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Practical Research 1
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Teacher‘s Guide
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Department of Education
Republic of the Philippines
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Practical Research 1
Teacher’s Guide
First Edition 2016
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Published by the Department of Education
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Secretary: Leonor M. Briones, PhD
Undersecretary: Dina S. Ocampo, PhD
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INTRODUCTION
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Through this subject, you help develop your students‘ abilities in establishing
connections, listening, and observing, which are the primary elements needed in the
qualitative research process. Your students will find out how to conduct practical
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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
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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
much fun it is to do research as they eagerly learn new things and develop a new
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and better perspective about research. You, as a teacher of Practical Research 1,
are in the best position to guide your students in conducting their qualitative
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research.
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Twenty-first century learning is about the opportunities that you can provide
your students in solving problems through their collaboration with their peers and
surroundings. It is about learning how to discover, to improvise, and to interact, using
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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
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1, 2, 3, & 4: The Value of Qualitative Research— 33
Its Kinds, Characteristics, Uses, Strengths, and Weaknesses and
the Importance of Qualitative Research Across Fields of Inquiry
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1: What is a Literature Review and Why Do I Need Such? 47
2: Criteria in Selecting, Citing, and Synthesizing the Related 52
Literature
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3: Ethical Standards in Writing 68
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PRACTICAL RESEARCH 1
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Curriculum Guide
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as of December 2013. To check for updates, visit http://www.deped.gov.ph/k-to-12/curriculum-guides
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Grade: 11 Semester: Second Semester
Subject Title: Practical Research 1 No. of Hours/Semester: 80 hours/semester
Subject Description: This course develops critical thinking and problem-solving skills through qualitative research.
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
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STANDARD STANDARD
Nature of Inquiry The learner demonstrates The learner is able to: The learner:
and Research understanding of:
use appropriate kinds of 1. shares research CS_RS11-IIIa-1
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1. the importance of research in making experiences and knowledge
research in daily life decisions.
2. explains the importance of
2. the characteristics, CS_RS11-IIIa-2
research in daily life
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processes, and ethics
of research 3. describes characteristics,
processes, and ethics of CS_RS11-IIIa-3
3. quantitative and research
qualitative research
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4. the kinds of research
across fields
4. differentiates quantitative
from qualitative research
CS_RS11-IIIa-4
5. provide examples of
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research in areas of interest
(arts, humanities, sports,
science, business,
CS_RS11-IIIa-5
agriculture and fisheries,
information and
communication technology,
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CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
Qualitative The learner demonstrates The learner is able to: The learner:
Research and Its understanding of:
Importance in decide on suitable 1. describes characteristics,
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CS_RS11-IIIb-1
Daily Life 1. the value of qualitative research in strengths, weaknesses, and
qualitative research; different areas of kinds of qualitative research
its kinds, interest.
characteristics, uses,
strengths, and
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weaknesses
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across fields of fields
inquiry
Identifying the
Inquiry and
Stating the
Problem
The learner demonstrates
understanding of:
formulate clearly
statement of research
problem
The learner:
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CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
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of the problem
Learning from The learner demonstrates The learner is able to: The learner:
Others and understanding of:
Reviewing the 1. select, cite, and 1. selects relevant literature CS_RS11-IIIf-j-1
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Literature 1. the criteria in synthesize properly
selecting, citing, and related literature 2. cites related literature using
synthesizing related standard style (APA, MLA or CS_RS11-IIIf-j-2
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literature 2. use sources Chicago Manual of Style)
according to ethical
2. ethical standards in standards 3. synthesizes information from
CS_RS11-IIIf-j-3
writing related relevant literature
literature
ED 3. present written
review of related
literature
4. writes coherent review of
literature
CS_RS11-IIIf-j-5
writing related literature
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6. presents written review of
CS_RS11-IIIf-j-6
literature
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
Understanding The learner demonstrates The learner is able to: The learner:
Data and Ways To understanding of:
Systematically 1. describe qualitative 1. chooses appropriate
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CS_RS11-IVa-c-1
Collect Data 1. qualitative research research designs, qualitative research design
designs sample, and data
collection and 2. describes sampling
2. the description analysis procedures CS_RS11-IVa-c-2
procedure and sample
ofsample
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2. apply imaginatively
3. data collection and art/design principles 3. plans data collection and
CS_RS11-IVa-c-3
analysis procedures to create artwork analysis procedures
such as survey,
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interview, and 4. presents written research
CS_RS11-IVa-c-4
observation methodology
Finding Answers
creative design
The learner:
CS_RS11-IVa-c-5
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
Analyzing the The learner demonstrates The learner is able to: The learner:
Meaning of the understanding of:
Data and Drawing analyze and draw out 1. infers and explain patterns
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CS_RS11-IVd-f-2
Conclusions drawing out patterns and patterns and themes with and themes from data
themes from data intellectual honesty
2. relates the findings with
CS_RS11-IVd-f-3
pertinent literature
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Reporting and The learner demonstrates The learner is able to: The learner:
Sharing the understanding of:
Findings 1. form logical 1. draws conclusions from CS_RS11-IVg-j-1
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1. guidelines in making conclusions patterns and themes
conclusions and
recommendations 2. make 2. formulates
recommendations recommendations based on CS_RS11-IVg-j-2
2. techniques in listing based on conclusions
references
3. lists references
CS_RS11-IVg-j-4
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4. selection criteria and
process of best design 5. finalizes and present best
CS_RS11-IVg-j-5
design
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GLOSSARY
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Ethics 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)
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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;
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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;
Qualitative
Research
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References, or earlier work, are acknowledged where possible, and plagiarism is avoided.
(http://en.wikipedia.org/wiki/Intellectual_honesty)
a method of inquiry employed in many different academic disciplines, traditionally in the social
sciences, but also in market research and further contexts.
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(http://en.wikipedia.org/wiki/Qualitative_research)
Quantitative refers to the systematic empirical investigation of social phenomena via statistical, mathematical or
Research numerical data or computational techniques. (http://en.wikipedia.org/wiki/Quantitative_research)
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Code Book Legend
Sample: CS_RS11-IIIa-1
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LEGEND SAMPLE
Learning Area and Strand/
Applied Track Subject_Research
Subject or Specialization
First Entry CS_RS11
Grade Level Grade 11
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-
Roman Numeral
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Quarter Third Quarter III
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between letters to
indicate more than a specific week
ED Week Week one
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Module 1
NATURE OF INQUIRY AND RESEARCH
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of the importance of research in
daily life, the characteristics, processes and the ethics of research, the
difference between quantitative and qualitative research and the kinds of
research across fields.
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Performance Standard
Use appropriate kinds of research in decision-making
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Unpacking the Standards for Understanding
Lessons
1.
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Importance of research in daily life
2. Characteristics, processes, and ethics of research
3. Quantitative and qualitative research
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4. Kinds of research across fields
Learning Competencies
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The learner…
1. Shares research experiences and knowledge
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
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).
Product/Performance
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
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6. Identify examples of quantitative and qualitative research
7. Discuss the major characteristics of qualitative research
8. Explain the general characteristics of qualitative research
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9. Explain the processes of conducting research
10. Discuss the ethics in conducting research
11. Explain the characteristics of quantitative and qualitative research on
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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
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quantitative research
14. Create an integrative paper on the importance of research in daily life
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Assessment Map
Cognitive
The Pre-Assessment
Processes
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Remembering 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
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
The Pre-Assessment
Processes
Understanding Part 1
1. Determine the importance of research in decision
making
Part 2
1. Determine the processes in conducting research
Applying Part 2
1. Discuss the characteristics, processes, and ethics of
research
Part 3
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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
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conducting research
2. Discuss the ethical considerations in conducting
research.
Part 3
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1. Identify examples of quantitative and qualitative
research
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Part 4
1. Differentiate the kinds of research across fields
2. Explain the kinds of research across fields
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Evaluating Part 2
1. Explain the processes of conducting research
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research
Creating Part 1
1. Create an integrative paper on the importance of
research in daily life
Part 2
1. Make a problem statement
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Formative Assessment
Processes
Remembering 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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Understanding Lesson 1
1. Determine the importance of research in decision
making
Lesson 2
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2. Determine the processes in conducting research
Applying Lesson 2 C
1. Discuss the characteristics, processes, and ethics of
research
Lesson 3
1. Explain the characteristics of quantitative and
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qualitative research on a continuum in the process of
research
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Analyzing Lesson 2
1. Differentiate ethical and unethical practices in
conducting research
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Lesson 4
1. Differentiate the kinds of research across fields
2. Explain the kinds of research across fields
Evaluating Lesson 2
1. Explain the processes of conducting research
2. Discuss how to select a problem
Lesson 3
1. Explain the difference betweenqualitative and
quantitative research
2. Distinguish a qualitative research from a quantitative
research
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Formative Assessment
Processes
Creating Lesson 1
1. Create an integrative paper on the importance of
research in daily life
Lesson 2
1. Create a problem statement
Lesson 4
1. Give examples of researches across fields
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Cognitive
Summative Assessment
Processes
Remembering 1. Determine the importance of research to other fields
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2. Enumerate the major characteristics of research
3. Enumerate the general characteristics of research
4. Define qualitative and quantitative research
5. Identify the kinds or research across fields
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1. Determine the importance of research in decision
Understanding
making
2. Determine the processes in conducting research
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Applying 1. Discuss the characteristics, processes, and ethics of
research
2. Explain the characteristics of quantitative and
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Analyzing
conducting research
2. Discuss the ethical considerations in conducting
research.
3. Differentiate the kinds of research across fields
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C. Lesson Proper
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LESSON 1: The Importance of Research in Daily Life
I. What to Know
Research is significant in our everyday activities. It is the result of a
thinking process that involves students in questioning techniques or
models. In order for students to have a grasp of the techniques/models
of inquiry, you have to discuss with them the processes involved in
inquiry and research. Discuss the concepts in the box regarding
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inquiry-based learning.
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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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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.
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III. What to Reflect on and Further Understand
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
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use results of researches in good decision-making.
their reflection.
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V. Summary/Synthesis/Generalization
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.
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References
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Edmonton, Alberta: Alberta Education, 1990.
http://www.library.ualberta.ca/documents/focusonresearch.pdf.
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Donham, Jean, Kay Bishop, Carol Collier Kuhlthau, and Dianne Oberg.
Inquiry-based Learning: Lessons from Library Power. Worthington,
OH: Linworth, 2001.
books.net/content/FocusOnInquiry.pdf.
Thinking. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2000.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 2: The Characteristics, Processes, and Ethics of Research
I. What to Know
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
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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
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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
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and unethical practices in conducting research. Let the students cite
examples of researches that have ethical implications. Tell them to
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Characteristics of Research
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
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or repeated to enable the researcher to arrive at valid and
conclusive results.
Source: Calmorin and Calmorin, Research Methods and Thesis Writing.
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To make students realize the nature of research, you may present the
research process diagram that includes the following research
processes:
1. Select a general problem.
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2. Review the literature of the problem.
3. Select a specific research problem, question, or hypothesis.
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4. Collect data.
5. Analyze and present or display data.
6. Interpret the findings and state conclusions or generalizations
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(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/en-
gb/asi/node/40377/print
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
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.
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their specialization. Ask them to analyze the research by
answering the following questions:
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Did the researcher consider the ethics in conducting research?
Why did you say so? C
II. What to Process
In this section, ask the students to have a discourse with regards to the
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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
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brings with them their research. This is necessary in order for them to
understand deeply the processes involved in conducting research and
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its characteristics.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Formative Assessment 1.3
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Ethics in Research
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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.
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Ethical considerations in conducting research
1. Objectivity and integrity
2. Respect of the research subjects‘ right to privacy and dignity
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and protection of subjects from personal harm
3. Presentation of research findings
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Going Further!
Please visit the sites below for further discussion of ethical and unethical
practices in conducting research.
Retrieved February 19, 2016.
1. http://www.hsj.gr/medicine/what-are-the-major-ethical-issues-in-
conducting-research-is-there-a-conflict-between-the-research-ethics-
and-the-nature-of-nursing.pdf
2. https://resources.oncourse.iu.edu/access/content/group/c5db03a4-
07a3-4889-0030-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/
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5. https://accelerate.ucsf.edu/files/CTRFP_Ethical_Considerations.pdf
6. http://www.niehs.nih.gov/research/resources/bioethics/whatis/
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Tell the students to look for a sample of local and international
research in their own field of specialization (library or research in the
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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
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work.
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Going Further!
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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
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
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. Summary/Synthesis/Generalization
This lesson is about the Characteristics, Processes, and Ethics of
Research. The lesson discussed the different characteristics,
processes and ethics of research. Also, it encouraged the teachers to
explain the unethical practices of a researcher. Moreover, it provided
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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
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conducting qualitative research.
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References
2008.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 3: Quantitative and Qualitative Research
I. What to Know
Ask the students to differentiate quantitative from qualitative research.
This is done to determine the understanding of students about
quantitative and qualitative research. Doing this activity will help
students in discussing the difference between qualitative and
quantitative research. Tell the students that as they go through this
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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?
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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
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philosophical assumptions of quantitative and qualitative researchers
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Differences between Quantitative and Qualitative Research
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obtained from instruments
Assessment of validity through a Assessment of validity through
variety of procedures with reliance on crosschecking sources of information
statistical indices (triangulation)
O
Differing Philosophical Assumptions of Quantitative and Qualitative
Researchers C
Assumptions of Quantitative Assumptions of Qualitative
Researchers Researchers
There exists a reality ―out there,‖
The individuals involved in the
D
independent of us, waiting to be
research situations construct reality;
known. The task of science is to
thus, realities exist in the form of
discover the nature of reality and how
multiple mental constructions.
E
it works.
Research investigations can
Research investigations produce
EP
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
17
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
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.
PY
Ask the students to find qualitative and quantitative researches,
list the title of the researches and identify whether the research is
qualitative or quantitative.
O
C
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
D
qualitative researches based on its philosophical assumptions.
Note: The table on the next page serves as a reference of the teachers
in answering the questions above.
18
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Quantitative Versus Qualitative Research
Quantitative Methodologies Quantitative Methodologies
PY
Much attention to assessing and
Preference for assuming that
improving reliability of scores
reliability of inferences is adequate.
obtained from instruments.
O
Assessment of validity through a Assessment of validity through
variety of procedures with reliance on crosschecking sources of information
statistical indices. C (triangulation).
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education
19
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
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
Reflection Evaluation Criteria (the rubric)
O
Reflection demonstrates demonstrates demonstrates demonstrates
an in-depth a general a minimal a lack of
(25% of TTL reflection on, reflection on, reflection on, reflection on,
Points) and
personalization
and
C
personalization
and
personalization
or
personalization
___/15 of the theories, of the theories, of the theories, of the theories,
concepts, concepts, concepts, concepts,
D
and/or and/or and/or and/or
strategies strategies strategies strategies
presented in presented in presented in presented in
E
20
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Superior Sufficient Minimal Unacceptable
Criteria
(54–60 points) (48–53 points) (1–47 points) (0 points)
Required Response Response Response is Response
Components includes all includes all missing some excludes
components components components essential
(25% of TTL and meets or and meets all and/or does components
Points) exceeds all requirements not fully meet and/or does
requirements indicated in the the not address
___/15 indicated in the instructions. requirements the
instructions. Each question indicated in the requirements
Each question or part of the instructions. indicated in the
or part of the assignment is Some instructions.
PY
assignment is addressed. All questions or Many parts of
addressed attachments parts of the the assignment
thoroughly. All and/or assignment are addressed
attachments additional are not minimally,
and/or documents are addressed. inadequately,
additional included, as Some and/or not at
O
documents are required. attachments all.
included, as and additional
required. documents, if
C required, are
missing or
unsuitable for
the purpose of
D
the
assignment.
E
21
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Superior Sufficient Minimal Unacceptable
Criteria
(54–60 points) (48–53 points) (1–47 points) (0 points)
Evidence Response Response Response Response
and Practice shows strong shows shows little shows no
evidence of evidence of evidence of evidence of
(25% of TTL synthesis of synthesis of synthesis of synthesis of
Points) ideas ideas ideas ideas
presented and presented and presented and presented and
___/15 insights gained insights gained insights gained insights gained
throughout the throughout the throughout the throughout the
entire course. entire course. entire course. entire course.
The The Few No implications
PY
implications of implications of implications of for the
these insights these insights these insights respondent's
for the for the for the overall
respondent's respondent's respondent's teaching
overall overall overall practice are
teaching teaching teaching presented, as
O
practice are practice are practice are applicable.
thoroughly presented, as presented, as
detailed, as applicable. applicable.
applicable.
C
Source: web.uri.edu/assessment/files/reflection_rubric.doc
V. Summary/Synthesis/Generalization
This lesson was about the difference between quantitative and
EP
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
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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
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
PY
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?
O
To strengthen student‘s knowledge of the kinds of researches across
fields, discuss and show examples of researches conducted across
C
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.
E D
library.
1. http://www.tandfonline.com/toc/rqrs21/current
2. http://www.tandfonline.com/action/doSearch?quickLinkJournal=&jo
urnalText=&AllField=qualitative+research+in+arts&publication=433
D
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)
23
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
II. What to Process
Collaborative work: Ask the students to differentiate researches
conducted across fields. Tell them to identify similarities and
differences in the processes used in conducting the research. Show
two examples of research in different field and determine their
similarities and differences.
Ask the students to consider the following when doing the collaborative
work.
1. Identify two researchers in an area of interest (arts, humanities,
sports, science, business, agriculture and fisheries, information
and communication technology, and social inquiry).
PY
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.
O
III. What to Reflect on and Further Understand
Show an example of research and ask the students to determine the
C
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.
D
During the collaborative activity, students should consider the guide
questions below.
E
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.
24
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Summative Test
PY
5. Discuss the characteristics, processes, and ethics of
research
6. Differentiate ethical and unethical practices in conducting
research
O
7. Discuss the ethical considerations in conducting research
8. Differentiate the kinds of research across fields
9. Explain the processes of conducting research
C
10. Explain the difference between qualitative and quantitative
research
D
Criteria 5 3 1 0
EP
All or almost
Most entries Few entries None of the
all of the
Structure have a have a entries have
entries have
Ideas (x2) connection to connection to a connection
a connection
structure. structure. to structure.
to structure.
D
25
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Criteria 5 3 1 0
All or almost
Most of my Few of my None of my
all of my
entries use entries use entries use
entries use
Mechanics correct correct correct
correct
spelling and spelling and spelling and
spelling and
grammar. grammar. grammar.
grammar.
All entries All entries
All entries
All entries are not are not
are present,
are present, present, but present, nor
Completion but are either
in order, and they are are they
not together
together. together or in together or in
or in order.
PY
order. order.
Almost all- 90%
Most- 75% or more TOTAL ________/35
Source: www.rcs.k12.in.us/.../Rubric%20for%20Assessing%20a%20Journal%20
O
Additional Rubric: Please visit the site below.
http://www.rcs.k12.in.us/files/Rubric%20for%20Assessing%20a%20Journal%20E
ntry.pdf
C
D
V. Summary/Synthesis/Generalization
This lesson is about the kinds of researches across fields. The value
E
References
26
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Module 2 and 3
QUALITATIVE RESEARCH AND ITS
IMPORTANCE IN DAILY LIFE
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of the value of qualitative
PY
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
O
Performance Standard
Decide on a suitable qualitative research in different areas of interest.
C
Unpacking the Standards for Understanding
Lessons
D
1. The value of qualitative research; its kinds, characteristics, uses,
strengths, and weaknesses
E
Learning Competencies
The learner…
1. Designs a research project related to daily life
2. Writes a research title
D
27
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Transfer Goal
Learners will be able to:
Write a research title, state a qualitative research questions, indicate scope
and delimitation of a qualitative research, cite benefits and beneficiaries of
research, and present written statement of the problem.
Product/Performance
The following are products and performances that learners are expected
PY
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
O
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
C
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
D
9. Cite benefits and beneficiaries of research
10. Present written statement of the problem
E
EP
Assessment Map
Cognitive
The Pre-Assessment
Processes
Remembering Part 1
D
28
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
The Pre-Assessment
Processes
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 2
1. Explain the importance of qualitative research across
fields
2. Identify the importance of qualitative research in the
PY
field of specialization
Applying 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
O
situations
Part 2 C
1. Explain the importance of qualitative research across
fields
2. Indicate scope and delimitation of research
3. Cite benefits and beneficiaries of research
D
4. Present written statement of the problem
Analyzing Part 1
1. Differentiate the kinds of qualitative research
E
situations
Part 2
1. Explain the importance of qualitative research across
fields
2. Describe the justifications/reasons for conducting the
D
research
Evaluating 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
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
The Pre-Assessment
Processes
Creating Part 1
1. Create a reflection paper on the importance of
qualitative research in daily life
Part 2
1. Create a reflection paper on the importance of
qualitative research in decision making
2. State research questions
PY
Cognitive
Formative Assessment
Processes
Remembering Part 1
1. Differentiate the kinds of qualitative research
2. Identify the strengths and weaknesses of qualitative
O
research
3. Explain the use of qualitative research in real life
situations
Part 2
C
1. Explain the importance of qualitative research across
fields
D
2. Identify the importance of qualitative research in the
field of specialization
E
Understanding Part 1
1. Differentiate the kinds of qualitative research
2. Explain each characteristic of qualitative research
EP
Applying 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
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Formative Assessment
Processes
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 2
1. Explain the importance of qualitative research across
PY
fields
2. Describe the justifications/reasons for conducting the
research
Evaluating Part 1
1. Determine the value of research to other fields
O
2. Differentiate the kinds of qualitative research
3. Explain each characteristic of qualitative research
4. Identify the strengths and weaknesses of qualitative
research
C
5. Explain the use of qualitative research in real life
situations
D
Part 2
1. Explain the importance of qualitative research across
fields
E
Creating Part 1
EP
Cognitive
Summative Assessment
Processes
31
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Summative Assessment
Processes
PY
4. Explain the importance of qualitative research across fields
5. Indicate scope and delimitation of research
6. Cite benefits and beneficiaries of research
7. Present written statement of the problem
O
Analyzing 1. Differentiate the kinds of qualitative research
2. Explain the each characteristic of qualitative research
3. Explain the use of qualitative research in real life situations
4.
C
Explain the importance of qualitative research across fields
C. Lesson Proper
32
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 1, 2, 3, & 4: The Value of Qualitative Research—
Its Kinds, Characteristics, Uses, Strengths, and
Weaknesses and the Importance of Qualitative
Research Across Fields of Inquiry
I. What to Know
In this lesson, the students are expected to demonstrate understanding
of the value of qualitative research, its kinds, characteristics, uses,
PY
strengths, and weaknesses. Start the activity by providing a pre-
assessment 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
O
these will facilitate teaching and students‘ understanding of the
importance of research in daily life.
C
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
D
research in our own field of specialization? What are the strengths and
weaknesses of qualitative research? What is the effect of qualitative
E
Activity 2.1 1
EP
33
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Inductive analysis
Immersion in the details and specifics of the data to discover important categories,
dimensions, and interrelationships; begin by exploring genuinely open questions
rather than testing theoretically derived (deductive) hypotheses.
Holistic perspective
The whole phenomenon under study is understood as a complex system that is
more than the sum of its parts; focus is on complex interdependencies not
meaningfully reduced to a few discrete variables and linear, cause-effect
relationships.
Qualitative data
PY
Detailed, thick description; inquiry in depth; direct quotations capturing people‘s
personal perspectives and experiences.
O
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.
C
Dynamic systems
Attention to process; assumes change is constant and ongoing whether the focus
is on an individual or an entire culture.
D
Unique case orientation
E
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; cross-
case analysis follows from and depends on the quality of individual case studies.
EP
Context sensitivity
Places findings in a social, historical, and temporal context; dubious of the
possibility or meaningfulness of generalization across time and space.
D
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
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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
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
PY
synonymous with qualitative research in general, while at other times it‘s
meaning is more specific.
Grounded theory
It is a development of theory directly based and grounded in the data
O
collected by the researcher. It is a research methodology for discovering
theory in a substantive area. C
Case study
It is used for a research approach with specific boundaries and can be
both qualitative and quantitative. In addition, it is an entity studied as a
single unit, and it has clear confines and a specific focus and is bound to
D
context.
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
E
Going Further!
EP
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”
D
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
35
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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.
PY
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.
O
Tell the students that as they go through this lesson, they have to
reflect on these important questions: What topic should I consider in
C
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?
D
Activity 2.1.2
E
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.
D
36
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
II. What to Process
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.
PY
In addition, discuss to students the strengths and weaknesses of
qualitative research. Below are sample strengths and weakness of
qualitative research.
O
Strengths of Qualitative Research
1. Issues can be examined in detail and in depth.
C
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.
D
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
E
37
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Formative Assessment 2.1
PY
item test) about qualitative research; its kinds, characteristics,
uses, strengths, and weaknesses.
O
III. What to Reflect on and Further Understand
Conduct a formative test (see formative assessment) to determine the
C
mastery of the students in this lesson.
38
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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.
PY
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?
O Going Further!
C
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
D
www.nursingtimes.net”
2. http://engineeringresearch.org/index.php/GJRE Retrieved: February
19, 2016
E
V. Summary/Synthesis/Generalization
This lesson is about the value of qualitative research, its kinds,
D
39
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.
References
Fraenkel, Jack R., and Norman E. Wallen. How To Design And Evaluate
Research In Education. 5th ed. Boston: McGraw-Hill Education, 2003.
PY
O
C
E D
EP
D
40
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.
Module 4
LEARNING FROM OTHERS AND REVIEWING
THE LITERATURE
A. Learning Outcomes
Content Standard
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
PY
writing the related literature.
Performance Standard
Select, cite and synthesize properly related literature as well as use
O
sources according to ethical standards and presenting written review of
related literature C
Unpacking the Standards for Understanding
Lessons
D
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
E
Learning Competencies
EP
The learner…
1. Selects relevant literature
2. Cites related literature using standard styles (APA, MLA or Chicago
Manual of Style)
3. Synthesizes information from relevant literature
D
Essential Understanding
Essential Question
Learners will understand that reviewing
How does your review of
the related literature involves the
related literature describe the
systematic identification, location, and
written component of your
analysis of documents containing
research plan that discusses
information related to the research
the reviewed documents?
problem.
41
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Transfer Goal
Learners will be able to describe the written component of a research plan
that discusses the reviewed documents. These documents can include
articles, abstracts, reviews, monographs, research reports, and electronic
media.
Product/Performance
The following are products and performances that learners are expected
PY
to come up with in this module.
O
3. Follow ethical standards in writing related literature
4. Present written review of literature
5. Synthesize information from relevant literature
C
Assessment Map
D
Cognitive
The Pre-Assessment
Processes
E
Remembering Part 1
1. Describe the process of reviewing the literature
2. Define the purpose and scope of reviewing the
EP
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
D
42
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
The Pre-Assessment
Processes
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 3
PY
1. Describe the difference between a researcher and
respondent
2. Examine ethical guidelines set in doing a research
Applying Part 1
O
1. Apply literature review by searching books, scholarly
articles and any other sources relevant to students‘
area of research and interest.
C
Part 2
1. Explain the importance of research
Part 3
D
1. Discuss the responsibilities of a researcher to the
respondent
Analyzing Part 1
E
Part 2
1. Analyze criticisms received from the literature review
drafts made
Part 3
D
Evaluating 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
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
The Pre-Assessment
Processes
Part 3
1. Evaluate some problems that students foresee in
conducting their research
Creating Part 1
1. Write an ideal guideline for reviewing literature
Part 2
1. Write research questions (that have been identified)
2. Compile the type/s of literature necessary for the
PY
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,
O
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
C
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
D
conducted research
3. Formulate a list of inquiries on data gathering and how
research problems are solved
E
EP
Cognitive
Formative Assessment
Processes
Remembering Lesson 1
1. Describe the process of reviewing the literature
D
44
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Formative Assessment
Processes
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
Lesson 2
1. Recall the chosen topic/s of interest of their choice
PY
2. Examine feedback about their chosen topic/s of interest
as to how it fits in with other related studies
Lesson 3
1. Describe the difference between a researcher and
respondent
O
2. Examine ethical guidelines set in doing a research
Applying Lesson 1
C
1. Apply literature review by searching books, scholarly
articles and any other sources relevant to students‘
area of research and interest
D
Lesson 2
1. Explain why research is worth doing
Lesson 3
E
Analyzing Lesson 1
1. Explain the five purposes of the literature review by
McMillan and Schumacher (1984)
Lesson 2
D
Evaluating Lesson 1
1. Summarize the process of reviewing related literature
and its need and purpose using trident words.
Lesson 2
1. Compare the different elements of the research
literature
45
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Formative Assessment
Processes
2. Summarize a list of journals that they know of that are
likely to contain articles relevant to their research
including relevant reports, theses, conference
proceedings and books
Lesson 3
1. List down common issues and problems encountered
while conducting a research.
Creating Lesson 1
PY
3. Write an ideal guideline for reviewing a literature
Lesson 2
1. Write research questions that have been identified
2. Compile the type/s of literature they need in their
research.
O
3. Formulate the specific related literature examples that
can be included in their study.
4. Create their own inclusion and exclusion criteria based
C
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
D
Lesson 3
1. Formulate strategies that aims to prevent/minimize
E
conducted research.
3. Formulate a list of inquiries on data gathering and how
research problems are solved.
D
C. Lesson Proper
46
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 1: What is a literature review and why do I need such?
I. What to Know
Check learner‘s prior knowledge of how they are able to gather
information or data on a research topic or an interesting recipe, movie,
sports, hobbies and others. Students will be able to share insights on
how they do it. Such information will be the baseline in explaining what
a literature review is all about as well as the reasons why it is needed
PY
in research.
O
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
C
readers how your research fits within a larger field of study.
Source: Fink, Conducting Research Literature Reviews: From The Internet To Paper.
D
Activity 4.1.1
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
D
47
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
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.
PY
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.
O
Source:"Organizing Your Social Sciences Research Paper: 5. The Literature Review".
C
The teacher can quote McMillan and Schumacher (1984) who
identified five purposes of the literature review. A literature review
allows you to:
E D
48
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
“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.‖
PY
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
O
and why. You may be alerted to new methodologies
and procedures and different types of tests,
technologies and measures.
C
5. Relate findings to previous knowledge and suggest
areas for further research
D
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
E
49
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Formative Assessment 4.1
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.
PY
2. Ask the students to take a short quiz (essay) on the
importance and value of doing a review of related literature.
O
C
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
D
to master the competencies needed, conduct summative test.
E
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.
50
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
V. Summary/Synthesis/Generalization
A Review of the Related Literature provides a concise summary of
information and data findings that describe current knowledge and
facts. It offers a rationale for conducting future researches. An
important area of a literature review is an understanding of a gap. It is
an important research question relevant to a given domain that has not
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
PY
should be included.
References
O
Ary, Donald, Lucy Cheser Jacobs, and Asghar Razavieh. Introduction To
Research In Education. 1st ed. New York, NY: Holt, Rinehart and Winston,
1979.
C
Fink, Arlene. Conducting Research Literature Reviews: From The Internet To
Paper. 4th ed. Thousand Oaks, CA: Sage, 2014.
D
Mc Millan, James H., and Sally Schumacher. Research In Education: A
Conceptual Introduction. 1st ed. Boston, MA: Little, Brown, 1984.
E
http://libguides.usc.edu/writingguide/literaturereview.
D
51
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 2: Criteria in Selecting, Citing, and Synthesizing
the Related Literature
I. What to Know
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
PY
include, to what is involved in a review of the literature. The aim of this
lesson is to present a step-by-step approach to undertaking a review of
the literature to facilitate student understanding.
The teacher will ask the following questions to head start the
O
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?
C
- Has anyone else done anything similar or related to what you
propose?
- How does your research fit in with what has been done before?
D
- Why is your research worth doing, in the light of what has already
been done?
E
Activity 4.2.1
EP
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?
52
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
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.
PY
also published in books, reports, conference proceedings, theses and
dissertations.
O
1. Journals are published in issues at regular intervals
C
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
D
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
E
53
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
3. Conference proceedings comprise brief summaries of
research work presented at conferences. A more
detailed and complete account of the work may appear
at a later date in a journal article, report or thesis.
Researchers often use conferences to present
preliminary findings of their work.
PY
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.
O
Source: Hewitt, How To Source: Hewitt, Michael. How to Search And Critically Evaluate
Research Literature. (2009)
C
Carrying out students search strategy
Share to students the relevance of data sources. Data may be
D
obtained from published and unpublished works available in libraries,
offices and online related websites. One may refer to indexes or
E
54
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Formative Assessment 4.3
Group the students together and ask them to discuss with their
group the following questions:
PY
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
O
references in doing a research?
III.
C
What to Reflect on and Further Understand
Once the teacher has established the research questions that can be
answered from the literature, and has identified the types of literature
D
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
E
55
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
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.
PY
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.
O
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
C
example: ―How long do people tend to remain in a pre-
contemplative stage when anticipating behavior change
or, indeed, is there any evidence that everyone goes
D
through a pre-contemplative stage when anticipating
behavior change?‖ These questions can only be
answered by observing what happens in the real world,
E
56
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
4) Practice literature is written by practitioners about their
field of expertise. This can come in many different forms—
expert opinion, discussion papers, debate, information from
websites, patient information leaflets, and reports of good
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
PY
carried out. If no such method exits, then literature is likely
to be practice literature.
O
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
C
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
D
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.
E
Source: Aveyard, Helen. Doing A Literature Review In Health And Social Care: A Practical
Guide.
EP
57
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
IV. What to Transfer
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.
PY
Aveyard, H. (2014) presented a list of steps to help students with their
Literature Review:
O
literature
This is vital for students undergoing literature review. It
should be done in a systematic way ensuring that they
C
search for relevant texts on their topic.
58
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Alternatively, if students are interested in exploring peoples‘
experience of not using this kind of gasoline, students need
to have an approach for detecting this particular literature
rather than examining into related but more general literature
that does not address students research question.
PY
students in keeping their study focused.
Source: Aveyard, Helen. Doing A Literature Review In Health And Social Care: A Practical Guide.
O
The inclusion and exclusion criteria will be specific to
C
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
D
appropriate inclusion and exclusion criteria might be as
follows:
E
59
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Explain to students that the main rationale for settling their
inclusion and exclusion criteria is: 1) to give clear information
about their submitted review; 2) to focus on their literature
searching.
PY
Source: Cronin, Coughlan and Ryan, "Undertaking A Literature Review: A Step-By-Step Approach".
O
Formative Assessment 4.5 C
Ask students to make their own inclusion and exclusion criteria
based on their given research questions.
E D
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
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.
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
PY
ments/APA_guide_2015.pdf
http://web.calstatela.edu/library/guides/3apa.pdf
http://www.ecu.edu/cs-
dhs/laupuslibrary/upload/apa_style_guide_6th_ed_oc
t09.pdf
O
2) MLA:
http://www.lib.washington.edu/help/guides/44mla.pdf
http://lib.trinity.edu/research/citing/MLACitationStyle.
pdf
C
https://www.library.unlv.edu/help/mla_2009.pdf
D
3) Chicago:
https://www.utica.edu/academic/library/Chicago.pdf
http://www.msvu.ca/site/media/msvu/StyleGuideChic
E
ago(1).pdf
EP
4) Turabian/Chicago:
https://writing.wisc.edu/Handbook/PDF/chicago_tura
bian_uwmadison_writingcenter_june2013.pdf
http://www.otago.ac.nz/library/pdf/chicago-
turabianstyle.pdf
D
5) AMA:
http://www.lib.jmu.edu/citation/amaguide.pdf
http://library.stkate.edu/sites/default/files/sites/citingw
riting/citeAMA.pdf
61
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Providing a summary of research information
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
PY
as a useful reference compiled in a table to assist students as they
go through the process of reviewing each paper they use.
O
Summarizing a Research information in a table
Provide
Fill the
Date/
Main
Purpose of
C
Kind of
study/
Providing the Strength
Conclusion/s and
Author the paper information
Limitations
Morse To explore Questionnaire All of the general Purposive
D
(2016) the study education Sampling of
Outcomes preferred students
Based campus-based
E
Education schools
views of
EP
general
education
teachers
Dioquino To express Expert School-based Anecdotal
(2016) opinion on Opinion system opinion only
student life integration into
D
the community
Activity 4.2.2
62
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
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.
PY
concept mapping can be a useful way of identifying key
concepts in a collection of documents or a research area‖
(p.8).
O
search, clarify thinking about the structure of the literature
review in preparation for writing the review and
C
understand theory, concepts and the relationships
between them‖ (Rowley and Slack 2004).
Source: Maizam, Alias & Zurinah Suradi. Concept Mapping: ―A Tool For Creating
Literature Review".
63
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
How to use a concept map to extract and summarize important ideas in
an article
PY
Oven
Frost
O
Bake in
Oven
Bake
Bake a
Cake
C
D
Cool On
Rack
E
Ingredients
EP
Buy
Ingredients
Measure
Ingredients
Mix
D
(flour, salt,
sugar)
Source: www.successfuelformanagers.com/3-ways-develop-actionable-steps-project-planning
64
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
From their chosen article, ask students to read and remember
important points (main themes and subthemes) and concepts
found. In a piece of paper, ask them the important points contained
in the articles (Themes—what are they?), next is to ask them to be
specific on those important points (which are?) and lastly ask them
to describe the subthemes.
PY
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.
The results of the students‘ literature review are the final themes
O
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.
C
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
D
their literature was leading towards one particular area, and away
from their initial research question.
E
EP
D
65
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Formative Summit
PY
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.
O
From the mind maps produced, ask students to tell a story with
their data at hand. Once they have established their main
C
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
D
research questions they have formulated.
E
V. Summary/Synthesis/Generalization
EP
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.
66
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
again at the end when it comes to planning the write-up. Concept-
mapping can also be useful throughout the review process to clarify
key arguments in the literature.
References
Alias, Maizam, and Zurinah Suradi. "Concept Mapping: A Tool For Creating
Literature Review". In Third Int. Conference On Concept Mapping. Malaysia,
2008. http://cmc.ihmc.us/cmc2008papers/cmc2008-p048.pdf.
PY
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.
O
Literature Review: A Step-By-Step Approach". Lecture, Ireland, Dublin, 2008.
Paterson, Barbara L., Sally E. Thorne, Connie Canam, and Carol Jillings. Meta-
Study Of Qualitative Health Research. Thousands Oaks, CA: SAGE
Publications, 2001.
Wallace, Milie, and Alison Wray. Critical Reading And Writing For
Postgraduates. 1st ed. London: Sage Study Skills, 2006.
67
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 3: Ethical Standards in Writing
I. What to Know
In all research situations, there are always at least two parties
involved—the researcher and the respondent. Since research is also a
social process, wherein the researcher and the respondent share
information, it is imperative that both are clear on their accountabilities.
PY
The respondent, once he/she has consented to participate in the study,
is obliged to give full cooperation by providing truthful data.
O
students:
o Explain fully the purpose of the study;
C
o Disclose the sponsoring organization of the research;
o Discuss the specific duties and data expected from the
respondent;
D
o Introduce oneself properly by showing credentials;
o Respect the right to privacy of the individual;
E
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
D
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.
68
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Activity 4.3.1
PY
Common Difficulties in the Conduct of Research
O
the necessary adjustments will eliminate the effect of constrains on
study results. C
A summary of difficulties and some possible solutions that can be
adopted will be shown to the students.
D
Challenges Solutions
1. Respondent is not available - Reschedule to another
E
data) immediately
3. Failure of the respondents to - Make sure to always follow up
remember data the question or mention
situations for respondents to
remember
- Ask respondents to see the
documents for easy recall
69
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Challenges Solutions
4. Share a story to the - Put emphasis on the main point
respondent to elicit an answer of the story and repeat this to
the respondent to check if this
is the answer to the question
5. The common answers shared - Always try a call back
by the respondent are ―Don‘t - Verify if selected respondent is
know‖, ―Not applicable‖, and representative of the people or
―No answer‖ if somebody else answered for
him/her
PY
6. Respondent is delayed in - Continue to follow up and
returning the form/answering convince the respondent to
the question/s by phone/email reply at a given time
7. Respondent fails to return the - Look for a new team but this
O
form time ensure that forms are
returned
- If the form is not given back
C again, replace respondent if
possible
8. Unavailability of the - Respondent has to be replaced
D
respondent due to distance of immediately
residence or office
9. Respondent has resigned from - Respondent has to be replaced
E
immediately
70
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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
questions to the respondent cheerful.
- Change data gathering method
PY
- If still not convinced, replace
respondent if possible
O
14. Communication problems did - Give another
not reach the target communication/form and follow
respondent
C up by phone/email or in person
71
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IV. What to Transfer
In general, actual data collection problems may be minimized if the
researcher will do the following:
PY
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
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;
C
o It is always best to establish good rapport with the
individuals/organizations that will provide assistance;
D
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.
E
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
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into terms with the issue of the researcher's values relative to the
individual's rights versus the interests of society.
PY
(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.
(d) Consider carefully not only what questions to pose, but also how
to pose them. Consider how changes to the data collection plan
O
might impact the data collected as well as the interpretation of
the findings. C
D
References
E
73
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Module 5
UNDERSTANDING DATA AND WAYS TO
SYSTEMATICALLY COLLECT DATA
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of what qualitative research
design is all about which includes description of sample, data collection,
analysis, procedures in data collection such as survey, interview and
PY
observation. The application of creative design principles for execution in
an actual research will be undertaken.
Performance Standard
O
Describe qualitative research designs, sample, data collection, analysis
and procedures. Apply imaginative research related art/design principles
to create an artwork.
C
Unpacking the Standards for Understanding
Lessons
D
1. Qualitative research designs
2. Description of sample and data collection, analysis of procedures such as
E
Learning Competencies
The learner…
1. Chooses appropriate qualitative research design
2. Describes sampling procedure and sample
D
Essential Understanding
Essential Question
Learners will understand the different
How does research design,
qualitative research designs, description
data collection, sampling,
of sampling, data collection and analysis
procedures, methodologies
procedures such as survey, interview,
and analysis affect the over-all
observation and the application of
research output of a proposed
creative design principles for executing
study?
research related endeavors.
74
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Transfer Goal
Learners will be able to choose appropriate qualitative research design,
describe sampling procedures, plan data collection/analysis procedures,
present written research methodology as well as utilize materials and
techniques to produce creative work.
Product/Performance
The following are products and performances that learners are expected
PY
to come up with in this module.
1. Choose appropriate qualitative research design
2. Describe sampling procedure and sample
3. Plan data collection and analysis procedures
4. Present written research methodology
O
5. Utilize materials and techniques to produce creative work
Assessment Map
C
Cognitive
The Pre-Assessment
Processes
D
Remembering Part 1
1. Enumerate the different kinds of qualitative research
E
Part 2
1. Recall the group of people (study population) you are
EP
75
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
The Pre-Assessment
Processes
Applying Part 1
1. Illustrate the most interesting and creative research design
one can think of
Part 2
1. Demonstrate using a mind map a summary of key ideas
and concepts learned from the lesson
Part 3
1. Summarize the different methods of collecting qualitative
data
Part 4
PY
1. Explain why the process of critiquing is vital in art
interpretation
Analyzing Part 1
1. Compare and contrast the five qualitative designs
O
Part 2
1. Classify the kind of sampling method in the given case
study
Part 3
C
1. Construct a specific example for each of the method in
collecting a qualitative data
D
Part 4
1. Relate the two paintings presented as to its technical
proficiency and content/form
E
Evaluating Part 1
1. Discriminate the kind of research design fitted to the given
EP
questions
Part 2
1. Classify the kind of sampling method in the given case
study
Part 3
D
Creating 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
76
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Cognitive
The Pre-Assessment
Processes
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
Formative Assessment
PY
Processes
Remembering Lesson 1
1. Enumerate the different kinds of qualitative research
Lesson 2:
O
1. Recall the group of people (study population) you are
interested in from which you want to draw a sample
Lesson 3: C
1. Describe how students will collect their data from the
procedures discussed
Lesson 4:
1. Describe the painting of Mona Lisa
D
Understanding Lesson 1:
1. Compare the different kinds of qualitative research
E
Lesson 2:
1. Distinguish how to select the people needed for your study
Lesson 3:
EP
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
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Cognitive
Formative Assessment
Processes
Analyzing 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
PY
proficiency and content/form
Evaluating Lesson 1:
1. Discriminate the kind of research design fitted to the given
questions
O
Lesson 2:
1. Classify the kind of sampling method in the given case
study
Lesson 3:
C
1. Recommend possible data collection methods applicable
to student‘s research
Lesson 4:
D
1. Critiquing of the created work of art amongst the students
Creating Lesson 1:
E
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
D
Lesson 4:
1. Create any work of art pattern after a famous artist using
clay
C. Lesson Proper
78
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LESSON 1: Qualitative Research Designs
I. What to Know
A challenge to students who are new to qualitative research is trying to
figure out what ―kind‖ of qualitative research study they will be doing.
There are many different types of qualitative research, such as
ethnography, phenomenology, grounded theory, case study, narrative,
and historical. As in any type of research, it is important for the student
PY
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.
O
Activity 5.1.1
Ask the student the topic of interest he/she has in mind (let them
C
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
D
mentally move into a future state, gaining a sense of what intention
they hold for their finished painting of interest.
E
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.
D
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Activity 5.1.2
PY
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)
O
5. If I could discover a theory for a single phenomenon of living as
shared by others, I would choose to discover the theory
C
of______. (Grounded Theory)
Source: Creswell, John & Clark, Vicki. Principles of Qualitative Research: Designing a Qualitative
Study.
D
Qualitative research design is an umbrella term for a various range of
approaches and methods, which vary considerably in terms of focus,
E
80
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III. What to Reflect on and Further Understand
PY
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
O
differences between the two.
Field notes are written throughout the fieldwork about events
and behavior in the setting.
C
Ethnographers describe, analyze and interpret the culture and the
local, ethnic perspective of its members while making their own ethnic
interpretations.
D
The main evaluative criterion is the way in which the study presents
the culture as experienced by its members.
E
Example
Turgo, Nelson. (2012) carried out an ethnographic study of a fishing
community in the Philippines in the context of a dwindling fisheries
resource and in relation to the community‘s contemporary social
D
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
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
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
PY
Strategies of Survival
A Story of High School Inclusion: An Ethnographic Case Study
O
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
C
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
D
application to their own inquiry. In this chapter, we will describe
the main features of GT and trace development and changes
E
over time.
82
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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.
PY
for examples of similar cases and themes.
O
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
C
victims was implicated in the cycle of violence.
Filipino homes.
Research titles
Perceptions of Filipino Women and Men on Intimate Partner
Violence
D
83
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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.
PY
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.
O
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.
C
In narrative inquiry the final story is constructed by participant,
researcher and reader. Illness and professional narratives are
D
always located in the socio-cultural.
Example
EP
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Research titles
Enhancing the transparency of Accounting Research: The
Case of Narrative Analysis http://0-search.proquest.com.
lib1000.dlsu.edu.ph/docview/1674436872/AEA8CB44C9C44D
09PQ/17?accountid=28547
The Narrative Research Trail: Values of Ambiguity and
Relationships
Narrative Inquiry: Approaches to Language and Literacy
Research
Through the Looking Glass Space to New Ways of Knowing: A
Personal Research Narrative
PY
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
O
those who have experienced it.
Example
Vapor, Victor Rey Cui (2009) explored a new Philippine
phenomenon that emerged involving Filipino physicians who went
back to school to take up nursing in the Philippines in order to
migrate to foreign countries to work as nurses. The purpose of his
study was to describe and to interpret the lived experiences of
Filipino physician-turned nurses in the United States.
Phenomenology was used as research design, with data obtained
from a purposive sample of eight (8) self-identified physician-turned
nurses in Las Vegas, Nevada. Participants were interviewed using
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 cross-
PY
cultural adaptation, particularly involving role compromise in an
unfamiliar social and cultural context.
O
Research titles
Social Futures of Global Climate Change: A Structural
Phenomenology
C
The Importance of Feeling Awkward: A Dialogical Narrative
Phenomenology of Socially Awkward Situations
D
Social Responsibility: A Phenomenology of perceived-
successful student leadership experience
Emotions in the flesh: A Phenomenology of Emotions in the
E
lived body
EP
86
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Example
Protacio, Maria Selena and Sarroub, Loukia K. (2013) describe the
reading practices in a public and high-achieving 6th grade English
classroom in the Philippines. By utilizing a four resources model,
they discuss the different roles that students assume in this
classroom. Students in this class are mainly code breakers and text
users and have limited opportunities to assume the other two roles
of the four resources model. This case study provides a different
view of reading, specifically a view of a culture of reading where in
higher status is given to oral reading performance rather than
comprehension. We describe the way a high-achieving 6th grade
Philippine classroom perceives reading. Through this case study,
PY
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.
O
Research titles
Internationalizing the Basic Education Curriculum: A Philippine
Case Study
C
School Viability: A Case Study of Victoria Heights School in
Manila
Entrepreneurial University: A Case Study of De La Salle -
D
Araneta University, Philippines
Team Effectiveness in an Academic School Organization: A
E
Ask the students: What is the most interesting and most creative
research qualitative design they can think of? A quiz enumerating
D
87
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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.
PY
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.
Share: Students select research topics and discuss it with their
group.
O
Group activity: Groups shall be given twenty minutes to work on
a single topic. The challenge for them is to describe their topic in
C
two minutes or less to a 10-year-old child?
Discussion: What did you learn from the exercise of selecting a
research topic?
D
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
E
V. Summary/Synthesis/Generalization
Before beginning your qualitative research, you must provide thorough
D
88
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researcher designs and reviews the scope of the project and the
nature of the data required. The questions you should ask and the
issues you should consider as you prepare a design, as well as the
ways in which you can revisit and revise it as you commence your
qualitative research are suggested. As you plan, anticipate that your
study will involve different stages, and allow time for each—
conceptualizing, entering the field, creating data system, final analysis
and others. Throughout this chapter, we have emphasized that you
need to see your research in terms of its overall design.
References
PY
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
O
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.
C
http://www.tandfonline.com/doi/abs/10.5172/conu.14.3.292.
Strauss, A.L. (1987) Qualitative analysis for social scientists. New York, NY,
Cambridge University Press.
D
Strauss, A.L. & Corbin, J. (1990) Basics of qualitative research: Grounded
theory procedures and techniques. Newbury Park, CA, Sage.
E
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LESSON 2: Description of Sampling and Data Collection
I. What to Know
In doing qualitative research, only a sample of a population is selected
for any given study. The study‘s research objectives and the
characteristics of the study population (example is the size and
diversity) determine which and how many people to select. In this
lesson, students will briefly describe three of the most common
PY
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.
O Activity 5.2.1
C
Ask students to choose a good sample by taking the following questions
in consideration:
D
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?
E
90
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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.
PY
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.
O
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
C
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.
D
Therefore, the researcher must gather data from a sample, or subset,
E
91
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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.
PY
determined, the researcher must consider the sample size. In
qualitative studies, sampling typically continues until information
redundancy or saturation occurs.
O
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.
C
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
D
appropriate target group, eliminate his or her own biases and
analyze data continuously and thoroughly throughout the process to
E
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Formative Assessment 5.4
Ask students to answer this case study: Imagine that you have arrived
in Malate, Manila to conduct a case study on working street children.
A local social worker introduces you to two former street working
children and you learn that they still have lots of friends still working
on the street. As a way to identify participants for your study, you ask
the two former street working children if they can recommend and
invite some of their friends on the street to participate in the study.
You also ask them to spread word of the study in anticipation that
their friends will also help you to identify potential participants.
PY
How would you classify this kind of sampling? 1. Quota sampling? 2.
Snowball sampling? 3. Random purposeful sampling? Explain your
answer.
O
The answer is: 2. Snowball sampling
C
IV. What to Transfer
Ask the students how large the sample size should be in a qualitative
D
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
E
93
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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.
PY
Case Study Select one case or one person.
O
Grounded
Assess 20–30 people, which typically is enough
theory/ethnography/action
to reach saturation.
research
C
Source: Nastasi, ―Qualitative Research: Sampling & Sample Size Considerations‖.
D
Rules of Thumb Based on Data Collection Method
E
Interviewing key
Interview approximately five people.
informants
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Data Collection Method Rule of Thumb
PY
quality of the data is impacted by the quality of the interview procedure,
the quantity of data is also important.
O
Number of Interviews Length of each interview
10 1 – 2 hours
20
C 30 minutes – 1 hour
30 20 – 40 minutes
Source: Nastasi, ―Qualitative Research: Sampling & Sample Size Considerations‖.
D
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V. Summary/Synthesis/Generalization
Still if it were probable, it is not compulsory to assemble data from
everyone in a group in order to obtain legitimate findings. In qualitative
research, merely a sample of a population is chosen for whichever
specified study.
PY
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.
O
groups participants according to preselected criteria relevant to a
particular research question. C
In quota sampling, we decide while designing the study how many
people with which characteristics to include as participants.
D
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
E
study.
References
EP
Mack, Natasha, Cynthia Woodsong, Kathleen M. Mac Queen, Greg Guest, and
Emily Namey. Qualitative Research Methods: A Data Collector’s Field Guide.
D
Yin, R. K. (1994). Case study research: Design and methods. Thousand Oaks:
Sage Publications.
96
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LESSON 3: Analysis of Procedures Such as Survey,
Interview, and Observation
I. What to Know
To use qualitative methods means that you will be generating data that
is primarily in the form of words, not numbers. Some of the most
common data collection methods are different types of individual
interviews (general or key informants) and group discussions. In this
section, we also discuss other types of data that might help you
PY
understand the context.
Activity 5.3.1
O
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
C
they like (they can probably research using the internet, interview
persons with a particular breed of dog, survey dog breeders or
observe dog owners)?
E D
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Data Collection
PY
1. Individual interviews
2. Focus groups
3. Observations
4. Action Research
O
Explain each of the methods to the students:
1. Interviews
Unstructured
C
- Can be referred to as 'depth' or 'in depth' interviews
- They have very little structure at all
D
- 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
E
Structured
D
- 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
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- There is skill required and involved in successful qualitative research
approaches—which requires careful consideration and planning
PY
2. Observation
May take place in natural settings and involve the researcher taking
lengthy and descriptive notes of what is happening.
It is argued that there are limits to the situations that can be observed in
O
their 'natural' settings and that the presence of the researcher may lead to
problems with validity.
C
Limitations with observation include:
a. Change in people's behavior when they know they are being
observed
b. A 'snap shot' view of a whole situation
D
c. Think Big Brother...
d. The researcher may miss something while they are watching
and taking notes
E
Strengths of observation
a. Can offer a flavor for what is happening
b. Can give an insight into the bigger picture
c. Can demonstrate sub-groups
D
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Techniques for collecting data through observation:
Written descriptions
- 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
PY
situation
o There is room for subjective interpretation of what is happening
Video recording
- Allows the researcher to also record notes
O
- Limitations may include
o People acting unnaturally towards the camera or others
avoiding the camera
C
o The camera may not always see everything
Documentation
Any and all kinds of documentation may be used to provide
information—a local paper, information on a notice board,
administrative policies and procedures.
D
Source:"Introduction To Research".
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Survey
PY
be from observation to content analysis and this can be used in the
survey.
O
constrains; 5) ethical and political difficulties
Activity 5.3.2
EP
Ask students to look at their research titles and reflect on the possible
D
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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‖.
PY
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.
O
Discourse Analysis - a method of analyzing naturally
C
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.
D
Grounded Theory - also called analytic induction. This is a
method that attempts to develop causal explanations of a
E
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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.
PY
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.
O
C
Understanding the definition of coding is essential in proceeding with
its processes. Coding can be defined as the actual process of making
D
sure data is organized into chunks or segments and later making
meaning out of it.
E
For example
Students who participate in the Multicultural Scholars Program will
be able to describe their talents, strengths and social group
memberships.
For example
Describe talents and strengths
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Codes can be pre-set or emergent. You should have both.
Pre-set: A list of codes created in advance by the researcher based
on the research question, learning outcomes, or conceptual
framework.
Creating Categories
Coding will serve as a system to help you to organize your data. Once
PY
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
O
isolate meaningful patterns. Identified patterns are used to create
themes. C
Source: Creswell, Qualitative, Quantitative, And Mixed Methods Approaches.
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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.
PY
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
O
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.
C
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.
D
How would you code a qualitative data? Create an appropriate phrase
E
Source: Olson, Coughlan and Ryan, Handbook Of Qualitative Health Research For Evidence-Based
Practice.
D
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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.
The following are approaches that will help students analyze their data:
PY
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,
O
the researcher looks for patterns in the data, working to
develop a theory that could explain those patterns.
C
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
D
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.
E
On Models Of Research".
D
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
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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‖.
PY
Lack of Uniform
Children lack school
material
No School Textbooks
O
C
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
D
codes into basic themes that will enlighten them in finding meaning to
their questions.
E
Assuming this process limits the twenty (20) basic themes to only four
(4) organizing themes, two (2) will describe the struggles faced by
D
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.
107
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Codes Basic Themes Organizing Themes Global Theme
Lack of uniform
Children lack school
materials
No schoolbooks Working street
children cannot
afford to go to
Lack of money school
for school fees
Children unable to
PY
pay school fees
School charges
Struggles of
Street Children
Worry
O
Children worry
about their family
Mind is
elsewhere
C Working street
children are
stressed
D
Tired in school
Children who are
exhausted
E
Headaches
EP
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V. Summary/Synthesis/Generalization
PY
researchers, they may adopt different research techniques. The
following are the different types of data analysis in qualitative research:
O
2) Interviewing – it is trying to analyze what the respondent is
thinking
3) Surveys - it can be open or close ended questions
4)
C
Documentation - actual recording of informal feedback and
reflections
D
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
E
2) Narrative analysis;
3) Discourse analysis;
4) Grounded theory;
D
5) Conversational analysis.
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.
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References
Olson, Karin, Michael Coughlan, and Frances Ryan, ed. Handbook Of Qualitative
Health Research For Evidence-Based Practice. New York: Springer, 2016.
Wolcott, H.F. (2001) Writing up qualitative research, Newbury Park, CA: Sage
PY
"Introduction To Research". University Of Surrey,
http://libweb.surrey.ac.uk/library/skills/Introduction%20to%20Research%20and
%20Managing%20Information%20Leicester/index.htm.
O
C
E D
EP
D
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LESSON 4: Application of Creative Design Principles for Execution
I. What to Know
Students will be able to understand the critical process of observing,
describing, analyzing, interpreting, and evaluating that leads to
informed judgments regarding the relative merits of artworks. This
lesson will lead to a better appreciation of the process of research
PY
design, data collection and analysis of procedures.
O
which require objectivity and an understanding of the work‘s content
and form.
Visual fluency is the ability to differentiate formal and informal
C
structures and objectively apply observable criteria to arts
assessments that exclude the artists.
Universal principles of art and elements of design apply equally to
D
culturally specific artwork.
Activity 5.4.1
E
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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.
PY
IV. What to Transfer
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
O
improve the quality of research by increasing their knowledge of art
and creative science in the process of learning.
C
Formative Assessment 5.6
D
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
E
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
EP
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.
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Module 6
FINDING ANSWERS THROUGH DATA
COLLECTION
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of interview and observation
procedure skills.
PY
Performance Standard
The learner should be able to gather relevant information with intellectual
honesty.
O
Unpacking the Standards for Understanding
Lessons
C
1. Observation procedures and skills
2. Interview procedures and skills
D
Learning Competencies
The learner…
E
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B. Planning for Assessment
Product/Performance
The following are products and performances that learners are expected
to come up with in this module.
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
PY
6. Actual observation sessions
7. Journal recordings of observation details
8. Transcription of interview session
Assessment Map
O
Cognitive
The Pre-Assessment
Processes
Remembering Part 1
C
1. Define observation method.
2. Define interview method.
D
Part 2
1. Identify the different types of observation method:
E
Part 3
1. Define participant observation, non-participant observation,
and systemic observation.
2. Define structured interview method and unstructured
interview method.
D
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.
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Cognitive
The Pre-Assessment
Processes
Applying 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.
Analyzing Part 1
1. Analyze the characteristics of an effective and purposeful
observation protocol.
PY
Part 2
1. Analyze the characteristics of an effective and purposeful
interview protocol.
Evaluating Part 1
O
1. Analyze sample observation protocols and determine how
these procedures could be further improved.
C
Part 2
1. Analyze sample interview protocols and determine how
these procedures could be further improved.
Creating Part 1
D
1. Construct observation protocols and interview guides based
on the chosen research topic.
E
Part 2
1. Implement observation protocols and interview guides.
EP
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.
D
Cognitive
Formative Assessment
Processes
Remembering 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.
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Cognitive
Formative Assessment
Processes
PY
method.
2. Determine the dos and don‘ts in conducting interview
method.
O
Understanding Lesson 1
1. Differentiate participant, non-participant, and system
observation from one another.
Lesson 2
C
1. Differentiate the types of interview methods.
D
Applying Lesson 1
1. Discuss how the observation method is used as data
E
observations.
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
D
interviews.
Analyzing 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.
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Cognitive
Formative Assessment
Processes
Evaluating 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.
Creating Lesson 1
1. Construct observation protocols based on the chosen
PY
research topic.
2. Conduct observation protocols.
3. Produce journal based on the observations of the identified
research locale and participants.
O
Lesson 2
4. Construct guide questions to be used for the interview.
5. Conduct interview with chosen participants.
C
6. Transcribe audio of interview sessions with the participants.
C: Lesson Proper
E D
EP
D
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LESSON 1: The Observation Method
I. What to Know
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
PY
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?
O
to construct observation protocols.
C Activity 6.1.1
Observation Protocol
Ask the students to construct an observation protocol template like the
D
one shown below.
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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.
PY
central phenomenon or topic being studied. Gaining access
through letter of consent is a prerequisite first step that a
researcher must do.
O
The observational protocol is a method used for recording
observation notes. C
It includes both ―descriptive‖ or those about what happened and
―reflective‖ or learning based on what have been observed.
D
3. Focus the observation.
Before writing any notes, think of what catches your attention.
E
There will be a lot in the site, but focus your observation only on
what will help you understand your research question.
EP
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.
119
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Sample Observation Protocol (Creswell, 2007)
Duration of Activity: 60 minutes
Descriptive Notes Reflective Notes
PY
There are more than 50 students in
class?
the classroom.
I wonder if it‘s the class that makes
Some students seated at the back
them sleepy or their activity at night?
start to become sleepy.
O
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five
Approaches.
C
III. What to Reflect on and Further Understand
Conduct a formative test to determine students‘ mastery of this lesson
D
(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
E
question that has been posted earlier. This will guide them in properly
conducting this method.
EP
Activity 6.1.2
Observation Simulation
Using the observation protocol that the students made in Activity 6.1, ask
D
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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. Summary/Synthesis/Generalization
This lesson tackles observation as a data gathering method in
PY
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
O
actual observation procedure.
C References
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LESSON 2: The Interview Method
I. What to Know
Checking prior knowledge about interview and how it is conducted is a
good springboard for this lesson. From here, focus on the
misconceptions and facts about interview as a tool. Tell the students
that this essential question will be their guide in going through with this
lesson: As a researcher, how can you make the interview method an
PY
effective data-gathering tool for qualitative research?
O
II. What to Process
Using the baseline information gathered, focus on rectifying any
C
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.
D
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.
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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.
PY
6. Arrange for a quiet setting for the interview.
A comfortable and quiet place chosen by the participants is
preferable.
O
7. Conduct the interview.
Check audio equipment before the interview. First, introduce
C
yourself and the research being conducted to the participant-
interviewee. Stay on topic and to the time mentioned in the letter
of permission.
D
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
E
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches .
D
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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.
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.
PY
3. Opening Question.
This is about getting to know participants so they will feel at ease.
Questions related to their work or activities are good opening
questions. Very personal questions must be avoided.
O
4. Content Questions. C
These are sub-questions based on the central phenomenon being
studied.
5. Closing Instructions.
D
Thank the interviewee for his/her time.
E
Source: Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches.
EP
Date:
Location:
Name:
Introduction
124
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Opening Question
- Provide spaces for taking notes in case audio will have problem-
- Provide spaces for taking notes in case audio will have problem-
Content Questions
PY
Tell me about your Basic Calculus class.
O
Closing Instructions
C
Thank you very much (Acknowledge the class for their time). I
D
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
E
Activity 6.2.1
D
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.
125
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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
Interview Simulation
PY
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
O
C
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
D
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
E
done in Lesson 2.
EP
Activity 6.2.3
126
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APPLICATION: Methodology
Date:
Name of Respondent
Title
PY
Name of Office
Address
Dear _____________,
We are Grade 11 students of (Write your school name) who are currently doing a
O
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).
C
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
D
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
E
We will contact you again (through your secretary if there’s any) in a few days to clarify
and answer any questions you may have about this project and possibly schedule an
interview and (observation time).
Please do not hesitate to contact us if you have any questions: (Your email)
D
We are thanking you in advance for you consideration to participate in this study.
Respectfully yours,
Your name/s
Noted by:
127
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APPLICATION: Methodology
A. Observation Protocol
Length of Activity: _______________
Descriptive Notes Reflective Notes
General: (Objective of your
research)
Start of observation:
PY
B. Interview Protocol
O
Interview Protocol Template
C
Background Information on Interviewee
Date:
Location:
D
Name:
E
Introduction
Opening Question
D
______________________________________________________
______________________________________________________
______________________________________________________
Content Questions
______________________________________________________
______________________________________________________
______________________________________________________
128
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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?
PY
V. Summary/Synthesis/Generalization
This lesson tackles the interview method as a data-gathering method
in qualitative research. The lesson provides learners background
knowledge about the interview method. As novice researchers, this
O
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.
C
D
References
E
Crewell, John W. Qualitative Inquiry & Research Design: Choosing Among Five
Approaches. 2nd ed. Thousand Oaks, CA: Sage, 2007.
Turner, Daniel W., III. "Qualitative Interview Design: A Practical Guide For
Novice Investigators". The Qualitative Report 15, no. 3 (2010): 754-760.
D
http://www.nova.edu/ssss/QR/QR15-3/qid.pdf.
129
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Module 7
ANALYZING THE MEANING OF DATA AND
DRAWING CONCLUSION
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of drawing out patterns and
themes from data.
PY
Performance Standard
The learner should be able to analyze and draw out patterns and themes
with intellectual honesty.
O
Unpacking the Standards for Understanding
Lessons
1. Patterns and Themes from Data
C
Learning Competencies
The learner…
D
1. Infers and explains themes and patterns from data.
2. Relates patterns with pertinent literature.
E
Essential Understanding
EP
Essential Question
Learners will understand that patterns
and themes from qualitative data are What are the common themes
meant to describe what is unique and generated from the observation
applicable only to the participants and journals and transcripts of
are not necessarily applicable or true to interview?
D
other groups.
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.
130
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B. Planning for Assessment
Product/Performance
The following are products and performances that learners are expected
to come up with in this module.
PY
Assessment Map
Cognitive
The Pre-Assessment
Processes
O
Remembering Part 1
1. Define inference.
C
2. Identify pertinent literature to support or refute present
findings.
Understanding Part 1
D
1. Read literature that could support or contradict present
findings.
2. Highlight findings from other literature that support or
E
Applying Part 1
1. Use tables to manage qualitative data (observation journal
and interview transcripts).
Analyzing Part 1
D
131
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Cognitive
The Pre-Assessment
Processes
Evaluating 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
PY
qualitative data.
2. Summarize the entire process of data analyses.
O
Cognitive
Formative Assessment
Processes C
Remembering Lesson 1
1. Define inference.
2. Identify pertinent literature to support or refute present
findings.
D
Understanding Lesson 1
1. Read literature that could support or contradict present
E
findings.
2. Highlight findings from other literature that support or
contradict present findings.
EP
Applying Lesson 1
1. Use tables to manage qualitative data (observation journal
and interview transcripts).
D
Analyzing 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.
132
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Cognitive
Formative Assessment
Processes
Evaluating 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
PY
1. Suggest hypothesis/es based on the analysis of the
qualitative data.
2. Summarize the entire process of data analyses.
C: Lesson Proper
O
C
E D
EP
D
133
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LESSON 1: Patterns and Themes from Data
I. What to Know
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?
PY
Motivation
Ask the students to determine the next figure in the sequence. Ask
follow-up questions: Why did you come up with that choice? What
O
did you follow in the series in order to arrive at the last figure?
Note: Lead the students so that the word pattern will come out.
C
Relate this activity to the lesson which is all about finding patterns
and themes.
E D
EP
D
134
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Discussion Material
Patterns and Themes
PY
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.
O
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
C
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
D
codes are simply labels that help qualitative researchers identify
similar experiences or thoughts. Codes tha are grouped together
E
135
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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
reference and classification when interpreting the results.
O
Discussion Material:
Coding
C
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
D
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
E
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
D
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.
136
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Example of Preset Codes/Categories*
Codes/Themes/Categories
Questions Responses to the question were sorted
into
1. What makes a quality
Facilitators (F), Relevance (R),
student activities
Attendance (A), Variety (V)
program?
2. What are the benefits
of a student activities Students (S), Mentors (M), School (S)
program?
3. How can we improve
PY
Time (T), Resources (Re), Feedback
a student activities
(F), Mentors (M),
program?
* These are preset codes/categories because they have been identified prior to analysis.
Adapted from:Taylor-Powell and Renner, Analyzing Qualitative Data.
O
Example of Emergent Codes/Categories*
C
Question 1. What makes a quality student activities program?
*These are emergent codes because they are being identified as the analysis or coding progresses.
Adapted from: Taylor-Powell and Renner, Analyzing Qualitative Data.
137
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How to Analyze Data and Use Codes or Categories (Taylor-Powell
and Renner 2003)
PY
not related or significant to your present study. Be sure to
identify and disregard them.
O
research questions. They will guide and help you identify what
is important and they are your main guide in analyzing your
data.
C
4. Identify themes or patterns.
Use codes or labels, such as the one in the example given,
D
during this process. Basically, we use labels or highlighter to
identify themes or patterns. Your thorough understanding of
E
138
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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
Discussion section of your paper.
O
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
C
present the results and discuss them by:
You present the findings from the interview and/or observation and
E
139
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Example of Interview Transcript with Codes
PY
O
C
E D
EP
D
140
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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:
A.
PY
These are
the Sections
in the
research
O
paper where
these
themes are
C discussed.
D
B.
E
Area of Focus
Verbatim response Themes
(Questions)
EP
141
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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.
PY
school?
O
III. What to Reflect on and Further Understand
C
Conduct a formative test to determine students‘ mastery of this lesson
(see Assessment Map). At this point, it is imperative to prepare the
D
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
E
spot common themes and patterns. Continue doing this until everyone
in class knows how determine common themes and patterns.
EP
Activity 7.1.2
D
Coding
Ask the students to analyze the given interview transcription. Tell
them to use codes in order to identify patterns and themes.
142
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Activity 7.1.2
PY
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
O
our own best practice. So basically that‘s how at least I have
learned to handle the linkages and internationalization program
of the school.
C
D
IV. What to Transfer
The true test of the learners‘ learning of this lesson is the output
E
designed for this lesson. First, guide them on how tabulate the
transcript of the interview session. By tabulating the Q & A, line-by-line
EP
143
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Activity 7.1.3
Question 1:
Participant 1:
Participant 2:
….
PY
Question 1:
Participant 1:
Participant 2:
….
O
And so on …
Question 2.
EP
And so on…
OR
D
Area of Focus
Verbatim response Themes
(Questions)
Question 1.
Question 2.
And so on…
144
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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.
PY
O
C
E D
EP
D
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V. Summary/Synthesis/Generalization
This lesson guides the learners on how to analyze data through
patterns and themes that arise from qualitative data using observation
and interview methods. It highlights the significance of managing these
data in tabular form and using codes in order to tag common themes
and patterns. It also emphasizes the importance of relating present
findings with other pertinent literature in order to enrich the discussion
of the interpretation of the data gathered. Lastly, this lesson expects
the learners to write a summary of the findings based on the qualitative
data they have gathered.
PY
References
O
Farber, Nancy K. "Conducting Qualitative Research: A Practical Guide For
School Counselor". ASCA 9, no. 5 (2006): 367-375.
C
Strauss, Anselm, and Juliet Corbin. Basics Of Qualitative Research: Grounded
Theory Procedures And Techniques. 1st ed. Newbury Park, CA: Sage,
1990.
D
Taylor-Powell, Ellen, and Marcus Renner. Analyzing Qualitative Data.
Madison, Wisconsin: University of Wisconsin-Extension: Program
Development and Evaluation, 2003.
E
http://learningstore.uwex.edu/assets/pdfs/g3658-12.pdf.
EP
D
146
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Module 8
REPORTING AND SHARING OF FINDINGS
A. Learning Outcomes
Content Standard
The learner demonstrates understanding of guidelines in making
conclusions and recommendations, techniques in listing references, the
process of report writing, and selection criteria and process of best design
(arts).
PY
Performance Standard
The learner is able to form logical conclusions, make recommendations
based on conclusions, and write and present a clear report.
O
Unpacking the Standards for Understanding
Lessons
C
1. Guidelines in Making Conclusions and Recommendations
2. Techniques in Listing References
D
3. The Process of Writing Report
4. Selection Criteria and Process of Best Design(Arts and Design Track)
E
Learning Competencies
The learner…
EP
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B. Planning for Assessment
Product/Performance
The following are products and performances that learners are expected
to come up with in this module.
Assessment Map
PY
Cognitive
The Pre-Assessment
Processes
Remembering Part 1
1. Define inference.
O
2. Identify pertinent literature to support or refute present
findings. C
Remembering Part 1
1. Define the following terms: conclusion, recommendation
2. Outline guidelines in drawing conclusion and making
recommendations.
D
Part 2
1. Define references.
E
Understanding Part 1
1. Deduce the characteristics of an inclusive conclusion and
recommendations.
D
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.
148
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Cognitive
The Pre-Assessment
Processes
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.
Analyzing 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
PY
conclusion.
2. Analyze conclusion to make recommendations.
Part 2.
1. Analyze entries needed for the chosen referencing (APA
O
or MLA).
Evaluating Part 1 C
1. Discuss the conclusion and recommendations.
Part 2
1. Assess the accuracy of the entries in the reference
section.
D
Part 3.
1. Explain the results of the study in preparation for the
E
written report.
Creating Part 1
EP
Cognitive
Formative Assessment
Processes
Remembering 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.
149
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Cognitive
Formative Assessment
Processes
Lesson 3
1. Define a research report.
2. Outline the steps in presenting report.
Understanding Lesson 1
1. Deduce the characteristics of an inclusive conclusion and
recommendations.
Lesson 2
1. Distinguish APA from MLA referencing.
Lesson 3
PY
1. Discuss the characteristics of a comprehensive report.
Applying Lesson 1
1. Draw conclusion and make recommendations based on the
analysis of qualitative data gathered from observation and
interview.
O
Lesson 2
1. Make a reference list based on chosen style (APA or MLA).
Lesson 3
C
1. Write a report of the findings for presentation.
Analyzing Lesson 1
1. Analyze codes used tag and classify the meaning being
D
implied by the evidences from observation and
words/sentences from interview transcripts and construct
conclusion.
E
(APA or MLA).
Evaluating Lesson 1
1. Discuss the conclusion and recommendations.
Lesson 2
D
C. Lesson Proper
150
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LESSON 1: Guidelines in Making Conclusions and Recommendations
I. What to Know
This lesson could be started by presenting situations, video clips, or
pictures to the learners from which they will be asked to make a
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.
PY
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
O
using the data at hand?
established.
151
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B. Introduction to the Chapter
Your introduction could be written this way:
PY
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
O
This part could be written this way:
C
This study was primarily an exploration of the students
D
perceptions about a quality school. The research design was
focused on the following questions:
E
1. How..
2. Why…
EP
E. Limitations
D
Two areas that are included in this section are the following:
Start with the brief purpose of the study.
List the limitations
152
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F. Research Question/s Addressed
This section could be written this way:
PY
students‘ perceptions of a quality school. The question
asked: STATE YOURQUESTION (The one you asked to
the participants)
G. Conclusion
O
C
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.
D
It could be structured this way:
E
EP
153
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H. Summary
Here‘s a sample and a guide in writing your summary:
PY
I. Recommendation
When writing the recommendations, it is better to have an
introductory paragraph which recalls the conclusions of the study.
O
The number of recommendations and the number of conclusions
are usually aligned. Hence, this section may be written like this:
C
The conclusions of the research identify a number of issues
emanating from diversity of perceptions regarding quality school.
D
The recommendations are the outcomes of extensive interaction
with participants and reflections of the researcher.
E
154
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Activity 8.1.1
PY
IV. What to Transfer
The true test of the learners‘ learning of this lesson is the output
O
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
C
alignment between findings and recommendations, formulate a
recommendation for each conclusion. Teacher scaffolding is very
essential at this stage.
D
Activity 8.1.2
E
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.
155
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LESSON 2: Techniques in Listing References
I. What to Know
Ask the students what they see at the last section of books or journals.
These are reference lists or bibliography which should appear at the
end of the paper or books. This list provides the essential information
for a reader to locate any source cited in the research work. Present
two samples of reference lists: APA and MLA styles. Ask the students
PY
to differentiate one from the other. Tell the students that APA and MLA
are two very common format in listing references.
O
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
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(MLA) are just two of the well-known methods of citation.
likewise, each entry in the reference list must be cited in the text.
Tell the learners of the distinct differences between APA and MLA
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Emphasize that the main differences between APA and MLA styles fall
in these entries: date, author‘s name, capitalization, and source page
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acknowledge other researchers and bodies of literature that are
actually cited and helped them write their research paper.
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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.
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APA C MLA
Basic rules Basic rules
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
APA MLA
initials for first and middle the author‘s first and/or
name. Do not spell out middle name. Spell out
author‘s first or middle name. author‘s name. Do not use
7. Use "&" instead of "and" initials.
when listing multiple authors 7. If a work has more than one
of a single work. author, only invert the first
8. For a journal article with author‘s name.
more than seven authors, list 8. Underline or italicize titles of
the first seven authors and books, journals, magazines,
three periods, and then list newspapers and films.
the last author. 9. Article titles are placed
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9. The date is always the within quotation marks.
second element and is 10. Also use quotation marks for
contained in parentheses. the titles of short stories,
10. Book and periodical titles book chapters, poems and
should be in italics. Volume songs.
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numbers of periodicals 11. Capitalize each word in the
should be in italics. C titles of articles, books, etc.
11. If a journal has both a This rule does not apply to
volume and an issue indefinite or definite articles
number, write the volume (a, an, the), short
number followed by the prepositions, or conjunctions
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issue number in parenthesis. unless one is the first word
There is no space between of the title or subtitle.
the volume number and the 12. Elements of a citation are
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quotes or italics.
13. Capitalize only the first word
of the title and the subtitle for
books, book chapters, and
article titles.
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APA MLA
Basic Format: Book Citation
Example: Example:
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Design and methods. Thousand Research: Design and Methods.
Oaks, CA: Sage. Thousand Oaks: Sage, 2009.
Print.
One Author
O One Author
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
APA MLA
Basic Format: Journal Article (Online)
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address.com/full/url/ dates, volumes, or issue
numbers.
Example: * Publisher
* Publishing date.
Longaretti, L., & Wilson, J. * Page numbers (if available).
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(2006). The impact of * Medium of publication.
perceptions on conflict * Date you accessed the
management. Educational material.
Research Quarterly, 29(4), 3–
C * URL (if required, or for your
15. Retrieved from Academic own personal reference; MLA
Search Premier database. does not require a URL).
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With DOI Author's last name, first name (if
available). "Title of work within a
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
APA MLA
n. pag. Web. 20 May 2009.
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http://libguides.csuchico.edu/citingsources-APA(last accessed on 03 June 2016)
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References
Anderson, J. (2003, October) Superego. Journal of Psychology, 41.
Retrieved November 10, 2003, from EBS cohost.
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Binns, T. B. (2001). The bald eagle. Chicago, Il: Rourke Publishers.
Donaldson, S. (1995). Protecting the troops from hemingway: an
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episode in censorship. The Hemingway Review, 15, 87–93.
Gibaldi, J. (2003) MLA handbook for writers of research papers. 6th
ed. New York: MLA.
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Chicago Press.
Green, J. (2007, September). The Rove presidency. The Atlantic.com.
Retrieved
fromhttp://www.theatlantic.com/magazine/archive/2007/ 09/the-
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rove-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
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
Example of a Resource Page: MLA STYLE
Works Cited
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Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th
ed. New York: MLA, 2003.
Gordin, Michael D. The Pseudoscience Wars: Immanuel Velikovsky
and the Birth of the Modern Fringe. Chicago: U Chicago P,
2012. Print. Green, Joshua. ―The Rove Presidency.‖ The
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Atlantic.com. Atlantic Monthly Group, Sept. 2007.Web.15 May
2008. C
Klaphake, Elizabeth. My Life as an English Professor. Bellevue,
Nebraska: Bellevue University Press. 1999.
Marcuse, Sibyl.A Survey of Musical Instruments. New York: Harper,
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1975.
Shafron, Gavin Ryan, and Mitchell P. Karno. ―Heavy Metal Music and
Emotional Dysphoria Among Listeners.‖ Psychology of Popular
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make two reference sections, APA and MLA, using the provided
information from a book, journal, newspaper, and other sources.
Activity 8.2.1
Ask the students to write a Reference List and a Works Cited for the
following entries:
Title of Book: Vanishing Wildlife of North America
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Activity 8.2.1
Author/s: Thomas B. Allen
Copyright: 1974
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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
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Date accessed: April 4, 2004
URL:
<http://www.journals.apa.org/prevention/volume3/pre0030001a.html>
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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
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Author/s: Lawrence Schneiderman and Nancy Jecker
Date Published: 1998
Pages: 500–515
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Pages: 211–218
Volume: 33
Number: 5
Date accessed: May 4, 2016
DOI: http://dx.doi.org/10.1016/j.appdev.2012.05.005
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Activity 8.2.2
They may use index cards or cut-out pieces of paper for this activity. Use
the sample given below as template.
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Book Online Journal
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Publisher: Date Published:
Place of Publication: Date accessed:
URL:
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Online Article with DOI Online Article from a Database
Title of Article:
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Title of Article:
Name of Journal: Name of Journal:
Author/s: Author/s:
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Volume:
Number: Date accessed:
Date accessed:
DOI:
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Newspaper Encyclopedia
Writer Author
Date Published Year of publication
Title of Article Topic
Name of Newspaper Name of Encyclopedia
Page/s Volume
Page/s
Place of Publication
Publisher
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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.
References
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Citing Sources - - APA". CSU, Chico - Meriam Library Research Station,
2015. http://libguides.csuchico.edu/citingsources-APA.
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"
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office.
LESSON 3: The Process of Writing Report
I. What to Know
Ask the students if they had done any investigatory projects in the past
or had read any research work such as thesis. Can they recall the
parts? How were they written? What was the style?
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informational text. This type of text is written in a specific format
designed to be direct to the point.
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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
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choice of words in writing a report.
sharing knowledge.
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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
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.
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3. Comprehensive
One characteristic of a well-written research work is being
comprehensive. It means discussing every angle or
perspective, supported by valid data, leaving no areas
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unclarified. You must not let any stone go unturned.
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The following are to be expected when conducting your research
presentation:
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
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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.
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2. Be on time and look presentable. Observe proper dress code.
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Activity 8.3.1
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IV. What to Transfer
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
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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
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other. At this stage, the learners need to be guided taking into
consideration the styling, words used, and content.
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Activity 8.3.2
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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.
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Activity 8.3.3
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V. Summary/Synthesis/Generalization
This lesson teaches the learners about the last stage in writing the
research paper: reporting and sharing of findings. This last stage
includes writing conclusion and recommendation, listing of references,
and writing research report. The expected output that learners must
produce is the report of their research.
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References
Jacobs, Lynn F., and Jeremy S. Hyman. 2010. "15 Strategies For Giving Oral
Presentations". U.S. News & World Report.
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https://www.usnews.com/education/blogs/professors-guide/2010/02/24/15-
strategies-for-giving-oral-presentations.
Paiz, Joshua M. et al. "General Format". Purdue Online Writing Lab, 2016.
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https://owl.english.purdue.edu/owl/resource/560/01/.
http://libguides.csuchico.edu/c.php?g=414154&p=2822871
bibliography/.
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