ED703

Qualitative Research
Written by:

Teresita T. Rungduin, Ph.D.

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COURSE INTRODUCTION
Course Description
The course covers qualitative research methodologies in the context of applying various perspectives. The course focuses on the hats teachers
wear in examining and explaining the myriad of realities their students and those around them face. It is designed to present the main thoughts of
qualitative research in four lessons with three topics per lesson. All the lessons are created to prepare the teachers to create a qualitative research
proposal. The topics include designing qualitative research projects in a pandemic and writing qualitative research reports for publication. At the end
of the course, students will be able to demonstrate competence in the collection, analysis, and interpretation of qualitative data in the context of
educational research. The lessons are aligned with the program outcomes where the course, Ed 703: Qualitative Designs and Data Management, is
offered.

Program Outcomes
Behavioral and Social Sciences
1. Lead in the development of teacher developmen programs that are research-based.
2. Display expertise in linking theory and method.
3. Conduct research that examine social institutions and how they relate with education.
Arts and Languages
1. Design and implement evidence-based approach and strategies in addressing issues and problems in reading and literacy education.
2. Nakagagawa ng isang siyentipikong pananaliksik na makapag-aambag sa pagpapaunlad ng mga wika sa Pilipinas kaugnay ng edukasyong
pangwika.
3. Nailapat nang ganap ang mga konsepto ng kwalitatibo ay kwantitatibong paraan ng pananaliksik.
Mathematics and Sciences
1. Manifest competence in conceptualizing a research problem that is shaped by theoretical and practical issues, with focus on developing or
testing a proposed theoretical model, framework, or set of principles in science and math education.
2. Demonstrate in-depth knowledge and understanding of advance and contemporary quantitative and qualitative research methods used in
science and math.
Education Sciences
1. Manifest competence in conceptualizing a research problem that is shaped by theoretical and practical issues, with focus on developing or
testing a proposed theoretical model, framework, or set of principles in educational leadership and management.
2. Demonstrate in-depth knowledge and understanding of advance and contemporary quantitative and qualitative research methods used in
educational leadership and management.

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COURSE INTENDED LEARNING OUTCOMES

At the end of the term, the student shall be able to:

Outcomes PPST Indicator/s PPSSH Indicator/s PPSS Indicator/s

1.5.3 Develop and apply effective 1.4.2 Utilize relevant research
Manifest knowledge of the
teaching strategies to promote findings from reliable sources in 3.3.2 Utilize findings of research
philosophical and theoretical
critical and creative thinking, as facilitating data-driven and undertaken and/or adapted to
paradigms of qualitative
well as other higher-order evidence-based innovations to improve practice.
research; (JEL)
thinking skills. improve school performance.
1.4.2 Utilize relevant research
Demonstrate understanding of 1.2.3 Collaborate with colleagues 4.2.2 Participate actively in
findings from reliable sources in
the recent literature in in the conduct and application of professional networks to enhance
facilitating data-driven and
qualitative research design and research to enrich knowledge of knowledge and skills in improving
evidence-based innovations to
methods; content and pedagogy. practice.
improve school performance.
Exhibit ability to draw
7.4.3 Initiate professional
connections between 4.2.2 Apply professional reflection 3.3.2 Utilize findings of research
reflections and promote learning
theoretical perspectives and and learning to improve one’s undertaken and/or adapted to
opportunities with colleagues to
qualitative research practice. improve practice.
improve practice.
methodology;
1.4.2 Conduct activities such as
4.4.2 Implement the performance sharing of one’s expertise, writing
1.2.3 Collaborate with colleagues management system with a team instructional materials, capacity
Display competencies in
in the conduct and application of to support the career building, and needs assessment
collection and analysis of
research to enrich knowledge of advancement of school personnel, that support learning resource
qualitative data;
content and pedagogy. and to improve office development in divisions/
performance. districts/schools and/or learning
centers.
5.5.3 Work collaboratively with
5.3.2 Exhibit inclusive practices,
Show capacity to determine colleagues to analyze and utilize 3.4.2 Implement communities of
such as gender sensitivity,
the appropriate qualitative assessment data to modify practice to support the
physical and mental health
methods for a given research practices and programs to further improvement of the delivery of
awareness and culture
problem; and support learner progress and basic education services.
responsiveness, to foster
achievement.

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awareness, acceptance and
respect.
7.5.3 Reflect on the Philippine
4.7.2 Implement laws, policies, 4.3.2 Set achievable personal and
Professional Standards for
Apply ethical principles in the guidelines and issuances on the professional development goals
Teachers to plan personal
conduct of qualitative rights, privileges and benefits of based on the Philippine
professional development goals
research. school personnel to ensure their Professional Standards for
and assist colleagues in planning
general welfare. Supervisors.
and achieving their own goals.

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BIG IDEAS
The activities and discussions in this academic module will revolve around the following concepts and ideas:

Big Idea 1 Big Idea 2

Qualitative research designs explore the ontology of Qualitative research designs are based on the contexts and
experiences using epistemological knowledge. truths of people that are culturally shared.
The study of qualitative designs involves a philosophical Qualitative research involves careful planning and
understanding of science. The differentiation between implementation. The work plan involves addressing how data
qualitative and quantitative designs arises from their should be gathered and the type of information one would want
philosophical underpinnings e.g. positivism versus to get from the people of interest. The module covers eight (8)
constructivism-interpretivism. Qualitative researchers use approaches used in conducting qualitative research in education.
various lenses in data appreciation while taking into The data collection and analysis are informed by the designs as
consideration the experiences from an emic perspective. well as the tool to which information will be gathered i.e.
Lastly, to safeguard the authenticity of the perspectives interview or observation guide.
qualitative researchers need to adhere to a set of research
ethics standards that promote justice, non-maleficence,
beneficence and respect.

Big Idea 3 Big Idea 4

Qualitative data emerges from people’s shared experiences. Information drawn out from qualitative research serve as
The lens of appreciation of these experiences rest in the groundwork to quantitative explorations.
researcher’s ability to see salience and commonalities.
The analysis of the qualitative data is multi-layered and Data-driven and evidence-based information characterize
integrative. Information is assumed to be examined from qualitative research findings. The findings may further be shared
the various viewpoints the respondents share. The through publication in journals that are accessible to other
processes of analyzing what was shared and/or not shared teachers.
serve as platform for the thematic analysis and eventually
assumptions to be made about the phenomenon.

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LEARNING ACTIVITIES
To achieve the intended learning outcomes, the course is clustered into four big ideas, which are divided into four lessons consisting of
synchronous and asynchronous activities, including independent study. Each topic is guided by focus question/s to provide direction for
the learning experiences in the module, structured using the RSVP instructional design model.

Lesson 1: The Philosophical Underpinnings and Design of Qualitative Research

Focus Question: What areas of research relevant to your field of teaching are in need of further study?

Ontological and Epistemological Foundations of Qualitative Research

The Path of Epistemological Reflection Epistemological

Epistemology raises many questions including reflection is what
1. How reality can be known enables us to elucidate
2. The relationship between the knower and what is known the different
3. The characteristics, the principles, and the assumptions that guide the process of knowing and the paradigms which give
achievement of findings, and different answers to
4. The possibility of that process being shared and repeated by others to assess the quality of the the questions raised by
research and the reliability of those findings. epistemology.
Unlike epistemology, epistemological reflection does not seek universality; it is neither a "normative"
nor a finished discipline. It makes up a persistent, creative activity that is renewed time and again. It
shows the difficulties faced by researchers when the characteristics of what they intend to know are
unprecedented, or else, they cannot be, in part or as a whole, registered, observed, or understood by
existing theories and/or concepts nor by available methodological strategies.
There are three main coexisting paradigms, two of them already established: the historical materialistic
and the positivist one, and a third paradigm—the interpretive one—is on its way to being a more and
more unquestioned consolidation.

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What is Qualitative Research?

• Qualitative research is inductive in nature, and the researcher generally explores meanings and
insights in each situation [Strauss & Corbin, 2008; Levitt et al., 2017]. It refers to a range of data
collection and analysis techniques that use purposive sampling and semi-structured, open-ended
interviews [Dudwick et al., 2006; Gopaldas, 2016].
• The purpose of qualitative research is to describe and interpret issues and phenomena systematically
from the point of view of the individual or population being studied, and to generate new concepts and
theories. The choice of methodology is directed by the questions being raised [Viswambharan & Priya,
2016].
• Qualitative research comprises of the following methods: logic, ethnography, discourse analysis, case study, open-ended interview,
participant observation, counseling, therapy, grounded theory, biography, comparative method, introspection, casuistry, focus
group, literary criticism, meditation practice, historical research, etc. [Cibangu, 2012].

Characteristics of Qualitative Research

• The researcher has the opportunity of collecting data directly from the participants through
direct encounters with individuals, through one-to-one interviews or group interviews or by
observation.
• Data are used to develop concepts and theories that help us to understand the social world.
It seeks to gain a better understanding of people’s thoughts, attitudes, and behaviors.
• It is rooted in people’s everyday lives, how they experience and make sense of phenomena
occurring in their lives.
• A researcher is an integral part of the research process. The issue is not one of minimizing the
influence of the researcher, but of knowing how the researcher was involved in data
collection and analysis in order to assess better the information they provide.
• Typically the findings are in the form of themes, categories, concepts or tentative hypotheses
or theories

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Strengths of Qualitative Research
● Open-ended questioning reveals new or unanticipated phenomena and raises more issues through broad and open-ended inquiry.
● Includes a diverse and representative cross-section of affected persons.
● It is rich and detailed information about affected populations.
● It can play the important role of suggesting possible relationships, causes, effects, and dynamic processes.
● Because of close researcher involvement, the researcher gains an insider’s view of the field, which allows the researcher to find
issues that are often missed by scientific, more positivistic inquiries.

Weakness of Qualitative Research

● Difficult to demonstrate the scientific rigor of the data collection exercise.
● Collection of the data can be time-consuming and costly. Therefore, the time required for data collection, analysis, and
interpretation is lengthy and intensive.
● Low levels of standardization; and definitions/criteria, etc., vary from researcher to researcher.
● Contexts, situations, events, conditions, and interactions cannot be replicated to any extent, nor can generalizations be made to a
wider context than the one studied with any confidence.
● All researchers’ interpretations are limited and positioned subjects; personal experience and knowledge influence the observations
and conclusions.

Ethics in Qualitative Research: A View of Participant’s and Researcher’s World from a Critical Standpoint

Qualitative Research and Ethics

• Adequate research ethics is associated with obtaining ethics approval from Research Ethics Boards (REBs) and evaluating the
researchers’ adherence to principles of autonomy, confidentiality, respect, beneficence, nonmaleficence, and justice
• The current ethical guidelines do not take full account of the emotional risks as experienced by the researcher during the process
of the research. Moreover, the complexities of researching private lives and experiences, and divulging accounts in the public arena
raises innumerable ethical issues that cannot be solved purely by the application of a theoretical set of rules, principles, or
guidelines.

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Involvement of vulnerable population
1. Vulnerable persons can include those who (a) lack or have an abundance of autonomy or
resources, (b) cannot speak for themselves or are institutionalized, (c) engage in illegal activities
or those (d) who may be harmed by the information revealed about them because of the
research or those (e) who may incur emotional harm through viewing distressing information
related to themselves because of the research.
2. Children and adolescents are vulnerable groups. Ethical practices with these groups must address
issues of risk and maturity, privacy and autonomy, and parental permission. Informing
participants and/or guardians (family or otherwise) of vulnerable persons must be made to
understand the responsibility of participating in the research prior to giving consent.

The Researcher’s World

Managing risks and the process of dealing with the emotional content of research

● Ethical unsoundness or physical and emotional risks to the researcher can arise in qualitative research if the researcher (a) faces
aggression from the participant, (b) undertakes fieldwork at premises unfamiliar to the researcher, or (c) divulges too much personal
information during the process of the research.

This raises the questions as to whether it is (a) possible for the researcher to withdraw from the study
if the study becomes unsound for them to continue, and whether (b) this issue (the issue of the risk
of withdrawal) needs to be addressed with REBs in the proposal submission for consideration stage.
Policies must be in place to deal with potential risks associated with research. Similar avenues for
participants to debrief on their participation in the research process via accessing support services
may be equally valuable; it is imperative that a mechanism for researchers, research assistants, and
transcriptionists to debrief and receive the physical and emotional support that they require also
exists.

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CILO Lesson Objective/s
Manifest knowledge of the philosophical and Develop an understanding of the
theoretical paradigms of qualitative research philosophical bases of qualitative research

Define qualitative research and highlight its

similarities and differences with quantitative
research.
Exhibit ability to draw connections between Develop a research problem that will use
theoretical perspectives and qualitative qualitative approaches
research methodology
Design a conceptual framework where
perspectives concerning the constructs of
interest are discussed.
Apply ethical principles in the conduct of Apply ethical principles in the conduct of
qualitative research qualitative research

Teaching Resources
Type of Resource Title of Resource Description
Journal Article Gialdino, I.V. (2009). Ontological and This paper discusses the ontological and epistemological
epistemological foundations of qualitative foundations of qualitative research.
research. Forum Qualitative Social Research,
10(2). doi.org/10.17169/fqs-10.2.1299
Video Resource Organizational Communication Channel. This video discusses epistemology, ontology, and
(2017, October 10). Epistemology, Ontology, axiology and how it will help in understanding and
and Axiology in Research [Video]. appreciating research in a much more sophisticated
https://www.youtube.com/watch?v=AhdZOsB way.
ps5o&t=336s

Video Resource Mr. Sinn. (2019, October 24). Qualitative and This video will discuss the difference between
Quantitative Research [Video]. quantitative and qualitative research. The difference
that will be discussed will include data collection and
what type of question do these research answer.

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Journal Article de Lusignan, S., Liyanage, H., McGagh, D., Jani, This is a pandemic study that aims to develop an
B. D., Bauwens, J., Byford, R., ... & Hobbs, F. R. application ontology that can be used for COVID-19
(2020). COVID-19 Surveillance in a Primary research and surveillance.
Care Sentinel Network: In-Pandemic
Development of an Application Ontology. JMIR
public health and surveillance, 6(4), e21434.
doi: 10.2196/21434

READ SHARE VALUE PRODUCE

Qualitative research generally explores Pecha Kucha Activity: The students will create In discussing qualitative
meanings and insights in a given situation using 20 slides, the a research diary research topics, the students
(Strauss & Corbin, 2008; Levitt et al., 2017). students will share some containing their will provide sample research
qualitative research progress during the articles done on the topics
This particular research is interested in the
topics that can be duration of the course. and argue the need for doing
way in which the world is understood, developed in their fields In the first entry, they a study on the subject.
experimented or procedures by people’s of specialization. Then will reflect on the
lives, behaviors, and interactions. There are they will choose three qualitative research
seven types of qualitative research which are: (3) topics that they see topics about
narrative research; phenomenological need to be explored and educational issues they
research; grounded theory; action research; share them with the would like to explore.
class and receive
ethnographic research; historical research;
feedback and comments
and content analysis. The data generated from the professor and
from this research varies based on the type of their classmates.
design used. In conducting qualitative
research there are various ethical guidelines
that must be considered both for the
participants and the researcher.

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Lesson 2: Qualitative Research Designs and Analysis

Big Idea: Qualitative research designs are based on the contexts and truths of people that are culturally shared.

Focus Question: What factors are involved in planning and implementing qualitative research?

Qualitative Research Designs: Selection and Implementation

Teachers face many approaches from which to choose when they conduct a qualitative research study. Creswell, Hanson, Clark, and Morales
(2007) focus on the processes of selecting, contrasting, and implementing five different qualitative approaches.
Types of Qualitative Design and their Research Questions
Narrative Research
● Narrative research has many forms, uses various analytic practices, and is rooted in different social and
humanities disciplines.
● Narrative might be the term assigned to any text or discourse, or it might be text used within the context of
a mode of inquiry in qualitative research (Chase, 2005), with a specific focus on the stories individuals tell.
● A biography is a form of narrative study in which the researcher writes and records the experiences of another person’s life.
Autobiographies are written and recorded by the individuals who are the subject of the study (Ellis, 2004).
○ Life histories portray an individual’s entire life, while a personal-experience story is a narrative study of someone’s personal
experience found in single or multiple episodes, private situations, or communal folklore.
Procedures
1. Collecting data from individuals would involve having them tell their stories. These stories, called field texts (Clandinin & Connelly,
2000), provide the raw data for researchers. Other field texts might include a record of their stories in a journal or diary, or the
researcher might observe the individuals and record field notes.
2. Next—and here is a unique feature of narrative research—we would analyze the clients’ stories and “restory” them into a
chronological presentation. We might shape the clients’ stories into a chronology.
3. Different perspectives exist about the form of this restorying. It may follow Clandinin and Connelly’s (2000) three-dimensional
narrative-inquiry space. Their approach involves writing about the personal and social (the interaction); the past, present, and future
(continuity); and the place (situation). Other methods of restorying describe the individual’s experiences (using the three-

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dimensional, inquiry-space approach) and then advance themes that arise from the “re-storying” (see Huber & Whalen, 1999). The
restory may have a beginning, a middle, and an end.

The Case Study

● Case study research is a qualitative approach in which the investigator explores a bounded
system (a case) or multiple bounded systems (cases) over time through detailed, in-depth
data collection involving multiple sources of information (e.g., observations, interviews,
audiovisual material, and documents and reports) and reports a case description and case-
based themes.
● Many case studies focus on an issue with the case (individual, multiple individuals, program,
or activity) selected to provide insight into the issue. Thus, the focus in case study research is
not predominantly on the individual (and their stories) as in narrative research but on the
issue with the individual case selected to understand the issue.

Procedures
1. Our data collection will use the appropriate case study practices of multiple information sources (Yin, 2003). Yin (2003) recommends
six types of information: documents, archival records, interviews, direct observations, participant observations, and physical
artifacts.
2. Next, from all data sources, we analyze the data and write a detailed description of each researcher’s approach to sharing negative,
or potentially problematic, test results.
3. After this description (“relatively uncontested data”; Stake, 1995, p. 123), we might focus on a few key issues (or themes), not for
generalizing beyond the case but to understand the complexity of the case. Our analytic strategy would be to identify issues within
each case and then look for common themes that transcend the cases.
4. We end the case study with a broad interpretation of what we learned from studying the cases. The researcher interprets the
meaning of the case, whether that meaning comes from learning about the issue of the case (instrumental case) or from learning
about an unusual situation (intrinsic case).

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Grounded Theory
● Grounded theory is a qualitative research design in which the inquirer generates a
general explanation (a theory) of a process, action, or interaction shaped by the views
of a large number of participants.
● In contrast to the a priori, theoretical orientations in sociology, grounded theorists held
that theories should be grounded in data from the field, especially in the actions,
interactions, and social processes of people.

Procedures
1. We would collect data in one-on-one interviews from individuals who have directly experienced the action, interaction, or process.
2. From this initial question, our data analysis would form categories of information (a grouping of the statements into broad ideas,
called open coding; Strauss & Corbin, 1998). During this process, we would be mindful of identifying a core phenomenon.
3. At this point, we move to more advanced categorization and relating of the data, called axial coding (Strauss & Corbin, 1998). We
collect more interviews or re-examine our initial interviews with the focus on client involvement.
4. As the process starts to become clearer, we begin to interrelate categories (e.g., causes and strategies) around the core
phenomenon (i.e., level of involvement).
5. We draw a logic paradigm, a visual model, that helps to portray the process (Morrow & Smith, 1995). We might also form a narrative
that discusses the linkages of the categories in the process, or we might advance hypotheses or propositions that specify the
relationships.

Phenomenology
●Phenomenologists describe what all participants have in common as they experience a
phenomenon (e.g., grief, anger). In this way, phenomenologists work much more from
the participants’ specific statements and experiences
●The basic purpose of phenomenology is to reduce the experiences of persons with a
phenomenon to a description of the universal essence (a “grasp of the very nature of the
thing”).

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Procedures
1. Look for a phenomenon to be studied.
2. Look for participants to be interviewed about their experiences.
3. Collect data. Data may come from taped conversations, formally written responses, and accounts of vicarious experiences of drama,
films, poetry, or novels etc.
4. In the first data analysis, we would go through the transcripts from interviews and begin highlighting significant statements,
sentences, or quotes that provide an understanding of the overall experience.
5. We would write a passage at the end of our study that is a long paragraph about the essence of the experience.

Participatory Research
● In PAR, a major feature is to produce social change (Maguire, 1987) and improve the quality of life (Stringer, 1999) in oppressed and
exploited communities. This form of research is unique in the sense that the researcher and the members of the community are
engaged at all levels of the research procedure.
● PAR was influenced by the work of Paulo Freire (1970), who argued for a liberal ideology for the oppressed and exploited. Freire
believed that the researcher and the participant are equal and active participants in the research process.

Procedures
1. There are various ways to conduct research using PAR designs
2. Make a request to conduct a study on community. It is important at the early stages of the research process for us, as investigators,
and for the community to create a mutually respectful and collaborative relationship. For a PAR project to succeed, there must be
trust and commitment by everyone involved in the project.
3. Next, we collaborate with community members to introduce the project at a local
or state professional association meeting or conference or at a regional workshop.
In this stage, we dialogue with community members for the purpose of identifying
and defining community problems (Maguire, 1987). It is also a time to develop
research questions to be investigated.
4. From this dialogue, we can form a plan of action for the research. One aspect of
this plan may involve the formation of a collaborative researcher or community
member task force that will help us design the data collection and assess the
current use of tests.

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5. Collect data from surveys or interviews.
6. We will involve community members in the data analysis. Results from this analysis will lead to our action plan, formally written or
generally outlined (Stringer, 1999).
7. The findings from the survey or interviews would be condensed into a brief set of recommendations for the community. The task
force would be seen as an ongoing group that would meet every year to assess the implementation of the recommendations.

Ethnography
● Ethnography is a research methodology and as such it has a strong foundation in empiricism
and naturalism (Hammersley & Atkinson 2007) – collectively these approaches emphasize
the collection of data in naturalistic social settings. This approach means that the
ethnographer goes into the field to explore a cultural group and/or explore certain social
interactions. Moreover, ethnography is defined by fieldwork or the active and prolonged
involvement of the ethnographer with the local context being studied.
● Planning Issues: Access and Ethics
○ Attaining approval from the appropriate decision-makers for access to a research setting is an essential first step in planning
an ethnography. Although there are different ways to gain entry into the field (e.g., through a formal sponsor, by use of
informal networks), a major component of such work is effective impression management – ensuring that interactions when
negotiating access are done in a positive, open and constructive fashion.
○ Punch (1994) outlines the main ethical issues researchers need to consider – ‘‘the avoidance of harm, fully informed consent
and the need for privacy and confidentiality’’
● Sampling
○ In general, the central issue of sampling is the ‘trade off’ between number of cases (e.g.
settings, individuals, actions, activities) selected – the breadth of the study, as opposed
to the depth of study – or the time of the ethnographer to go generate a detailed, thickly
described account of the phenomenon under investigation. Often in ethnographic work,
a single study site is selected, but multiple individuals, actions and activities embedded
within this setting are selected to develop an insightful account of daily life.

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Critical Discourse Analysis in Qualitative Research
● According to Van Dijk (2006), critical discourse analysis is primarily interested in and motivated by the endeavor to understand
pressing social issues. Wodak and Mayer (2009) argue that critical discourse analysis emphasizes the need for interdisciplinary work
in order to gain a proper understanding of how language functions in constituting and transmitting knowledge in organizing social
institutions
● Critical discourse analysis is primarily positioned in the environment of language and its successes can be measured with a measuring
rod of the study of languages. Language can be used to represent speakers’ beliefs, positions, and ideas in terms of spoken texts
like conversations.
● According to Locke (2004), texts can be analyzed in the following ways:
○ Prosody: critical discourse analysis allows for binaries to be exposed and
contested.
○ Contextualisation signals: reinforcing authority by a form of reiteration.
○ Cohesion: stitching a text together into a meaningful whole. These
devices include conjunctions, pronouns, demonstratives, ellipsis, adverbs
and repeated words and phrases.
○ Discourse organization: the ways in which sentences cohere into larger units and in with the organization of the paragraphs
themselves.
○ Thematic organization: motifs that underpin the discursive structure of the editorial and advance its position.

Conducting Critical Discourse Analysis

McGregor (2010:5) argues that critical discourse analysis does not have a unitary theoretical framework or methodology because it is best
viewed as a shared perspective encompassing a range of approaches framing the details into a coherent whole, namely:
● Choosing and placing specific photographs, diagrams, sketches, and other embellishments to get readers’ attention;
● Using headings and keywords to emphasise certain concepts by giving them textual prominence;
● Leaving certain things out completely, counting on if it is not mentioned, the average reader will not notice its absence, and thereby
not scrutinise it;
● Using certain words that take certain ideas for granted, as if there is no alternative;
● Manipulating the reader by using selective voices to convey the message that certain points of view are more correct, legitimate,
reliable, and significant while leaving out other voices.
● It is imperative to use a variety of strategies in order to attract attention in conversations or discussions.

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Data Collection Techniques

● Participant Observation
○ Participant observation is the key methodological approach involved in
ethnography.
○ Denzin (1989) defines participant observation as ‘‘a field strategy that
simultaneously combines document analysis, interviewing of respondents and
informants, direct participation and observation, and introspection’’
○ There is a spectrum of different levels of participation, which lies between the
two poles.
● In-depth interview
○ In-depth interviews are also referred to as focused, unstructured or ethnographic interviews. This method of interviewing
‘‘does not use fixed questions, but aims to engage the interviewee in conversation to elicit their understandings and
interpretations’’
● Life Histories
○ Life histories are a type of interview that concentrates on ‘‘individual life and its told history with a view to understanding
social processes determined by class, culture and gender’’
● Documentary Data
○ Document analysis is the analysis of textual documents such as media reports, legislation and/or graphic documents such as
photographs and maps. The document analysis provides insights into how messages, language and discourses are
represented by participants being studied.
● Triangulation
● Triangulation is an analytical technique that incorporates and compares multiple methods with the intent of providing a
more in-depth and holistic understanding of a phenomenon.
● The use of multiple methods during ethnography establishes unique concerns around data analysis and synthesis.

Data Analysis
● The data analysis in the ethnographic methodology is iterative and unstructured. There are three aspects of data analysis:
description, analysis, and interpretation.
○ Description refers to the recounting and describing of data, inevitably treating the data as fact.
○ Analysis refers to the process of examining relationships, factors, and linkages across the data points.
○ Interpretation of data builds an understanding or explanation of the data beyond the data points and analysis.

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● The process of writing field notes is a unique feature of ethnography that connects the data collection and analysis through iterative
reporting and interpretation of findings from all methods utilized. In the data collection, field notes provide space for jotting down
observations, stories, descriptions, and interpretations which are observed during participant
● Using Technology in Data Analysis
○ The range of capabilities available in software packages varies greatly and provides new ways for ethnographers to organize
and manage their data. Some qualitative data analysis software includes:
■ Ethnograph (http://www.qualisresearch.com/default.htm)
■ Nvivo (http://www.qsrinternational.com/products_nvivo.aspx)

CILO Lesson Objective/s

Demonstrate understanding of the recent literature Trace foundational and recent research literature
in qualitative research design and methods. regarding the developed research problem.

Develop a literature review focusing on the gaps

that will be addressed by the research.
Show capacity to determine the appropriate Show capacity to determine the appropriate
qualitative methods for a given research problem; qualitative methods for a given research problem;

Teaching Resources
Type of Resource Title of Resource Description
Journal Article Creswell, J. W., Hanson, W. E., Clark Plano, V. This article discusses five qualitative research
L., & Morales, A. (2007). Qualitative research approaches namely: narrative research; case study
designs: Selection and implementation. The research; grounded theory; phenomenology; and
Counseling Psychologist, 35(2), 236-264. participatory action research. It presents the
https://doi.org/10.1177/ historical origin, definition, variants, and procedure
0011000006287390 of each research design.
Journal Article Wigginton, B., & Lafrance, M. N. (2019). The article presents an introduction to feminist
Learning critical feminist research: A brief research. It discusses feminist epistemologies,
introduction to feminist epistemologies and movements, methodologies, and methods.

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methodologies. Feminism & Psychology.
https://doi.org/
10.1177/095935
3519866058
Journal Article Mogashoa, T. (2014). Understanding critical The study talks about critical discourse analysis as a
discourse analysis in qualitative research. theory in relation to qualitative research. It explores
International Journal of Humanities Social principles, various forms, advantages, and
Sciences and Education, 1(7), 104-113. disadvantages of using critical discourse analysis in
qualitative research.
Journal Article Arthur, B., & Guy, B. (2020). Identity and The paper presents the life and identity of working
connection as working mothers during the mothers during the Covid-19 pandemic. Their
pandemic: An autoethnographic account. experiences were explored though
Journal of the Motherhood Initiative for autoethnographic approach.
Research and Community Involvement.
Journal Article Bratianu, C. (2020). Toward understanding the This is a pandemic study that uses grounded theory
complexity of the COVID-19 crisis: a grounded approach in exploring the complexities of the Covid-
theory approach. Management & Marketing. 19 crisis. It obtained its data from different
Challenges for the Knowledge Society, 15(s1), published papers in relation to the economic crisis
410-423. https://doi.org/10.2478/ amidst the pandemic.
mmcks-2020-0024

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Qualitative research methods The students will be asked to In their research diary, 1. The students will design
use a variety of lenses in discuss educational issues that the students will write a literature review for
understanding human should be explored qualitatively. In about the new the topic they are
contexts. Your research line with this, they will conduct a information they have developing from the
questions will determine the research mapping of the studies acquired, including new previous topic. The
design of your study as well as done in their crucial points, ideas, and literature review should
the procedure for addressing schools/district/division, if there are insights, to assess how discuss relevant studies
the general aims of the study. no studies done, make well it relates to the about the topic covering

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Each qualitative research recommendations on the research study topic they have at least 10 years of
design has parameters where topics. chosen. studies done in the
context can be better area.
appreciated. Your role as a 1. Narratives 2. Using their gathered
researcher is to examine how 2. Phenomenology literature, they will
you would want to study the 3. Grounded Theory create an infographic
construct/topic and how you 4. Ethnography about their chosen topic
will be analyzing the data. 5. Feminist research explaining its basic
6. Case Study concepts and relevance.
7. Discourse Analysis
8. Participatory Action Research

in terms of:
● educational issue
● example research problem
● source of data
● data collection tool

In small groups, they will discuss

the salient ideas and concepts with
their classmates and share their
thoughts.

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Lesson 3: Qualitative Data Management

Big idea: Qualitative data emerges from people’s shared experiences. The lens of appreciation of these experiences rest in the researcher’s ability to
see salience and commonalities.

Focus Question: How do we make sense of the findings from the analysis and how are the results reported?

Qualitative Data Analysis

● According to Coffey and Atkinson (1996) “there is no single right way to analyze qualitative data;
equally, it is essential to find ways of using the data to think with”
● There are several common practices that often persist across qualitative approaches to analysis (Miles
& Huberman, 1994):
1. Affixing codes to a set of field notes drawn from observations or interviews;
2. Noting reflections or other remarks in the margins;
3. Sorting and sifting through these materials to identify similar phrases, relationships between variables, patterns, themes,
distinct differences between subgroups, and common sequences;
4. Isolating these patterns and processes, commonalities and differences, and taking them out to the field in the next wave of
data collection;
5. Gradually elaborating a small set of generalizations that cover the consistencies discerned in the data;
6. Confronting those generalizations with a formalized body of knowledge in the form of constructs or theories

Thematic Analysis
● This is the method of analysing qualitative data which is usually applied to a set of texts such as interview transcripts. Data is closely
examined by the researcher to identify common themes.
● Used when the researcher is trying to find out something about people's knowledge, views, opinions, or values using a set of
qualitative data..

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Different approaches to thematic analysis

●Inductive: involves allowing the data to determine the themes.
●Deductive: involves coming to the data with preconceived themes that the researcher expect to find reflected in the
data.
●Semantic: involves analysing the explicit content of data.
●Latent: involves reading into the subtext and assumptions underlying the data.

Conducting a thematic analysis

● Phase 1: Preparing and organizing the data for analysis

○ The first step in qualitative data analysis is to prepare and organize the data since qualitative field work often generates a
considerable data corpus.
● Phase 2: Transcribing the data
○ In thematic analysis, verbatim transcripts are quite common where transcripts aim to capture every utterance from the
participant to serve as an accurate record of the conversation.
● Phase 3: Becoming familiar with the data.
○ In this phase, the researcher takes note of the ideas or experiences described by the participants that appear in interviews,
recorded in observation notes, or described documents.
● Phase 4: Memoing the data
○ While reviewing the data, generating memos that describe initial reflection about the data and any emergent interpretation
can help.
○ Memos:
■ Conversation with self about the data (Clarke, 2005).
■ These are designed to capture emergent understanding and to denote potential biases that may influence the
interpretation if the data.
■ Memos serve as an invitation for further analysis.
● Phase 5: Coding the data
○ Code: a simple, short, descriptive word or phrase that assigns meaning to the data related to the researcher's analytic
interest.
○ Codes assigned during the first phase are descriptive in nature which reflects a relatively low level of inference

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○ During the second phase, the researcher assigned additional codes. In this stage, the codes begin moving to a higher level
of inference since the researcher begins reflecting concepts and ideas that are more related to the study's focus.
○ Lastly, the third phase of coding is where the researcher makes explicit connections to the study's conceptual and/or
theoretical ideas. In this stage, coding typically reaches its highest level of inference.
● Phase 6: Moving from codes to categories and categories to themes
○ Codes represent the earliest stage in the analytic process. Codes can be thought of as puzzle pieces which contribute to a
researcher’s depiction of the data.
○ Categories aggregate individual codes that are related analytically or conceptually and once these categories were develop
the researcher produces their themes.
○ The first step in doing this is by bringing together various related categories which involves recognizing the similarities,
differences, and relationships across categories.
○ Secondly, recognizing the similarities, differences, and relationships across categories.
● Phase 7: Making the analytic process transparent
○ In conducting thematic analysis, it is important to present information about the analytic process in a transparent and
verifiable manner. There are three possibilities to pursue this:
■ 1. Create a map of the analytic process to share one's process of moving codes to categories to themes;
■ 2. To support transparency, the researcher can develop a detailed audit trail that delineates the connection between
data sources, codes, categories, and themes; and
■ 3. Reporting code usage and frequency.

How are the results reported?

● Reporting qualitative data is much less bound by convention compared to quantitative data.
● The data must be connected through layers of detail to overarching research question it relates to.
● In the discussion of findings, the researcher has the opportunity to develop the story found in the data wherein connections
between the results of the analysis and existing theory and research were created.

CILO Lesson Objective/s

Display competencies in collection and analysis Display competencies in collection and analysis
of qualitative data. of qualitative data.

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Teaching Resources

Type of Resource Title of Resource Description

Journal Article Ryan, G. W., & Bernard, H. R. (2003). This article talks about the different techniques for
Techniques to identify themes. Field methods, theme identification. The techniques present in this
15(1), 85-109. https://doi.org/10.1177/ paper were divided into two types; the scrutiny
1525822X02239569 techniques and the processing techniques.

Journal Article Garbe, A., Ogurlu, U., Logan, N., & Cook, P. This study explores the experiences and challenges
(2020). COVID-19 and remote learning: of parents about school closure during the
Experiences of parents with children during pandemic. This paper shows example of the process
the pandemic. American Journal of Qualitative of thematic analysis for qualitative research.
Research, 4(3), 45-65. https://doi.org/10.
29333/ajqr/8471
Video Resource Quirkos – Simple Qualitative Analysis Software. The video by Quirkos – Simple Qualitative Analysis
(2019, November 20). Beginners guide to Software title ‘Beginners guide to coding qualitative
coding qualitative data [Video]. data’ which gives a basic discussion about the
https://youtu.be/ lYzhgMZii3o various methods of coding qualitative text data.
Video Resource Mendeley. (2014 March 7). Mendeley Minutes This particular playlist contains six (6) videos which
[Playlist]. are 2-3 minutes long. The videos will discuss how
https://youtube.com/ playlist?list=PLF3A Mendeley is used.
4B2A1099D2016
Hull Uni Library (2019 August, 1). NVivo 12 This playlist contains videos that discusses what
[Playlist]. https://youtube.com/ NVivo is and how it is used.
playlist?list=PLjCDy_BmhjHJsZnHXpMMC7OVU
r7BcpgX8
Journal Article Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). This article discusses qualitative research and its
Learning to do qualitative data analysis: A data analysis in general. It highlights thematic
starting point. Human Resource Development analysis the most by exploring the proper way of
Review, 19(1), 94-106. https://doi.org/10.1177 conducting it.
/1534484320903890

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READ SHARE VALUE PRODUCE

Themes are chosen by the researcher The students will be In their research diary, Students will be asked to develop a
to define features as themes where asked to answer the students will reflect on data-gathering protocol for their
they recur several times in the data set, question, “when should the advantages and research proposal. In designing the
within and/or across transcripts. Once manual coding be used disadvantages of using protocol, they will indicate the
the analysis is finished, the findings and what parameters manual coding and inclusion and exclusion criteria, the
must be discussed by developing a must be considered in software-based procedures in which your
story found in the data wherein using qualitative analysis of qualitative participants will be oriented and
connections between the results of the software analysis?” data. debriefed, the skills that the
analysis and existing theory and interviewers and process observers
research were created. should have, and the manner in
which the interviews be
implemented.

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Lesson 4: Qualitative Research Write-up

Big Idea: Information drawn out from qualitative research serve as groundwork to quantitative explorations.

Focus Question: How is qualitative data presented in research reports for publication?

When and what to publish

● Editors and reviewers are looking for original and innovative research that will contribute to their field of study.
● If the research contributes to the field, fellow peers and researcher in other areas will be interested in your work. The more original
and innovative the research is, the more people will be interested.
How to write a great research paper
● Title
○ A great title will entice the audience to read the paper.
○ The article's title must reflect its content clearly which will enable readers to decide
whether it's relevant for them.
● Authors
○ Only authors who have made an intellectual contribution to the research should be
credited, including those who will take responsibility for the data and conclusions, and
those who have approved the final manuscript.
● Keywords
○ Keywords are used by abstracting and indexing services and choosing the right ones can increase the chances of your article
being found by other researchers.
● Abstract
○ This describes the research in a limited number of words. The tile and abstract should fully present your article.
○ Well written abstract will help readers in understanding what the articles is all about and whether it's interesting or useful
for them.
● Introduction
○ Introductions are brief and should provide context and background. These parts should state the problem being investigated,
its contextual background, and the reasons for conducting the research.

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● Methods
○ This section should be detailed enough to enable readers to replicate your research and assess whether the methods justify
the conclusions.
○ It is important to explain how you studied the problem, as well as identify the procedures you followed.
○ Moreover, it is important to identify the equipment and the materials you used and
specify their source.
● Results
○ This particular section must present the findings objective, explaining them largely
in text.
○ Clearly emphasize any significant findings.
● Discussion and Conclusions
○ In this part, you will describe the meaning of your results, especially the context of what was already known about the
subject.
○ Present general and specific conclusions but take care not to summarize your article – that’s what the abstract is for.
○ Link this section back to the introduction. Refer to your questions or hypotheses, and cover how the results relate to your
expectations and cited sources
● Getting noticed
○ After successfully publishing your paper you can now promote it.
○ Sharing and promoting your article form an important part of research, in terms of fostering the exchange of scientific
information in your field and allowing your paper to contribute to wider scientific progress.
○ You can pass your Share Link on to colleagues, friends and family, and use it to promote your article by email and on social
media.

CILO Lesson Objective/s

Show capacity to determine the appropriate Develop a qualitative research proposal.
qualitative methods for a given research problem.

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Teaching Resources

Type of Resource Title of Resource Description

Journal Article Elsevier. (n.d.). Book authors: Journal authors: Elsevier, an online publishing business, create this
Author resources. Retrieved March 12, 2021, booklet that may help researchers in publishing their
from https://www.elsevier works. This booklet presents general knowledge and
.com/authors guides about writing, publishing, and improving
future works.
Journal Article Horbach, S. P. (2020). Pandemic publishing: The paper discusses the increase in published
Medical journals strongly speed up their articles and academic papers during the outbreak of
publication process for COVID-19. Quantitative the COVID-19 pandemic. It explores factors that
Science Studies, 1(3), 1056-1067. affect the sudden increase as well as the questions
https://doi.org/10.1162 and concerns related to it.
/qss_a_00076
Video Resource The Institute for Research in Schools. (2017, This video talks about the different parts of a
December 6). How to Write and Publish a scientific paper and its contents. It will also give
Scientific Paper [Video]. https://youtu.be/ some tips on writing the paper. The process on how
obv8Zqa_jYk a paper can be published will also be discussed in
the video.

READ SHARE VALUE PRODUCE

When educators navigate the world of teaching, Students will In their research diary, The students will analyze
they are faced with tasks where integration present the pilot students will reflect on the sample data from the
between designing instructional approaches, findings of their their experience in proposal they developed
assessing students, and providing effective and study to the class interviewing their in Lesson 3 and provide a
valuable feedback should be data-driven. This and receive feedback respondents for their write-up on the pilot
allows teachers to have an objective buffer on and comments from pilot data and how findings of their study.
results reporting as highlighted in the professional they will use their

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standards for teachers. Similarly, school heads and the professor and understanding of
supervisors need to data-driven and evidence-based their classmates. contexts and
information to inform and develop programs for perspectives in
school and division improvement. These multi- improving their
faceted responsibilities need educators and leaders qualitative research
who have a strong grasp of methodologies in both skills.
quantitative and qualitative approaches to research.
Specifically, in understanding the contexts and
learning ecosystems of students, knowledge of
qualitative methodologies is integral to be able to
objectively capture their experiences.

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JOB-EMBEDDED LEARNING OUTPUT

JEL Output Title Qualitative research topic Design the conceptual framework Design of methods
Action research
Position Teacher/Master Teacher School head Supervisor

Target Indicator Conceptualize and develop a Demonstrate a thorough Display knowledge and
qualitative research study comprehension of the concepts understanding of the appropriate
focusing on educational issues and ideas used to structure the qualitative research techniques and
relevant to their practice conceptualized qualitative study methods in order to address
and direct its inquiry according to research questions and accomplish
ethical standards. the research objectives.
Criteria for Evaluation: The terminal Job-embedded Learning Output will be evaluated using the criteria/ rubrics below:

Rubrics for Rating reflection papers and data collection protocol

BREADTH 5 4 3 2 1
extent of RELATED IDEAS RICH FAIR LIMITED
highlighted in the paper
all- requires presented topics
important inclusion of were not
topics additional topics supportive to the
were to increase objectives of the
included quality of reflection.
to enrich discussion.
discussion
.
DEPTH 10 8 6 4 2
extent of elaboration, MEANINGFUL FAIR SHALLOW
presentation of topics and
explanation of the
importance of the arguments
presented.
discussions discussion needs discussions have
were insightful further limited insights.
in relation to deductive
topic being reasonings.
pursued.
APPROPRIATENESS 10 8 6 4 2

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ALIGNMENT of the content ALIGNED CONFUSING DISTAL
with the research objective/s
discussion selected content discussion presents
corresponds to of the were not irrelevant ideas.
the objectives related to the
of the objectives of the
reflection. reflection.
CLARITY 5 4 3 2 1
ORGANIZATION of discussion CLEAR GLARING UNCLEAR
the discussion some content the content is not
can be creates coherent
understood confusion
and coherent
NEED OF TIME (Usefulness) 5 4 3 2 1
Is the reflection useful in Highly needed Somewhat Less needed
understanding what is needed
needed at this time?
The reflection the reflection The reflection may be
addresses may address conducted at another
emerging some of the time and few would
issues and is pressing benefit from the
timely concerns in research at this time
today's society

Identification of Qualitative Research Problems in Public Schools

Direction: Identify research problems in teaching and learning. Operationalize the problem and discuss the theoretical and
conceptual foundations (framework) of the problem. Discuss a probable qualitative method that you may use in relation to
the philosophical underpinnings of qualitative research.
Rubrics for scoring:
1 3 5
Content Has no central idea Central idea is The work has a
and supporting vague and specific central idea
details. somewhat sketchy, which is clearly
lacks supporting stated. The content
detail is appropriate, it has
concrete details that

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supports the central
idea.
Organization Central point and Somewhat digresses Logically organized,
Logical flow of the essay is from the central well-structured, has
arrangement lost and lacks idea; ideas do not a beginning, a body,
organization and logically follow each and conclusion.
continuity. other
Grammar usage and Many spelling, Few spellings and No spelling,
mechanics punctuation, and punctuation errors, punctuation, or
grammatical errors minor grammatical grammatical errors
errors

Design of the Research Methodology

Direction: Working on what you completed in JEL 1, this JEL requires you to harmonize your conceptual framework with your
research method. What method is most appropriate to answer your research questions? How is your framework articulated
in the process of data gathering and data analysis? What you should do is explain the methodology in relation to the
philosophical underpinnings of qualitative research.
Rubrics for scoring:
1 3 5
Content Has no central idea Central idea is The work has a
and supporting vague and specific central idea
details. somewhat sketchy, which is clearly
lacks supporting stated. The content
detail is appropriate, it has
concrete details that
supports the central
idea.
Organization Central point and Somewhat digresses Logically organized,
flow of the essay is from the central well-structured, has
lost and lacks idea; ideas do not a beginning, a body,
and conclusion.

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organization and logically follow each
continuity. other
Grammar usage and Many spelling, Few spellings and No spelling,
mechanics punctuation, and punctuation errors, punctuation, or
grammatical errors minor grammatical grammatical errors
errors

Write-up for Pilot Findings

Direction: Using your developed proposal form Lesson 3, get a samplet data to analyze. Provide a write-up of the data collected.
Use the write-up in discussing the pilot findings of your study,
Rubrics for scoring:
1 3 5
Content and Focus thesis statement clear thesis which exceptionally
lacks clarity and maintains a clear, focused,
focus consistent focus interesting thesis
inadequate or from beginning to strong and rich
missing supporting end details and
details specific examples supports
does not have a supporting details the research
summarizing were provided has a meaningful
conclusion a clear conclusion conclusion
on why the research explaining the
is important importance of the
research and how it
can be utilized
Organization unable to clearly clear introduction strong
identify and conclusion introduction and
introduction and has some conclusion
conclusion consistency and

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lack of shows some logical consistent and
consistency and progression coherent logical
logical progression uses clear progression
paper has little to transitions uses clear and
no attempt of skillful transitions
transition between
paragraphs
Style frequently use majority of paper written in formal
informal language is written in formal language
language is not language consistently
appropriate for the words convey strong and varied
topic intended message sentence structure
message is majority of the paper written in
unclear paper is written in own words
majority of the own words
paper is plagiarized
Sources/ Format Fails to follow APA Follows APA Follows APA
guidelines guidelines guidelines
use 3-4 or more use 5 or more
cited resources cited resources
sources meet the sources meet the
guidelines for types guidelines for types
of sources of sources

Conventions poor editing careful editing superior editing

spelling and makes few errors rarely makes
grammatical errors in spelling and errors in spelling
make it difficult to mechanics and and mechanics
read the paper grammar usage

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correct grammar
usage

Pecha Kucha
Direction: Pecha Kucha a short visual presentation comprised of 20 slides. Each slide is timed to automatically advance every
20 seconds. It is a presentation format established to encourage presenters to focus on and share an idea as concisely as
possible.
Rubrics for scoring:
1 3 5
Slideshow The presentation The presentation The presentation
does not have 20 has 20 slides timed has 20 slides timed
slides timed to to advance every 20 to advance every 20
advance every 20 seconds. The seconds. The
seconds, OR the presentation runs presentation runs
presentation has with one minor efficiently and
major technical technical flaw. flawlessly.
flaws.

Content Little or no attempt Student captured Student captured all

made to identify the most of the main the main points of
main points points of his/her his/her
presentation. presentation. A
clear understanding
of the presentation
was displayed.

Style frequently use majority of paper written in formal

informal language is written in formal language
language

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language is not words convey consistently
appropriate for the intended message strong and varied
topic majority of the sentence structure
message is paper is written in paper written in
unclear own words own words
majority of the
paper is plagiarized
Sources/ Format Fails to follow APA Follows APA Follows APA
guidelines guidelines guidelines
use 3-4 or more use 5 or more
cited resources cited resources
sources meet the sources meet the
guidelines for types guidelines for types
of sources of sources

Visual appeal Visual images are The images/text The images/text

poorly chosen, OR chosen were chosen were
the quality of the appropriate and appropriate and
images is not considered the topic extremely
legible, OR used a in a thoughtful way. thoughtful to the
particularly garish The presenter has topic and conveyed
or distracting visual used good quality in an excellent
design for the visual images and manner the Pecha
presentation. has used a creative Kuchua's purpose.
or interesting visual The audience was
design for the informed and
presentation entertained.

Online Presentation of the Research Proposal and Pilot Data

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Directions: Guided by the research oral presentation rubric, present your qualitative research proposal to the class.

Modality: Synchronous
Assessment
RESEARCH ORAL PRESENTATION RUBRIC
Not observed Slightly
Content 50% Observed
observed
Oral presentation content aligns with the principles of
qualitative research
Content of paper is thoroughly addressed & main issues of
project are well covered.
Integration between constructs were presented.
Accurate knowledge of topic is demonstrated.
Presentation reflects adequate research
Research results are well integrated
All resources are correctly cited
The main issues are organized in a coherent manner.
The speaker’s argument is solid and convincing
Delivery 35%
Speaks with a clear, strong voice.
Presents a coherent visual presentation.
There is a definite beginning and succinct ending.
Visual aids easily hold the audience's attention
Visuals are big enough to read and easy to interpret.
Visuals are well integrated into the presentation.
Fielding Questions 15%
The researcher addresses the topic of the questions and show
knowledge in areas related to their chosen topic.
The researcher appears eager to answer questions.
Questions are answered correctly.

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COURSE REFLECTION

Reflect on all learning experiences/activities for the term and fill out the self-assessment and reflection matrix below:

Course Expectations Skills

(Answer this portion prior to the
Knowledge Attitudes and Values
What were you able to do in
course. It is suggested that this part What are your What advocacies, values, or
your own classroom (or school/
be placed in a section before all the significant learnings or beliefs did you develop after
learning activities (in the ePNU
division/ district) because of the
takeaways? the course?
classroom) so that lecturers are course?
reminded to elicit course expectations
from the class.

Rate your effort in the course

(0-4) Rate your level of learning (0-4)

Rate the contribution of the Rate the course learning

course to your professional experiences, activities and
development (0-4) assessments (0-4)
Note to Course Faculty

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REFERENCES

ACFID. (2017, April 20). Principles and Guideline for Ethical Research and Evaluation in Development [Video].
https://youtu.be/ylkKCgEIMws

Arthur, B., & Guy, B. (2020). Identity and connection as working mothers during the pandemic: An autoethnographic account. Journal of
the Motherhood Initiative for Research and Community Involvement.

Bratianu, C. (2020). Toward understanding the complexity of the COVID-19 crisis: a grounded theory approach. Management &
Marketing. Challenges for the Knowledge Society, 15(s1), 410-423. https://doi.org/10.2478/mmcks-2020-0024

Collado-Boira, E. J., Ruiz-Palomino, E., Salas-Media, P., Folch-Ayora, A., Muriach, M., & Baliño, P. (2020). “The COVID-19 outbreak”—An
empirical phenomenological study on perceptions and psychosocial considerations surrounding the immediate incorporation of final-year
Spanish nursing and medical students into the health system. Nurse Education Today, 92, 104504.
https://doi.org/10.1016/j.nedt.2020.104504

Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The
Counseling Psychologist, 35(2), 236-264. https://doi.org/10.1177/0011000006287390

de Lusignan, S., Liyanage, H., McGagh, D., Jani, B. D., Bauwens, J., Byford, R., ... & Hobbs, F. R. (2020). COVID-19 Surveillance in a Primary
Care Sentinel Network: In-Pandemic Development of an Application Ontology. JMIR public health and surveillance, 6(4), e21434. doi:
10.2196/21434

Dube, B. (2020). Rural Online Learning in the Context of COVID-19 in South Africa: Evoking an Inclusive Education Approach.
Multidisciplinary Journal of Educational Research, 10(2), 135-157. doi: 10.4471/remie.2020.5607

Elsevier. (n.d.). Book authors: Journal authors: Author resources. Retrieved March 12, 2021, from https://www.elsevier.com/authors

Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and remote learning: Experiences of parents with children during the
pandemic. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471

Gialdino, I.V. (2009). Ontological and epistemological foundations of qualitative research. Forum Qualitative Social Research, 10(2).
doi.org/10.17169/fqs-10.2.1299

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Global Health with Greg Martin. (2020, June 12). Qualitative research methods [Video]. https://youtu.be/_uapR0qiN6s

Horbach, S. P. (2020). Pandemic publishing: Medical journals strongly speed up their publication process for COVID-19. Quantitative
Science Studies, 1(3), 1056-1067. https://doi.org/10.1162/qss_a_00076

Hull Uni Library (2019 August, 1). NVivo 12 [Playlist]. https://youtube.com/playlist?list=PLjCDy_BmhjHJsZnHXpMMC7OVUr7BcpgX8

Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting point. Human Resource Development
Review, 19(1), 94-106. https://doi.org/10.1177/1534484320903890

Mendeley. (2014 March 7). Mendeley Minutes [Playlist]. https://youtube.com/playlist?list=PLF3A4B2A1099D2016

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