to help students identify the literature they have. They describe how the literature students encounter tends to fall into one of five categories: 1) Theoretical; 2) Research; 3) Empirical; 4) Practice; and 5) Policy.

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1) Theoretical literature describes expected or anticipated relationships about the way things happen. For example, there was a time when there was a theory that the world was flat. Then, with increased knowledge, scientists were able to work out that this was not the case and the theory was disproven. In health and social care, theories are often generated in response to evidence that has been gathered and interpreted. A theory is developed that is then refined or refuted when further evidence is obtained.

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2) Research literature generally refers to a report of a systematic investigation that has been undertaken in response to the need to answer a specific question, for example: ―How long do people tend to remain in a precontemplative stage when anticipating behavior change or, indeed, is there any evidence that everyone goes through a pre-contemplative stage when anticipating behavior change?‖ These questions can only be answered by observing what happens in the real world, rather than in a theory. Research studies are generally undertaken according to an accepted scientific method, which involves defining a research question, identifying a method to carry out the study, followed by the presentation of results, and finally a discussion of the results. 3) Empirical research is a research that is undertaken through the observation and measurement of the world around us. It studies the use of observation, experience or experimentation to collect new data. Data can be collected in a variety of ways; for example by questionnaire, interview, direct management, and observations. Such papers tend to be organized into sections, beginning with a research question, followed by the results and finally a discussion and conclusion.


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4) Practice literature is written by practitioners about their field of expertise. This can come in many different forms— expert opinion, discussion papers, debate, information from websites, patient information leaflets, and reports of good practice. Students might find some overlap between research and practice literature; that is, a lot of health and social care research is undertaken in the practice setting. The way to distinguish between research and practice literature is to look for evidence of an explicit and systematic research study that has a well described method by which the investigation or study has been carried out. If no such method exits, then literature is likely to be practice literature.

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5) Policy literature tells practitioners how to act in a set of circumstances. Policies and guidelines can be written from a given set of circumstances. Policies and guidelines can be written from a local or national perspective, or in some cases international. In an ideal context, policy is based on the results or research evidence. The research on a particular topic is reviewed and policy and guidelines are written that are based on these findings. Therefore when students review a policy, it is useful to explore the basis on which it is written in order to find out the extent to which the policy is based on current research findings.

Source: Aveyard, Helen. Doing A Literature Review In Health And Social Care: A Practical Guide.

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Formative Assessment 4.4 Ask the students to write on their notebook or on a piece of paper the research questions that they have identified. From their given research questions, ask them to identify the type/s of literature they need in their research. After identifying the type/s of literature in their research questions allow students to think about specific related literature examples that can be included in their study.


IV.

What to Transfer

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Introduce to students a process for conducting and writing an effective literature review. Students will struggle with the development of an effective literature-based foundation for a proposed research. The proposed processes follow a systematic data processing approach comprised of three major stages: 1) inputs (literature gathering and screening), 2) processing (following Bloom‘s Taxonomy), and 3) outputs (writing the literature review). This part of the lesson provides the rationale for developing a literature review including instructions on how to conduct each stage of the process proposed. Aveyard, H. (2014) presented a list of steps to help students with their Literature Review:

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1. Developing a systematic approach to searching for literature This is vital for students undergoing literature review. It should be done in a systematic way ensuring that they search for relevant texts on their topic.

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A systematic searching strategy contains the following: 1) Look for the type of literature that will address the review question; 2) Create search terms that are valid and important to the search; 3) Using inclusion and exclusion criteria, search for literature using the search terms through all relevant databases; 4) Fill in the electronic search by looking for the frequently cited journals as well as the reference list of the journal articles. This approach renders a chance of looking for the maximum amount of literature. This will avoid ‗cherry-picking‘ the literature and entering the first appropriate literature that comes across.

2. Identify the literature that will address students review question Initially students must develop a strategy to articulate the focus of literature that will seek to answer their questions. For example, if they are looking to find out whether the newly invented kind of gasoline is efficient or not in lowering fuel costs of people using cars, then finding out about car users experiences of the new gasoline will not help students answer their questions, although it will be useful data. 58


Alternatively, if students are interested in exploring peoples‘ experience of not using this kind of gasoline, students need to have an approach for detecting this particular literature rather than examining into related but more general literature that does not address students research question.

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Students need to develop a strategy for managing the literature so that they can identify quickly literature that is directly related to their research question. Clear and welldefined inclusion and exclusion criteria will ensure that students do not get sidetracked with data that are not strictly relevant to their review. Setting appropriate criteria assists students in keeping their study focused.

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Source: Aveyard, Helen. Doing A Literature Review In Health And Social Care: A Practical Guide.

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The inclusion and exclusion criteria will be specific to students‘ individual literature review but examples of appropriate criteria assist students in keeping their study focused. The inclusion and exclusion criteria will be specific to their individual literature review but examples of appropriate inclusion and exclusion criteria might be as follows: o Example of inclusion criteria:  Primary research relating to energy consumption and those who use alternative renewable energy sources  Filipino language only  Published literature  2006 onwards o Example of exclusion criteria  Primary research relating to those who use solar panels other than traditional sources from an electric company  None Filipino language  Unpublished research  Pre-2006


Explain to students that the main rationale for settling their inclusion and exclusion criteria is: 1) to give clear information about their submitted review; 2) to focus on their literature searching.

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Students should be reminded that when thinking about inclusion and exclusion criteria, think about the dates that are relevant for their review. The discussion on how inclusion and exclusion criteria add structure and focus to students‘ review and enable them to set clear boundaries as to what is included and excluded from their review.

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Source: Cronin, Coughlan and Ryan, "Undertaking A Literature Review: A Step-By-Step Approach".


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Ask students to make their own inclusion and exclusion criteria based on their given research questions.

How to write a concise review of related literature

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Doing the review of related literature is not the usual enumeration of references. Presentation of the data gathered should be by topic based on the given objectives of the research. The literature should not be too detailed or brief. Text should be based on the current edition of the American Psychological Association (APA), Modern Language Association of America (MLA) or the Chicago Manual of Style and other standards relevant to one‘s discipline.


The type of reference style will depend on the research studies of the student namely: 1) APA: Psychology, Education and other Social Sciences; 2) MLA: Arts and Humanities; 3) Chicago: History and many other subjects in scholarly and non-scholarly work 4) Turbian: an adoption of the Chicago Style; 5) AMA: Medicine, health, and Biological courses.

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The references for each of the following styles may be seen and searched on the following websites for references: 1) APA:  http://student.ucol.ac.nz/library/onlineresources/Docu ments/APA_guide_2015.pdf  http://web.calstatela.edu/library/guides/3apa.pdf  http://www.ecu.edu/csdhs/laupuslibrary/upload/apa_style_guide_6th_ed_oc t09.pdf 2) MLA:  http://www.lib.washington.edu/help/guides/44mla.pdf  http://lib.trinity.edu/research/citing/MLACitationStyle. pdf  https://www.library.unlv.edu/help/mla_2009.pdf

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3) Chicago:  https://www.utica.edu/academic/library/Chicago.pdf  http://www.msvu.ca/site/media/msvu/StyleGuideChic ago(1).pdf 4) Turabian/Chicago:  https://writing.wisc.edu/Handbook/PDF/chicago_tura bian_uwmadison_writingcenter_june2013.pdf  http://www.otago.ac.nz/library/pdf/chicagoturabianstyle.pdf 5) AMA:  http://www.lib.jmu.edu/citation/amaguide.pdf  http://library.stkate.edu/sites/default/files/sites/citingw riting/citeAMA.pdf


Providing a summary of research information

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When presenting to the students a summarized content of all the possible journals, articles, thesis and other relevant literature gathered, students need to become familiar with all the information they have gathered and be able to provide a description of all the studies and other information they have identified in chronological order, noting the strengths and limitations of each. They will then be able to give an overall summary of the information they have found. They might find that one paper stands out to them as particularly useful, either due to the detail that it gives, the strength of the critical appraisal or the method by which it was undertaken. Students might refer to this in an index paper and you can use this as a useful reference compiled in a table to assist students as they go through the process of reviewing each paper they use.

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Source: Anderson, "Presenting And Evaluating Qualitative Research".

Summarizing a Research information in a table Fill the Date/ Author

To explore the Outcomes Based Education views of general education teachers To express opinion on student life

Kind of study/ information

Questionnaire study

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Morse (2016)

Main Purpose of the paper

Expert Opinion

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Dioquino (2016)

Providing the Conclusion/s

All of the general education preferred campus-based schools

School-based system integration into the community

Provide Strength and Limitations Purposive Sampling of students

Anecdotal opinion only

Activity 4.2.2 Ask students to prepare a table of descriptions, similar to the table in the previous page based on the literature they have collected for their research.


Using concept mapping in creating a literature review Students can make use of concept maps for analyzing and describing the literature review process. Concept maps can be used in three inter-related ways namely, to extract and summarize the important points, to synthesize and organize information obtained from multiple sources.

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Concept mappings have been suggested as one of the tools that can help in making sense of information while conducting a literature review (Carnot 2006; Rowley and Slack, 2004). Rowley and Slack (2004), propose that concept mapping can be a useful way of identifying key concepts in a collection of documents or a research area‖ (p.8).

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They suggest that concept maps can be used as a tool to ―…identify additional search terms during the literature search, clarify thinking about the structure of the literature review in preparation for writing the review and understand theory, concepts and the relationships between them‖ (Rowley and Slack 2004).

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What is more important, representing information in concept maps will provide a tool for potentially seeing the interconnections between areas that were not previously apparent (Novak 1984). Thus, this way, concept maps can be useful in creating coherence to the actual writing of the literature review.

Source: Maizam, Alias & Zurinah Suradi. Concept Mapping: ―A Tool For Creating Literature Review".

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The objectives of the lesson are: 1. to recognize the key tasks challenged by students in creating a literature review; 2. to determine what concept maps are being used in the process and; 3. to define their observations of the worth of concept mappings in the formation of a literature review.


How to use a concept map to extract and summarize important ideas in an article An example of a concept map is shown below. Students may have difficulty sorting their ideas but with the use of concept maps it will be easier. A student‘s usual reaction in doing research is: ―I do not know how to generate the ideas of the articles.‖ Concept mapping will help students in extracting important ideas. It will also minimize their concern relating to the issue of extracting information from a source.

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Buy Ingredients

Measure Ingredients

Mix Ingredients

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Cool On Rack

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Bake a Cake

Bake

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Frost

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Pre-Heat Oven

Bake in Oven

Buy Dry Goods (flour, salt, sugar)

Buy Fresh Ingredients (eggs, milk)

Source: www.successfuelformanagers.com/3-ways-develop-actionable-steps-project-planning


From their chosen article, ask students to read and remember important points (main themes and subthemes) and concepts found. In a piece of paper, ask them the important points contained in the articles (Themes—what are they?), next is to ask them to be specific on those important points (which are?) and lastly ask them to describe the subthemes.

Writing up the results

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It is important to present students‘ findings of their literature review as just that – their findings. They should make this clear when they write up their review. They should be written up clearly in a section entitled ―results/findings‖, just as they would find the results section in a piece of primary research.

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The results of the students‘ literature review are the final themes that they develop from the mapping they have undertaken. Once they have coded all results, and have developed their themes, they will be able to explore the content of their themes in greater detail. Students then need to consider how these themes address their research questions. They should have been considering this point throughout the entire research process and may even have amended their research question if it seemed likely that most of their literature was leading towards one particular area, and away from their initial research question.


Formative Summit Ask students to identify their topic and write it in the middle of a blank sheet of paper. This must be kept simple and broad enough to allow for a more detailed exploration. Next is to ask them to write down all the important words and phrases that come to mind in relation to their topic. These are likely to be useful search terms when researching for their relevant literature.

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Ask students later after being given enough time to find and read their related literature. Students will then summarize their key findings from journal articles, books and others using a mind map. You can ask students to each produce a mind map of each of the review items they have produced.

Summary/Synthesis/Generalization Literature review is a systematic method for identifying, evaluating and interpreting the work of researchers, scholars and practitioners in a chosen field. It is an important part of a research as it allows the researcher to identify: 1) what has already been written about in the field and 2) what the emerging issues are.

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V.

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From the mind maps produced, ask students to tell a story with their data at hand. Once they have established their main themes, they need to present these in the most appropriate way to address their research questions. Think of this process as comparable to telling a story—students explain how the literature they have identified addresses and sheds light on the research questions they have formulated.

The researcher can identify gaps in the knowledge that require further investigation, and/or situate a new piece of work in relation to existing literature. Beginning researchers like our students, can be overwhelmed by the amount of data they have to work with during this process, and mapping can help them to synthesize key findings and represent the complexity of the research topic in a more manageable way. Mapping techniques are useful at the very beginning of the literature review as a brainstorming and scoping tool. They come into their own 66


again at the end when it comes to planning the write-up. Conceptmapping can also be useful throughout the review process to clarify key arguments in the literature.

References

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Alias, Maizam, and Zurinah Suradi. "Concept Mapping: A Tool For Creating Literature Review". In Third Int. Conference On Concept Mapping. Malaysia, 2008. http://cmc.ihmc.us/cmc2008papers/cmc2008-p048.pdf. Aveyard, Helen. Doing A Literature Review In Health And Social Care: A Practical Guide. 3rd ed. Berkshire, England: Mc Graw Hill Education Open University Press, 2014.

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Cronin, Patricia, Michael Coughlan, and Frances Ryan. "Undertaking A Literature Review: A Step-By-Step Approach". Lecture, Ireland, Dublin, 2008.

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Hewitt, Michael. How To Search And Critically Evaluate Research Literature. Ebook. Nottingham: NIHR RDS for the East Midlands / The NIHR RDS for Yorkshire and the Humber, 2017. http://www.worcester.ac.uk/documents/6_Critically_evaluate_research_literat ure_2009v2.pdf.

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Noblit, George W., and R. Dwight Hare. "Meta-Ethnography, Synthesizing Qualitative Studies". Qualitative Research Methods, Volume 11. London: SAGE Publications, 1998. Paterson, Barbara L., Sally E. Thorne, Connie Canam, and Carol Jillings. MetaStudy Of Qualitative Health Research. Thousands Oaks, CA: SAGE Publications, 2001.

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Thorne, Sally, Louise Jensen, Margaret H. Kearney, George Noblit, and Margarette Sandelowski. "Qualitative Meta-Synthesis: Reflections On Methodological Orientation And Ideological Agenda". Qualitative Health Research 14, no. 10 (2004): 1342-1365. Wallace, Milie, and Alison Wray. Critical Reading And Writing For Postgraduates. 1st ed. London: Sage Study Skills, 2006.


LESSON 3: Ethical Standards in Writing

I.

What to Know

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In all research situations, there are always at least two parties involved—the researcher and the respondent. Since research is also a social process, wherein the researcher and the respondent share information, it is imperative that both are clear on their accountabilities. The respondent, once he/she has consented to participate in the study, is obliged to give full cooperation by providing truthful data.

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The researcher, on the other hand, has a number of responsibilities to fulfill in relation to the respondent. Present the following to the students:

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o Explain fully the purpose of the study; o Disclose the sponsoring organization of the research; o Discuss the specific duties and data expected from the respondent; o Introduce oneself properly by showing credentials; o Respect the right to privacy of the individual; o Ensure data confidentiality; o Avoid bribing or threatening the respondent in exchange for information; o Respect the opinion of the respondent and never argue with the respondent on answers to questions posed; o Record objectively and accurately the responses given (avoid misinterpretation by checking with respondent the information that needs clarification); o Acknowledge all data sources in the final report; o Provide the respondent a copy of the report if this was a commitment at the start of the project; and o Properly disseminate information on the results of the study. It will help if validation meetings with the respondents are held before the report is finalized.


Activity 4.3.1 Ask students to give examples of the obligation of the respondent in research data gathering as well as discuss their responsibilities as researchers to the respondent in conducting their research.

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II. What to Process Common Difficulties in the Conduct of Research

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First time researchers may be overwhelmed by the enormous work to be done. However, with patience and perseverance the workload will be much easier. Being proactive in anticipating problems and making the necessary adjustments will eliminate the effect of constrains on study results.

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A summary of difficulties and some possible solutions that can be adopted will be shown to the students. Challenges

Solutions

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1. Respondent is not available

during the data gathering (due to sickness, being out of the country)

2. Non-cooperation of the

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respondent (refusal to answer questions or give secondary data)

3. Failure of the respondents to

remember data

- Reschedule to another appointment - Look for a possible replacement immediately - Be charismatic in asking the respondent to cooperate - Look for a possible replacement immediately - Make sure to always follow up the question or mention situations for respondents to remember - Ask respondents to see the documents for easy recall


Solutions

4. Share a story to the

respondent to elicit an answer

5. The common answers shared

by the respondent are ―Don‘t know‖, ―Not applicable‖, and ―No answer‖ 6. Respondent is delayed in

returning the form/answering the question/s by phone/email

- Always try a call back - Verify if selected respondent is representative of the people or if somebody else answered for him/her - Continue to follow up and convince the respondent to reply at a given time

- Look for a new team but this time ensure that forms are returned - If the form is not given back again, replace respondent if possible

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7. Respondent fails to return the

- Put emphasis on the main point of the story and repeat this to the respondent to check if this is the answer to the question

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Challenges

form

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8. Unavailability of the

respondent due to distance of residence or office

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9. Respondent has resigned from

work; the company is closed; transfer of residence/office and thus cannot be located

10. Documents and records are

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not complete

11. Misunderstandings that lead to

internal conflicts in the organization of the respondent

- Respondent has to be replaced immediately

- Respondent has to be replaced immediately

- Ask and look for the organization/people who can provide the data - Respondent has to be replaced immediately - Start conducting data collection outside of the organization - Respondent has to be replaced immediately


Challenges

Solutions

12. Conflict or unscientific data

- Look for the most participative and knowledgeable respondents - Credible organizations matters in validating the data - Decision on which set of data will be used must be done

13. Be careful in asking personal

- Always feel confident and cheerful. - Change data gathering method - If still not convinced, replace respondent if possible

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questions to the respondent

14. Communication problems did

not reach the target respondent

15. Creation of a Respondent

- Always check where respondent transferred - Replace respondent if possible

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availability list/ sampling frame cannot be located

- Give another communication/form and follow up by phone/email or in person

III. What to Reflect on and Further Understand

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In addition to the ongoing difficulties, which usually occur in primary data collection, there are also difficulties encountered in collection of secondary data. o o o o

Data available are not updated and sometime outdated Data are kept in the archives thus difficult to find and locate No local data are available Access to library system is difficult because of computerization issues o Relevant data does not have a good filing system o Availability of data is in conflict with the other sources


IV. What to Transfer In general, actual data collection problems may be minimized if the researcher will do the following:

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o Make sure that there are available and sufficient funds to do a research; o Have a clear written contact between the sponsoring agency and the research team; o Hire competent and committed research staff; o Training of research staff on the particular tasks will be very helpful; o Update and verify the list of respondents before actual data gathering; o It is important to send letters of introduction/ request/ appointment to respondents ahead of time; o Always follow up respondents by phone, email or in person; o Be mindful of soliciting permit before conducting the study; o A clear and realistic schedule will be helpful; o Duplicate copies of important documents are necessary; o Do an ocular inspection of the research site before the actual data collection for familiarization; o It is always best to establish good rapport with the individuals/organizations that will provide assistance; o Make sure that real respondents of the study are included; o Be familiar with the objectives of the study and make adjustments in the process if necessary. Formative Assessment 4.6

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Ask the student to interview at least two people who have conducted research. Inquire from them on what problems were encountered in the data-gathering stage, and how these problems were solved. Let them share their findings with their seatmate (Pair and share).

V. Summary/Synthesis/Generalization Ethical issues, conflicting values, and ambiguity in decision-making, are recurrently emerging from literature review on research. Because of lack of clarity in ethical standards, students must develop an awareness of these issues and an effective framework to deal with problems involving human rights. This is necessary in order to come 72 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

into terms with the issue of the researcher's values relative to the individual's rights versus the interests of society. Regardless of a researcher‗s experience, one is inevitably confronted with the unknown and the unexpected. Thus, the following key recommendations ought to be considered (Rubinstein-Avila 2009): (a) Pilot all data collection instruments such as surveys, interview protocols, and read-alouds before data collection begins.

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(b) Consider what your study needs to accomplish, but also consider its feasibility in particular contexts. (c) Be flexible; be willing to make changes to the instruments used in data collection; be willing to adjust the ways in which data is collected.

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(d) Consider carefully not only what questions to pose, but also how to pose them. Consider how changes to the data collection plan might impact the data collected as well as the interpretation of the findings.

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References

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Rubinstein-Avila, Eliane. "Reflecting On The Challenges Of Conducting Research Across National And Linguistic Borders: Lessons From The Field". Journal Of Language And Literacy Education 5, no. 1 (2009): 1-8. http://files.eric.ed.gov/fulltext/EJ1068181.pdf.


Module 5 UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA


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The learner demonstrates understanding of what qualitative research design is all about which includes description of sample, data collection, analysis, procedures in data collection such as survey, interview and observation. The application of creative design principles for execution in an actual research will be undertaken.

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Performance Standard

Describe qualitative research designs, sample, data collection, analysis and procedures. Apply imaginative research related art/design principles to create an artwork.

Lessons

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Unpacking the Standards for Understanding

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1. Qualitative research designs 2. Description of sample and data collection, analysis of procedures such as survey, interview, and observation 3. Application of creative design principles for execution Learning Competencies The learner…

Chooses appropriate qualitative research design Describes sampling procedure and sample Plans data collection and analysis procedures Presents written research methodology Utilizes materials and techniques to produce creative work

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1. 2. 3. 4. 5.


Essential Question

Learners will understand the different qualitative research designs, description of sampling, data collection and analysis procedures such as survey, interview, observation and the application of creative design principles for executing research related endeavors.

How does research design, data collection, sampling, procedures, methodologies and analysis affect the over-all research output of a proposed study?


Transfer Goal Learners will be able to choose appropriate qualitative research design, describe sampling procedures, plan data collection/analysis procedures, present written research methodology as well as utilize materials and techniques to produce creative work.


Choose appropriate qualitative research design Describe sampling procedure and sample Plan data collection and analysis procedures Present written research methodology Utilize materials and techniques to produce creative work

Assessment Map

Part 1 1. Enumerate the different kinds of qualitative research Part 2 1. Recall the group of people (study population) you are interested in from which you want to draw a sample Part 3 1. Describe how students will collect their data from the procedures discussed Part 4 1. Describe the painting of Mona Lisa

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Remembering

The Pre-Assessment

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Cognitive Processes

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1. 2. 3. 4. 5.

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The following are products and performances that learners are expected to come up with in this module.

Understanding Part 1 1. Compare the different kinds of qualitative research Part 2 1. Distinguish how to select the people needed for your study Part 3 1. Summarize the different methods of collecting data Part 4 1. Explain why the process of critiquing is vital in art interpretation


Cognitive Processes

The Pre-Assessment Part 1 1. Illustrate the most interesting and creative research design one can think of Part 2 1. Demonstrate using a mind map a summary of key ideas and concepts learned from the lesson Part 3 1. Summarize the different methods of collecting qualitative data Part 4 1. Explain why the process of critiquing is vital in art interpretation

Analyzing

Part 1 1. Compare and contrast the five qualitative designs Part 2 1. Classify the kind of sampling method in the given case study Part 3 1. Construct a specific example for each of the method in collecting a qualitative data Part 4 1. Relate the two paintings presented as to its technical proficiency and content/form

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Applying

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Evaluating

Creating

Part 1 1. Discriminate the kind of research design fitted to the given questions Part 2 1. Classify the kind of sampling method in the given case study Part 3 1. Recommend possible data collection methods applicable to student‘s research Part 4 1. Critiquing of the created work of art amongst the students Part 1 1. Create a topic of interest in two minutes or less to a 10-year old child. Part 2 1. Recommend an appropriate sampling technique to be used in the students‘ research


Cognitive Processes

The Pre-Assessment Part 3 1. Formulate the possible codes and themes that can be extracted in the given research problem Part 4 1. Create any work of art pattern after a famous artist using clay

Cognitive Processes

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Lesson 1 1. Enumerate the different kinds of qualitative research Lesson 2: 1. Recall the group of people (study population) you are interested in from which you want to draw a sample Lesson 3: 1. Describe how students will collect their data from the procedures discussed Lesson 4: 1. Describe the painting of Mona Lisa

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Remembering


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Understanding Lesson 1: 1. Compare the different kinds of qualitative research Lesson 2: 1. Distinguish how to select the people needed for your study Lesson 3: 1. Summarize the different methods of collecting data Lesson 4: 1. Explain why the process of critiquing is vital in art interpretation Applying

Lesson 1: 1. Illustrate the most interesting and creative research design one can think of Lesson 2: 1. Demonstrate using a mind map a summary of key ideas and concepts learned from the lesson Lesson 3: 1. Summarize the different methods of collecting qualitative data Lesson 4: 1. Explain why the process of critiquing is vital in art interpretation 77


Cognitive Processes

Formative Assessment Lesson 1: 1. Compare and contrast the five qualitative designs Lesson 2: 1. Classify the kind of sampling method in the given case study Lesson 3: 1. Construct a specific example for each of the methods in collecting qualitative data Lesson 4: 1. Relate the two paintings presented as to its technical proficiency and content/form

Evaluating

Lesson 1: 1. Discriminate the kind of research design fitted to the given questions Lesson 2: 1. Classify the kind of sampling method in the given case study Lesson 3: 1. Recommend possible data collection methods applicable to student‘s research Lesson 4: 1. Critiquing of the created work of art amongst the students

Creating

Lesson 1: 1. Create a topic of interest in two minutes or less to a 10-year old child. Lesson 2: 1. Recommend an appropriate sampling technique to be used in the students‘ research Lesson 3: 1. Formulate the possible codes and themes that can be extracted in the given research problem Lesson 4: 1. Create any work of art pattern after a famous artist using clay

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Analyzing

C. Lesson Proper


LESSON 1: Qualitative Research Designs

I.

What to Know

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A challenge to students who are new to qualitative research is trying to figure out what ―kind‖ of qualitative research study they will be doing. There are many different types of qualitative research, such as ethnography, phenomenology, grounded theory, case study, narrative, and historical. As in any type of research, it is important for the student to select the qualitative research approach that would best answer the research question. The goals and methods associated with each approach will be described briefly in this section. Activity 5.1.1

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Ask the student the topic of interest he/she has in mind (let them imagine a painting/portrait as a product of their interest). In a few minutes, allow the students to begin thinking by asking the next question, ―What objectives are they seeking with their study?‖ Wolcott suggests that students must learn to ―think backward,‖ to mentally move into a future state, gaining a sense of what intention they hold for their finished painting of interest.

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Then from the perspective of that future position, ask students to view their imagined finished painting to ―think about the data they will need and how they will want to use it‖ (Wolcott, 1994, p. 387). Gaining that futuristic view develops depth of focus on the topic.

II.

What to Process The questions designed to frame a study will be presented. The questions are essential to designing a solid frame from which to paint a coherent picture. Other students report similar experiences.


Activity 5.1.2

Continuing the inquiry on the different research designs, the next step will be the key to identifying a particular research design. The students will answer the following questions:

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1. If I could discover the reason behind a school‘s experience with organizational development, I would ask_______. (Case Study) 2. If I could discover the shared lived experiences of one quality or phenomenon in others, I would want to know about ________. (Phenomenology) 3. If I could experience a different culture by living/ observing it, I would choose to experience ______. (Ethnography) 4. If I could discover what actually occurred and was experienced in a single lived event, that event would be _______. (Case Study) 5. If I could discover a theory for a single phenomenon of living as shared by others, I would choose to discover the theory of______. (Grounded Theory)

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Source: Creswell, John & Clark, Vicki. Principles of Qualitative Research: Designing a Qualitative Study.

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Qualitative research design is an umbrella term for a various range of approaches and methods, which vary considerably in terms of focus, assumptions about the nature of knowledge and the role of the researcher. Qualitative research designs are good at answering ‗How?‘ and ‗What?‘ questions (in contrast to the ‗Whether‘ or ‗If‘ queries commonly addressed by quantitative research).

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The concept of ‗research design‘ within qualitative research is more problematic than within quantitative research, with alternative terms including ‗research methodology‘, ‗research approach‘ and ‗research type‘. Reflecting on qualitative research initially describes ‗research design‘ as ‗the way in which a research, idea is transformed into a research project or plan that can then be carried out in practice by a research or research team‘. In this section, examples of different ‗qualitative research designs‘ are presented and discussed in the form of methodologies or approaches.


III.


Ethnography is the direct description of a group, culture or community. The meaning of the word ethnography can be ambiguous; it is an overall term for a number of approaches. Sometimes researchers use it as synonymous with qualitative research in general, while at other times it‘s meaning is more specific. In this chapter, we adopt the original meaning of the term, as a method within the social anthropological tradition. The research methods are as follows: Immerse themselves in the culture or subculture they study and try to see the world from a cultural member‘s point of view. Data are collected during fieldwork through participant observation and interviews with the key informants as well as through documents. Researchers observe the rules and rituals in the culture and try to understand the meaning and interpretation that informants give them.



They compare these with their own ethnic view and explore the differences between the two.

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Field notes are written throughout the fieldwork about events and behavior in the setting.

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Ethnographers describe, analyze and interpret the culture and the local, ethnic perspective of its members while making their own ethnic interpretations.

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The main evaluative criterion is the way in which the study presents the culture as experienced by its members.

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Source: Holloway and Wheeler, Qualitative Research in Nursing and Healthcare.

Example

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Turgo, Nelson. (2012) carried out an ethnographic study of a fishing community in the Philippines in the context of a dwindling fisheries resource and in relation to the community‘s contemporary social and political structures, values and local issues.

It considers the everyday life of the fishing community; the realms of power; gender and economic relations; and how these relations are played out among and between fishers and their wives, fish vendors, dealers and brokers as the community experiences dramatic changes in the local economy. While the study focuses on a very local orientation, it takes cognizance of the community‘s enrollment in a bigger polity: national and global economic and political spaces. Thus, the study focuses upon what local life means and exemplifies in the epoch of 81


globalization and how local practices are instantiated amidst talk of a fast globalizing world. It highlights the enduring importance of the local linked in this case to the people in the fishing community‘s relative immobility and marginal position in the sphere of the Philippine economy in particular and the global economy in general. Research titles 

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A ‗Balikbayan‘ in the field: Scaling and (Re) producing insider‘s identity in a Philippine fishing community.  The Kinship of Everyday Need: Relatedness and Survival in a Philippine Fishing Community  Bagong Silang Community: An Ethnographic Study of Strategies of Survival  A Story of High School Inclusion: An Ethnographic Case Study

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Grounded Theory (GT) is an approach that generates and modifies a theory. This research design has become ‗a global phenomenon‘. It is an approach to collecting and analyzing data. The finished product is also called a GT—it is a development of theory directly based and grounded in the data collected by the researcher. From its very start, this approach has been modified, not only by the main protagonists themselves but also by researchers who adopted and adapted it during its application to their own inquiry. In this chapter, we will describe the main features of GT and trace development and changes over time. Data usually are collected through non-standardized interviews and participant observation but also by access to other data sources.

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Data collection and analysis interact. Researchers code and categorize transcripts from interviews or field notes. The researcher has a dialogue with the literature when discussing categories. Throughout the analytic process, constant comparison and theoretical sampling takes place. Memos— theoretical notes—provide the researcher with developing theoretical ideas. The theory that is generated has ‗exploratory power‘ and is grounded in the data. Source: Holloway and Wheeler, Qualitative Research in Nursing and Healthcare.


Example Ilagan, Perla R. (2011) acquired an in depth understanding of the meaning of intimate partner violence from the perceptions of Filipino men and women.

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A sample consisted of 37 Filipino women and 2 Filipino men who were recruited from a Barangay Center (Health Center) in Manila, Philippines. Data were collected through semi-structured interviews. The interviews were open-ended, in-depth, and audiotaped. The description of the study participants was provided by the quantitative-descriptive data. Constant comparison method was used in categorizing the narrative data and in examining the data for examples of similar cases and themes.

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The narratives revealed a rich and contextualized overview that lay a foundation for understanding the perceptions and experiences of Filipino women and men living with intimate partner violence. The data point to recurrent themes of poverty, gambling, alcohol and drug use, poor communication skills, jealousy and philandering. Violation of the dignity of a person that brought with it children as victims was implicated in the cycle of violence.

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In addition, value formation was cited as an integral aspect of rehabilitation programs. The qualitative data in this grounded theory research illustrate the complexity of intimate partner violence in Filipino homes. The need for education about spousal violence and the presence of a support system for protection, counseling and rehabilitation are prominent keys in reducing violence in Filipino homes. Research titles

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Perceptions of Filipino Women and Men on Intimate Partner Violence Becoming Selfless: A Grounded Theory of Commitment to Service From person to father: A Grounded Theory of Male Gender Identity Formation http://0-search.proquest.com.lib1000.dlsu. edu.ph/docview/1039597832/A43FAE84ABBF4E14PQ/24?ac countid=28547 Investigating Food Development in an Area of the Philippines: An Explorative Study Using a Grounded Theory Approach


Narrative Inquiry includes stories that reflect on people‘s experience and the meaning that this experience has for them. Narrative research is a useful way of gaining access to feelings, thoughts and experience in order to analyze them. For many decades, health research had focused on the decision-making and thoughts of professionals and their measurement of the treatment outcomes, while the feelings and ideas of the patient, the ‗insider‘, tended to be neglected. The perspectives of patients are uncovered through their stories.

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Narratives are tales of experience or imagination and come naturally to human beings. Narratives are rarely simple or linear, and they often consist of many different stories rather than of a clearly defined tale. Illness narratives are expressions of illness, suffering and pain. Narratives are often tales of identity.

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Health professionals gain knowledge of the illness experience from their patients who assists in understanding the condition and the person. There are a number of different ways of analyzing narrative data, and all are legitimate.

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In narrative inquiry the final story is constructed by participant, researcher and reader. Illness and professional narratives are always located in the socio-cultural.

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Example

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Viernes, Sr. Ramona M. and De Guzman Allan B.(2005) explored a narrative-biographical research of Teachers‘ Experiences of Supportive Relationships with Colleagues. A total of fifty (50) public and private elementary and secondary school teachers in the central part of the Philippines were purposively selected as respondents. The study yielded four significant themes that describe how Filipino teachers as relational people experience and interpret supportive relationships in the school setting. These include: supportive relationships as (1) a life-giving force; (2) an extension of one‘s family; (3) a reciprocal process; and (4) a work still in progress.


Research titles 

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Enhancing the transparency of Accounting Research: The Case of Narrative Analysis http://0-search.proquest.com. lib1000.dlsu.edu.ph/docview/1674436872/AEA8CB44C9C44D 09PQ/17?accountid=28547 The Narrative Research Trail: Values of Ambiguity and Relationships Narrative Inquiry: Approaches to Language and Literacy Research Through the Looking Glass Space to New Ways of Knowing: A Personal Research Narrative

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Phenomenology is a 20th century school of philosophy rooted in philosophy and psychology which focuses on the subjective experience of the individual and seeks to understand the essence or structure of a phenomenon from the perspective of those who have experienced it.

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Writers developed different conceptual formulations, (very broadly) descriptive (Husserl), interpretive (Heidegger) and ontological-existential (Sartre) which have been adapted as methods of inquiry by researchers. methods

have

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Researchers who use phenomenological formulated various methods of data analysis.

The approach should not be mechanical but insightful and illuminate the phenomenon under study and capture its essence.

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Example Vapor, Victor Rey Cui (2009) explored a new Philippine phenomenon that emerged involving Filipino physicians who went back to school to take up nursing in the Philippines in order to migrate to foreign countries to work as nurses. The purpose of his study was to describe and to interpret the lived experiences of Filipino physician-turned nurses in the United States. Phenomenology was used as research design, with data obtained from a purposive sample of eight (8) self-identified physician-turned nurses in Las Vegas, Nevada. Participants were interviewed using 85


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a single, open-ended central question. The audio taped responses that described their lived experiences were eventually transcribed verbatim. To interpret their experiences, clusters of themes were then generated using the Colaizzi's (1978) method of Phenomenological Inquiry. The results of the study revealed that the experiences of Filipino physician-turned nurses involved multidimensional issues, both in the contexts of emigration and a professional shift from physician to nurse. Being the first of its kind, this study will enlighten society of the lived experiences of Filipino physicians who compromise professional integrity by working as nurses just to emigrate to the United States. Furthermore, this research study will contribute to the existing literature on crosscultural adaptation, particularly involving role compromise in an unfamiliar social and cultural context.

Research titles

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Social Futures of Global Climate Change: A Structural Phenomenology The Importance of Feeling Awkward: A Dialogical Narrative Phenomenology of Socially Awkward Situations Social Responsibility: A Phenomenology of perceivedsuccessful student leadership experience Emotions in the flesh: A Phenomenology of Emotions in the lived body

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Source: Sanders, "Application Of Colaizzi‘S Method: Interpretation Of An Auditable Decision Trail By A Novice Researcher".

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Case Study is a bounded system, a single entity, a unit around which there are boundaries. It has definite quality (time, space and/or components comprising the case). It has ―no particular method for data collection or data analysis.‖ A case study uses an interpretative research. It is chosen precisely because researchers are interested in insight, and discover rather than the testing of a hypothesis.‖ Yin defines a case study as an empirical enquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident. Source: Dr. Biglete’s lecture on Models of Research at De La Salle University – Manila on March 2016


Example

Research titles

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Internationalizing the Basic Education Curriculum: A Philippine Case Study School Viability: A Case Study of Victoria Heights School in Manila Entrepreneurial University: A Case Study of De La Salle Araneta University, Philippines Team Effectiveness in an Academic School Organization: A Multiple Case Study

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Protacio, Maria Selena and Sarroub, Loukia K. (2013) describe the reading practices in a public and high-achieving 6th grade English classroom in the Philippines. By utilizing a four resources model, they discuss the different roles that students assume in this classroom. Students in this class are mainly code breakers and text users and have limited opportunities to assume the other two roles of the four resources model. This case study provides a different view of reading, specifically a view of a culture of reading where in higher status is given to oral reading performance rather than comprehension. We describe the way a high-achieving 6th grade Philippine classroom perceives reading. Through this case study, both authors would like to contribute to the research literature on Philippine education and increase our knowledge of reading practices as they are conceived and practiced in this particular classroom.


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Ask the students: What is the most interesting and most creative research qualitative design they can think of? A quiz enumerating and defining the different research designs discussed in class will be appropriate in finding out what students have learned. Now, ask them to select a research design for their research problem. Ask them why they chose it and how it relates to their research purpose?

IV. What to Transfer Students will identify which of the five major qualitative research designs is appropriate to their chosen research topics. They will broadly compare and contrast five qualitative research designs and the applications of 87 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

each. They will demonstrate application of one of the five qualitative designs. Students identify a research topic appropriate for a qualitative study. They will select a design well-suited to the topic chosen.

Formative Assessment 5.2 Get students to be acquainted with the five qualitative designs:

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Discussion: Compare & contrast the five qualitative designs as defined in the lecture. Group the class and allow them to think about a topic in the five designs. Now, discuss what the topics might be like if recast into another tradition.

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Share: Students select research topics and discuss it with their group.

Group activity: Groups shall be given twenty minutes to work on a single topic. The challenge for them is to describe their topic in two minutes or less to a 10-year-old child?

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Discussion: What did you learn from the exercise of selecting a research topic?

Summary/Synthesis/Generalization Before beginning your qualitative research, you must provide thorough regard to design, including how research strategies will be governed and how the method you choose will answer your research question. Consider how you will find participants and what scope for the project will be obtained with your sample. Does your chosen research design account for the purpose of the study? How will you locate your study methodologically? What data will you gather and how will you handle these data? Finally, consider how you will use your chosen research design for management and analysis of data gathered. In this module, we have explained the need for careful design of a qualitative research and the special requirements of qualitative research design. Qualitative research usually involved ongoing processes of design as the

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Assignment: One page learning paper of the description of student‘s selected topic as it relates to their interest. Think about what qualitative design might be most appropriate for their chosen topic and explain why.


researcher designs and reviews the scope of the project and the nature of the data required. The questions you should ask and the issues you should consider as you prepare a design, as well as the ways in which you can revisit and revise it as you commence your qualitative research are suggested. As you plan, anticipate that your study will involve different stages, and allow time for each— conceptualizing, entering the field, creating data system, final analysis and others. Throughout this chapter, we have emphasized that you need to see your research in terms of its overall design.

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References

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Protacio, Maria Selena and Sarroub, Loukia K., "A case study of reading instruction in a Philippine classroom" (2013). Faculty Publications: Department of Teaching, Learning and Teacher Education. Paper 132. http://digitalcommons.unl.edu/teachlearnfacpub/132 Sanders, Carolyn. "Application Of Colaizzi‘S Method: Interpretation Of An Auditable Decision Trail By A Novice Researcher". Contemporary Nurse 14, no. 3 (2003): 292-302. http://www.tandfonline.com/doi/abs/10.5172/conu.14.3.292.

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Strauss, A.L. (1987) Qualitative analysis for social scientists. New York, NY, Cambridge University Press.

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Strauss, A.L. & Corbin, J. (1990) Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA, Sage. Strauss, A.L. & Corbin, J. (eds). (1997) Grounded theory in practice. Thousand Oaks, CA, Sage. Strauss, A.L. & Corbin, J. (1998) Basics of qualitative research: Techniques and procedures for developing grounded theory, 2nd edn. Thousand Oaks, CA, Sage.

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Nursing Research, 45 (2), 122– 24. Website of Glaser‘s Grounded Theory Institute www.groundedtheory.com Further reading Yin, Robert K. (2014). Case study research design and methods (5th ed.).

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LESSON 2: Description of Sampling and Data Collection

I.

What to Know

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In doing qualitative research, only a sample of a population is selected for any given study. The study‘s research objectives and the characteristics of the study population (example is the size and diversity) determine which and how many people to select. In this lesson, students will briefly describe three of the most common sampling methods used in qualitative research: purposive sampling, quota sampling, and snowball sampling. As data collectors, students will not be responsible for selecting the sampling method. The explanations in this lesson are meant to help students understand the reasons for using each method. Activity 5.2.1

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What to Process

It is important to remind students to select their sample in a systematic way so as to ensure that the community/users/external actors see it as a credible and indicative sample. Qualitative researchers characteristically create sampling choices that allow them to intensify understanding of whatsoever phenomenon (Blackstone 2017). This lesson will examine the strategies that qualitative researchers typically employ when sampling as well as the various types of samples that most likely will be used in their research.

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II.

Which group of people (study population) areyou interested in? From which you want to draw a sample? How many people do you need in your sample? How will you select these people?

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Ask students to choose a good sample by taking the following questions in consideration:

Quantitative sampling is very important and relevant. For example, if you are interested in Young Adult‘s experiences of Collecting Anime action figures and you have access to 2,000 members of the Young Anime Collectors Club of the Philippines, all of whom have experienced collecting toys, you might choose to randomly sample 10 90 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

children from the 2,000 for your qualitative study. There are difficulties when it comes to qualitative research in general and that selecting a sampling strategy and sample size for qualitative research is no difference. The enduring understanding to be given emphasis is that the strategy you adopt will be driven by the: 1) Research question(s)/purpose; 2) Time frame of your study; 3) Resources available. III.


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Show to students a list of common sampling strategies. As you discuss these strategies, think of which would be most relevant for your student‘s area of interest. In many cases, they will see ways to combine the strategies to create an effective approach. The methods are not mutually exclusive; a research design may adopt a range of strategies.

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The three main types of data collected and analyzed in qualitative research include in-depth interviews, direct observation, and written documents. These are discussed in greater detail in the qualitative lesson covering data types. In order to collect these types of data for a study, a target population, community, or study area must be identified first. It is not possible for researchers to collect data from everyone in a sample area or community.

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Therefore, the researcher must gather data from a sample, or subset, of the population in the study. In quantitative research, the goal would be to conduct a random sampling that ensures the sample group would be representative of the entire population, and therefore, the results could be generalized to the entire population. On the other hand, the goal of qualitative research is to provide in-depth understanding and therefore, targets a specific group, type of individual, event or process. To accomplish this goal, qualitative research focus will be on criterionbased sampling techniques to reach their target group.

There are three main types of qualitative sampling: purposeful sampling, quota sampling, and snowballing sampling. The following are the reasons for choosing a particular method. Purposeful/Purposive Sampling is the most common sampling strategy. In this type of sampling, participants are selected or sought based on preselected criteria based on the research question. For example, the study may be attempting to collect data from lymphoma patients in a particular city or county. The sample size may be predetermined or based on theoretical saturation, which is the point at which the newly collected data no longer provides additional insights. 91


Quota Sampling is a sampling technique whereby participant quotas are preset prior to sampling. Typically, the researcher is attempting to gather data from a certain number of participants that meet certain characteristics that may include things such as age, sex, class, marital status, HIV status, etc. Snowball Sampling is also known as chain referral sampling. In this method, the participants refer the researcher to others who may be able to potentially contribute or participate in the study. This method often helps researchers find and recruit participants that may otherwise be hard to reach.

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A note on sample size: Once a sampling method has been determined, the researcher must consider the sample size. In qualitative studies, sampling typically continues until information redundancy or saturation occurs.

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This is the point at which no new information is emerging in the data. Therefore, in qualitative studies it is critical that data collection and analysis are occurring simultaneously so that the researcher will know when the saturation point is reached.

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It is important to understand that the saturation point may occur prematurely if the researcher has a narrow sampling frame, a skewed analysis of the data, or poor methodology. Because of this, the researcher must carefully create the research question, select an appropriate target group, eliminate his or her own biases and analyze data continuously and thoroughly throughout the process to bring validity to the data collected.

Source: Mack et al., Qualitative Research Methods: A Data Collector’s Field Guide. and Qualitative Sampling Methods

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A written quiz assesses the student‘s mastery of key ideas and concepts learned from the lesson. Demonstrate using a mind map a summarized of key ideas and concepts learned from the lesson.



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Ask students to answer this case study: Imagine that you have arrived in Malate, Manila to conduct a case study on working street children. A local social worker introduces you to two former street working children and you learn that they still have lots of friends still working on the street. As a way to identify participants for your study, you ask the two former street working children if they can recommend and invite some of their friends on the street to participate in the study. You also ask them to spread word of the study in anticipation that their friends will also help you to identify potential participants.

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How would you classify this kind of sampling? 1. Quota sampling? 2. Snowball sampling? 3. Random purposeful sampling? Explain your answer. The answer is: 2. Snowball sampling

IV.

What to Transfer

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Ask the students how large the sample size should be in a qualitative study. How many focus group respondents, individual interviews, or ethnographic observations are needed? The discussion will now proceed to the importance of sample size in qualitative research and the possible sample size of the students‘ actual research work.

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We do have some informal rules of thumb. For example, Maria Krieger (in her white paper, ―The Single Group Caveat,‖ Brain Tree Research & Consulting, 1991) advises that separate focus groups are needed for major segments such as men, women, and age groups, and that two or more groups are needed per segment because any one group may be idiosyncratic. Another guideline is to continue doing groups or individual until we seem to have reached a saturation point and are no longer hearing anything new. When determining sample size for qualitative studies, it is important to let students remember that there are no hard and fast rules. There are, however, at least three considerations: 1. The saturation or redundancy of the sample size must be considered. The size and pattern of the sample need to be considered. Some Interviews conducted might result to no significant concepts. 93


2. The size of a sample is important to determine the difference within a target population. Having a large sample size might assess the quantity of distinction that will eventually denote the population of interest. 3. Approximation of a sample size grounded on the method of the study may be used. In every category of a sample size there are rules of thumb that are represented in the tables below. Rules of Thumb Based on Approach Rule of Thumb

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Research Approach

Select one case or one person.

Phenomenology

Assess 10 people. If you reach saturation prior to assessing ten people you may use fewer.

Grounded theory/ethnography/action research

Assess 20–30 people, which typically is enough to reach saturation.

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Case Study

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Source: Nastasi, ―Qualitative Research: Sampling & Sample Size Considerations‖.

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Rules of Thumb Based on Data Collection Method Data Collection Method

Rule of Thumb

Interview approximately five people.

In-depth interviews

Interview approximately 30 people.

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Interviewing key informants

Focus groups

Create groups that average 5–10 people each. In addition, consider the number of focus groups you need based on ―groupings‖ represented in the research question. That is, when studying males and females of three different age groupings, plan for six focus groups, giving you one for each gender and three age groups for each gender.


Data Collection Method

Ethnographic surveys

Rule of Thumb Select a large and representative sample (purposeful or random based on purpose) with numbers similar to those in a quantitative study.


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Guidelines for Length of Interviews

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There should also be consideration of the size of a good database: one that will yield data that are of sufficient quality and quantity. While the quality of the data is impacted by the quality of the interview procedure, the quantity of data is also important.

Number of Interviews

Length of each interview

10

1 – 2 hours

20 30

30 minutes – 1 hour 20 – 40 minutes

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Adjustments can be made if there are other forms of qualitative data collection involved. For example, if there is a 2-hour focus group and 10 interviews, the duration of the interviews may be shortened.


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Ask the students to describe common types of qualitative sampling methodology, to explain the methods typically used in qualitative data collection and to describe how sample size is determined. Create a data-planning matrix for students to fill out answering the following questions: 1. What do I need to know in my research? 2. Why do I need to know this? 3. What kind of data will answer my questions? 4. Where can I find the data? 5. Whom do I contact for access? 6. Time lines for acquisition 95


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Summary/Synthesis/Generalization Still if it were probable, it is not compulsory to assemble data from everyone in a group in order to obtain legitimate findings. In qualitative research, merely a sample of a population is chosen for whichever specified study.

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The study‘s research objectives and the characteristics of the study population (such as size and diversity) determine which and how many people to select. In this lesson, we briefly describe three of the most common sampling methods used in qualitative research: purposive sampling, quota sampling, and snowball sampling. As researchers, you will not be responsible for selecting the sampling method. The explanations given are meant to help you understand the reasons for using each method.

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Purposive sampling, one of the most common sampling strategies, groups participants according to preselected criteria relevant to a particular research question.

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In quota sampling, we decide while designing the study how many people with which characteristics to include as participants.

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In snowballing, participants or informants with whom contact has already been made use their social networks to refer the researcher to other people who could potentially participate in or contribute to the study. References

Denzin NK, Lincoln YS (eds.). Handbook of qualitative research. London: Sage Publications, 2000.

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Mack, Natasha, Cynthia Woodsong, Kathleen M. Mac Queen, Greg Guest, and Emily Namey. Qualitative Research Methods: A Data Collector’s Field Guide. 1st ed. North Carolina: Family Health International, 2005. Nastasi, Bonnie. ―Qualitative Research: Sampling & Sample Size Considerations‖. Study Notes, https://my.laureate.net/Faculty/docs/.../qualit_res__smpl_size_consid.doc Yin, R. K. (1994). Case study research: Design and methods. Thousand Oaks: Sage Publications. "Qualitative Sampling Methods". Center For Innovation In Research And Teaching, 2017. https://cirt.gcu.edu/research/developmentresources/research_ready/qualitative/ sampling.


LESSON 3: Analysis of Procedures Such as Survey, Interview, and Observation I.

What to Know

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To use qualitative methods means that you will be generating data that is primarily in the form of words, not numbers. Some of the most common data collection methods are different types of individual interviews (general or key informants) and group discussions. In this section, we also discuss other types of data that might help you understand the context.

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Activity 5.3.1

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Ask your students how they will collect their data for their research. Give an example of choosing a breed of dog they like as their pet. Ask them how they will be able to understand the breed of dog they like (they can probably research using the internet, interview persons with a particular breed of dog, survey dog breeders or observe dog owners)?

II.

What to Process

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Discuss to students that having explored the nature and purpose of qualitative research, they are now ready to explore methods of data collection. There are a variety of methods of data collection in qualitative research, including observations, textual or visual analysis, interviews (individual or group) and others. The most common methods used, particularly in any qualitative research, are interviews and focus groups. The purpose of this lesson is to explore methods of data collection in more detail, in particular how they work in practice, the purpose of each, when their use is appropriate and what they can offer in students‘ individual research. Discuss to students that data collection approaches for qualitative research usually involves: 1. Direct interaction with individuals on a one to one basis 2. Direct interaction with individuals in a group setting


Data Collection Qualitative research data collection methods are time consuming, therefore data is usually collected from a smaller sample than would be the case for quantitative approaches—therefore this makes qualitative research more expensive. The benefits of the qualitative approach are that the information is richer and has a deeper insight into the phenomenon under study.

Individual interviews Focus groups Observations Action Research

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1. 2. 3. 4.

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The main methods for collecting qualitative data are:

Explain each of the methods to the students: 1. Interviews Unstructured

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Can be referred to as 'depth' or 'in depth' interviews They have very little structure at all The interviewer may just go with the aim of discussing a limited number of topics, sometimes as few as just one or two The interviewer may frame the interview questions based on the interviewee and his/her previous response This allows the discussion to cover areas in great detail They involve the researcher wanting to know or find out more about a specific topic without there being a structure or a preconceived plan or expectation as to how they will deal with the topic

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Structured -

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The interviewee will ask the respondent the same questions in the same way. A tightly structured schedule is used The questions may be phrased in order that a limited range of responses may be given - i.e. 'Do you rate our services as very good, good or poor'. A researcher needs to consider whether a questionnaire or structured interview is more appropriate If the interview schedule is too tightly structured this may not enable the phenomena under investigation to be explored in terms of either breadth or depth Qualitative interviews should be fairly informal and participants feel they are taking part in a conversation or discussion rather than in a formal question and answer situation 98


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There is skill required and involved in successful qualitative research approaches—which requires careful consideration and planning

Good qualitative research involves: Thought Preparation The development of the interview schedule Conducting and analyzing the interview data with care and consideration 2. Observation

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a. b. c. d.

May take place in natural settings and involve the researcher taking lengthy and descriptive notes of what is happening.

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It is argued that there are limits to the situations that can be observed in their 'natural' settings and that the presence of the researcher may lead to problems with validity. Limitations with observation include:

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a. Change in people's behavior when they know they are being observed b. A 'snap shot' view of a whole situation c. Think Big Brother... d. The researcher may miss something while they are watching and taking notes e. The researcher may make judgments, make value statements or misunderstand what has been observed

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Strengths of observation a. b. c. d. e.

Can offer a flavor for what is happening Can give an insight into the bigger picture Can demonstrate sub-groups Can be used to assist in the design of the rest of the research Sometimes, the researcher becomes or needs to become a participant observer, where he/she is taking part in the situation in order to be accepted and further understand the workings of the social phenomenon

Observation can sometimes obtain more reliable information about certain things—for example, how people actually behave. It can also serve as a technique for verifying or nullifying information provided in face to face encounters. People or environment can be observed. When environment is researched, it can provide valuable background information that may inform other aspects of the research.


Techniques for collecting data through observation: Written descriptions

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The researcher makes written descriptions of the people, situations or environment Limitations include o Researcher might miss out on an observation as they are taking notes o The researcher may be focused on a particular event or situation o There is room for subjective interpretation of what is happening

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Video recording

Allows the researcher to also record notes Limitations may include o People acting unnaturally towards the camera or others avoiding the camera o The camera may not always see everything

Useful when there is a need to collect observable information or phenomena such as buildings, neighborhoods, dress and appearance Artifacts include objects of significance—memorabilia, instruments, tools and others.

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-

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Photographs and artifacts

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-

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Documentation

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Any and all kinds of documentation may be used to provide information—a local paper, information on a notice board, administrative policies and procedures. Source:"Introduction To Research".


Survey In doing a survey, the researcher must understand the right mode of inquiry for establishing an inference whether in a large group of people or from a small number of people in a group. The very aim of conducting a survey is to present and explain the actual experiences of a certain population.

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Conducting survey are done in three (3) steps: 1) by email; 2) telephone; 3) personal interview. The method of data collection can be from observation to content analysis and this can be used in the survey.

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The challenges and limitations of survey are seen according to the following criteria: 1) appropriateness of the method; 2) accuracy of what to observe; 3) generalizability of the findings; 4) administrative constrains; 5) ethical and political difficulties

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An example of a survey is the open-ended questions. This is placed in a box form and will permit your respondents to provide a unique answer. This kind of approach is able to provide the respondents the freedom to say what they feel about a topic, which provides you with an exploratory data that may unleash important issues, opportunities, issues, or quotes.

Activity 5.3.2

Ask students to look for examples of methods of collecting data such as survey, interview and observation for qualitative research.

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Ask students to look at their research titles and reflect on the possible data collection methods to be employed.


Data Analysis According to Yin (1994:102) ―data analysis consists of examining, categorizing, tabulating, or otherwise recombining the evidence to address the initial prepositions of a study‖. There are a variety of approaches to this process of analysis and interpretation. Some of the most commonly used approaches include: Content Analysis - used to analyze and interpret verbal data, or behavioral data. Content can be analyzed descriptively or interpretatively.

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Narrative Analysis - used to analyze text that may come from variety of sources including transcripts from interviews, diaries, field notes, surveys and other written forms. Narrative analysis often involves reformulating stories presented by people in different context and based on their different experiences.

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Discourse Analysis - a method of analyzing naturally occurring spoken interactions and written text and is concerned with the social context in which the communication occurred. It focuses on how language is used in everyday life and looks at how people express themselves.

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Grounded Theory - also called analytic induction. This is a method that attempts to develop causal explanations of a phenomenon from one or more cases being studied. Explanations are altered as additional cases are studied until the researcher arrives at a statement that fits all cases.

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Conversation Analysis - examines the use of language by people as a type of action or skilled accomplishment. A key concept in this analysis is the principle of people taking turns in conversation. Meanings are usually shaped in the context of the exchange itself.

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Source: "Analyzing Qualitative Data".

III.

What to Reflect on and Further Understand As a researcher selects strategies of inquiry, it is important to realize these will have a dramatic influence on procedures of analysis and interpretation. Data collection in the field can take a long time; however, the researcher can continually reflect, analyze and then 102 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

adjust the research during this time. Pieces of data ought to be carefully labeled and organized in such a way that eases ongoing analysis. This process of analysis involves making sense out of data recorded in text, image, audio and/or video formats. It may be helpful to think of the following steps (Creswell 2009):

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1. Organize and prepare the data for analysis. 2. Read through all the data. Gain a general sense of the information and reflect on the overall meaning. 3. Conduct analysis based on the specific theoretical approach and method (examples: narrative, content, grounded theory, discourse, conversational and others). This often involves coding or organizing related segments of data into categories. 4. Generate a description of the setting or people and identify themes from the coding. Search for theme connections. 5. Represent the data within a research report. 6. Interpret the larger meaning of the data. Coding and Categorizing

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Understanding the definition of coding is essential in proceeding with its processes. Coding can be defined as the actual process of making sure data is organized into chunks or segments and later making meaning out of it. Creswell, J.W. (2009) also explains that coding and categorizing involves taking text data or pictures gathered during data collection, segmenting it into categories, and labeling those categories with a term, often a term used by the actual participant.

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Begin the coding process by first reviewing your learning outcomes as a reminder of what you are assessing. Your coding scheme will be based on your learning outcomes. For example Students who participate in the Multicultural Scholars Program will be able to describe their talents, strengths and social group memberships.

Coding involves assigning a word, phrase, number or symbol to each coding category. For example Describe talents and strengths 103 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

Codes can be pre-set or emergent. You should have both. Pre-set: A list of codes created in advance by the researcher based on the research question, learning outcomes, or conceptual framework. Emergent: Ideas, concepts, actions and meanings that come up from reading and analyzing the data that are not in the pre-set codes. Creating Categories

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Coding will serve as a system to help you to organize your data. Once you have gone through all documents and coded them, they can now be gathered into families of codes or categories. Materials are sorted by these categories, identifying similar phrases, patterns and relationships. As you code and categorize the data, look for the interrelationships among categories. Sorted materials are examined to isolate meaningful patterns. Identified patterns are used to create themes. Source: Creswell, Qualitative, Quantitative, And Mixed Methods Approaches.

IV.

What to Transfer

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Start the class discussion by defining what data extraction is all about. Data extraction is: 1) An attempt to reduce a complex, messy, contextladen and quantification-resistant reality to a matrix of categories and numbers; 2) Time consuming; 3) Often difficult.

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Further discuss to students the purpose of data extraction in a qualitative research which is to describe the study in general, to extract the findings from each study in a consistent manner to enable later synthesis, and to extract information to enable quality appraisal so that the findings can be interpreted. The objectives for students in this part of the lesson are: 1) to extract their data honestly and consistently as a precursor to the interpretative phase; 2) not to prejudge the value or meaning of data as it is extracted. Further explain to the students the need to do data extraction: 1) Articles are in different formats and use different styles of reporting; 2) Need to highlight main data elements of interest; 3) Need to provide standardization; 3) Need to aid pattern recognition and analysis. The process of reducing your acquired data can be extracted in two possible ways using an approach by analyzing qualitative data.


1) One approach is to examine your findings with a pre-defined framework, which reflects your aims, objectives and interests. This approach is relatively easy and is closely aligned in research which has pre-determined interests. This approach allows you to focus on particular answers and abandon the rest.

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2) The second approach takes a more exploratory perspective, encouraging you to consider and code all your data, allowing for new impressions to shape your interpretation in different and unexpected directions. We refer to this approach as thematic network analysis.

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More often than not, qualitative analysis draws on a mix of both approaches. Whichever approach guides you, the first thing you need to do is to familiarize yourself with your data. This involves reading and re-reading your material (data) in its entirety. Make notes of thoughts that spring to mind and write summaries of each transcript or piece of data that you will analyze. As your aim is to condense all of this information to key themes and topics that can shed light on your research question, you need to start coding the material.

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A code is a word or a short phrase that descriptively captures the essence of elements of your material (e.g. a quotation) and is the first step in your data reduction and interpretation.

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How would you code a qualitative data? Create an appropriate phrase to descriptively summarize the text segment and the accompanying photo (show a student a picture of a student in a rural area).

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Source: Olson, Coughlan and Ryan, Handbook Of Qualitative Health Research For Evidence-Based Practice.

(Picture taken from sandierpastures.com/japan/taiken-nyugaku-experiencing-local-school-in-japan.html)


From the given picture above, ask the students how they would code the (fictitious) qualitative data? One appropriate phrase to descriptively summarize the text segment and accompanying photo could be ―Unique uniforms‖. To help speed up students‘ coding, you can, after having read through all their data, ask them to develop a coding framework, which consists of a list of codes that you anticipate will be used to index and divide their material into descriptive topics.

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The following are approaches that will help students analyze their data:

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In an inductive approach, a researcher begins by collecting data that is relevant to his or her topic of interest. Once a substantial amount of data have been collected, the researcher will then take a breather from data collection, stepping back to get a bird‘s eye view of a data. At this stage, the researcher looks for patterns in the data, working to develop a theory that could explain those patterns.

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In a deductive approach it takes the steps described for inductive research and reverse their order. They start with a social theory that they find compelling and then test its implications with data. That is, they move from a more general level to a more specific one. This approach to research is the one that people typically associate with scientific investigation. The researcher studies what others have done, reads existing theories of whatever phenomenon he or she is studying, and then tests hypotheses that emerge from those theories.

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On Models Of Research".

In qualitative research there is no fixed rule on how many codes a researcher should aim for, but if you have more than 100-120 codes, it is recommended that you begin to merge some of the codes. All materials must have been coded to start the abstraction of the themes from the codes. You may ask your students to look at their codes and start grouping them together to see the common, important and relevant themes. A very practical way of doing this is to write the code headings on pieces of paper and place them on a table. The process will show them the various codes. Ask the students to move around and start clustering the data into themes. Let the students observe patterns and structures 106


which will include differences between the types of respondents if analyzed together. They have to label the clusters of codes with an interpretative and basic theme. In a new piece of paper ask them to write the basic theme, label and place it next to their cluster of codes created. For example the codes torn uniform and no school books are seen in the interview transcripts with working street children. They can be clustered together as ―The Working Street Children‘s Insufficiency of School Materials‖. Basic Theme

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Codes Lack of Uniform

Children lack school material

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No School Textbooks

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Not all codes are of interest and relevance to the student‘s research question. Tell the students that coding is not just about one‘s interest and relevance to the research questions but on choosing to cluster codes into basic themes that will enlighten them in finding meaning to their questions. Explain to students that everything is in a process. For example, they can identify 20 basic themes. They have to repeat this process thinking of the basic themes. Examination of these basic themes and clustering all of them into hierarchical order and interpretative organizing themes.

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Assuming this process limits the twenty (20) basic themes to only four (4) organizing themes, two (2) will describe the struggles faced by working street children and another two will detail their coping strategies. The given figure below describes how students can show the description codes to concentrating on a less distinct, interpretative and networked themes that can be used to begin answering parts of the research question.


Codes Basic Themes

Organizing Themes

Global Theme

Lack of uniform Children lack school materials

Lack of money for school fees

Children unable to pay school fees

School charges

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Working street children cannot afford to go to school

No schoolbooks

Mind is elsewhere

Tired in school

Children worry about their family

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Worry

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Struggles of Street Children

Working street children are stressed

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Children who are exhausted

Headaches

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It is very important to understand that developing organizing themes from codes will be an important process in analyzing a qualitative data. The process of cutting out codes and moving them around on is often called the ‗table method‘.

Formative Assessment 5.5 Show to students a picture of a kid doing manual labor (you can search in the internet pictures of kids doing manual labor). Ask the students to make a table that includes two columns containing possible codes and themes that can be extracted from the picture.


V.

Summary/Synthesis/Generalization In doing a qualitative analysis, one should put emphasis on the meaning of the data. Every data collected describes the evidence that can provide a researcher answer to his/her questions. These questions can come from so many sources such as surveys, interview, focusgroup discussion and observation.

2)

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3) 4)

Observation – actual encounter with the respondent particular activities of the day Interviewing – it is trying to analyze what the respondent is thinking Surveys - it can be open or close ended questions Documentation - actual recording of informal feedback and reflections

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1)

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The lesson provided a clear discussion about the methods and techniques in the actual collection of data in a qualitative research. Such research involves different choices of techniques and will be dependent on the actual needs of the researcher. As for student researchers, they may adopt different research techniques. The following are the different types of data analysis in qualitative research:

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A major part of qualitative research is to uncover and unveil the big picture of a study. It is the use and interpretation of data to explain a certain phenomenon. Data analysis will involve a process called labelling and coding. The different types of data analysis are: 1) Content analysis;

2) Narrative analysis; 3) Discourse analysis;

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4) Grounded theory;

5) Conversational analysis.

The process of coding and categorizing is an essential part after doing an interview, observation, and others. Codes serve as a direction to label, compile and organize a researcher‘s data. It can also allow a researcher to summarize and synthesize what is happening in his/her data. The term ―a priori codes‖ refers to a ―start list‖ of pre-set codes. Jotting down notes of a researcher‘s reactions and ideas that emerge is essential. Ideas are important to the analytic process. 109


References Biglete, Amelia. "Lecture On Models Of Research". Lecture, De La Salle University Manila, 2016. Creswell, J.W.(2009). Qualitative, quantitative, and mixed methods approach, chapter 9, qualitative procedures Olson, Karin, Michael Coughlan, and Frances Ryan, ed. Handbook Of Qualitative Health Research For Evidence-Based Practice. New York: Springer, 2016.

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Wolcott, H.F. (2001) Writing up qualitative research, Newbury Park, CA: Sage

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"Introduction To Research". University Of Surrey, http://libweb.surrey.ac.uk/library/skills/Introduction%20to%20Research%20and %20Managing%20Information%20Leicester/index.htm.


LESSON 4: Application of Creative Design Principles for Execution

I.

What to Know

II.

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Students will be able to understand the critical process of observing, describing, analyzing, interpreting, and evaluating that leads to informed judgments regarding the relative merits of artworks. This lesson will lead to a better appreciation of the process of research design, data collection and analysis of procedures. What to Process

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Students will be able to assess a work of art without critiquing the artist which require objectivity and an understanding of the work‘s content and form.  Visual fluency is the ability to differentiate formal and informal structures and objectively apply observable criteria to arts assessments that exclude the artists.  Universal principles of art and elements of design apply equally to culturally specific artwork. Activity 5.4.1

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Show to the students the painting of the Creation by Michael Angelo and the Blood Compact by Juan Luna. Ask them to evaluate the effectiveness of their work of art by differentiating the artists‘ technical proficiency and the works‘ content or form. Students can differentiate among basic formal structures and the technical proficiency of the artist within the artwork. Ask students later to compare and contrast the different qualitative research designs and data collection methods by writing an essay of their experience in studying it.

III.

What to Reflect on and Further Understand Share to the students the idea that the ability to think critically is a key skill for doing a successful research study. Explain to the students that this means not taking what you hear or read at face value, but using your critical faculties to weigh up the evidence, and considering the implications and conclusions of what the writer or person is saying. 111


IV.

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Ask students to imagine two situations. On the first, you are on a country walk and you come across a sign that tells you not to attempt to climb a fence because of risk of electrocution. Would you pause to consider before obeying this instruction? On the other hand, suppose you were to receive a letter from a local farmer announcing that he proposed to put up an electric fence to protect a certain field. In this case, would you not be more likely to think about his reasons for doing so and what the implications would be for you and your family? In the first case, you are thinking reactively and in the second, you are thinking critically. What to Transfer

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Making qualitative research accessible is the goal of this lesson, and learning about it involves new ways of thinking that involves imaginative art and design principles to create artwork. Researchers improve the quality of research by increasing their knowledge of art and creative science in the process of learning.

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Ask students to create any work of art patterned after a famous artist using clay. Students will have to do a basic research of the artist and his/her creation. A short description of their created work will be made. The other members of the class will have to prepare a small sheet of paper and render their comments about the created work of art of their classmates. The presenter of the work of art shall collate the feedback of their classmates and place it on a sheet of paper. Based on the feedback, ask the students to submit a short reflection paper on his/her experience of the activity.

V. Summary/Synthesis/Generalization Critical thinking in qualitative research is a skill to be developed. A thinking-skills approach views researchers as reflective practitioners and critical thinkers. They understand why qualitative research design, sampling and data analysis are sometimes inconsistent or opposing research findings because of its methodology – how research is designed and carried out.


Module 6 FINDING ANSWERS THROUGH DATA COLLECTION


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The learner demonstrates understanding of interview and observation procedure skills. Performance Standard

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The learner should be able to gather relevant information with intellectual honesty. Unpacking the Standards for Understanding Lessons

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1. Observation procedures and skills 2. Interview procedures and skills Learning Competencies

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The learner… 1. 2. 3. 4.

Writes formal letters. Collects data through observations and interviews. Transcribes interview sessions. Writes journal while conducting observation.


Essential Question

Learners will understand that observation and interview, when properly implemented, are very effective methods of gathering qualitative data.

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As a researcher, how can you make the observation and interview methods an effective tool in gathering qualitative data?

Transfer Goal Learners will be able to provide sample interview guide questions, observation protocols, interview transcripts, and interview journal.


B. Planning for Assessment Product/Performance The following are products and performances that learners are expected to come up with in this module.

Cognitive Processes

The Pre-Assessment

Part 1 1. Define observation method. 2. Define interview method.

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Remembering

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Assessment Map

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1. Formal letters explaining the intention of conducting interview and/or observation sessions 2. Interview protocols and guide questions 3. Observation protocols 4. Simulations: observation and interview 5. Actual interview sessions 6. Actual observation sessions 7. Journal recordings of observation details 8. Transcription of interview session

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Part 2 1. Identify the different types of observation method: participant, non-participant, and systemic. 2. Identify the different types of interview method: structured and unstructured. Part 3 1. Define participant observation, non-participant observation, and systemic observation. 2. Define structured interview method and unstructured interview method. Part 4 1. List the dos and don‘ts in conducting observation method. 2. List the dos and don‘ts in conducting interview method.

Understanding Part 1 1. Differentiate participant, non-participant, and system observation with one another. 2. Differentiate the types of interview methods with each other.


Cognitive Processes Applying

The Pre-Assessment Part 1 1. Discuss how observation and interview methods are used as data gathering tools in qualitative research. Part 2 1. Explain the proper and effective ways in conducting observations and interviews. Part 1 1. Analyze the characteristics of an effective and purposeful observation protocol.

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Analyzing

Part 2 1. Analyze the characteristics of an effective and purposeful interview protocol. Part 1 1. Analyze sample observation protocols and determine how these procedures could be further improved.

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Evaluating

Part 2 1. Analyze sample interview protocols and determine how these procedures could be further improved.

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Part 1 1. Construct observation protocols and interview guides based on the chosen research topic.

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Creating

Part 2 1. Implement observation protocols and interview guides.

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Part 3 1. Produce journal based on the observation and transcription of audio recordings of the interview sessions with the identified research locale and participants.

Cognitive Processes

Remembering

Formative Assessment Lesson 1 1. Define observation method. 2. Define interview method. Lesson 2 1. Identify the different types of observation method: participant, non-participant, and systemic. 115


Cognitive Processes

Formative Assessment 2. Identify the different types of interview method: structured and unstructured. Lesson 3 1. Define participant observation, non-participant observation, and systemic observation. 2. Define structured interview method and unstructured interview method.

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Lesson 4 1. Determine the dos and don‘ts in conducting observation method. 2. Determine the dos and don‘ts in conducting interview method. Understanding Lesson 1 1. Differentiate participant, non-participant, and system observation from one another.

Lesson 1 1. Discuss how the observation method is used as data gathering tools in qualitative research. 2. Explain the proper and effective ways in conducting observations.

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Applying

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Lesson 2 1. Differentiate the types of interview methods.

Analyzing

Lesson 2 1. Discuss how the interview method is used as data gathering tools in qualitative research. 2. Explain the proper and effective ways in conducting interviews. Lesson 1 1. Analyze the characteristics of an effective and bias-free observation protocol. Lesson 2 1. Analyze the characteristics of an effective and bias-free interview protocol.


Cognitive Processes Evaluating

Formative Assessment Lesson 1 1. Analyze sample observation protocols and determine how these procedures could be further improved. Lesson 2 1. Analyze sample interview protocols and determine how these procedures could be further improved. Lesson 1 1. Construct observation protocols based on the chosen research topic. 2. Conduct observation protocols. 3. Produce journal based on the observations of the identified research locale and participants.

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Creating

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C: Lesson Proper

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Lesson 2 4. Construct guide questions to be used for the interview. 5. Conduct interview with chosen participants. 6. Transcribe audio of interview sessions with the participants.


LESSON 1: The Observation Method

I.

What to Know

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Check learner‘s prior knowledge of observation and how this method is used to gather information. Having baseline information about student‘s learning will facilitate delivery of the lesson by stressing on information that learners have no knowledge yet or rectifying misconceptions about observation. Tell the students that this essential question will be their guide in going through with this lesson: As a researcher, how can you use the observation method as an effective tool in data gathering for a qualitative research?

Observation Protocol

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To determine learners‘ understanding of the lesson, they will be asked to construct observation protocols. Activity 6.1.1

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Ask the students to construct an observation protocol template like the one shown below.

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Duration of Activity: _______________

Descriptive Notes

Reflective Notes

General: (Objective of your research)

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Start of observation:


II.

What to Process Using the baseline information gathered, focus on rectifying any misconceptions regarding observation as a purposeful data-gathering tool. One way to do this is to outline the characteristics and the steps of an effective observation protocol through facilitated discussion. Steps in the Process of Observing (Creswell, 2007) 1. Select the research site.

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2. Develop observational protocol.

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This refers to the site where you can best understand your central phenomenon or topic being studied. Gaining access through letter of consent is a prerequisite first step that a researcher must do.

The observational protocol is a method used for recording observation notes.

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It includes both ―descriptive‖ or those about what happened and ―reflective‖ or learning based on what have been observed. 3. Focus the observation.

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Before writing any notes, think of what catches your attention. There will be a lot in the site, but focus your observation only on what will help you understand your research question.

4. Determine your role.

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What will you be as a researcher? Will you be a participant observer or non-participant observer?

5. Record field notes. Using the Observation Protocol, record what you observe using your five senses. The observation should be arranged chronologically or in order.

6. Slowly withdraw. After observation, slowly withdraw by thanking the participants for their time. Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches.


Sample Observation Protocol (Creswell, 2007) Duration of Activity: 60 minutes Descriptive Notes

Reflective Notes

General: What are the experiences of Grade 11 students as they study Basic Calculus? Start of observation: 7:00 AM

There are more than 50 students in the classroom.

Can the teacher manage this big class?

I wonder if it‘s the class that makes them sleepy or their activity at night?

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Some students seated at the back start to become sleepy.

I wonder if these students always come late?

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The class started on time, but some students arrived late.

Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches.

III.


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Conduct a formative test to determine students‘ mastery of this lesson (see Assessment Map). To effectively reinforce new learning, learners should be asked to perform a simulation of a sample observation based on a given topic by the teacher. Remind them of the essential question that has been posted earlier. This will guide them in properly conducting this method. Activity 6.1.2

Observation Simulation

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Using the observation protocol that the students made in Activity 6.1, ask them to conduct an observation of a certain topic to be given by the teacher. Duration of Activity: _______________ Descriptive Notes General: (Objective of your research)

Reflective Notes

Start of observation:


IV.

What to Transfer The best way to measure student‘s learning of this lesson is the actual implementation of observation as a means of gathering qualitative data. Based on their research topic and the skill the learners have learned during the simulation stage, they are expected to apply these skills, strategies, and concepts learned in an actual observation. This activity is best done together with an actual interview session which will be done in Lesson 2.

V.


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This lesson tackles observation as a data gathering method in qualitative research. The lesson provides learners, as novice researchers, background knowledge about observation and equips them with the necessary strategies and skills in implementing this method of data gathering. Lastly, it requires learners to apply the necessary concepts, strategies, and skills they have learned in an actual observation procedure.

References

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Creswell, John W. Qualitative Inquiry And Research Design: Choosing Among Five Approaches. 2nd ed. Thousand Oaks, CA: Sage Publications, 2007.


LESSON 2: The Interview Method

I.

What to Know

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Checking prior knowledge about interview and how it is conducted is a good springboard for this lesson. From here, focus on the misconceptions and facts about interview as a tool. Tell the students that this essential question will be their guide in going through with this lesson: As a researcher, how can you make the interview method an effective data-gathering tool for qualitative research?

II.

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To determine learners‘ understanding of the lesson, they will be asked to construct interview guides regarding their chosen research topic. What to Process

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Using the baseline information gathered, focus on rectifying any misconceptions regarding interview as a purposeful data gathering tool. One way to do this is to outline the characteristics and the steps of an effective interview protocol through facilitated discussion.

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Steps in Conducting a Qualitative Interview (Creswell, 2007) 1. Decide whether interviews are appropriate.

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To begin with, participants should agree to the interview method; otherwise, this method is not necessary and will not yield any relevant information. Assess if the information is sensitive and observation will be enough to gather the needed information. 2. Choose the type of interview Will you use structured or unstructured interview? What type will you use on focus group discussion or one-on-one interview?

3. Invite Participants A letter of permission should be sent to the participants and they must reply indicating their consent before conducting the interview session.


4. Develop an Interview Protocol This is a list of questions or guide questions which you will be asking to the interviewees. The questions are based on your research questions and should be able to produce information needed to answer your research questions.

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5. Arrange the audio equipment. Make sure to be ready with your audio equipment. You may use your cellphone or any other audio recoding device. It should be stated in your letter of permission that you will be recording the entire conversation and you are the only one who will have access to it.

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6. Arrange for a quiet setting for the interview. A comfortable and quiet place chosen by the participants is preferable.

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7. Conduct the interview. Check audio equipment before the interview. First, introduce yourself and the research being conducted to the participantinterviewee. Stay on topic and to the time mentioned in the letter of permission.

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8. Follow-up after an interview. Thank the interviewee after the session and honor their requests such as copy of the abstract. In cases that a follow-up is needed in order to clarify some points raised during the interview session, the interviewees must be notified.

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Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches .


Parts of an Interview Protocol (Creswell, 2007) 1. Basic Information about the Interview. It includes the time and date of the interview, where the interview takes place, and who the participants to be interviewed are. 2. Introduction.

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This provides instructions to the interviewer which will serve as his/her guide in conducting the session. It is a prerequisite that the interviewer introduce himself/herself including the objectives of the research. 3. Opening Question.

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This is about getting to know participants so they will feel at ease. Questions related to their work or activities are good opening questions. Very personal questions must be avoided. 4. Content Questions.

These are sub-questions based on the central phenomenon being studied.

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5. Closing Instructions.

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Thank the interviewee for his/her time. Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches.

Sample Interview Protocol

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Background Information on Interviewee Date: Location: Name:

Introduction Good morning, Mr. Juan De La Cruz. My name is Mr. Gregg Adiz and I am presently conducting a research about Grade 11 students‘ experiences in their Basic Calculus Class. The objective of this study is to gather empirical data and understand their experiences.


Opening Question Tell me something about yourself, Mr. Juan De La Cruz. - Provide spaces for taking notes in case audio will have problemHow long have you been studying here? - Provide spaces for taking notes in case audio will have problem-

Tell me about your Basic Calculus class. Why do you say so? (Follow-up)

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Content Questions

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What do you mean by difficult? (probe question) Can you provide concrete examples? Closing Instructions

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Thank you very much (Acknowledge the class for their time). I would like you to know that I am the only one who will have access to this audio material and after the research, the content will be erased. If you wish to have a copy of the abstract of this research, I would be very willing to send you one. Do you have any question?

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Activity 6.2.1

Interview Protocol Ask the students to make an interview protocol guide such as the one given as example. They will be using this product in the next activity.


III.

What to Reflect on and Further Understand Conduct a formative test to determine students‘ mastery of this lesson (see Assessment Map). To effectively reinforce new learning, the learners should be asked to perform a simulation of a sample interview based on a given topic by the teacher. Remind them of the essential question that has been posted earlier. This will guide them in properly conducting this method. Activity 6.2.2

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Interview Simulation

IV.

What to Transfer

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Ask the students to simulate an interview based on the topic given in Activity 6.2. Use the interview guide which was made in Activity 6.2

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The best way to measure student‘s learning of this lesson is the actual implementation of interview as a means of gathering qualitative data. Based on their research topic and the skill the learners have learned during the simulation stage, they are expected to apply these skills, strategies, and concepts learned in an actual observation. This activity is best done together with an actual interview session which will be done in Lesson 2. Activity 6.2.3

Data gathering through observation and Interview

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When the students are ready to conduct observation and interview, ask them to conduct these processes based on their chosen research topic.


APPLICATION: Methodology

In order for you to accomplish Chapter 3 or Methodology, you need to do the following: 1. Write a letter of consent. Use the sample format given below. Date:

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Name of Respondent Title Name of Office Address Dear _____________,

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We are Grade 11 students of (Write your school name) who are currently doing a research on (State your topic). The study is a major requirement for Practical Research 1 Course. In this regard, we would like to solicit your permission to interview you to learn more about (Write the information that you seek from the participant).

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If you choose to participate in this study, we will schedule a time to meet with you at your most convenient time. During this time we would like to ask questions concerning (Write the general objective of conducting the interview). This interview will take approximately (Write the time duration). With your permission, we would like to audiotape the interview in order to focus on the conversation. Only the group will have access to the tape. The recordings will be transcribed and we will remove any identifiers during the transcription. The tape will then be erased and your identity will be kept confidential and will not be revealed in the final manuscript. If you will do an observation, state that here. We will contact you again (through your secretary if there’s any) in a few days to clarify and answer any questions you may have about this project and possibly schedule an interview and (observation time).

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Please do not hesitate to contact us if you have any questions: (Your email) We are thanking you in advance for you consideration to participate in this study.

Respectfully yours, Your name/s

Noted by: Your Teacher‘s Name Practical Research I Teacher


APPLICATION: Methodology

2. Make your own observation and interview protocols. A. Observation Protocol Length of Activity: _______________ Descriptive Notes

Reflective Notes

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B. Interview Protocol

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General: (Objective of your research) Start of observation:

Interview Protocol Template

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Date: Location: Name:

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Background Information on Interviewee

Introduction

Good morning, (interviewee‘s name). My name is (state your name) and I am presently conducting a research about (state the title of your research). The objective of this study is (state the objective).Tell me something about yourself, Mr. Juan De La Cruz.

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Opening Question

______________________________________________________ ______________________________________________________ ______________________________________________________

Content Questions ______________________________________________________ ______________________________________________________ ______________________________________________________


Closing Instructions Thank you very much, (interviewee‘s name) for your time. I would like you to know that I am the only one who will have access to this audio material and after the research, the content will be erased. If you wish to have a copy of the abstract of this research, I would be very willing to send you one. Do you have any question?

V.

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Again thank you very much!


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This lesson tackles the interview method as a data-gathering method in qualitative research. The lesson provides learners background knowledge about the interview method. As novice researchers, this lesson equips them with the knowledge of strategies and skills in implementing this method. Lastly, it requires learners to apply the necessary concepts, strategies, and skills they have learned in an actual interview procedure.

EP E

References

Crewell, John W. Research Design: Qualitative, Quantitative, And Mixed Methods Approaches. Thousand Oaks, CA: Sage, 2003. Crewell, John W. Qualitative Inquiry & Research Design: Choosing Among Five Approaches. 2nd ed. Thousand Oaks, CA: Sage, 2007.

D

Turner, Daniel W., III. "Qualitative Interview Design: A Practical Guide For Novice Investigators". The Qualitative Report 15, no. 3 (2010): 754-760. http://www.nova.edu/ssss/QR/QR15-3/qid.pdf. von Diether, Barbara. Writing Chapter 3: The Methodology. Ebook. 2016. http://dissertationwriting.com/write-dissertation-methodology-help.shtml.


Module 7 ANALYZING THE MEANING OF DATA AND DRAWING CONCLUSION


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The learner demonstrates understanding of drawing out patterns and themes from data. Performance Standard

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The learner should be able to analyze and draw out patterns and themes with intellectual honesty. Unpacking the Standards for Understanding Lessons

1. Patterns and Themes from Data

The learner…

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Learning Competencies

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1. Infers and explains themes and patterns from data. 2. Relates patterns with pertinent literature. Essential Understanding

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Learners will understand that patterns and themes from qualitative data are meant to describe what is unique and applicable only to the participants and are not necessarily applicable or true to other groups.

Essential Question What are the common themes generated from the observation journals and transcripts of interview?

Transfer Goal

Learners will be able to write a conclusion based on the qualitative data they have gathered which will serve as discussion points as they relate these findings with other pertinent literature.


B. Planning for Assessment Product/Performance The following are products and performances that learners are expected to come up with in this module. Analysis of observation journals Tabular presentation of the Q and A during the interview sessions Coded analysis of interview transcripts Written output for the Research Paper: Presentation of Findings Annotations of their readings of pertinent literature

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1. 2. 3. 4. 5.

Assessment Map

Remembering

The Pre-Assessment

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Cognitive Processes

Part 1 1. Define inference. 2. Identify pertinent literature to support or refute present findings.

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D

Understanding Part 1 1. Read literature that could support or contradict present findings. 2. Highlight findings from other literature that support or contradict present findings. 3. Connect own findings with pertinent literature. Part 1 1. Use tables to manage qualitative data (observation journal and interview transcripts).

Analyzing

Part 1 1. Analyze observation journal and determine patterns and common themes. 2. Analyze interview transcripts line per line and determine patterns and common themes. 3. Use codes to tag and classify the meaning being implied by the evidences from observation and words/sentences from interview transcripts.

D

Applying


Cognitive Processes

The Pre-Assessment Part 1 1. Discuss the common patterns and themes identified during analyses of qualitative data. 2. Relate common patterns and themes to other pertinent literature. 3. Refute common patterns and themes based on the findings from other pertinent literature.

Creating

Part 1 1. Suggest hypothesis/es based on the analysis of the qualitative data. 2. Summarize the entire process of data analyses.

Cognitive Processes


Lesson 1 1. Define inference. 2. Identify pertinent literature to support or refute present findings.

D

Remembering

C O

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Evaluating

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Understanding Lesson 1 1. Read literature that could support or contradict present findings. 2. Highlight findings from other literature that support or contradict present findings. 3. Connect own findings with pertinent literature.

D

Applying

Analyzing

Lesson 1 1. Use tables to manage qualitative data (observation journal and interview transcripts). Lesson 1 1. Analyze observation journal and determine patterns and common themes. 2. Analyze interview transcripts line per line and determine patterns and common themes. 3. Use codes to tag and classify the meaning being implied by the evidences from observation and words/sentences from interview transcripts.


Cognitive Processes

Formative Assessment Lesson 1 1. Discuss the common patterns and themes identified during analyses of qualitative data. 2. Relate common patterns and themes to other pertinent literature. 3. Refute common patterns and themes based on the findings from other pertinent literature.

Creating

Lesson 1 1. Suggest hypothesis/es based on the analysis of the qualitative data. 2. Summarize the entire process of data analyses.

C O

D

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D

C: Lesson Proper

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Evaluating


LESSON 1: Patterns and Themes from Data

I.

What to Know

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Ask the students about the last time they drew conclusion from something they have read or seen. Ask them to elaborate how they came up with that conclusion. Was their conclusion correct or not? What caused the accuracy or inaccuracy of their conclusion?

Motivation

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Ask the students to determine the next figure in the sequence. Ask follow-up questions: Why did you come up with that choice? What did you follow in the series in order to arrive at the last figure?

D

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D

Note: Lead the students so that the word pattern will come out. Relate this activity to the lesson which is all about finding patterns and themes.

Use the information gathered from the students‘ responses to teach patterns and themes from data and drawing conclusions based on empirical data. Tell them that this lesson is guided by this essential question: What are the common themes generated from the observation journals and transcripts of interview?


Discussion Material Patterns and Themes Drawing conclusions from what we personally see or hear daily is very similar to drawing conclusions from empirical patterns and themes from qualitative data gathered through research methods such as observation and interview.

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However, there are distinct differences between conclusions that we make everyday and the conclusions done in research because conclusions done in research are based solely on empirical data. These conclusions based on reasoning and factual evidence are called inference.

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Conclusions in qualitative research are based on patterns and themes. Patterns and themes are words or phrases that collectively describe the experience or thoughts of every participant. These words and phrases become themes because they appear on several occasions and are mentioned by many participants. They represent broad categories of information. In order to identify themes, qualitative researchers use codes. These codes are simply labels that help qualitative researchers identify similar experiences or thoughts. Codes tha are grouped together are themes. These words or phrases that will manifest in the interview transcript and researchers during analysis. Qualitative researchers should be able to identify and locate them. Hence, these words or phrases that describe participants‘ experiences and thoughts should be coded accordingly for easy reference and classification when interpreting the results.

To determine learners‘ understanding of the lesson, they will be asked to summarize the entire process of data analysis and suggest a hypothesis/es based on the analysis.

II.

What to Process Drawing conclusions from what we personally see or hear daily is very similar to drawing conclusions from empirical patterns and themes from qualitative data gathered through research methods such as observation and interview.


Tell the learners of the distinct differences between conclusions that we make everyday and the conclusions done in research. Emphasize that conclusions done in research are based solely on empirical data.

PY

Conclusions in qualitative research are based on patterns and themes. Tell the students that patterns and themes are words or phrases that characterize the experience of the participants and these words and phrases appear on several occasions and are mentioned by different participants. These words or phrases will manifest in the interview transcript and researchers, during analysis, should be able to identify and locate them. Hence, these words or phrases that describe participants‘ experiences should be coded accordingly for easy reference and classification when interpreting the results.

Discussion Material: Coding

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Moreover, it is important to clarify to the learners that at this stage, being novice researchers, they may employ simple coding.

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Coding is the process of analyzing the data and searching for essential information that answers the research questions. They are considered essential if they occur of have been mentioned several times by the informants. In other words, it is a process of filtering the data (Farber 2006). These essential words are marked or labeled (coded). Codes are words that represent themes or patterns. There are two types of codes in qualitative research: emergent and preset (Taylor-Powell and Renner 2003). Emergent codes are those that show up during analysis while preset are codes that have been identified prior to analysis. Qualitative researchers use codes to easily identify meanings and group similar patterns or themes that occur or transpire in the interview transcript of each participant. By using codes, the researcher can easily make an inference. How to Code Coding is a laborious task; it entails deep and sharp understanding of the transcript and the topic being studied. The coding that will be presented in this module is a modification of the coding system being followed by adept researchers. Earlier, it has been mentioned that there are two types of codes: preset and emergent.


Example of Preset Codes/Categories* Codes/Themes/Categories Responses to the question were sorted into

Questions 1. What makes a quality student activities program? 2. What are the benefits of a student activities program?

Facilitators (F), Relevance (R), Attendance (A), Variety (V) Students (S), Mentors (M), School (S)

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3. How can we improve a student activities program?

Time (T), Resources (Re), Feedback (F), Mentors (M),

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* These are preset codes/categories because they have been identified prior to analysis. Adapted from:Taylor-Powell and Renner, Analyzing Qualitative Data.

Example of Emergent Codes/Categories*

Question 1. What makes a quality student activities program? Participant 1: Different activities.

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V

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R, V Participant 2: More choices. F

Participant 3: Better mentors.

F

Participant 4: The facilitators will assess me and tell me if I am improving or not.

A

Participant 5: More students attend and participate in their chosen clubs.

*These are emergent codes because they are being identified as the analysis or coding progresses. Adapted from: Taylor-Powell and Renner, Analyzing Qualitative Data.

As can be seen from the example, all participants‘ responses per question are transcribed and arranged accordingly. Written before the responses are codes represented by letters (V, R, F, A). These letters refer to Variety (V), Relevance (R), Facilitators (F), and Attendance (A). As a researcher, it is your responsibility to generate possible and relevant codes as dictated by the responses. ―Yes‖ or ―No‖ responses are not usable data in this case. 137 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

How to Analyze Data and Use Codes or Categories (Taylor-Powell and Renner 2003) 1. Get to know your data. Read your data very well and have a good grasp of the meaning that each statement tries to convey. Open-coding, the initial coding, is the process of examining data and finding themes that are apparent (Strauss and Corbin 1990). 2. Focus the analysis.

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Your participants might be giving pieces of information that are not related or significant to your present study. Be sure to identify and disregard them. 3. Review the purpose and go back to the research question.

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Always go back to the purpose of your study and your research questions. They will guide and help you identify what is important and they are your main guide in analyzing your data. 4. Identify themes or patterns.

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Use codes or labels, such as the one in the example given, during this process. Basically, we use labels or highlighter to identify themes or patterns. Your thorough understanding of your data will facilitate this process.

5. Ask teammates to analyze.

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You can ask another person (your teammates) to reanalyze the data to make sure nothing is missed during the opencoding.

6. Organize themes into categories: preset or emergent. Once codes have been identified, you can now organize them in tabular form.

7. Identify patterns within and among categories. This is when you categorize patterns and themes that you have identified in your data. This is the final step. You can further streamline your categories by looking at those that you think could be combined to form just one category. Go back to your research questions. Those themes and patterns that your have identified are the answers to your research questions. 138 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

Note to the Teacher You can use metaphor to make the students understand coding. You can use organizing a library. If you have several reading materials: different types of books, journal, newspaper, dictionary and other reading materials that are mixed together, you will find ways to organize them into groups. Perhaps you group books together and classify them according to subjects? That is very similar to finding patterns and themes and then organizing them into categories.

PY

You are now ready to write the Presentation of Findings and Discussion section of your paper.

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Presentation of Findings and Discussion

This is the second to the last chapter of your research paper. This is the section where you present the results you gathered through the data gathering techniques (instruments) that you used. You present the results and discuss them by:

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1. Commenting on the results obtained 2. Interpreting what the results mean and 3. Explaining any results which are unexpected.

D

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You present the findings from the interview and/or observation and then compare them to other bodies of research. You do this by analyzing your data which we have previously discussed.


D

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D

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Example of Interview Transcript with Codes


Examples of Tabular Representation of Codes and Themes Here are two examples (from a work of Grade 11 students) that students may use as guide in presenting the themes identified from their data:

These are the Sections in the research paper where these themes are discussed.

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A.

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B. Area of Focus (Questions)

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1. What are your thoughts, it can be anything from impressions to standards to expectations, when assigned to teach crème classes and regular classes?

Verbatim response

T1: Okay. Of course I have higher expectations in terms of teaching the star, the crème class. Why? Because basically they have been there and they have overcome already so many challenges, more difficult tasks. And since they have overcome those things and they have more difficult lessons, I believe naturally that are better than the regular sections. Now, since they have these abilities, talents, and capabilities, I give them activities that will maximize their potential.

Themes Capabilities Expectations


Activity 7.1.1 Code/Categories/Themes Ask the students to complete the table below. Ask them to think of possible preset codes/categories/themes for the given questions. Areas of Focus

Codes/Categories/Themes

2. What‘s the culture in your school?

III.

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3. What do you think is your secret why customers keep coming back to you?

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1. How do you deal with bullies?


Activity 7.1.2

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Conduct a formative test to determine students‘ mastery of this lesson (see Assessment Map). At this point, it is imperative to prepare the learners for the task ahead; hence, providing sample exercises on drawing conclusions from qualitative (NOT quantitative) data would facilitate in achieving the goal of this lesson. Guide them on how to spot common themes and patterns. Continue doing this until everyone in class knows how determine common themes and patterns.

Coding

Ask the students to analyze the given interview transcription. Tell them to use codes in order to identify patterns and themes.


Activity 7.1.2

Q1: What are the internationalization programs that your school has?

PY

A: At the moment if we talk about a really comprehensive written program, we still do not have one. But what we have really taken to heart is that we feel that if we are to improve as a school, we have to go out there and see what is out there. Of course it is important that you have a guide and a plan, but at the moment we don‘t have any.

IV.

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So what we‘ve really done is to expose our school to other institutions by exposing ourselves to other institutions and learning from the best practices from each school but not directly transporting what they have done but looking at our own experience and how we can tweak their practice and to having our own best practice. So basically that‘s how at least I have learned to handle the linkages and internationalization program of the school.

What to Transfer

D

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The true test of the learners‘ learning of this lesson is the output designed for this lesson. First, guide them on how tabulate the transcript of the interview session. By tabulating the Q & A, line-by-line analysis of the responses becomes a lot easier and the common themes and patterns can be easily spotted. Guide them on how to use codes to identify common themes or patterns. Codes are words that encapsulate or summarize the meaning of a statement. These codes will serve as their guides when classifying all the identified themes or patterns. This is the analysis of the transcription and observation.


Activity 7.1.3 Coding and Analysis of Research Data 1. Transcribe the interview with your participants. Arrange the responses in tabular form such as the one shown below. Highlight words that represent a code. These codes will form themes later on.

PY

Question 1: Participant 1: Participant 2: ….

And so on …

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Question 1: Participant 1: Participant 2: ….

2. Arrange the codes to determine themes

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Question 1.

Codes/Categories / Themes

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Area of Focus

Question 2.

D

And so on…

Area of Focus (Questions)

OR

Verbatim response

Themes

Question 1. Question 2. And so on…


Next, guide them on how to discuss their findings. Tell them that apart from their interpretation of the data gathered, it is essential that they relate their findings to other pertinent pieces of literature which support or refute their own findings.

D

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D

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Sample Discussion of Results


V.


References

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This lesson guides the learners on how to analyze data through patterns and themes that arise from qualitative data using observation and interview methods. It highlights the significance of managing these data in tabular form and using codes in order to tag common themes and patterns. It also emphasizes the importance of relating present findings with other pertinent literature in order to enrich the discussion of the interpretation of the data gathered. Lastly, this lesson expects the learners to write a summary of the findings based on the qualitative data they have gathered.

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Crewell, John W. Qualitative Inquiry & Research Design: Choosing Among Five Approaches. 2nd ed. Thousand Oaks, CA: Sage, 2007. Farber, Nancy K. "Conducting Qualitative Research: A Practical Guide For School Counselor". ASCA 9, no. 5 (2006): 367-375.

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Strauss, Anselm, and Juliet Corbin. Basics Of Qualitative Research: Grounded Theory Procedures And Techniques. 1st ed. Newbury Park, CA: Sage, 1990.

D

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Taylor-Powell, Ellen, and Marcus Renner. Analyzing Qualitative Data. Madison, Wisconsin: University of Wisconsin-Extension: Program Development and Evaluation, 2003. http://learningstore.uwex.edu/assets/pdfs/g3658-12.pdf.


Module 8 REPORTING AND SHARING OF FINDINGS


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The learner demonstrates understanding of guidelines in making conclusions and recommendations, techniques in listing references, the process of report writing, and selection criteria and process of best design (arts). Performance Standard

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The learner is able to form logical conclusions, make recommendations based on conclusions, and write and present a clear report. Unpacking the Standards for Understanding Lessons

D

Guidelines in Making Conclusions and Recommendations Techniques in Listing References The Process of Writing Report Selection Criteria and Process of Best Design(Arts and Design Track)

EP E

1. 2. 3. 4.


Draws conclusions from patterns and themes. Formulates recommendations based on conclusions. Lists references. Presents a written research report. Finalizes and presents best design. Writes short description and presents best design.

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


Essential Question

Learners will understand that research findings are generated based on generally accepted guidelines and format and are reported and shared in order to satisfy one research function which is the creation of new knowledge.

What conclusion and recommendation can you draw from your research study?

Transfer Goal Learners will be able to write conclusion and recommendation based on the qualitative data they have gathered and present the results of their study. 147 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

B. Planning for Assessment Product/Performance The following are products and performances that learners are expected to come up with in this module. 1. Written conclusion and recommendation. 2. Reference section of their research. 3. Written report of their research work.

PY

Assessment Map Cognitive Processes

The Pre-Assessment

Part 1 1. Define inference. 2. Identify pertinent literature to support or refute present findings.

Remembering

Part 1 1. Define the following terms: conclusion, recommendation 2. Outline guidelines in drawing conclusion and making recommendations.

D

C O

Remembering

EP E

Part 2 1. Define references. 2. Enumerate the techniques in listing references. Part 3 1. Define a research report. 2. Outline the steps in presenting report.

D

Understanding Part 1 1. Deduce the characteristics of an inclusive conclusion and recommendations. Part 2 1. Distinguish APA from MLA referencing. Part 3 1. Discuss the characteristics of a comprehensive report. Applying

Part 1 1. Draw conclusion and make recommendations based on the analysis of qualitative data gathered from observation and interview.


Cognitive Processes

The Pre-Assessment Part 2 1. Make a reference list based on chosen style (APA or MLA). Part 3 1. Write a report of the findings for presentation. Part 1 1. Analyze codes used tag and classify the meaning being implied by the evidences from observation and words/sentences from interview transcripts and construct conclusion. 2. Analyze conclusion to make recommendations.

PY

Analyzing

Part 2.

Evaluating

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1. Analyze entries needed for the chosen referencing (APA or MLA). Part 1 1. Discuss the conclusion and recommendations.

D

Part 2 1. Assess the accuracy of the entries in the reference section.

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Part 3. 1. Explain the results of the study in preparation for the written report.

D

Creating

Cognitive Processes

Remembering

Part 1 1. Write the last chapter of the research work which includes summary, conclusion, and recommendation.

Formative Assessment Lesson 1 1. Define the following terms: conclusion, recommendation 2. Outline guidelines in drawing conclusion and making recommendations. Lesson 2 1. Define references. 2. Enumerate the techniques in listing references.


Cognitive Processes

Formative Assessment Lesson 3 1. Define a research report. 2. Outline the steps in presenting report.

PY

Understanding Lesson 1 1. Deduce the characteristics of an inclusive conclusion and recommendations. Lesson 2 1. Distinguish APA from MLA referencing. Lesson 3 1. Discuss the characteristics of a comprehensive report. Lesson 1 1. Draw conclusion and make recommendations based on the analysis of qualitative data gathered from observation and interview. Lesson 2 1. Make a reference list based on chosen style (APA or MLA). Lesson 3 1. Write a report of the findings for presentation.

Analyzing

Lesson 1 1. Analyze codes used tag and classify the meaning being implied by the evidences from observation and words/sentences from interview transcripts and construct conclusion. 2. Analyze conclusion to make recommendations. Lesson 2 1. Analyze entries needed for the chosen reference style (APA or MLA).

EP E

D

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Applying

D

Evaluating

Creating

Lesson 1 1. Discuss the conclusion and recommendations. Lesson 2 1. Assess the accuracy of the entries in the reference section. Lesson 3 1. Explain the results of the study in preparation for the written report. Lesson 1 1. Write the last chapter of the research work which includes summary, conclusion, and recommendation.

C. Lesson Proper


LESSON 1: Guidelines in Making Conclusions and Recommendations

I.

What to Know

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This lesson could be started by presenting situations, video clips, or pictures to the learners from which they will be asked to make a conclusion. This could take the form of a group activity and each group presents the conclusion to the class after the designated time. The teacher accepts all forms of conclusion without judgment.

II.

What to Process

C O

Based on the different conclusions given by the groups of students, introduce the topic on using guidelines in making conclusions and recommendations. Tell them that this lesson is guided by this essential question: What conclusions and recommendations could you give using the data at hand?

D

Recall that drawing conclusions from what we personally see or hear daily is very similar to drawing conclusions from empirical patterns and themes from qualitative data gathered through research methods such as observation and interview.

D

EP E

Tell the learners of the distinct differences between conclusions that we make everyday and the conclusions done in research. Emphasize that conclusions done in research are based on generally accepted guidelines. Moreover, it is also necessary to point out that after drawing conclusions, the next stage is to formulate recommendations. Tell them that the best and easiest way to do this is to isolate each of the conclusions made and formulate a recommendation for each. This way, alignment between findings and recommendations can be easily established. Parts of the Last Chapter of Your Study: What to Write A. Purpose of the Chapter You may use this example to indicate the purpose of your study: The purpose of this chapter is to present the conclusions, summary, and recommendations of this study.


B. Introduction to the Chapter Your introduction could be written this way:

C. Purpose of the Study This part should reflect the following:

Your Statement of the Problem A summary of the Review of Related Literature Restatement of the Purpose

D. Research Design

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  

PY

This chapter reflects on the study‘s purpose and research design. A summary of the research findings will be presented and organized around the research questions. This is followed by the research conclusions and recommendations for further research and study.

This part could be written this way:

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D

This study was primarily an exploration of the students perceptions about a quality school. The research design was focused on the following questions: 1. How.. 2. Why…

Continue with data gathering methods…

D

E. Limitations

Two areas that are included in this section are the following:  

Start with the brief purpose of the study. List the limitations


F. Research Question/s Addressed This section could be written this way:

This section presents a summary of the findings of the two research questions. Write Your Research Question Number One

G. Conclusion

C O

PY

– The literature identified a range of perceptions regarding a quality school. The first question sought to understand the students‘ perceptions of a quality school. The question asked: STATE YOURQUESTION (The one you asked to the participants)

D

In writing the conclusion, you go back and discuss the findings in relation to your research problem and research questions and elaborate these findings by citing key results.

EP E

It could be structured this way:

D

The following conclusions represent an attempt to better understand the views regarding a quality school. The findings identified the thoughts that teachers and students alike have about the characteristics of and what it takes to be a quality school. ... Continue highlighting these findings by enumerating them. End with a recapitulation of your conclusion.


H. Summary Here‘s a sample and a guide in writing your summary: The study identified the presence of two dominant contrasting views regarding quality school. • •

Identify those. Why are they important?

I.

PY

The recommendations identity possible courses of action to bring clarity and closer agreement to perceptions of quality school. Recommendation

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When writing the recommendations, it is better to have an introductory paragraph which recalls the conclusions of the study. The number of recommendations and the number of conclusions are usually aligned. Hence, this section may be written like this:

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D

The conclusions of the research identify a number of issues emanating from diversity of perceptions regarding quality school. The recommendations are the outcomes of extensive interaction with participants and reflections of the researcher. The recommendation is:

D

 That the administration should strengthen the information drive about quality school.

III.


Conduct a formative test to determine students‘ mastery of this lesson (see Assessment Map). At this point, it is essential to prepare the learners for the task ahead; hence, providing sample exercises on drawing conclusions from qualitative (NOT quantitative) data would facilitate in achieving the goal of this lesson. After which, ask the students to formulate recommendations based on the conclusions that they have made. The last activity should be making a resource page.


Activity 8.1.1 Practice Writing Conclusion and Recommendations

IV.

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Provide copies of a sample research paper to the students. Select one which is short, easy to understand, and suitable to the proficiency level of students that you have. Omit the conclusion and recommendation parts.The students‘ task is to provide the conclusion and recommendation of the said research work.

What to Transfer

EP E

D

C O

The true test of the learners‘ learning of this lesson is the output designed for this lesson. First, ask them to look at their written output in Module 7 – analysis of the transcript. From the themes and patterns that they have identified, ask them to draw a conclusion. Then, to show alignment between findings and recommendations, formulate a recommendation for each conclusion. Teacher scaffolding is very essential at this stage.

Activity 8.1.2

Structuring Conclusion and Recommendations

D

Upon completion of Activity 8.1, the teacher may determine the readiness of the students in writing the conclusion of and recommendations for their own research work. Guide the students in doing this task.

V.

Summary/Synthesis/Generalization This lesson guides the learners on how to draw conclusions and formulate recommendations using the established and generally accepted guidelines. It also emphasizes the significance of the alignment between findings and recommendations.


LESSON 2: Techniques in Listing References

I.

What to Know

What to Process

C O

II.

PY

Ask the students what they see at the last section of books or journals. These are reference lists or bibliography which should appear at the end of the paper or books. This list provides the essential information for a reader to locate any source cited in the research work. Present two samples of reference lists: APA and MLA styles. Ask the students to differentiate one from the other. Tell the students that APA and MLA are two very common format in listing references.

Part of the responsibilities of a good researcher is to recognize or cite all the resources print or non-print at the resource page. American Psychological Association (APA) and Modern Language Association (MLA) are just two of the well-known methods of citation.

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The way the references section in a research work is written is very similar to that of a bibliography. Every credible body of research work must have one. Emphasize to the learners that each source cited in the paper must appear in the Reference List or in the Works Cited; likewise, each entry in the reference list must be cited in the text. Tell the learners of the distinct differences between APA and MLA styles. There are guidelines which learners need to know and be familiar with in order to make sure that their resource page is correct.

D

Emphasize that the main differences between APA and MLA styles fall in these entries: date, author‘s name, capitalization, and source page (references and works cited, respectively). Some authors also include indentions, pages, publishers, and publications as key differences between these two styles. Resource Page: APA and MLA Styles A resource page (references or works cited) is something similar to a bibliography although there are some differences between the two. A bibliography is often used in books and refers to all sources used whether referenced or not in the process of writing the work. On the one hand, a references or works cited is where researchers 156


acknowledge other researchers and bodies of literature that are actually cited and helped them write their research paper. References and Works Cited are used differently depending on the style used. References is used in APA Style while Works Cited is used in MLA Style. APA and MLA Styles Compared and Contrasted (California State University– Chico)

APA Basic rules

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As you can recall, APA stands for American Psychological Society and MLA stands for Modern Language Association. These two methods of citation are the ones more frequently used by educational institutions in the country. Below is a table showing the similarities and differences in formatting the APA reference list and MLA works cited.

MLA

Basic rules

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1. Reference list starts on a new page. Type the word ―References‖ centered at the top of the page. 2. Double-space all reference list entries. 3. Use hanging indent form. The first line of each reference is set flush left and subsequent lines are indented 1/2 inch. 4. Arrange alphabetically, not by format of publication: book, journal, etc. 5. The author should be the first element, even for web pages. If no author is present, use the editor‘s name. If no editor is present, start with the book title or article title. 6. List author‘s last name, followed by a comma then

1. Works cited list starts on a new page. Type the words ―Works Cited‖ centered at the top of the page. 2. Double space within and between entries. 3. Use hanging indent form. The first line of each citation is set flush left and subsequent lines are indented one-half inch. 4. Arrange alphabetically, not by format of publication: book, journal, etc. 5. The author should be the first element of a citation, even for web pages. If no author is present, use the editor‘s name. If no editor is present, start with the book title or article title. 6. List author‘s last name, followed by a comma then


MLA

initials for first and middle name. Do not spell out author‘s first or middle name. 7. Use "&" instead of "and" when listing multiple authors of a single work. 8. For a journal article with more than seven authors, list the first seven authors and three periods, and then list the last author. 9. The date is always the second element and is contained in parentheses. 10. Book and periodical titles should be in italics. Volume numbers of periodicals should be in italics. 11. If a journal has both a volume and an issue number, write the volume number followed by the issue number in parenthesis. There is no space between the volume number and the open parenthesis. 12. Article titles are plain text. No quotes or italics. 13. Capitalize only the first word of the title and the subtitle for books, book chapters, and article titles. 14. Capitalize the first letter of each word in a periodical title except articles (a, an, the). 15. Each element (author, date, title, etc.) of a citation is separated by a period and one space.

the author‘s first and/or middle name. Spell out author‘s name. Do not use initials. 7. If a work has more than one author, only invert the first author‘s name. 8. Underline or italicize titles of books, journals, magazines, newspapers and films. 9. Article titles are placed within quotation marks. 10. Also use quotation marks for the titles of short stories, book chapters, poems and songs. 11. Capitalize each word in the titles of articles, books, etc. This rule does not apply to indefinite or definite articles (a, an, the), short prepositions, or conjunctions unless one is the first word of the title or subtitle. 12. Elements of a citation are separated by a period and one space.

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APA


APA

MLA Basic Format: Book Citation Last Name, First Name. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

Example:

Example:

Yin, R. (2009). Case study: Design and methods. Thousand Oaks, CA: Sage.

Yin, Robert. Case Study Research: Design and Methods. Thousand Oaks: Sage, 2009. Print.

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Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.

One Author

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Basic Format: Journal Article (Print) One Author

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Author(s). "Title of Article." Title Author, A. A., Author, B. B., & of Journal Volume. Issue (Year): Author, C. C. (Year). Title of article. Title of Periodical, volume pages. Medium of publication. number(issue number), pages. Example: Example: Mott, Frederick Walker ―The Mott, F. W. (1916). The effects of Effects of High Explosives Upon high explosives upon the central the Central Nervous System.‖ nervous system. The Lancet, 1, The Lancet1 (1916): 331–338. 331–38. Print.


APA

MLA

Basic Format: Journal Article (Online) Without DOI

* Author and/or editor names (if available) * Article name in quotation marks (if applicable) * Title of the Website, project, or book in italics. * Version numbers available, including revisions, posting dates, volumes, or issue numbers. * Publisher * Publishing date. * Page numbers (if available). * Medium of publication. * Date you accessed the material. * URL (if required, or for your own personal reference; MLA does not require a URL).

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Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical, volume number(issue number if available), pages if available. Retrieved fromhttp://www.some address.com/full/url/

Author's last name, first name (if available). "Title of work within a project or database." Title of site, Author, A. A., Author, B. B., & project, or database. Editor (if Author, C. C. (Year). Title of article. Title of Periodical, volume available). number(issue number), pages. http://dx.doi.org/xx.xxx/yyyyy Electronic publication information (Date of publication or of the Example: latest update, and name of any sponsoring institution or Gaudio, J. L., & Snowdon, C. T. organization). Date of access (2008). Spatial cues more salient and . than color cues in cotton-top tamarins (Saguinus oedipus) Scholarly Journal reversal learning. Journal of Comparative Psychology, 122, Dolby, Nadine. ―Research in 441–444. doi: 10.1037/0735Youth Culture and Policy: 7036.122.4.441 Current Conditions and Future Directions.‖ Social Work and Society: The International Online-Only Journal 6.2 (2008):

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With DOI

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Longaretti, L., & Wilson, J. (2006). The impact of perceptions on conflict management. Educational Research Quarterly, 29(4), 3– 15. Retrieved from Academic Search Premier database.

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Example:


APA

MLA n. pag. Web. 20 May 2009. From an Online Database Junge, Wolfgang, and Nathan Nelson. ―Nature's Rotary Electromotors.‖ Science 29 Apr. 2005:642–44. Science Online. Web. 5 Mar. 2009.

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Example of a Resource Page: APA STYLE

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Sources: http://libguides.csuchico.edu/citingsources-MLA and http://libguides.csuchico.edu/citingsources-APA(last accessed on 03 June 2016)

References

Anderson, J. (2003, October) Superego. Journal of Psychology, 41. Retrieved November 10, 2003, from EBS cohost. Binns, T. B. (2001). The bald eagle. Chicago, Il: Rourke Publishers.

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Donaldson, S. (1995). Protecting the troops from hemingway: an episode in censorship. The Hemingway Review, 15, 87–93.

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Gibaldi, J. (2003) MLA handbook for writers of research papers. 6th ed. New York: MLA.

Gordin, M. D. (2012). The pseudoscience wars: Immanuel Velikovsky and the birth of the modern fringe. Chicago, IL: University of Chicago Press.

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Green, J. (2007, September). The Rove presidency. The Atlantic.com. Retrieved fromhttp://www.theatlantic.com/magazine/archive/2007/ 09/therove-presidency/6132/.

Klaphake, E. (1999). My life as an English professor. Bellevue, Nebraska: Bellevue University Press. Marcuse, S. (1975). A survey of musical instruments. New York: Harper and Row. Shafron, G. R., & Karno, M. P. (2013). Heavy metal music and emotional dysphoria among listeners. Psychology of Popular Media Culture, 2, 74–85. doi:10.1037/a0031722


Example of a Resource Page: MLA STYLE Works Cited Anderson, John. "Superego." Journal of Psychology October 2003: 41. Academic Search Elite.EBSCO host. MSB Brooklyn Center Campus Library, Brooklyn Center, MN. 10 November 2003. Binns, Tristan Boyer. The Bald Eagle. Chicago: Rourke, 2001. Print.

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Donaldson, Scott. "Protecting the Troops from Hemingway: An Episode in Censorship." The Hemingway Review 15 (1995): 87– 93. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York: MLA, 2003.

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Gordin, Michael D. The Pseudoscience Wars: Immanuel Velikovsky and the Birth of the Modern Fringe. Chicago: U Chicago P, 2012. Print. Green, Joshua. ―The Rove Presidency.‖ The Atlantic.com. Atlantic Monthly Group, Sept. 2007.Web.15 May 2008. Klaphake, Elizabeth. My Life as an English Professor. Bellevue, Nebraska: Bellevue University Press. 1999.

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Marcuse, Sibyl.A Survey of Musical Instruments. New York: Harper, 1975.

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Shafron, Gavin Ryan, and Mitchell P. Karno. ―Heavy Metal Music and Emotional Dysphoria Among Listeners.‖ Psychology of Popular Media Culture 2.2 (2013): 74–85. PsycNET. Web. 11 Feb. 2014. III. What to Reflect on and Further Understand

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Conduct a formative test to determine students‘ mastery of this lesson (see Assessment Map). To strengthen learners‘ understanding about APA and MLA entries, provide sample exercises where learners will make two reference sections, APA and MLA, using the provided information from a book, journal, newspaper, and other sources. Activity 8.2.1 APA and MLA Resource Page Ask the students to write a Reference List and a Works Cited for the following entries: Title of Book: Vanishing Wildlife of North America 162


Activity 8.2.1 Author/s: Thomas B. Allen Copyright: 1974 Publisher: National Geographic Society Place of Publication: Washington, D.C.

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Title of Book: The Creators: A History of the Heroes of the Imagination. Author/s: Daniel J. Boorstin Copyright: 1992 Publisher: Random Place of Publication: New York, New York

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Title of Article: Cultivating Positive Emotions to Optimize Heath and Well–being Name of Journal: Prevention and Treatment 3 Author/s: Barbara L. Frederick Date Published: March 7, 2000 Date accessed: April 4, 2004 URL:

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Title of Article: Judging Who Should Live: Schneiderman and Jecker on the Duty Not to Treat Name of Journal: Journal of Medicine & Philosophy 23.5 Author/s: Lawrence Schneiderman and Nancy Jecker Date Published: 1998 Pages: 500–515 Database: Academic Research Premier Date accessed: March 20, 2005

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Title of Article: Playing with Technology: Mother–Toddler Interaction Sores Lower During Play With Electronic Toys Name of Journal: Journal of Applied Developmental Psychology Author/s: Michaela B. Wooldridge and Jennnifer Shapka Date Published: 2012 Pages: 211–218 Volume: 33 Number: 5 Date accessed: May 4, 2016 DOI: http://dx.doi.org/10.1016/j.appdev.2012.05.005

IV.

What to Transfer When the learners are ready, they can start writing the reference section of their research work with all the sources—books, journal, newspapers, online sources, and other source—that have been used. 163


Activity 8.2.2 APA and MLA Resource Page for the Research Paper Tell the students to organize their resources by classifying and grouping them according to types (print or non-print). Then write down all the essential information from each resource needed for writing the Resource Page.

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They may use index cards or cut-out pieces of paper for this activity. Use the sample given below as template. Online Journal

Title of Book: Author/s: Copyright: Publisher: Place of Publication:

Title of Article: Name of Journal: Author/s: Date Published: Date accessed: URL:

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Title of Article: Name of Journal: Author/s: Date Published: Pages: Volume: Number: Date accessed: DOI:

Online Article from a Database

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Online Article with DOI

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Book

Title of Article: Name of Journal: Author/s: Date Published: Pages: Database: Date accessed:

Newspaper

Encyclopedia

Writer Date Published Title of Article Name of Newspaper Page/s

Author Year of publication Topic Name of Encyclopedia Volume Page/s Place of Publication Publisher


V.

Summary/Synthesis/Generalization This lesson is about the two common formats in reference listing: APA and MLA. There are distinct differences between these formats. In APA, Reference is the title of the resource page used while Works Cited is the one preferred in MLA. Students are expected to follow the guidelines in citing print and non-print materials and apply them in writing the resource page of their research work.

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References Citing Sources - - APA". CSU, Chico - Meriam Library Research Station, 2015. http://libguides.csuchico.edu/citingsources-APA.

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"Citing Sources - - MLA". CSU, Chico - Meriam Library Research Station, 2015. http://libguides.csuchico.edu/citingsources-MLA.


LESSON 3: The Process of Writing Report

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What to Know Ask the students if they had done any investigatory projects in the past or had read any research work such as thesis. Can they recall the parts? How were they written? What was the style?

What to Process:

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II.

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Tell the learners that a research report is an example of an informational text. This type of text is written in a specific format designed to be direct to the point.

Emphasize to the learners that research work is written in a very technical or formal way. It is not creative, but rather, direct to the point.

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There are specific writing conventions that should be followed when writing this type of text. Discuss these conventions and provide sample exercises for the students to perform. It is also important to discuss choice of words in writing a report.

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Writing the Research Report

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Another task that you as a researcher will perform is presenting your research to the community. To recall, one main goal of a research work is to create new knowledge and to share this knowledge to the community. Hence, a research report is an essential product after conducting research. As a researcher yourself, you ought to follow this unending cycle of producing and sharing knowledge. Characteristics of a Research Report

1. Use of easy-to-understand words Not everyone who will be reading your work is a scientist or has the same technical background as you have. To make more people easily know and comprehend the ideas you want to present, use simple and easy-to-understand words. Your research work is not a place to show off your extensive 166 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office.

vocabulary. The use of highly technical words (unless necessary) and unfamiliar words must be avoided. Technical words, if used, should be defined operationally in the Definition of Terms section. 2. Good organization

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To show good organization, your paper must be consistent and cohesive. In order to show consistency, your discussions should focus solely on your research topic, never deviating from it. Each discussion should lead to the outcome or results of your study in order to show cohesion. 3. Comprehensive

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One characteristic of a well-written research work is being comprehensive. It means discussing every angle or perspective, supported by valid data, leaving no areas unclarified. You must not let any stone go unturned. 4. Direct to the point

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This is not a venue to showcase your creative writing prowess. The use of figures of speech and other expressions must be avoided as they could lead to misinterpretations. Hence, your research report must be direct to the point, not beating around the bush. 5. The paper is thoroughly proofread.

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Misspellings, grammatical errors, and other errors related to writing conventions can tarnish the quality of your paper and undermine the effort you put in writing your paper. To avoid this, have someone thoroughly proofread your paper.

Presentation of Research Output It is customary for researchers, novice and seasoned, to present their papers in local research colloquiums or abroad. In your case, you will be presenting your work to a panel of judges who are experts in the field. They will scrutinize your paper and help you improve your work through their comments and suggestions.


The following are to be expected when conducting your research presentation:

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1. Own your research paper. You must know the entirety of your paper starting from the background all the way up to the results and references. Study it very well. If you‘re working in groups, make sure that everyone knows the paper. Remember that you will be graded not only based on the paper itself, but more importantly on your knowledge of the research process. Your knowledge of your research paper will not only become evident during the presentation, but more so in answering the questions after the presentation. Pause and think thoroughly before answering the questions. If there are suggestions or recommendations, humbly accept them. The judges are there to help you improve your paper and not to antagonize you. Take note of their comments and suggestions. 2. Be on time and look presentable. Observe proper dress code.

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3. Use aids. This can be in the form of the usual cartolina or Manila paper, a slide presentation, or any other computeraided program available. Do not just place everything or merely ―copy and paste‖ the entire paper to your presentation. Select only important items or words which will serve as your discussion guide. Present the key points in an outline so you would easily know what comes next. Present the following chapters: background of the study, methodology, results and discussion, and summary, conclusion, and recommendations.

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4. Reflect all comments and suggestions of the panel of judges when you revise your paper.

III.

What to Reflect on and Further Understand:

Conduct a formative test to determine students‘ mastery of this lesson (see Assessment Map). Ask the learners to read a sample research work, identify its parts, and analyze how it is written. The learners may work as team or in groups in doing this activity. This sample research work will serve as their model for the next activity.


Activity 8.3.1 Reading and Analyzing Qualitative Research

IV.

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Individually or as a group, the students will be given a sample qualitative research (a sample thesis would be best or a printed version of study from an online source). They will read and analyze the research work paying special attention to how its parts are written. They will use the model research work as a guide in writing a report.

What to Transfer

Activity 8.3.2

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Having done all the necessary exercises designed to equip the learners‘ competency in writing a research report, they are now ready to write one using their own data. Their final tasks are to finish writing the report of their research work and the visual aid for their presentation. They may do this as a group in order to practice collaboration. This technique will also strengthen learning from each other. At this stage, the learners need to be guided taking into consideration the styling, words used, and content.

Completing the Write-up of the Research Paper

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Guide the students in writing the last chapter of their research work. Use the template provided in Discussion Material as guide.

Activity 8.3.3

Presentation of Research Work Prior to the individual or group presentation, the teacher may assign as homework the visual aid that the students will be using for this activity. Prior to presentation, make sure that each presentation is well critiqued.


V.


References

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This lesson teaches the learners about the last stage in writing the research paper: reporting and sharing of findings. This last stage includes writing conclusion and recommendation, listing of references, and writing research report. The expected output that learners must produce is the report of their research.

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Jacobs, Lynn F., and Jeremy S. Hyman. 2010. "15 Strategies For Giving Oral Presentations". U.S. News & World Report. https://www.usnews.com/education/blogs/professors-guide/2010/02/24/15strategies-for-giving-oral-presentations. Paiz, Joshua M. et al. "General Format". Purdue Online Writing Lab, 2016. https://owl.english.purdue.edu/owl/resource/560/01/.

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Citing sources – APA. (2015). Retrieved from http://libguides.csuchico.edu/c.php?g=414152&p=2822594

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Citing sources – MLA (2015). Retrieved from http://libguides.csuchico.edu/c.php?g=414154&p=2822871 "Main Qualities Of A Good Academic Research". 2017. CCC Symposium Professional Term Paper Writing Tips. http://www.cccsymposium.org/main-qualities-of-a-quality-written-academic-researchpaper.html.

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Plagiarism.Org, 2014. http://www.plagiarism.org/citing-sources/whats-abibliography/.


Teacher's Guide Department of Education Republic of the Philippines

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