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PRACTICAL RESEARCH 1.0.pptx

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raffynobleza

this will be used in practical research as pr4esentation and for class discussion. This is best for lecture and collaborative discussion

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PRACTICAL RESEARCH 1 SUBJECT TEACHER: RAFFY M. NOBLEZA
• Directions: Read each item carefully. Write TRUE if the statement is true and FALSE if it is false. Write your answers in your activity notebook. • 1. The main purpose of sampling is the choice of appropriate participants to enable the focus of the study to be correctly researched. • 2. Wrong sampling approaches may totally affect the results and outcomes of a study. • 3. In the case study, the data could be collected primarily through indepth interviews with individuals. • 4. In the Ethnography, an equal number of individuals from 2 cultures could be in random. • 5. Case study is in-depth analysis of a person, situation or event. Hence, it is difficult to operate.
• 6. Conducting a study that involves a high-performing police department who uses questionable methods, department that does not take much risks, and a police department that has a close relationship with the community is an example of qualitative multi case study. • 7. A phenomenological viewpoint pays attention to the perceptions and feelings of people associated with what they experienced. • 8. The grounded theory methodology is used to develop a theory about a phenomenon from data inductively. • 9. In grounded theory, the data will be collected primarily through interviews. • 10. The study that will use theory of culture is phenomenological theory.
•Directions: Analyze the given pictures and each given formula (addition and subtraction) to form the correct words/phrases.
-IC + O + + IC 1.
ETHNOGRAPHIC
+ 2.
CASE STUDY
- N + + AL 3.
PHENOMENOLOGICAL
G + + ED + 4.
GROUNDED THEORY
+ - NA 5.
NARRATIVE
+ + 6.
SNOWBALL SAMPLING
PUR + + SIVE 7.
PURPOSIVE
- STORE + 8.
CONVENIENCE SAMPLING
Process questions: How did you find the activity? Is it easy or difficult? What are these words all about? Do you have any idea about qualitative research designs and sampling technique?
QUALITATIVE DESIGNS PHENOMENOLOGICAL ETHNOGRAPHIC NARRATIVE
SAMPLING TECHNIQUE IN QUALITATIVE PURPOSIVE CONVENIENCE SNOWBALL
Group Activity The class will be divided in to 2 groups and each group will be given 15-20 minutes to do the task assigned to them. They will be graded using the rubrics to be presented by the teacher. •Group 1- Talk Show: Different Qualitative Research Designs •Group 2- Reporting using Graphic Organizer : Different Sampling Technique
RUBRICS FOR TALK SHOW
CRITERION Expert 10-9pts Proficient 8-7pts Competent 6-4pts Needs Work 3-1pts Knowledge of Material Expert Student displays thorough knowledge of material presented. Questions and answers thoroughly reflect characterization of Talk Show guest/host portrayal. Proficient Student displays thorough knowledge of material. Questions and answers greatly reflect characterization of Talk Show guest/host portrayal. Competent Student displays some knowledge of material presented. Questions and answers mostly reflect characterization of Talk Show guest/host portrayal. Needs Work Group members make serious errors in material presented. Questions and answers do not reflect characterization of Talk Show guest/host portrayal. Organizatio n Expert Presentation and materials are well organized. Student knows her role well. Proficient Presentation is well-organized, but student shows some minor disorganization. Competent Students portrayal shows minor disorganization, and contributes to the group appearing disorganized. Needs Work Student seems very disorganized. Student does not seem to know her role well. Presentation Expert Student speaks clearly and loudly and make good eye contact. Proficient Student speaks clearly, but there are minor problems with volume or eye contact. Competent Student speaks clearly, but there are major problems with volume and eye contact. Needs Work Student does not speak clearly, and there are problems with volume and eye contact. Creativity Expert Presentation shows significant effort. Student goes beyond basic questions and answers. Good use of supporting visuals/dress. Proficient Presentation shows effort. Students occasionally go beyond basic questions/answers. Some use of supporting visuals/dress. Competent Presentation is acceptable. Discussion is adequate, but does not go beyond basic questions/answers. Very little use of supporting visuals/dress. Needs Work Discussion is somewhat lacking in basic questions/answers. No use of supporting visuals/dress. Time and Participation Expert The student's presentation was 4-7 minutes, and allowed free conversation between guest and interviewer. Proficient The student's presentation was not within 4-7 minutes, or allowed limited conversation between guest and interviewer. Competent The student's presentation was much shorter/longer than 4-7 minutes, and did not allow others to converse. Needs Work The student's presentation completely ignored time limits and/or or did not allow conversation between guest and interviewer.
RUBRICS FOR REPORTING
s1 Excellent 10-9 pts GOOD 8-7pts FAIR 6-4pts POOR 3-1 pts ORGANIZATI ON Smooth flow of presentation Excellent The presentation was well organized, well prepared and easy to follow. GOOD The presentation had organizing ideas but could have been much stronger with better preparation. FAIR There wereminimal signs of organization or preparation. POOR The presentation lacked OF organization and had little evidence of preparation. CONTENT Information Excellent Presentation had an exceptional amount of valuable material and was extremely beneficial to the class GOOD Presentation had a good amount of material and benefited the class. FAIR Presentation had moments where valuable material was present but as a whole content was lacking. POOR Presentation contained little to no valuable material. PRESENTATI ON Delivery Excellent Presenters were all very confident in delivery and they did an excellent Job of engaging the class. Preparation is very evident. GOOD Presenters were occasionally confident with their presentation however the presentation was not as engaging as it could have been for the class. FAIR Presenters were not consistent with the level of confidence/ preparedness they showed the classroom but had some strong moments POOR Presenters were unconfident and demonstrated little evidence of planning prior to presentation. Graphic Organizer Presentation Clear and readable. Excellent Graphic Organizer was well prepared, organized. Text was clear and readable, Followed GOOD Graphic Organizer was somewhat prepared, organized. Text was clear and readable, somewhat followed FAIR Graphic Organizer was unprepared, unorganized. Text was a little bit clear and readable, POOR No Graphic Organizer was prepared.
Ethnographical Research. Ethnographic research is probably the most popular and applicable type of qualitative research. In ethnography, you engage yourself in the target participants' environment to understand the behavior, cultures, challenges, motivations, and themes that occur. Purpose: To describe a culture’s character Outcome: Description of culture
Case Study. Case study involves an in-depth examination of a single person or single individual or single institution/organization. The goal of a case study is to provide an accurate and complete description of the case; the principal benefit of a case study is that it can expand our knowledge about the human behavior or attitude Purpose: To give an in-depth description of the experience of one person, family, group, community, or institution Outcome: In-depth description of the experience
Phenomenological Research. In a phenomenological study, you use a combination of methods, such as conducting interviews, reading documents, watching videos, or visiting places and events, to understand the meaning that participants place on whatever is being examined Purpose: To describe experiences as people lived (e.g., examines uniqueness of individual’s lived situations) Outcomes: Findings described from subject’s point-of- view Researcher identifies themes. Structural explanation of findings is developed.
Grounded Theory. While a phenomenological study looks to describe the essence of an activity or event, grounded theory looks to provide an explanation or theory behind the events. According to Ralph, Birks, and Chapman (2015), grounded theory is “methodologically dynamic” which provides a means of constructing methods to better understand situations that humans find themselves in. Purpose: To develop a theory Outcome: Theory supported by examples from data
Narrative/Historical Research Design. A synonym of the term ‘narrative’ is ‘story’ or ‘history’ (Kramp, 2004). Narratives are related with life stories. Moen (2006) defined it as “a story that tells a sequence of events that is significant for the narrator or audience or her/his audience”. This means that the narrative approach weaves together a sequence of events, usually from just one or two individuals to form a cohesive story. Purpose: To describe and examine events of the past to understand the present and anticipate potential future effects Outcomes: Select means of presentation—biography, chronology, issue paper
Convenience Sampling This is the most common form of qualitative sampling, and it occurs when people are invited to participate in the study because they are conveniently (opportunistically) available with regard to access, location, time, and willingness.
PRACTICAL RESEARCH 1.0.pptx
Purposive sampling is designed to provide information-rich cases as participants are those who have the required status, experience, or knowledge of interest to the researcher.
PRACTICAL RESEARCH 1.0.pptx
Snowball Sampling Also known as ‘chain referral’ or ‘networking’ sampling, snowball sampling occurs when the researcher starts gathering information from one or a small number of people and then requests to put the researcher in touch with others who may be friends, relatives, colleagues, or other significant contacts.
PRACTICAL RESEARCH 1.0.pptx
Theoretical Sampling This form of sampling is mostly used in grounded theory studies but is increasingly being used to gather data for the purpose of theory generation. The research starts from a homogeneous (small) sample and moves to a heterogeneous (larger) sample (Babbie 2014).
PRACTICAL RESEARCH 1.0.pptx
Mind Check : In the given research title, what research design and sampling technique can be used or applied on this? Research Title: “Alcoholism among high school students: A critical study”
QUALITATIVE RESEARCH DESIGNS 1. 2. 3. 4. 5.
SAMPLING TECHNIQUE IN QUALITATIVE RESEARCH
PRACTICAL RESEARCH 1.0.pptx

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PRACTICAL RESEARCH 1.0.pptx

  • 2. • Directions: Read each item carefully. Write TRUE if the statement is true and FALSE if it is false. Write your answers in your activity notebook. • 1. The main purpose of sampling is the choice of appropriate participants to enable the focus of the study to be correctly researched. • 2. Wrong sampling approaches may totally affect the results and outcomes of a study. • 3. In the case study, the data could be collected primarily through indepth interviews with individuals. • 4. In the Ethnography, an equal number of individuals from 2 cultures could be in random. • 5. Case study is in-depth analysis of a person, situation or event. Hence, it is difficult to operate.
  • 3. • 6. Conducting a study that involves a high-performing police department who uses questionable methods, department that does not take much risks, and a police department that has a close relationship with the community is an example of qualitative multi case study. • 7. A phenomenological viewpoint pays attention to the perceptions and feelings of people associated with what they experienced. • 8. The grounded theory methodology is used to develop a theory about a phenomenon from data inductively. • 9. In grounded theory, the data will be collected primarily through interviews. • 10. The study that will use theory of culture is phenomenological theory.
  • 4. •Directions: Analyze the given pictures and each given formula (addition and subtraction) to form the correct words/phrases.
  • 5. -IC + O + + IC 1.
  • 9. - N + + AL 3.
  • 11. G + + ED + 4.
  • 17. PUR + + SIVE 7.
  • 21. Process questions: How did you find the activity? Is it easy or difficult? What are these words all about? Do you have any idea about qualitative research designs and sampling technique?
  • 24. Group Activity The class will be divided in to 2 groups and each group will be given 15-20 minutes to do the task assigned to them. They will be graded using the rubrics to be presented by the teacher. •Group 1- Talk Show: Different Qualitative Research Designs •Group 2- Reporting using Graphic Organizer : Different Sampling Technique
  • 26. CRITERION Expert 10-9pts Proficient 8-7pts Competent 6-4pts Needs Work 3-1pts Knowledge of Material Expert Student displays thorough knowledge of material presented. Questions and answers thoroughly reflect characterization of Talk Show guest/host portrayal. Proficient Student displays thorough knowledge of material. Questions and answers greatly reflect characterization of Talk Show guest/host portrayal. Competent Student displays some knowledge of material presented. Questions and answers mostly reflect characterization of Talk Show guest/host portrayal. Needs Work Group members make serious errors in material presented. Questions and answers do not reflect characterization of Talk Show guest/host portrayal. Organizatio n Expert Presentation and materials are well organized. Student knows her role well. Proficient Presentation is well-organized, but student shows some minor disorganization. Competent Students portrayal shows minor disorganization, and contributes to the group appearing disorganized. Needs Work Student seems very disorganized. Student does not seem to know her role well. Presentation Expert Student speaks clearly and loudly and make good eye contact. Proficient Student speaks clearly, but there are minor problems with volume or eye contact. Competent Student speaks clearly, but there are major problems with volume and eye contact. Needs Work Student does not speak clearly, and there are problems with volume and eye contact. Creativity Expert Presentation shows significant effort. Student goes beyond basic questions and answers. Good use of supporting visuals/dress. Proficient Presentation shows effort. Students occasionally go beyond basic questions/answers. Some use of supporting visuals/dress. Competent Presentation is acceptable. Discussion is adequate, but does not go beyond basic questions/answers. Very little use of supporting visuals/dress. Needs Work Discussion is somewhat lacking in basic questions/answers. No use of supporting visuals/dress. Time and Participation Expert The student's presentation was 4-7 minutes, and allowed free conversation between guest and interviewer. Proficient The student's presentation was not within 4-7 minutes, or allowed limited conversation between guest and interviewer. Competent The student's presentation was much shorter/longer than 4-7 minutes, and did not allow others to converse. Needs Work The student's presentation completely ignored time limits and/or or did not allow conversation between guest and interviewer.
  • 28. s1 Excellent 10-9 pts GOOD 8-7pts FAIR 6-4pts POOR 3-1 pts ORGANIZATI ON Smooth flow of presentation Excellent The presentation was well organized, well prepared and easy to follow. GOOD The presentation had organizing ideas but could have been much stronger with better preparation. FAIR There wereminimal signs of organization or preparation. POOR The presentation lacked OF organization and had little evidence of preparation. CONTENT Information Excellent Presentation had an exceptional amount of valuable material and was extremely beneficial to the class GOOD Presentation had a good amount of material and benefited the class. FAIR Presentation had moments where valuable material was present but as a whole content was lacking. POOR Presentation contained little to no valuable material. PRESENTATI ON Delivery Excellent Presenters were all very confident in delivery and they did an excellent Job of engaging the class. Preparation is very evident. GOOD Presenters were occasionally confident with their presentation however the presentation was not as engaging as it could have been for the class. FAIR Presenters were not consistent with the level of confidence/ preparedness they showed the classroom but had some strong moments POOR Presenters were unconfident and demonstrated little evidence of planning prior to presentation. Graphic Organizer Presentation Clear and readable. Excellent Graphic Organizer was well prepared, organized. Text was clear and readable, Followed GOOD Graphic Organizer was somewhat prepared, organized. Text was clear and readable, somewhat followed FAIR Graphic Organizer was unprepared, unorganized. Text was a little bit clear and readable, POOR No Graphic Organizer was prepared.
  • 29. Ethnographical Research. Ethnographic research is probably the most popular and applicable type of qualitative research. In ethnography, you engage yourself in the target participants' environment to understand the behavior, cultures, challenges, motivations, and themes that occur. Purpose: To describe a culture’s character Outcome: Description of culture
  • 30. Case Study. Case study involves an in-depth examination of a single person or single individual or single institution/organization. The goal of a case study is to provide an accurate and complete description of the case; the principal benefit of a case study is that it can expand our knowledge about the human behavior or attitude Purpose: To give an in-depth description of the experience of one person, family, group, community, or institution Outcome: In-depth description of the experience
  • 31. Phenomenological Research. In a phenomenological study, you use a combination of methods, such as conducting interviews, reading documents, watching videos, or visiting places and events, to understand the meaning that participants place on whatever is being examined Purpose: To describe experiences as people lived (e.g., examines uniqueness of individual’s lived situations) Outcomes: Findings described from subject’s point-of- view Researcher identifies themes. Structural explanation of findings is developed.
  • 32. Grounded Theory. While a phenomenological study looks to describe the essence of an activity or event, grounded theory looks to provide an explanation or theory behind the events. According to Ralph, Birks, and Chapman (2015), grounded theory is “methodologically dynamic” which provides a means of constructing methods to better understand situations that humans find themselves in. Purpose: To develop a theory Outcome: Theory supported by examples from data
  • 33. Narrative/Historical Research Design. A synonym of the term ‘narrative’ is ‘story’ or ‘history’ (Kramp, 2004). Narratives are related with life stories. Moen (2006) defined it as “a story that tells a sequence of events that is significant for the narrator or audience or her/his audience”. This means that the narrative approach weaves together a sequence of events, usually from just one or two individuals to form a cohesive story. Purpose: To describe and examine events of the past to understand the present and anticipate potential future effects Outcomes: Select means of presentation—biography, chronology, issue paper
  • 34. Convenience Sampling This is the most common form of qualitative sampling, and it occurs when people are invited to participate in the study because they are conveniently (opportunistically) available with regard to access, location, time, and willingness.
  • 36. Purposive sampling is designed to provide information-rich cases as participants are those who have the required status, experience, or knowledge of interest to the researcher.
  • 38. Snowball Sampling Also known as ‘chain referral’ or ‘networking’ sampling, snowball sampling occurs when the researcher starts gathering information from one or a small number of people and then requests to put the researcher in touch with others who may be friends, relatives, colleagues, or other significant contacts.
  • 40. Theoretical Sampling This form of sampling is mostly used in grounded theory studies but is increasingly being used to gather data for the purpose of theory generation. The research starts from a homogeneous (small) sample and moves to a heterogeneous (larger) sample (Babbie 2014).
  • 42. Mind Check : In the given research title, what research design and sampling technique can be used or applied on this? Research Title: “Alcoholism among high school students: A critical study”