Module 1

Nature of Inquiry and

Research
GRADE 11 SAINT MONICA & SAINT VINCENT DE PAUL
LESSON 1 Research in daily life
Introduction
Inquiry and Research are two terms that are almost the same in meaning.
Both involve investigative work in which you seek information about something searching
or examining the object of your search. Inquiry is to look for information by asking various
questions about the thing you are curious about while research is to discover truths by
investigating on your chosen topic scientifically; meaning, by going through a systematic
way of doing things wherein you are to begin from the simplest to the most complex
modes or patterns of thinking.
Most Essential Learning Competencies
The Learner…
 shares research experiences and knowledge,
 explains the importance of research in daily life,
 describes characteristics, processes, and ethics of research; and
 provide examples of research in areas of interest.

Discovering
Concepts…
The Importance of Research
in Daily Life

Research is defined as the

scientific investigation of
phenomena which includes
collection, presentation, analysis,
and interpretation of facts that lines
in individual’s speculation with
reality.
According to Polit & Beck
(2004), Research follows a step-by-
step process of investigation that Source: Focus
uses a standardized approach in on Inquiry: A
Teacher’s
answering questions or solving Guide to
problems. Implementing
Inquiry-based
Learning

Research is verified approaches of thinking and employing legalized instruments and steps in
order to obtain a more adequate solution to a problem that is otherwise impossible to address
under ordinary means (Crawford, as cited by Alcantara & Espina, 1995).

In most cases, research helps the society to answer the WHAT and HOW questions. It must be
a proper investigation and should reach to a valid conclusion that would facilitate the finding of
answers to the questions. Some of these questions are: How can the research affect the
society? What is the impact of the research to daily life?
Research can be categorized into two:

This is the type of research that is purely direct application, but

increasing the nature of understanding about the problem. It
Basic Research
develops the scientific theories to be more understandable to the
readers.

It is a type of research that needs answer to a specific question. It

Applied Research
provides solution and validation in order to apply to the real setting.

Characteristics
Prieto, et.al. (2017) stated the following are the major characteristics of research:
1. EMPIRICAL - research is based on observations and experiments of theories.
2. SYSTEMATIC - research follows orderly and sequential procedures, based on valid
procedures and principles.
3. CONTROLLED - In research, all variables, except those that are tested/
experimented on, are kept constant.
4. EMPLOYS HYPOTHESIS - research refers to a search for facts, answers to
questions and solutions to problems.
5. ANALYTICAL - research shows analytical procedures in gathering the data, whether
historical, descriptive, and case study.
6. OBJECTIVE - research as unbiased and logical. All findings are logically based on
real life situations.
7. ORIGINAL WORK - it requires own examination and produce the data needed to
complete the study.

It is said that a research can be done in different ways. It can be either a well-planned
and methodical process which is based on keen observation, and concrete and valid evaluation.
Integration is the best way to evaluate the validity of a certain study.

Prieto, et.al. (2017) also added that the following are involved in the Research Processes:

1. DEFINE RESEARCH PROBLEM: What is the problem?

2. REVIEW OF RELATED LITERATURE: What evidence is already presented?
3. FORMULATING HYPOTHESIS: How are we going to find/look for the answer to
questions being studied?
4. RESEARCH DESIGN: Where will the study be shown and with what population?
5. COLLECTING DATA: Are we ready to gather the data? Where do we find the data?
6. ANALYZING DATA: How do the data answer the research queries?
7. INTERPRET AND REPORT: What are the implications of the results?
According to Resnik (2007), ethical norms are significant in conducting research
studies as explained in the following:

First, ethics promotes the pursuit of knowledge, truth, and credibility. It also fosters values that
are essential to collaborate work.

Second, ethical norms help individuals to be accountable in every act that the researcher/s
undertake.

Third, ensure that researchers are held accountable to the public.

Lastly, an ethical norm in research also needs public awareness. This can be evaluated by the
researcher before conducting the study because this may help a certain population in an
area once the study is completed.
 Ethical Codes and Policies for Research (Resnik, 2007)

Given the importance of ethics in the conduct of a research, you will follow codes and policies
for research:
Honesty this must be maintained in all communication. Data should not be
fabricated.

Objectivity biases should be avoided in experimental design, data analysis.

Interpretation, expert testimony and other aspects of research.

Integrity to keep your promises and agreements

Carefulness careless errors and negligence should be avoided.

Openness To share data, results, ideas and tools. Open to criticism and new
ideas.

Respect of Intellectual
to give proper acknowledgement or credit for all researchers
Property

Confidentiality to protect confidential communication

Responsible Publication duplicate publication should be avoided

Responsible Mentoring to help to educate, mentor, and advise students

Respect Colleagues all peers should be treated fairly

Social Responsibility to strive to promote social good and social harm should be avoided

to avoid discrimination against colleagues or students on the basis

Non-Discrimination
of sex, races, ethnicity, etc.

to know and obey relevant laws and institutional governmental

Legality
policies

Human dignity, privacy and risks to human lives should be

Human Subject
minimized

Qualitative vs. Quantitative Research

QUANTITATIVE RESEARCH QUALITATIVE RESEARCH

Aims to characterize trends and patterns Involves processes, feelings, and motives (the
why’s and the how’s) and produces in-depth
and holistic data.

Usually starts with neither a theory nor Usually concerned with generating
hypothesis about the relationship between hypothesis from data rather than testing a
two or more variables. hypothesis.

Uses structured research instruments like Uses either unstructured or semi-structured

questionnaires or schedules. instruments.

Uses large sample sizes that are Uses small sample sizes chosen purposely.
representatives of the population.

Has high output replicability Has high validity

Used to gain greater understanding of ground Used to gain greater understanding of
similarities individual differences in terms of feelings,
motives, and experiences

Uses structured processes Uses more flexible processes

Methods include census, survey, experiments, Methods include field research, case study,
and secondary analysis and secondary analysis

Examples of Research in areas of Interest

The following are some examples of qualitative research titles in different strands in
Senior High School.

STEM:
Black Undergraduate Woman and their Sense of Belonging
in STEM at Predominantly White Institutions
Dortch, Deniece and Patel, Charag
NASPA Journal About Woman in Higher Education v10 n2 p202-215 2017

ABM:
Top Managers’ Formal and Informal Control Practices in Product Innovation Processes
Wen Pan Fagerlin; Eva Lovstal
Emerald Insight Discover Journals, Books and Case Studies Vol. 17 issue 4

HE:
Hospitality Consumers’ Innovativeness: A Qualitative Study
Wei Wang
Advance in Hospitality and Leisure, Emerald Insight Published online: 07 Oct 2014, 37-56

ICT:
Analysis of Qualitative Studies of the Use of ICT in Learning Environments
Marisol Esperanza Cipagauta Moyano; Adriano Castro Camelo; Adriano Quimbayo Feria
European Journal of Teaching and Education, 2(1), 39-50,
https://doi.org/10.33422/EJTE.2020.01.18
 LESSON 2 Qualitative Research
Introduction
Around you are different people, things, and places. All these vary from one
another as regards character or qualities. Curious about a person or a thing, you are
inclined to conduct qualitative research to discover such individual’s thoughts, feelings,
and attitudes about a certain topic, or to find out something beneath the surface of an
inanimate thing or the effect of such object or place to some people.

Most Essential Learning Competencies

The Learner…
 describe characteristics, strengths, weaknesses, and kinds of qualitative research; and
 illustrates the importance of qualitative research across fields.

Discovering Concepts…
Qualitative Research is defined as the
“naturalistic method of inquiry of research
which deals with the issue of human
complexity by exploring it directly” (Polit and
Beck, 2008). Unlike quantitative research qualitative puts an
emphasis on human complexity and man’s ability to decide
and create his or her own experience.

This type of research utilizes naturalistic method of inquiry as the research places great
emphasis on the analysis of the experiences of the individual. This type of research attempts to
explain the human experience with its dynamic, holistic, and individualistic aspects through the
perspective of the individual himself. This type makes use of qualitative materials that are
narrative and subjective (Cristobal and Dela Cruz-Cristobal, 2017).

Characteristics of Qualitative Research

Kanie (2008) presents the following key distinguishing characteristics of qualitative
research:

1. Qualitative research is conducted in a systematic and rigorous way. However, it is

more flexible than quantitative research.
2. It usually follows an iterative process, which means that data collection and analysis
occur simultaneously. Data already collected are updated by the ongoing data
collection.
3. It focuses on gathering information from people who can provide the richest insights
into the phenomenon or interest. As a result, small samples are commonly used in
qualitative research. Study participants are usually selected in a purposive manner,
using only those for whom the topic under study is relevant.
4. Collection of data is continuous until saturation, or when it reaches the point where
no new information is revealed with respect to the key themes emerging from the
data.
5. Qualitative data collection examines everyday life in its natural context or in an
uncontrolled naturalistic setting.
Additionally, Prieto, et.al. (2017) stated the following are the major characteristics of research:

1. EMPIRICAL - research is based on observations and experiments of theories.

2. SYSTEMATIC - research follows orderly and sequential procedures, based on valid
procedures and principles.
3. CONTROLLED - In research, all variables, except those that are tested/ experimented
on, are kept constant.
 4. EMPLOYS HYPOTHESIS - research refers to a search for facts, answers to questions
and solutions to problems.
5. ANALYTICAL - research shows analytical procedures in gathering the data, whether
historical, descriptive, and case study.
6. OBJECTIVE - research as unbiased and logical. All findings are logically based on real
life situations.
7. ORIGINAL WORK - it requires own examination and produce the data needed to
complete the study.
It is said that research can be done in different ways. It can be either a well-planned and
methodical process which is based on keen observation, and concrete and valid evaluation.
Integration is the best way to evaluate the validity of a certain study.

Strengths and Weaknesses of Qualitative Research

Esther L. Baraceros in her book “K to 12: Practical Research 1” published, copyrighted
(2016) and distributed by Rex Book Store, Inc., lists the following strengths and weaknesses of
a qualitative research:

Strengths of Qualitative Research:

1. It adopts a naturalistic approach to its subject matter which means that those involve in
the research understand things based on what they find meaningful.
2. It promotes a full understanding of human behavior or personality traits in their natural
setting.
3. It is instrumental for positive societal changes.
4. It engenders respect for people’s individuality as it demands the researcher’s careful and
attentive stand toward people’s world views.
5. It is a way of understanding and interpreting social interactions.
6. It increases the researcher’s interest in the study as it includes the researcher’s
experience or background knowledge in interpreting verbal and visual data.
7. It offers multiple ways of acquiring and examining knowledge about something.
Weaknesses of Qualitative Research:
1. It involves a lot of researcher’s subjectivity in data analysis.
2. It is hard to know the validity or reliability of the data.
3. Its open-ended questions yield “data overload” that requires long-time analysis.
4. It is time-consuming.
5. It involves several processes, which results greatly depend on the researcher’s views or
interpretations.

Kinds of Qualitative Research

The following are the various kinds of qualitative research based on different field of
inquiry (Meriam, S. B., et al, 2002):

Phenomenological Study. This type of research seeks to find the essence or structure of an
experiences by explaining how complex meaning are built out of simple units of inner
experience. It examines human experiences (lived experiences) through the descriptions
provided by subjects or respondents. The goal of this study is to describe the meaning that
experiences hold for each subject. Some of the areas of concern for these studies are
humanness, self-determination, uniqueness, wholeness and individualism.

Example: What are the common experiences encountered by a person with a spouse
who is undergoing rehabilitation?

Ethnographic Study. This study involves the collection and analysis of data about cultural
groups or minorities. In this type of research, the researcher immerses with the people and
become a part of their culture. He or she becomes involved in the everyday activities of the
subjects, and gets to empathize with the cultural groups experiencing issues and problems in
their everyday lives. During the immersion process, the researcher talks to the key persons and
personalities called Key Informants who provide important information for the study. The main
purpose of this study is the development of cultural theories.

Example: What is the demographic profile and migratory adaptions of squatter families in
Barangay Cutcut, Angeles City (Dela Cruz, 1994)?

In studying the problem, the researcher immerses with subjects and becomes involved
with the activities that exemplify the cultural practices of the respondents.

Historical Study. This study is concerned with the identification, location, evaluation, and
synthesis of data from past events. This is not only limited to obtaining data from the past, but it
also involves relating their implications to the present and future time.

Example: What were the roles of women in the Katipunan?

Some sources of data for a historical study are as follows:

a. Documents
b. Relics and Artifacts
c. Oral Reports
The data sources are classified as follows: The validity of materials used in the study
a. Primary Sources are assessed through the following
b. Secondary Sources processes:
a. Internal Criticism
b. External Criticism

The researcher can consult authentic and original resource materials relevant to the
problem to determine the accuracy of information provided in the research paper.

Case Study. It is an in-depth examination of an individual, groups of people, or an institution.

Some of its purposes are to gain insights into a little-known problem, provide background data
for broader studies, and explain socio-psychological and socio-cultural processes. A case study
also involves a comprehensive and extensive examination of a particular individual, group, or
situation over a period of time. It provides information on where to draw conclusions about the
impact of a significant event in a person’s life (Sanchez, 2002).

Example: How do cancer survivors look at life?

The Researcher is able to give an overview of the problem by interviewing a cancer

survivor about his or her experiences.

Grounded Theory Study. The method involves comparing collected units of data against one
another until categories, properties, and hypotheses that state relations between these
categories and properties emerge. These hypotheses are tentative and suggestive, and are not
tested in the study.

Example: Ten school counselors were given structured interviews to help determine how
their professional identity is formed.

This data was coded first to form concepts. Then, connections between these concepts
were identified. A core concept emerged and its process and implications were discussed.
School counselors’ professional interactions were identified as defining experiences in their
identity formation (Brott & Myers, 1999).
Narrative Analysis. The main sources of data for this type of research are the life accounts of
individuals based on their personal experiences. The purpose of the study is to extract
meaningful context from these experiences.

The common types of narrative analysis are as follows:

a. Psychological – This involves analyzing the story in terms of internal thoughts and
motivations. It also analyzes the written text or spoken words for its component parts or
pattern.
b. Biographical – This takes the individual’s society and factors like gender and class into
account.
c. Discourse Analysis – This studies the approach in which language is used in texts and
contexts.

Importance of Qualitative Research Across Different Fields

Qualitative Research in Education

To better understand research in education, Green and Bloome (1997) gave distinction
between Ethnography of education and Ethnography in Education.

Ethnography of Education seeks to understand what counts as education for members

of a particular group while Ethnography in Education studies about social and cultural dynamics
of a school or classroom. Example is how teaching styles matches the learning styles of
students.

They concluded that ethnographic practice-like any set of social and cultural practices-
are ways that people in a certain place react to each other to pursue an agenda: including
research agenda, educational agenda, and social, cultural and instructional change agenda.
Example is, how students react to the evaluation of their academic performance. Qualitative
Research is important as it navigates towards improvement of performance in education.

Qualitative Research in Technical Communication

Qualitative research can also be used in studying the effective use of technology in the
workplace to ensure smooth flow of communication. This can be conducted using focus groups.

Technical communications under study can be in the forms of e-mails, fax messaging,
video and voice conferencing, intranet and extranet, jargons and graphics. The advancement in
technical communication is a product of exploration using qualitative research.

Qualitative Research in Social Works

Conducting research under social work means studying about people’s experiences
especially what they found traumatic and painful. This can be done by analyzing interview data
and narratives which has four broad categories:

a. Knowledge-direct remembering and reliving, with complete details of the events.

b. Awareness of mental process: awareness of emotions and of cognitive processes.
c. Awareness of identity-awareness of values and the construction of personal
characteristics of each partner and of the couple as a unit.
d. Alienation-refusal to observe, reflect or remember.
Qualitative Research in Marketing

Historically, qualitative research in marketing is influenced by social research, and has

embedded projective devices within the approach of in-dept interview. The more modern
qualitative marketing studies use the grounded theory approach. For example, Flint Woodruff
and Guardial (2002, as cited in Belk, 2016) studied customers at different levels in US
automobile manufacturing.
 Thus, by thorough investigation through research, marketing strategies are improved for
better return of investment.

Qualitative Research in Business

Business establishments use method like participant observation, content analysis focus
groups, narrative interviews and “Hidden” methods such as archival research (Marschan,
Pekkari & Welch, 2004).

In this manner, business establishments are able to collect reliable information and
come to a decision of improving their ways and processes.

ACTIVITY WORK SHEET

Complete Name: _______________________ Date:_____________________

ACTIVITY 1: Connecting Learned Concepts

Direction: Write TRUE if the statement is correct, FALSE if it is incorrect.

__________1. Research entails an investigation of new facts leading to the discovery of

new ideas, methods, or improvements.
__________2. The microsystem is the composition of chapters organized in a logical
and scientific manner.
__________3. In settings like the community, school, or workplace, unusual
phenomena may happen and can turn into potential problems.
__________4. Plagiarism constitutes claiming another person’s idea or intellectual
property as one’s own.
__________5. Research provides an artistic basis for any practice or methodology in
any field or discipline.
__________6. According to Crawford, researchers serve different roles in a study such
as principal investigator, member of a research team, financier of the
study, among others.
__________7. Research aims to advance the personal and professional qualifications
of a practitioner.
__________8. One of the goals of research is to produce results-based practice.
__________9. Every action conducted by a professional must have a rationale.
__________10. Research promotes cost-effectiveness through documentation.

ACTIVITY 2: Elaborating Learned Concepts

Direction: Answer the following questions briefly but substantial. Write your
answer on the space provided.
1. What is the importance of having a good research foundation?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What is the importance of research in your education as a student?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 PERFORMANCE TASK 1: Transforming Learned Concepts

Interview two people about their current profession. Ask them how research has played a
major role in their line of work. Make a Narrative Essay about it. Encode your Narrative Essay in a
Word Processing Software/ Application with proper Formatting. Attach a RESUME or
CURRICULUM VITAE of the Interviewee.

Guide Questions:
1. What led you to choose your current profession?
2. How did you describe your ideal job after graduation?
3. How did you plan to achieve your career goals?
4. Describe the skills you have that qualify you in your current job?
5. How research has played a major role in your line of work?
 Quarter 3:
Identifying the Inquiry and
Problem
Subject Matter of the
LESSON 1
Inquiry or Research
Introduction
Inquiry or research drives you to a thorough or an in-depth analysis of a certain subject
matter. This kind of study involves several stages that require much time and effort. You need to
spend some time in finalizing your mind about a particular topic to research on or in determining
the appropriateness of such topic, in obtaining background knowledge about it, and in raising
some specific questions that you want your research work to answer. Focusing seriously on
these aspects of your study is laying a good foundation or beginning of your research work.

Most Essential Learning Competencies

The Learner…
 designs a research project related to daily life;
 writes a research title;
 provides the justifications/ reasons for conducting the research;
 state research question;

Discovering Concepts…
People from all walks of life are bombarded with
problems and challenged with obstacles that are to be
conquered every day. Some solutions to these problems
are within ordinary man’s capacity of doing. However, some
need further investigation and exploration as they are too
technical to be accomplished in a wink of an eye.

Research Title and Problem

A Research Title prefaces the study by providing a summary of the main idea and is
usually short and concise. Writing it may seem to be a simple task but it actually requires more
consideration on the part of the researcher. While he or she may have written the contents of
the study in great detail. Researchers may find it hard to create a research title for their study
that is concise and represents all the relevant elements of the study at the same time.

A Research Title should have the following characteristics (Cristobal and Dela Cruz-Cristobal,
2017):

a. It should summarize the main idea of the paper.

b. It should be a concise statement of the main topic.
c. It should include the major variables of the research study.
d. It should be self-explanatory.
e. It should describe or imply the participants of the study.
In general, the researcher should avoid using words that serve no useful purpose and
can mislead indexes. Words such as “methods”, “results” and “investigations” should not appear
in the title. In many cases, the general problem of the research or even the specific question
that the researcher intends to answer, when rewritten in a statement form, can serve as the title.

The Research Problem states the are of concern of the research paper whether it is a
circumstance needing development, a difficulty requiring attention, or an inquiry necessitating
an answer. This section sets the direction of the research study as it provides the foundation for
the research hypothesis and defines what kind of research study is suitable to address the
problem. However, it is important to note that this section should only state the problem and not
preface or suggest a solution for it.

Source of Research Problems

Research problems may be derived in almost any kind of setting such as hospitals,
clinics, schools, offices, homes, or any part of the community. Research problems can be
commonly based from circumstances with the following characteristics:

1. It conveys a feeling of discomfort or difficulty.

2. It has a perceived difficulty in broad subjects such as family affairs, home management,
and leadership system.
3. It displays a gap between theory and practice: what is said by the elders and what the
students see and observe.
4. It utilizes a procedure requiring technologically advanced equipment.
5. It involves the experience of any kind of individual.
6. It shows some kind of pattern or trend.
7. It makes use of literature reviews, continuous readings, and past studies. These
readings can lead a student to a topic, and its scope and clues for further studies. The
repetition of a prior research study in a different setting and time is called
REPLICATION.
8. It relates to an individual’s curiosity and interest.
Furthermore, a discerned problem is said to be researchable when the following criteria are met:
a. Solutions are available but not yet tested and not yet known by the practitioner.
b. No solutions are available to answer the gap or the problem being assessed.
c. When the given answer or solutions, as well as the possible results, are seemingly
untested or are factually contradictory with each other.
d. A phenomenon requiring an explanation has occurred.
e. There are several possible and plausible explanations for the existence of an
undesirable condition.

Choosing the Research Problem as a High School Student

The background of the researcher is an important factor that defines the selection of
research problems and topics. A researcher in a particular field, like medicine, engineering, or
the social sciences, focuses on topics within their field or discipline. A student researcher, on
the other hand, focuses on more practical and relatable topics for research. One useful guide to
student researchers taking this course is to consider their respective tracts for Senior High
School.

STEM track students should consider topics related to Science and Technology.

ABM track students should consider topics on Business and Management.

HUMSS track students can choose from the wide variety of Social Science and humanities
topics such as history, politics, society, culture, arts and music.

TVL tract students should consider topics related to Technology, Vocational and Livelihood
particularly on Computer or ICT and Home Economics.
Guidelines in Choosing a Topic
A research title capsulizes the main thought or idea of the whole research paper. It also
reflects the variables under study.
1. Interest in the Subject  You are interested about the topic because you have
Matter experienced it.
2. Availability of Information  It is important that when you decide on a topic, sources of
information are available.
3. Timeliness and relevance  The topic you have chosen can be of significance to the
of the topic community.
4. Limitations on the subject  Sometimes, topic is limited to what the teacher suggests.
5. Personal resources  Consider also if you finish the research in terms of your
intellectual, financial physical capabilities.

Topic to be Avoided
1. Controversial Topics – Avoid highly opinionated topics.
2. Highly technical subjects – too technical topics requires expertise. It you don’t have
enough knowledge about it, then look for another one.
3. Hard-to-investigate subjects – unavailability of reading materials and materials that are
not updated make the subject hard to investigate.
4. Too broad subject – you lack focus if you deal with broad topics. The remedy is to
narrow it down.
5. Too narrow subject – some subjects are too narrow that extensive and thorough reading
are required.
6. Vague subjects – titles that start with indefinite adjectives such as several, many, some,
etc. make the topic vague.
Sources of Research Topics
1. Mass media communication-television, newspaper, ads, radio, films, etc.
2. Books, internet, journals, government publications
3. Professional periodicals- specialized periodicals in different fields
4. General periodicals- Reader’s Digest, Time Magazine, Women’s Magazine, etc.
5. Previous readings
6. Work experience
How to Narrow Down a Topic
1. You can narrow down the topic by exploring and extending the explanation of a theory.
2. Talk over ideas with people wo know research.
3. Focus on specific group. Ex.: Students, Mothers, Teachers
4. Define the aim or desired outcome of the study.
a. Is the study exploratory, explanatory or descriptive?
b. Is the study applied or basic?
Before deciding on your topic, ask:
a. What areas are not yet explored that I want to investigate?
b. Is my research useful to me, to my school, to my family and to my community?

Remember, a research study must be

significant enough to make it worth your efforts
as the research.
 The Introduction and
LESSON 2
Statement of the Problem

Introduction
The first chapter of the research paper is entitled “The Problem” or “The Problem and its
Background”. Its purpose is to introduce the problem and clarify important variables, its
delimitations, and its significance to the field of study. It has the following essential elements/
parts:

1. Introduction
2. Statement of the Problem
3. Scope and delimitation
4. Significance of the Study

Most Essential Learning Competencies

The Learner…
 indicates scope and delimitation of research;
 cites benefits and beneficiaries of research; and
 presents written statement of the problem.

Discovering Concepts…
The introduction is important in establishing the cognitive setting of the research. It has
the following elements:

1. Rationalization of the need to research on the problem

2. Clarification of the important terminologies for the reader to easily understand what the
research is about
3. Establishment of the degree of seriousness of the problem which prompted the
researcher to look for solutions
The following question can aid the researcher in formulating the introduction:

1. What is the rationale of the problem?

2. What is the setting of the problem?
3. What is the basic literature foundation of the study?
4. How serious is the chosen research problem?
5. What is the general objective of the problem?
6. What is the overall purpose of the problem?

Formulating Research Questions

A research question is an answerable inquiry into a specific concern or issue. It is the
initial step in a research project. The 'initial step' means after you have an idea of what you want
to study, the research question is the first active step in the research project. A metaphor for a
research project is a house. Your data collection forms the walls, and your hypothesis that
guides your data collection is the foundation. So, what is the research question? It is the ground
beneath the foundation. It is what everything in a research project is built on. Without a
question, you can't have a hypothesis. Without the hypothesis, you won't know how to study
what you’re interested in.

A research question forms the base of where you are going, so we have to write a good
research question. If your foundation is built on something shifty, like a house built on sand,
then everything following that will be about correcting that initial issue instead of on making an
awesome home/research project.

A research question should be (from the Writing Center of George Mason University):
  Clear. It provides enough specifics that one’s audience can easily understand its
purpose without needing additional explanation.
 Focused. It is narrow enough that it can be answered thoroughly in the space the writing
task allows.
 Concise. It is expressed in the fewest possible words.
 Complex. It is not answerable with a simple ‘yes’ or ‘no’, but rather requires synthesis
and analysis of ideas and sources prior to composition of an answer.
 Arguable. Its potential answers are open to debate rather than accepted facts.
This research questions are mainly the problem. These problems are usually stated as
questions that the researcher seeks to answer. Therefore, the specific problems must meet the
following criteria:
1. They must be in question form.
2. They must define the population and the samples of the study (respondents).
3. They must identify the variables being studied.
According to Creswell and Clark (2014), there are two types of research questions.
These are as follows:

1. Central Questions – These are the most general questions that can be asked.
2. Sub-questions – these questions subdivide the central question into more specific
topical questions and are only limited in number.

Cresswell and Clark (2014) also provided some guidelines in formulating the research question:

1. The question should begin with words such as “how” or “what”.

2. The readers should be informed of the information that will be discovered, generated,
explored, identified, or described in the study.
3. The question “What happened” should be asked to help craft the description.
4. The question “What was the meaning to people of what happened?” should be asked
to understand the results.
5. The question “What happened over time?” should be asked to explore the process.
In addition, Cresswell and Clark (2004) also provide the following scripts as a guide in designing
qualitative central and sub-questions:

1. Central question script

a. What is the meaning of/ what does it mean to (central phenomenon)?
Example:
i. What is the meaning of intrapersonal competencies?
ii. What does it mean to differentiate the customs and traditions of Aetas to
those of the locals?
iii. What does it mean to characterize the study habits of the top 10 students
of the class?
b. How would (participants) describe (central phenomenon)?
Example:
i. How would school managers describe intrapersonal competencies?
ii. How would the Aetas and locals of Zambales differentiate their customs
and traditions?
iii. How would the top ten high school students characterize their general
study habits?

2. Sub-question script
What (aspect) does (participant) engage in as a (central phenomenon)?
Example:
 i. What level of self-concept does the school managers engage in as a
characteristic of interpersonal competencies?
ii. What nature of practices do the Aetas and locals of Zambales engage in
as a part of their customs and traditions?
iii. What kind of preparation does the top 10 high school students engage in
as an indicator of their general study habits?

Types of Research Questions

In general, there are two types of questions formulated in research. These are as follows:

 Non-researchable questions
 Researchable questions
Dickoff et al (as cited by Wilson, 1989) provide further classification to research
questions. These are as follows:

1. Factor-isolating questions
2. Factor-relating questions
3. Situation-relating questions
4. Situation-producing questions

Scope and delimitation

The scope of study in your research paper contains the explanation of what information
or subject is being analyzed. It is followed by an explanation of the limitation of the research.
Research usually limited in scope by sample size, time and geographic area; while the
delimitation of study is the description of the scope of study. It will explain why definite aspects
of a subject were chosen and why other were excluded. It also mentions the research method
used as well as the certain theories applied to the data.

Tips in Writing the Significance of the Study (Regoniel, 2015)

A. Refer to the statement of the problem

Your problem statement can guide you in identifying the specific contribution of
your study. You can do this by observing a one-to-one correspondence between the
statement of the problem and the significance of the study.

For example, if you ask the question ‘Is there a significant relationship between
the teacher’s teaching style and the students’ long quiz scores in Mathematics?’ then the
contribution of your research would probably be a teaching style or styles that can help
students perform better in Mathematics. Your research will demonstrate that teaching
style really works. That could be a ground breaking approach that will change the way
teachers teach Mathematics which students abhor.

B. Write from general to specific contribution

Write the significance of the study by looking into the general contribution of your
study, such as its importance to society as a whole, then proceed downwards-towards
its contribution to individuals and that may include yourself as a researcher. You start off
broadly then taper off gradually to a specific group or person.

Significance of the Study

Research is a very noble undertaking if it makes significant contributions to the
community or the academic field or discipline where the researcher is affiliated with. That is why
the significance of the study should clearly discuss the purpose that the research will serve to
society, the country, the government, the institution or agency concerned, the curriculum
planners and developers, and the research community. This section describes the contribution
of the study to the existing body of knowledge. It could be in the form of new knowledge in the
field, a confirmation of the major findings of other studies, verification of the validity of findings in
a different population, analysis of trends over time, and validation of other findings using
different methodologies.

The researcher also has to identify the beneficiaries who will directly gain from the
results of the study. In identifying the beneficiaries, the researcher should be specific in
mentioning them in the paper. The specific benefits must also be enumerated and explained if
necessary. It is also important that the beneficiaries should be listed according to the
significance of the study’s results to them.

ACTIVITY WORK SHEET

Complete Name: ___________________________________ Date:

ACTIVITY 3: Elaborating Learned Concepts

Direction: Answer the following questions briefly but substantial. Write your
answer on the space provided.
1. What is the significance of a problem statement/ statement of the problem in a
research paper?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________

2. What is the purpose of the “Significance of the Study”?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________

PERFORMANCE TASK 2: Group Research (Chapter 1)

Form a group of 5 to 10 members. Brainstorm and formulate the following (do not hesitate to seek
help to your teacher):

 Research Title
 Introduction
 Statement of the Problem
 Scope and delimitation
 Significance of the Study

Additional Information and Instructions will follow.

 Quarter 3:
Review of Literature
LESSON 1 Literature Review
Introduction
Reviewing the literature requires the ability to juggle multiple tasks, from finding and
evaluating relevant material to synthesizing information from various sources, from critical
thinking to paraphrasing, evaluating, and citation skills (Budgen & Brereton, 2006).

Writing review of related literature does not only mean for literature only. It also
includes the related research studies conducted not only internationally but also locally. It is
in this area where knowledge, patience and perseverance of the skills of students to be
developed and are necessary to become holistic individuals are being used as, the
knowledge, analysis, evaluative, applicative and creative skills including among others the
ordering, paraphrasing and summarizing skills.

There are some personal tips which will be given to you in this lesson which are
coming from the personal experience of the writer being a research consultant. There are
also some links, websites, books, and other references being cited which will be of great help
for you in writing your related literature review. So, relax and enjoy in your journey of being a
student-researcher.

Most Essential Learning Competencies

The Learner…
 selects relevant literature; and
 cites related literature using standard style;

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

What is a Research Literature Review? Why Do I need such?

A research review is a systematic, explicit, and reproducible method for identifying,

evaluating, and synthesizing the existing body of completed and recorded work produced by
researchers, scholars, and practitioners.

Fink (2009) divided research literature review into seven (7) tasks:
1. Selecting research questions.
2. Selecting bibliographic or article databases, websites, and other sources.
 3. Choosing search item.
4. Applying practical screening criteria.
5. Applying methodological screening criteria.
6. Doing the review.
7. Synthesizing the results.

Likewise, McMillan and Schumacher (1984) identified five purposes of the literature
review. A literature review allows you to:
 Define and limit a problem.
 Place your study in perspective.
 Avoid unintentional replication of previous studies.
 Select methods and measures.
 communicate findings to previous knowledge and suggest areas for further research.

Citation and Standard Styles

A citation is a formal reference to a published or unpublished source that you consulted
and obtained information from while writing your research paper. The way in which you
document your sources depends on the writing style manual your professor wants you to use for
the class [e.g., APA, MLA, Chicago, Turabian, etc.]. The act of citing sources is also your best
defense against allegations of plagiarism (Baraceros, 2016).

According to this author, the following are the purpose of citation:

1. To give importance and respect to other people for what they know about the filed.
2. To give authority, validity, and credibility to other people’s claim, conclusions, and
arguments.
3. To prove your broad and extensive reading of authentic and relevant materials about
your topic.
4. To help readers find contact the sources of ideas easily.
5. To permit readers to check the accuracy of your work.
6. To save yourself from plagiarism.

Ballenger in 2012 also added more important reasons why citation is important.

The following reasons are:

1. Citing other people's words and ideas indicates that you have conducted a thorough
review of the literature on your topic and therefore, you are reporting your research form
an informed and critically engaged perspective. This increases your credibility as the
author of the work.
2. Other researcher's ideas can be used to reinforce your arguments. In many cases,
another researchers’ argument can act as the primary context from which you can
emphasize the significance of your study and to provide supporting evidence about how
you addressed the “So What?” question.
3. The ideas of other researchers can be used to explain reasons for alternative
approaches. If you disagree with researcher’s ideas or you believe there is a gap in
understanding the research problem, your citations can serve as sources from which to
argue an alternative viewpoint or the need to pursue a different course of actions.
4. Just as the ideas of other researchers can bolster your arguments, they can also
detract from your credibility if their research is challenged. Properly citing sources
prevents your reputation from being tarnished if the facts or ideas of those cited are
proven to be inaccurate or off-base. It prevents readers from concluding that you ignored
or dismissed the findings of others, even if they are disputed.
5. Ideas are considered intellectual property and there can be serious repercussions
if you fail to cite where you got an idea from. In the professional world, failure to cite
other people’s intellectual property ruins careers and reputations and can result in legal
 action. Citing sources during college will help get you in the habit of acknowledging and
properly citing the work of others.
Styles in Related Literature Citations or References

In reviewing related literature, you come to read varieties of reading materials containing
knowledge related to your research. It is a fact that these ideas, including the language or
structures to express these ideas belong to other people. They are not yours. Copying the ideas
of other authors and citing them in your research is the good practice of being a researcher.
Doing this practice signals not just honesty and courtesy to learn people whose ideas lend
information to your paper, but also indicates your appreciation for their contribution to the field
(Harmmersely,2013).

The following are the three terms used to express your appreciation for or recognition of
people’s ownership of borrowed ideas (Sharp 2012) as cited by Baraceros (2016).
1. Acknowledgment – the beginning portion of the work that identifies individuals who
have contributed something for the production of the paper
2. References or Bibliography – a complete list of all reading materials including books,
journals, periodical, etc. from where the borrowed ideas came from
3. Citation or In-Text- Citation – references within the main body of the text, especially in
Review of Related Literature

The third one, citation is the focus of this lesson. Citation is also called in-text citation. It
has many purposes and style which are as follows:

Patterns of Citation
Citing authors, websites and other research materials have its own styles or patterns.
Read the styles/ patterns of citation below and understand how they are distinct from each
other. This is needed in order for you to know what styles/ patterns of citation are used by the
researchers in writing their research and in order for you to decide what styles /patterns you will
adopt/ use in your review of related literature.

1. Summary. The citation in this case is shortened version of the original text that is
expressed in your own language. Making the text short, you have to pick out only the
most important ideas or aspect of the text.
2. Paraphrase. This is the antithesis of the first one because, here, instead of shortening
the form of the text, you explain what the text means to you using your own words. In
doing so, it is possible that your explanations may decrease or exceed the number of
words of the original text (Baraceros, 2016).
Strategies in Paraphrasing:
a. Read the original text or abstract. Understand it as a whole, then, set aside.
b. Using your own memory, write down the main points or concepts.
c. In your own words, summarize the text/ abstract that helps make your point
(University of Texas, 2016)
3. Short Direct quotation. Only a part of the authors sentence, the whole sentence, or
several sentences, not exceeding 40 words, is what you can quote or repeat in writing
through this citation patter. Since this makes you copy the exact words of the writer, it is
necessary that you give the number of the page where the readers can find the copied
words.
4. Long Direct Quotation or Block Quotation or Extract. Named in many ways, this
citation pattern mane you copy the author’s exact words numbering from 40 to 100
words. Under APAA, the limit is eight (8) lines. Placed at the center of the page with no
indentation, the copied lines look like they compose a stanza of a poem.

.
  Sources of Related Literature and Studies
 APA Style 7th Edition

Organizing Related
LESSON 2
Literature
Introduction
One of the greatest problems among researchers in writing the related literature is how
to organize the review. There are times that we tend to include all that we have read leaving our
Chapter 2 unorganized and crowded. Then, our Chapter 2 will lose its coherence and unity.
However, if you are a keen observer, you will notice how some researches follow a certain
format to make their work coherent.

Most Essential Learning Competencies

The Learner…
 synthesizes information from relevant literature;
 writes coherent review of literature; and
 follow written review of literature;

Discovering Concepts…
Here are the ways on how to organize your review of literature and studies:

1. Through Chronological Order (date/ year)

In organizing your related literature using chronological method, you could write your
research paper according to where they were published. If this approach be used, it has to be
ensured that clear development of the way, location or place of where such researches are to
be noted following the flow of location.

This is considered the easiest way in organizing coherent literature reviews and studies.
It features how the topic is changed according to year or time and how such topic is thought of
today (Cronin, Ryan & Coughlan, 2008).

According to Calderon & Gonzales (2015) related materials may also be cited
chronologically, that is, according to the year they were written. Materials which were written
earlier should be cited first before those which were written later. This can be done especially
when citation is by author or writer.

Chronology of Events. The circled years tell the chronological arrangement of events.

2. Through broad-to-specific topic

According to Cronin, Ryan & Coughlan (2008), you can also organize your related
review of literature and studies by starting it from a general issue of topic, then lower it down to
specific issues in the literature until it reaches and links to your research title, question, research
keywords, thesis statement and hypothesis.

An example of this is when you start the problem of teenage pregnancy internationally or
globally. Start by establishing the trend of such problem globally, then at national level, to your
province, city or locality (Aparejo, 2010).

3. Through thematic concept or by topic

The thematic concept of topic reviews refers to the related reviews that are organized on
specific topic or a concept, an issue or trend of the time. It is different form chronological and by
publication because it focuses on concept or topic rather than time and year of publication.
 For instance, a review of the impact of internet to American political system. Although in
this type of organization the chronological and thematic organization can still be present in its
development, the focus in the thematic approach is not the year nor the theme but the role of
the internet in political system of government. Note however that more authentic thematic
reviews tend to break away from chronological order. A review organized in this manner would
shift between time periods within each section according to the point made.

If different authors or writers have the same opinion about the same topic, it is discussed
and cited under the names of the authors or writers. This is a summary of their opinions or
findings. This is done to avoid separate and long discussions of the same topic.

Making Links between Studies

Making links between studies is another skill in writing research or particularly in writing
review of related literature. This skill needs a thorough analysis from the research articles,
literature, abstracts and studies. After reading the literature reviews, abstracts and studies
comprehending and analyzing them are the next steps in order to decide whether the findings of
those materials have linked to your studies.

Here are the Effective Transitions in Research Manuscripts Writing introduced by Panter, M.
(2020)

Introductory words or phrases

The transitional devices written below are frequently used to linked one study to another,
one finding to another, one theory to another. However, these are also transitional devices that
would help to emphasize disagreement or in opposition thereto.

I want to… Informal Transition Formal Transition

Add And, besides, also In addition, additionally, moreover, furthermore
Compare In comparison, similarly
Contrast But, yet In contrast, conversely, however, nevertheless,
on the one hand/ on the other hand
Provide an Or Alternatively, on the one hand/ on the other
alternative hand
Provide an For example, for instance
Example
Specify Especially In particular, more specifically
Emphasize In fact, indeed, in other words
Conclude So In sum, in summary, in conclusion, thus,
therefore, consequently, taken together
Here are the examples of the transitional words used to link one study to another by Mahmood
(2016).
Agreements
 Similarly, author B points to…
 Likewise, author C makes the case that…
 Author D also makes this point…
 Again, it is possible to see how author E agrees with author D…
Disagreements
 However, author B points to…
 On the other hand, author C makes the case that…
 Conversely, Author D argues…
 Nevertheless, what author E suggests argues the study of …

Content Citation of the Review of Related Literature

 Writing review of related literature has its own structure. Researcher has to follow the
structure for its guided format. Like building a house, a carpenter or the engineer has to design
a structure of a house before he has to build it. Writing review of related literature follows the
same procedure too. The researcher will make or follow the procedural structure in writing
review such as an introduction, body and conclusion.

1. Introduction

The introduction explains the focus and establishes the importance of the subject. It
discusses what kind of work has been done on the topic and identifies any controversies within
the field or any recent research which has raised questions about earlier assumptions.

The introduction can be seen as the beginning paragraph of Chapter 2, or the beginning
paragraph of the body of related literature. Example: If the topic under consideration is SHS
students under Pres. Duterte’s declaration of Martial law, the introduction can be like this: “This
review will not explore the accounts of SHS students in Visayas and Luzon but only in Mindanao
(Martial Law is only implemented in Mindanao – 2017- 2019).

When you write an introduction, you have to bear in mind that it must have a focus and
has to emphasize on the subject or topic or problem of the study. It explains what kind of study
or research has been done and its purpose too. It also describes on any controversies
encompassing the previous and recent studies incorporating the present problems under
investigation. It also provides the background of the study or research. Sometimes an
introduction will summarize or evaluate the kind of research the researcher would like to
undertake or may suggest how the findings of research will lead to further researches.

Read the examples of the introduction of review of related literature and learn how to
write it on your own to avoid plagiarism.

Examples of introduction in Chapter 2 – Related Literature

Related Literature

Example 1. An introduction that expresses opposing views

There are opposing views to the impact ICT has on the acquisition of
learning by students. On one hand, ICT has been viewed as a tool for promoting
quality learning. This is sup- ported by studies from several parts of the globe such
as Gha- mrawi (2011), Gillespie (2006), Romeo (2006), Murphy (2006), Wong et al.
(2006), Becta (2003), Yelland (2001), Oliver (2000) and Grimus (2000).

Source: Aparejo, Brandino & Calipusan (2020)

Chapter 2

Review of Related Literature and Studies

This study is designed to explore the lived experiences of street children in

Gingoog City who are enrolled in Open High School Program (OHSP). To give the
comprehensive view of this research, review of related literature and studies are
presented below (Aparejo, 2017).
 Source: Lleoren (2016).

2. Body of Review of Related Literature

The second content of the review of related literature is the body. The body of related
review of literature is oftentimes divided into major headings and subheadings. In most cases to,
the body of related literature and studies will summarize, evaluate and assess the field of
knowledge under study in current stage. It gives reports and findings on themes, issues, topics,
trends for researchers to confirm or negate. Note that if review is about a preliminary of a
research project, then the body will focus on the argument in order to justify the issues, topics or
problems under investigation.

3.Conclusion

The conclusion will give the summary of all the evidences that are being presented from
introduction to the body of related literature and studies. Aside from that, the conclusion will also
give the precise key findings of other studies of the review in general concepts.

The conclusion for review of related literature is different from the conclusion of the
entire research findings of your study. This conclusion is specifically for the review of related
literature. It consists of one paragraph only summarizing the main points of all the research
findings, theories and models used in the study or in your research.

Example in Concluding the Review of Related Literature and Studies

To sum up, the literature and studies mentioned above give the strong evidence of
what the researchers claim on the lived experiences of the respondents.

 Ethical Standard in Research

 ACTIVITY WORK SHEET

Complete Name: _________________________Date of Submission: MARCH 25, 2022

ACTIVITY 4: Making Links (RRL)

Direction: Practice making links using transitional devices from one study to
another study. Connect the findings given below by writing one paragraph in all
findings showing agreement and another paragraph for disagreement. Write
your answer on a clean Yellow Paper.

Given Findings: Students with parents abroad struggle in their school

achievement.

1. Aparejo (2019) found students with parents working abroad manifested

significant achievement in terms of their academic independence.

2. Students in Senior High School whose parents were working in foreign lands
performed low in their academic performance (Gaston, 2019)

3. Academic performance has no significant effect on students with parents

working abroad (Balan, 2018)

4. Overseas parents’ absence to SHS students has no significant effect on their

academic performance because they were matured when parents left them
(Baldelovar, 2019)

5. The study of Aparejo (2018) revealed that majority of students with overseas
parents belonged to the low-average academic achievers.

PERFORMANCE TASK 3: Group Research (Chapter 2)

Brainstorm and formulate the following (do not hesitate to seek help to your teacher):

 Related Literature
 Related Studies
 Synthesis
 FIRST QUARTER QUIZ
Complete Name: ______________________________________ Date:
______________

Direction: Write in CAPITAL LETTER the correct answer on the space provided before the
number.

_______ 1. Research is a systematic inquiry that describes, explain, predict and control the
observed phenomenon.
a. Research c. Thesis
b. Analysis d. Case Study
_______ 2. It is a process of naturalistic inquiry that seek in-depth understanding of social
phenomena within their natural setting.
a. Qualitative Research c. Variables
b. Quantitative Research d. Hypothesis
_______ 3. It is a structured way of collecting and analyzing data obtained from different
sources.
a. Hypothesis c. Variables
b. Quantitative Research d. Qualitative Research
_______ 4. It is a process that answers what is the problem and why should it be studied.
a. Formulating Hypothesis c. Identifying Problems
b. Review of Related Literature d. Analyzing the Data
_______ 5. It is the process that answers how the finding in relations to the hypothesis is.
a. Drawing Conclusion c. Interpreting Data
b. Data Analysis d. Formulating Hypothesis
_______ 6. It is a process that answers what information is already available.
a. Review of Related Literature c. Interpreting Data
b. Sampling d. Data Analysis
_______ 7. It is a process that answers how to identify or select your respondents.
a. Sampling c. Review of Related Literature
b. Data Analysis d. Interpreting Data
_______ 8. It is a characteristic of a research that is based on direct experience or observation
by the researcher.
a. Objective c. Controlled
b. Systematic d. Empirical
_______ 9. It is a characteristic of a research that follows orderly and sequential procedures,
based on valid procedure and principle.
a. Systematic c. Original Work
b. Objective d. Analytical
_______ 10. It is a characteristic of a research which refers to the unbiased and logical.
a. Objective c. Analytical
b. Original Work d. Empirical
_______ 11. The following are characteristics of qualitative research EXCEPT:
a. It focuses on participants’ perceptions
b. It takes place in a natural setting
c. Its method used is interactive
d. It analyzes data using statistical tools
_______ 12. Research results requires exhaustive analyzing of the meaning of the data. This
shows the ___________________.
a. Weakness of qualitative research
b. Strength of qualitative research
 c. Areas for improvement of qualitative research
d. Direction of qualitative research
_______ 13. This field of qualitative research concerned with the evaluation of learning.
a. Technical Communication c. Psychology
b. Education d. Advertising
_______ 14. It is believed to be one of the weaknesses of qualitative research.
a. It can develop theories
b. It has several avenues to understand phenomena.
c. The way a researcher perceives things is immersed in the study.
d. It answers certain phenomena – social, economic, political and psychological.
_______ 15. This is the field of qualitative research where people’s traumatic experiences are
studied.
a. Technical Communication c. Psychology
b. Education d. Social Work
_______ 16. The reason why researcher has to examine literature as a technique in narrowing
down the research is _____________.
a. It is already edited.
b. It is an excellent source of ideas.
c. It is abundant in the library and in the internet.
d. It can be copied so that researchers do not need to work a lot.
_______ 17. One of the following is NOT a good contributor of ideas in research.
a. People who aspire to do research study
b. People who are knowledgeable about the topic
c. People who have opposing views about the research
d. People whose opinions may differ from the researcher
_______ 18. An example to this source of research topic is a blog.
a. Replication c. Wide Reading/ Critical Film Viewing
b. Social Networking d. Lectures, Talks, Seminars
_______ 19. Researchers should avoid controversial topic because ____________________.
a. It lacks focus along the process.
b. It is prone to opinions of the subject.
c. It requires thorough and extensive reading.
d. There are no available materials as source of information to support it.
_______ 20. As a remedy, a broad research topic should be _______________.
a. Narrowed down
b. Converted into a broader topic
c. Supported with extensive reading and investigation
d. Challenging to the researcher as it needs more sources

Quarter 3:
Methodology for Qualitative
GRADE 11 : SAN PEDRO CALUNGSUD

Research Design, Sampling and

LESSON 1 Data Collection

Introduction
You have probably learned how to write the first few chapters of your research paper. By
getting it this far, I would like to say CONGRATULATIONS!

Now we are on the next step on continuing your research paper. I would assume that
you now have your own topic to pursue. This lesson will teach you on the basics of qualitative
research design. In qualitative research, it is important to know you can collect information for
your research topic. This unit will help you develop your problem solving and critical thinking
skills.

Most Essential Learning Competencies

The Learner…
 choose appropriate qualitative research design;
 describe sampling procedure and sample; and
 plans data collection, data gathering instrument, and analysis procedures.

Discovering Concepts…
Similar to building a house, a research design
is your guide for you to finish your research. This
may include answering the 5W’s:
What?
Why?
Who?
Where?
When?

Dawson (2002) explains the importance of

these questions on how you are going to get the
answers for your research questions.

What is your research all about? What do you want to find out? What problems do you want to
solve? It is important to have answers to these questions in the very beginning of your research.
Answers to these questions will give you a guide on how you are going to approach your
research topic.

Why do you want to do your research? This question should be answered at the significance of
the study. It may be that you want to do your research because it is a requirement. However,
there are other reasons as to why you chose that specific topic. Whatever the reason may be, it
is important to have a clear vision on why you want to continue your research.
Who will take part in your research? Who will participate in your study? You should have a clear
indication on the specific type of people that will take part in your study (age, gender, economic
status, etc.).

Where will you gather all information needed for your research? This part of your research
should take into consideration your capabilities as a researcher. If you think that your data and
participants in research will be too far away, then it’s much better to change your topic. You will
learn more about this in the following discussions.

Finally, when are you going to start gathering information for your research? When will you do
interviews? When will you interpret and analyze your data? This should be answered
immediately knowing that you only have a short time in completing your work.

How do we relate the 5W’s to research design?

Knowing how to answer those questions in your own topic saves you a lot of time in
thinking about your research as a whole. You need to have a clear indication what your
research is all about, why do you want to do it, who will be your respondents, where are you
going to get the information and when will you get it.

Research Design
There are a lot of approaches to qualitative research. Here are the four major approaches:

 Ethnography
 Case Study
 Phenomenology
 Historical Approach

Ethnography
From the word ethno = “people” and graphy = “writing”.
Ethnography translates to writing about people.

This type of approach to qualitative research aims to study a

particular group of people in their natural settings. This particular study
wants to describe and interpret the behavior of different kinds of people,
culture or population. This can pertain to a specific type of culture,
community, school or workplace.

For example, you may want to study a particular type of indigenous people or you may want to
study about the behavior of students in a classroom. This type of approach is the most
appropriate for your research.
Case Study
If you want to learn deeper and more specific details of a certain situation, group of
people or an individual, you may want to use case studies. The difference of case study with
other approach to qualitative research is that it gives a more in-depth analysis to a topic with a
use of more data gathering procedures at the same time. The problem with case studies is that
it’s more difficult to use especially if it is your first time making a research paper.

Phenomenology
This type of approach to qualitative research wants to study the phenomenon or
experiences of people. The purpose of this approach is to give an idea on how individuals or a
group of people react or experience a certain phenomenon.

A phenomenon can be a rare occurrence or an experience of an individual that is not

common. An example of this can be applied when we want to study about the experiences of
teenagers to bullying or physical abuse.

Historical Approach
To give you a proper explanation of this type of approach, think of the 1986 EDSA
Revolution; think about World War II or the past presidential elections. Historical approach is a
systematic collection and evaluation of information which have occurred in the past. This can be
in a form of documents, stories, artifacts, videos, etc. What you want to do is to examine the
validity of these documents, or if you want to add more information about a past event that
hasn’t yet emerged. You might want to ask questions like “What is the purpose of the
document?” “Are there other forms of documents or information that I can add?”

Sampling
If you were to apply the game of the boat is sinking to your research, and you would want to
choose people to interview or be part of your study, then the winner/s of the game shall be your
respondents. That is the concept of sampling.

 Population - the complete group of people, animals or objects that have the same
characteristics that the research needs
 Sample - a group of individuals that represent the population. The process of choosing a
sample is called sampling.
Research commonly selects samples for study
rather than entire populations due to constraints in
budget, time, and manpower. A Good sample
should be representative of the population, such
that the characteristics of the population –
especially those pertinent to the study – are
reflected in the sample with a fair amount of
accuracy.

The individual participants in the study are often referred to as subject or respondents.
The Subjects are individuals or entities which serve as the focus of the study. Respondents
are individuals or groups of people who actively serves as sources of information during data
collection. The subject of a study may also be its respondents, but there also times that these
are two groups of different individuals or entities.
Factors to consider in Determining the Sample Size
1. Homogeneity of the population. The higher the degree of homogeneity of the
population, the smaller the sample size that can be utilized.
2. Degree of precision desired by the researcher. The larger the sample size, the higher
the precision or accuracy of the results will be.
3. Types of sampling procedure. Probability sampling uses smaller sample sizes than
non-probability sampling.
Various Approaches to Determining the Sample Size

1. Sample sizes as small as 30 are generally adequate to ensure that the sampling
distribution of the mean will approximate the normal curve (Shott, 1990).
2. When the total population is equal to or less than 100, this same number may serve as
the sample size. This is called UNIVERSAL SAMPLING.
3. Slovin’s formula is used to compute for sample size (Sevilla,2003)
4. According to Gay (1986) the following are the acceptable sizes for different types of
research:
a. Descriptive research – 10% to 20% may be required
b. Comparative Research – 15 subjects or groups
Types and Subtypes of Sampling

In the book, Nursing Research: Principles and Methods, Polit and Beck (2004) list the
different types and subtypes of sampling:

1. Probability Sampling is a type of sampling in which all the members of an entire

population have a chance of being selected. This is also called Scientific Sampling.

a. Simple random sampling is a method of choosing samples in which all the

members of the population are given an equal chance of being selected. It is an
unbiased way of selection, as samples are drawn by chance. There are various
ways of obtaining samples through simple random sampling (Treece & Treece,
1986). These include the roulette wheel, fishbowl method, and the use of table of
random numbers.
b. In Stratified random sampling the population is first divided into different strata,
and then the sampling follows. Age, gender and educational qualification are
some possible criteria used to divide a population into strata.
c. Cluster sampling is used in large-scale studies, where the population is
geographically spread out. Sampling procedures may be difficult and time-
consuming.
d. Systematic sampling is a method of selecting every nth element of a
population, e.g., every fifth, eighth, ninth, or eleventh element until the desired
sample size is reached.

2. Non-probability Sampling. It is a process of selecting respondents in which not all

members of the entire population are given a chance of being selected as samples.
There are cases that certain segments of a population are given priority over others,
such as when a researcher does not intend to generalize to a larger population. This is
called non-scientific sampling and is commonly used in qualitative research.

a. Convenience sampling. It is also called accidental or incidental sampling.

b. Quota sampling is somewhat similar to stratified sampling, in that the population

is divided into strata and the researcher deliberately sets specific proportions in
the sample, whether or not the resulting proportion is reflective of the total
population. This is commonly done to ensure the inclusion of a particular
segment of the population.
 c. Purposive sampling involves handpicking subjects, usually to suit very specific
intentions. This is called judgmental sampling.
In selecting the sample of the study, the following elements must be properly discussed:
the total population and its parameters; the sample and its statistics; the sampling method with
references to support it; an explanation and discussion of the sampling method; an explanation
of how the sampling was done; an enumeration of qualifying criteria; and the profiles of the
subjects and/or respondents.

Data Collection
What is a data?

Your data is all the information that you will gather throughout your research.

How do we collect our qualitative data?

One way to collect qualitative data is to gather your data from different sources of
information. Some of these sources can include books, encyclopedias, websites and first-hand
information from people.

There are two classifications of data based on their use and source.

 PRIMARY DATA refers to first-hand information based on actual experiences or

observations. This kind of data is more reliable to use because it is gathered by the
actual researchers. Say you want to ask people in the community if they agree to a
certain law that is being implemented by the local government. Their answers can be
considered as primary data.
 SECONDARY DATA are data that are gathered from secondary sources, meaning it is
not you that have obtained the information but rather, it comes from previous research,
audio recordings or books. One advantage of secondary data is that it is readily
available to use, comparing it to primary data where you have to gather the information
yourself.
DATA COLLECTION INSTRUMENTS

These are the tools that you need to use so that you can gather your primary data when
you conduct your research. You can even choose one or more instruments to use.

The important thing is that you are knowledgeable to use these in such a way that it will
not become a hindrance in completing your research.

1. Interviewing

In qualitative research, doing interviews is the most common type of instrument that is
being used. Interviews are done by having a set of questions to your respondents and letting
them answer as truthfully as possible. There are mainly three types of interviews:

 Structured Interview – this type of interview has a set

of pre-determined questions that are ready to use. If you
are using a structured interview as your instrument to
gather data, take note that you should not ask beyond
what is written in your interview questions.
  Unstructured Interview- this type of interview is the complete opposite of structured
interview. You are not required to make a set of pre-made questions, but rather make an
OUTLINE or what kind of questions you want to ask your respondents. Dawson (2002)
calls this type of interview as life history interview. That is because you want to
understand the point of view of your respondents, hence it is not advisable to use a pre-
made questions. You want them to tell you a story, your respondents are free to talk
about what they want to share with a little guide question from you as a researcher.

 Semi-structured Interview- this type of interview is a mix of structured and unstructured

interview. It may be one of the most common types of interviews. You have to prepare a
set of questions; however, you are also free to ask follow up questions to your
respondents if you want to clarify something or add information that is not available to
you. This type of interview is also flexible that is why it is preferred to be used by most
researchers.

2. Observations
Another data gathering instrument that is being used most commonly in ethnography is
observations. This happens when a researcher observes and takes notes of the behavior of
people that they want to be a part of their research.

3. Questionnaires
Questionnaires are also one of the most common types of instruments that is being used
by qualitative researchers. This is somewhat similar to interviews based on the format of
questions that is being used.

4. Focus Group Discussion

This type of data gathering instrument focuses on groups of people being interviewed at
the same time. This relies on the respondents to give a discussion amongst themselves on the
questions that you, the researcher, give. You will serve as the moderator or facilitator. Put three
or more people around a table and give them guide questions for them to discuss among
themselves. Your role as the researcher and facilitator is to take note of their discussions.
 Writing your Research
LESSON 2 Methodology

Introduction
In this lesson, we are going to put together all answers from your previous activities.

Chapter 3

Research Methodology

 Research Design
 Respondents
 Locale of the Study
 Data Gathering

Most Essential Learning Competencies

The Learner…
 presents written research methodology; and
 collects data through observation and interviews.

Discovering Concepts…
The Research Methodology is the third chapter of your research paper. It contains all
the steps and procedures that you are going to use for you to finish your paper.

There is no general format on the parts of the methodology since it can be different for
qualitative and quantitative research. For the sake of writing your methodology, it will be divided
into two parts:

Locale of the study- you are going to put the WHERE aspect of your paper. Going back
to your first activity, you need to describe the location where you are going to get your
participants for you research. You can even put a map so that your reader can have a visual
presentation on where you plan to conduct your research.

Try to give an accurate description of the place where you want to conduct your study. If
it’s a school, what is the address of that school? How many students are currently enrolled
there? If it’s a community, where is that community located? What is the population?

Data Gathering- this is where you are going to write WHO your samples will be and
WHAT will be your sampling technique. You can also write WHEN you will gather your data.
This is also where you are going to write what will be your data gathering instruments. You can
incorporate your answers from your previous activities so that you can fill in the data gathering
section of your paper.

EXAMPLE:

Research Design

This study utilized the qualitative type of study which according to Nieswiadomy

(2004) is a naturalistic method of inquiry of research, which deals with the issue of human

complexity by exploring it directly. In this type, the emphasis is on the complexity of

humans, their ability to shape and create their own experience, and the idea that truth is a
composite of reality. This study utilized the case study method. Case study method involves

a comprehensive and extensive examination of a particular individual, group, or situation

over a period of time. It provides information on where to draw conclusion about the impact

of a significant event in a person’s life (Sanchez, 2002)

This design is fitted to this present study since the focus is on the psychological

processes of a group of students who failed on their academic performances in physics,

soliciting their personal views and perceptions relative to the queries given by a panel of

interviewers during the third quarter of the school year 2013 - 2014.

Respondents

The study focuses on the lived experiences of grade 11 STEM students of La

Salette of Ramon, Inc. in playing mobile legends. There are 30 out of 52 students was

determined as the sample size who is familiar and currently playing mobile legends. Due to

the study’s constraints, the students who are present and coming to school during the

allotted time approved by the research teacher will be chosen as respondents.

Locale of the study

The research will take place at Valencia National High School located at Valencia

City, Bukidnon. It is a secondary public school with a population of 340 grade 11 students,

the ones who will participate in the study.

Data gathering

Samples will be taken from grade 11 students and teachers. Opportunistic sampling

will be used to select respondents as researchers will only gather the participants that are

available during the data gathering process. Data gathering will take 3 weeks from the 1st

week of January up to the last week of the month. Interview materials will be the main data

gathering instrument to be used. The researcher will use semi-structured interview so that

the researcher can freely give follow up questions.

 In some cases, the data gathering procedures indicates the instruments and on how to
analyze the data through themes and patterns. Also, it is important that survey questionnaire
statements are validated and questions are reliable.

ACTIVITY WORK SHEET

Complete Name: ___________________________ Date: APRIL 1, 2022

ACTIVITY 5: Interview (Individual)

Direction: Create a set of questions (five to ten questions) base on your desired
career path (Engineer, Architect, Nurse, Medical Representative, IT Officer,
Teacher, Restaurant owner/ Manager, etc.). Let your teacher check your set of
questions first before interviewing. Follow the steps in conducting an Interview
below. Encode the process, questions, and answers in any WORD
PROCESSING APPLICATION and attach a Biodata/ Resume/ Curriculum Vitae
(Personal Information, Educational Attainment, Work Experiences).

Steps in Conducting an Interview

1. Getting to know Each Other
2. Having an Idea of the Topic
3. Starting the Interview
4. Conducting the Interview Proper
5. Putting an End to the Interview
6. Pondering Over Interview Afterthoughts

PERFORMANCE TASK 4: Group Research (Chapter 3)

Brainstorm and formulate the following (do not hesitate to seek help to your teacher):

 Research Design
 Respondents
 Locale of the Study
 Data Gathering
 Interview Questionnaire

Additional Information and Instructions will follow.

Prepared by:

DR. THOMAS B. FERNANDEZ, JR

Research Subject Teacher

Quarter 4:
Data Analyzation and
GRADE 11 : SANTA MONICA
LESSON 1 Data Analyzation
Introduction
Hi young researcher! Do not worry for the end of the tunnel is almost at hand! You may have
asked yourself, “So what now? What will I do with these interviews and observations?” This module
is your answer. It will help you weed out the important information that you got during your data
collection or as they say, “Find the needle in the haystack.” However, I would like to remind you that
there will be several outputs required of you at the end.

In this lesson, you will learn how to collect and analyze data by using a certain method and
to gather varied perceptions from different people. Through all these diverse opinions coming from a
set of people, you will discover a certain idea or pattern governing the entire data collected. Geared
toward a common theme, idea, or pattern, the collected facts and information are capable of
guaranteeing evidence-based conclusions. Factual data and logically collected ones are meaningful
data to yield valid and credible conclusions (Baraceros, 2016, 121).

Most Essential Learning Competencies

The Learner…
 infers and explain patterns and themes from data;
 relates the findings with pertinent literature;

Discovering Concepts…

In this lesson, the next task expected of you is to analyze data carefully. For most
researchers, this is the heaviest task but it is the most fulfilling. Qualitative data analysis is an
ongoing and cyclical process which includes identification, examination, and interpretation of certain
patterns and themes in the data. It determines how these patterns and themes help answer the
research questions.

This part will guide you on how to make this task easy. Below are the processes in doing a
qualitative analysis.

This are the processes on how to do a qualitative analysis.

 Know your data. Reread your written observations, relisten the audio recorded interviews,
or rewatch the movie or clip. After doing either those things to a number of times, write down
peculiar things you have noticed. (So, it’s better to have your handy dandy notebook at hand
for this eureka moment.)
 Focus your analysis. Focus yourself to consistent and or varied responses. For example:
your research question is, “Why are some high school students sometimes late for school?”
Common responses would be school’s distance, woke up late, tons of chores prior going to
school, slept late, etcetera.
 Do coding. Always consult your research questions or you might end up coding
unnecessary information. Coding is simply categorizing the data and reducing them thereby
making them more manageable.

Kinds of Codes:
 a. Predefined codes- codes formulated by the researcher based on literature reviews.
b. Emergent codes- codes that becomes apparent as one reviews the data.

Sample Coding: “What can you suggest about our school canteen?”

Answers Coding

Affordability of Items AI

Personality of Vendors PV

Canteen Cleanliness CC

Availability of Common School Materials AV

Accessibility of Canteens AC

Discipline D

 Enter and organize your data. It’s easy- you may either use a computer or even just a
piece of paper however, this requires a bucketful or even an ocean of patience to
succeed. First go back to your transcribed interviews (word for word written
conversation), observation data, and focus group data. Underline and annotate which
responses typically answer to a specific code. (Sometimes, participants answer using
the vernacular. Allow them to do so, so that they can express their feelings better.)

For example: Perceptions of Balulang National High School students on the School
Canteens
“What can you suggest about our school canteens?”

Interviewee 1: “My suggestion in our canteen is hopefully there will be another

canteen at least two canteens in our school. It is very far from our
classroom. We are always scolded by our teachers because we are
always late especially in the 3rd floor and 4th floor in Junior High and
we are about 800 students. The, vendors are not approachable when
we buy in the canteen and we are already very hungry.”

Interviewee 2: “For me, the foods or snacks in the canteen are too expensive. Our money
is only limited since we are only students and sometimes I want to buy
some viand but it is too costly. I ended up eating sardines, noodles or
sometimes eggplants. How I wish foods in the canteen are affordable and
students will have proper discipline in buying. Also, I hope school canteen
will be organized so that I will not be late for the next class. Hahahaha!”

After underlining and marking up significant responses with their respective codes, we
are now ready to tally them.

Table 2. Sample Coding and Tallying of School Canteen Suggestions

 School Canteen Suggestions N (number of times
it was answered)

Affordability of Items 1

Personality of Vendors 2

Canteen Cleanliness 0

Availability of Common School Materials 0

Accessibility of Canteens 2

Discipline 1

 Clean your data. Go through your data once more if there are data errors. Remember
to stay truthful to the raw data as much as possible.

The following are ways to clean your data:

a. Spot-Checking. Revisit how the translation was done. Check whether it was faithful to
the response of the participant and attributed to the correct participant.
b. Eye-balling. Revisit the correctness of the entered data- AV, AI, and AC. These codes
could easily be interchanged. So, check whether it was typed precisely.
c. Logic check. Review whether the responses are connected so that you might not end
up getting confused with the data. For example: “Are you late in going to school?” Your
participant responds with a, “No”. But still proceeds in answering the following question,
“What makes you late in going to school?” Logically, the second question should not
have been answered, if so, then erase.
 Identify meaningful patterns and themes. Identifying meaningful patterns and
theme is the heart and soul of the entire qualitative data analysis. To do this, the
codes and themes are checked and from there, you will interpret the meaning of
the data in relation to the research questions.

Table 3. Sampling Recurring Themes from Perceptions of Balulang national

High School Students on the School Canteens

Questions Categories

“What are the products sold by our cateen?” Food, Uniform, School Supplies

“What can you suggest about our school Affordable of items (AI), Personality of
canteeens?” Vendors (PV), Canteen Cleanliness (C),
Availability of Common School Materials (AV),
Accessibility of Canteens (AC), Discipline (D)

 Interpret your data. After analyzing, coding, and organizing the data, identifying the
patterns and themes, you are now ready to interpret your data. In interpreting the data,
you will synthesize your tables to a paragraph. The themes and patterns explain your
findings and they are backed up with literature review

Sample Interpretation
Results and Discussion

Table 2. Coding and Tallying of School Canteen Suggestions

School Canteen Suggestions N (number of times

it was answered)

Affordability of Items (AI) 1

Personality of Vendors (PV) 2

Canteen Cleanliness (C) 0

Availability of Common School Materials (AV) 0

Accessibility of Canteens (AC) 2

Discipline (D) 1

The responses of the Balulang National High School students with regards to their
suggestions about the school canteens vary from discipline, affordability, accessibility,
and personality. Most of the students think that the school should look into or improve the
canteens’ accessibility, vendor personality first and followed by the discipline and
affordability. Such is supported in a comparative study done by Gadais (2014) regarding
Jollibee versus McDonald’s. Jollibee overpowers McDonald’s in the Philippines. First, in
terms of accessibility, most customers prefer Jollibee because there are many branches
with drive-thru than its counterpart. Second, in terms of customer-salesperson
relationship, Jollibee crew members are rated higher than the latter because they are
more child-friendly and family oriented. Such then can be said with the students of
Balulang National High School. Accessibility of the area and personality of the crew
contribute meaningfully to the overall satisfaction of the customers thereby increasing
profits.
In the study conducted in Caluluan National High School, the researcher shared
that the top problem of the students is affordability of the foods served in the canteen.
Most public schools, students have tight budgets because of their socioeconomic status.
Most then of their food choices are limited and worse unhealthy.

Relating the Findings to Relevant Literature

There are several opportunities in the discussion of research findings: These are the following:

1. The opportunity to discuss and highlight how the findings of your study have already
been covered by other researchers in the same field. Clear links must be recognized to
the literature you have reviewed of your research project.

2. The opportunity to read carefully how your study differs from existing knowledge
where you have chosen to start your research. You can compare your result with the
findings of other studies similar to your field.
 3. The opportunity to justify the contribution of your work to the field.

4. The opportunity to explain why you thought it is necessary to get on the research you
have done. You have to identify the gaps in current works of other researchers about
the topic of interest which will justify the need of your research.

Reporting and Sharing the

LESSON 2
Findings

Introduction
Hi there young researcher! How is it going? You are almost there and this workbook is
surely going to help you wrap things neatly. Soldier on and you can eventually finish what you
have started. This is the part which centers on knitting the result and discussion, conclusion
and recommendation towards your research questions and ultimately, answer your research
problem.

Most Essential Learning Competencies

The Learner…
 draw conclusions form patterns and themes;
 formulate recommendations based on conclusions;
 list references; and
 present a written report and video presentation.

Discovering Concepts…
Before writing the conclusion, make sure that you have written first a summary of your findings.

o The summary of findings serves as a brief restatement of the components of the

research paper.
Now, a conclusion is similar to the falling action of a story. At this point, you as a
researcher shall have the chance to leave an important and lasting note to your readers or in a
story make the readers understand the reasons why the villain is the way he is or the
protagonist understanding his or her purpose.

(Source: Amadeo Pangilinan Cristobal, Jr. & Maura Consolacion De La Cruz-Cristobal,

Practical Research for Senior High School 1, (Quezon City, C&E Publishing, Inc., 2017),
244.)

A conclusion contains insights drawn from the findings of each problem which answer
the questions presented at the beginning of the research paper.

Dos and Don’ts in Writing a Conclusion

o Include a complete summary of findings.

o Highlight key points based on the analysis or results of the study.
o Note important suggestions.
o Share what you learned from the study.
o Use clear and simple language.
o Never add new information.
o Describe the value of your research.
Strategies in Writing the Conclusion
o Echo the introduction expressed in the other sections of the research.
 o Challenge the readers into applying your study in their own lives.
o Look to the future by emphasizing the importance of your paper.
o Pose questions where the readers can gain a new perspective on the topic or you may
also bring your main ideas together to create a new meaning.
(Source: Nelia G. Prieto, Victoria C. Naval, &Teresita G. Carey, Practical Research for Senior
High School 1 Qualitative, (Quezon City, Lorimar Publishing Inc.,2017), 166.)

Sample Conclusion
A Comparative Study on the Effects of Korean Drama Consumption
to the Patriotism of University of the East – Caloocan
Grade 12 HUMSS Fans and Nonfans

(Source: Cabello, Melo Mar Y., Joanne Mariel T. Palisoc, Remar Paulo L. Panganiban, Janna T.
Santosidad, and Robbin L. Sarreal. A Comparative Study on the Effects of Korean Drama
Consumption to the Patriotism of University of the East – Caloocan Grade 12 HUMSS Fans and
Non-fans. Research Report, University of the East, 2018. 80-82.)

Tips: Sample Conclusion:

Go back to The researchers conducted this study in an attempt to prove the
Chapter 1 –
Introduction. causal relationship between watching South Korean TV Drama and
This brings
patriotism. To achieve this objective, the researchers employed
the readers
back to the qualitative method through an in-depth, one-on-one interview. A total of
reason why
you wrote this ten participants were interviewed individually. In order to qualify for the
research
study, participants had to be a grade 12 HUMSS student of University

of the East – Caloocan, five of which should be Korean TV drama fans

while the other five are non-fans. A purposive sampling method was

used in order to identify the participants. In addition to that, the

researcher applied a semi-structured interview so as to counterbalance

the structure and the freedom of the interviewer to conduct the

interview. This study employed a comparative analysis of the

perception of the two groups, namely; South Korean TV drama fans

and non-fans.

The Korean TV drama fans group is composed of three female

fans and two male fans while the non-fans group is composed of three

female non-fans and two male non-fans.

The
numbered
paragraphs 1. The study conducted found out that Korean TV drama fans are
are
conclusions dependent on foreign media, specifically South Korean TV drama,
coming from
because of their increasing and continuous dependence to the said
the research
question/ media in satisfying their needs and wants, as explained by “Media
statement of
the problem Dependency Theory”. A similar pattern could be seen through the

lens of the “Uses and Gratifications Theory” the Korean TV drama

fans’ desires are gratified by the South Korean TV drama. The

reason behind this dependency is due to the common

characteristics between South Korea and the Philippines, in terms

of Geographical aspects (geo linguistic proximity) and Cultural

aspects (cultural linguistic proximity). Several fans also stated that

there are certain qualities of TV drama that are not met by Filipino

TV drama – and in light of this, said fans turned to foreign media

and found the qualities they are looking for in South Korean TV

drama, due to its commonality with the Philippines in terms of

norms, values, beliefs, and the fact that both countries have been

colonized by western countries in the past

2. Moreover, the results show that Korean TV drama fans are self-

proclaimed patriots, when in fact they do not practice this concept of pride

and acceptance towards the qualities that local products have, specifically

those related to Filipino TV drama.

3. The causal relationship of South Korean TV drama and the patriotism is

deemed by the researchers to have a fragile connection, since the results

of the interview did not show an outcome where and when this causation

is manifested. Additionally, the low sample size is seen.

Formulating Recommendations based on Conclusions

You might ask, “What is the reason behind having to write a recommendation in the first place?”
Research readers need insightful comments and for them to be able to cite your study or even
apply it in their daily lives, they need the recommendations. This is similar when you go to a
doctor. The doctor checks and has his/her diagnosis about the problem. Ultimately, s/he is to
recommend a drug or avoidance of food.
  A recommendation is a suggestion that improves the study for future research to be
conducted in the field.
Dos and Don’ts in Writing Recommendations

o Be logical by addressing the conclusion sensibly.

o Revisit your introduction (purpose of the study and the scope) so that the
recommendations will be relevant.
o Keep in mind that recommendations are written to improve the study.
(Source: Nelia G. Prieto, Victoria C. Naval, &Teresita G. Carey, Practical Research for Senior
High School 1 Qualitative, (Quezon City, Lorimar Publishing Inc.,2017), 166.)

Strategies in Writing Recommendations

o Brief: Write short recommendations and only give when necessary.

o Clear and Precise: Show how the implementation will be done.
For example

The research “A Comparative Study on the Effects of Korean Drama Consumption to the
Patriotism of University of the East – Caloocan Grade 12 HUMSS Fans and Non-fans”,
highlighted in the conclusion that the researchers were unable to find the connection to their
research question number 3 which asked “How do the Korean drama fans and non-Korean
drama fans’ perception towards their country differ?”

The causal relationship of South Korean TV drama and the patriotism is deemed by the
researchers to have a fragile connection, since the results of the interview did not show an
outcome where and when this causation is manifested. Additionally, the low sample size is
seen.

The recommendation above is quite wordy and somehow lost its main point because of
the vague language. The following statement may be a revision:

The researchers recommend the increase of participants in the future studies so as to

set a connection between the causal relationships.

Sample Recommendation
A Comparative Study on the Effects of Korean Drama Consumption
to the Patriotism of University of the East – Caloocan
Grade 12 HUMSS Fans and Nonfans

(Source: Cabello, Melo Mar Y., Joanne Mariel T. Palisoc, Remar Paulo L. Panganiban, Janna T.
Santosidad, and Robbin L. Sarreal. A Comparative Study on the Effects of Korean Drama
Consumption to the Patriotism of University of the East – Caloocan Grade 12 HUMSS Fans and
Non-fans. Research Report, University of the East, 2018. 80-82.)

Tips: Sample Recommendation:

The numbered
paragraphs are
recommendation 1. For other researchers who are interested in conducting a similar
s again
study about patriotism and watching South Korean TV drama,
answering
specific they are advised to include all the Senior High School strands
improvements to
be in the that this study failed to do due to the lack of time. Since this
research study. study focused only on the Humanities and Social Sciences

strand, there is only a low level of generalizability and the strand

itself might be a confounded variable that could possibly affected

the answers of the participants.

2. Another perspective that future researchers may take a look on

is the participants’ choice of words. The researchers noticed the

participants’ choice of words. The participants would often use

the word “nila” or “they” in English to describe the Filipinos. From

this the researchers infer that the participants are not

considering themselves as one with the Filipinos thus

contradicting their previous statements stating that they are very

proud to be a Filipino. The statement can also be a

manifestation of the distinction of patriotism and nationalism

wherein patriots criticize their country whenever it is wrong or

lacking as compared to nationalist that devotes themselves

entirely to the country.

Listing References
As you know, it is quite important to recognize the efforts of other people in the success
of your research because without them, your research would not have been good. And, nothing
spells this appreciation better than listing them in the references.

References versus Bibliography

Reference is a list of sources that have been referred to within the research which
includes direct quotations. While bibliography is a list of sources which have been read during
the research process in order to widen one’s knowledge about the research, however these had
information which were used indirectly.

The Why’s in Referencing in Research

o to share the hard work of the experts

o to show distinctions of which are your ideas versus the experts’ ideas
o to respect the work done by the experts
o to allow future researchers to retrieve sources
o to add authority of your work by using time-tested evidences
o to assure readers that you as a researcher read and understood other researches
(Source: Nelia G. Prieto, Victoria C. Naval, &Teresita G. Carey, Practical Research for Senior
High School 1 Qualitative, (Quezon City, Lorimar Publishing Inc.,2017, 174.)
 So, you already know that there are many kinds of referencing styles, however it should
be noted that the ones used for research is institutionalized. This means that it should be
agreed upon by the body with your mentor in the very beginning.

The most common reference style in research is the APA format.

Guidelines in Listing References in APA style

o All lines after the first line of each entry of your reference list should be indented one half
inch from the left margin. This is called hanging indentation.

o It is so easy to indent the reference using hanging indention. Highlight the reference list,
then go to paragraph, click special and then click hanging and then ok. Your reference
list will be indented in hanging style.

See Appendices for APA Citation and Referencing

APA Style of Citation

Style Guide - Library Guides at AUT University. Accessed January 26, 2019.
https://aut.ac.nz.libguides.com/APA6th/referencelist.)

Tips for Referencing:

1. Shorten lengthy URLs. You can use https://www.shorturl.at/shortener.php or

https://app.bitly.com/bbt2/.

2. If you have a hard time writing your references manually, you can use a website
called: http://www.citationmachine.net. It provides a wide array of referencing styles.

3. Or you could also maximize the “Reference” tab of your Microsoft Word.

A. You may change the referencing style to your choice.

 B. For example, you included a new expert. Do your citation right away so
that you will not forget to give credit to the author.
C. After clicking insert citation, the create source box will prompt. Fill out the
details correctly.
D. Then, this will automatically pop out. Edit as required.
E. All citations are done, the reference list for your bibliography/ reference/
works cited is needed. Click Bibliography and you will be presented with
suggested format. Then click Insert.
F. After clicking, a list in alphabetical order will be shown.

ACTIVITY WORK SHEET

Complete Name: ______________________________________Date: _____________

ACTIVITY 6: Pattern, Theme and Code Activity (Individual)

Direction: Write your answer on a clean sheet of yellow paper.

Below is a sample interview regarding SAKURAGI: A Phenomenological Study of
Cutting Classes in Balulang National High School. After reading the transcript look for
possible themes or patterns and try building your own coding guide.

Interviewee 1: “Some of the students are playing SAKURAGI because they feel they are
bored. They want to play computer at the house of their classmate named
Melissa. Some also are having dates with their bf/gf or just hanging out in
the basketball court at Green Heights.”

Interviewee 2: “My classmate is only strolling around Centrio. He is bored in listening

discussion in his teacher since he thought that after high school he will only
be a construction worker. All he wants is to pass.”

Interviewee 3: “Of course, it is very simple here in Balulang National High School. Since
there are no school fences, so it is very easy to escape just to play
computer games or hanging out with friends. Then, sometimes our teachers
have a meeting and it is bored to always write in our activity or notebook.”

Interviewee 4: “Oh it’s really clear that my classmates are only flirting with their beautiful
and handsome teachers just to get fame!”

Interviewee 5: “Usually, some of our classmates are only imitating with their group of
friends just to tell them that they are fame!”

Research Question: Why do some students in Balulang National High School cut
classes?
Answers Coding
 After creating your codes coming from the transcription, write your interpretation.
Remember to include some review of related literature to support your answer.

PERFORMANCE TASK 5: Group Research (Chapter 4 and 5)

Brainstorm and formulate the following (do not hesitate to seek help to your teacher):

Chapter 4. Presentation, Analysis and Interpretation of Data

 Result and Discussion

Chapter 5. Summary of Findings, Conclusion and Recommendation

 Research Design
 Respondents
 Locale of the Study
 Data Gathering
 Interview Questionnaire

References

Additional Information and Instructions will follow.

Research Manuscript
Title Page
Table of Contents

Chapter 1. The Problem and Its Background

 Introduction
 Statement of the Problem
 Scope and delimitation
 Significance of the Study
 Definition of Terms
Chapter 2. Review of Related Literature

 Related Literature
 Related Studies
 Synthesis
 Theoretical / Conceptual Framework
Chapter 3. Research Methodology

 Research Design
 Respondents
 Locale of the Study
 Data Gathering
 Interview Questionnaire
Chapter 4. Presentation, Analysis and Interpretation of Data

 Result and Discussion

Chapter 5. Summary of Findings, Conclusion and Recommendation

 Summary of Findings
 Conclusion
 Recommendation
References