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Prefacevii
Acknowledgments ix
iii
UNIT IV Learning from Others and Reviewing the Literature
Lesson 7 Review of Related Literature (RRL) 55
Meaning of Review of Related Literature
Purposes of Review of Related Literature
Styles or Approaches of RRL or Review of Related Literature
1. Traditional Review of Literature
2. Systematic Review of Literature
Structure of the RRL
Lesson 8 The Process of Review of Related Literature 65
Stage 1: Search for the Literature
Stage 2: Reading the Source Material
Stage 3: Writing the Review
Lesson 9 Standard Styles in Review of Related Literature,
Citation, or References 73
Purposes of Citation
Styles of Citation
Patterns of Citation
Plagiarism
iv
Lesson 13 Interview 110
Definition
Types
Approaches
Steps in Conducting an Interview
Questionnaire
UNIT VII Analyzing the Meaning of the Data and Drawing Conclusions
Lesson 14 Data Analysis 119
Nature
Data Matrix
Qualitative Data Analysis
Lesson 15 Drawing of Conclusions 127
Meaning of Conclusion
Drawing Conclusions
Pointers in Writing Conclusions
v
Preface
vii
(HOTS), such as interpreting, criticizing, synthesizing, and creating, as
you go through the stages of research in finding answers to your research
questions or life problems.
Each lesson in this book will increase your knowledge about research,
in general, and qualitative research, in particular. It will require you to
learn and do things using a discovery technique. Utilizing this learning
technique, aided by your schemata or background knowledge about the
topic, you will learn the concepts behind the subject matter and master
them through individual and collaborative activities, requiring you to
explain, elaborate, and transform the learned concepts and competencies
of things that will be instrumental in achieving a more qualitative life or
bringing positive changes in society. Hence, this book serves as your way
of expanding your world perceptions, much more, of making yourself
more intelligent as you strive to wrestle with confusing things in your life.
E. L. B.
viii
Acknowledgments
The author would like to thank all the writers and other sources of
knowledge and information, where the research ideas and examples in this
book came from.
Special thanks go to the experts who evaluated this book to make this
a worthy reading material on research, specifically on qualitative research.
Likewise, I am grateful to the librarians of the University of Santo
Tomas and other schools for assistance in the author’s search for varied
sources of knowledge and information to complete this reading material.
ix
Unit
I Nature of Inquiry and Research
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 by
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.
Connecting Concepts
Linking Old and New Knowledge
1
2 • PRACTICAL RESEARCH 1
INQUIRE
CRUCIAL
GUARANTEE
The continuous presence of your name on the Dean’s List guarantees a good future
for you.
UNIT I – NATURE OF INQUIRY AND RESEARCH • 3
Directions: Use the new words in sentences and write them below.
Stirring Up Imagination
What comes to your mind upon reading the selection’s title, Inquiry-based
Learning? Make inferences about this selection.
INQUIRY-BASED LEARNING
Meaning of Inquiry
Learning is your way of obtaining knowledge about your surroundings. This
takes place in many ways, and one of these is inquiry, which many people in the
field of education consider effective. Inquiry is a learning process that motivates you
to obtain knowledge or information about people, things, places, or events. You do
this by investigating or asking questions about something you are inquisitive about.
It requires you to collect data, meaning, facts, and information about the object of
your inquiry, and examine such data carefully. In your analysis, you execute varied
thinking strategies that range from lower-order to higher-order thinking skills such
as inferential, critical, integrative, and creative thinking. These are top-level thinking
strategies that you ought to perform in discovering and understanding the object of
your inquiry. Engaging yourself in many ways of thinking, you come to conclude that
inquiry is an active learning process.
Putting you in a situation where you need to probe, investigate, or ask questions
to find answers or solutions to what you are worried or doubtful about, inquiry is a
problem-solving technique. Solving a problem by being inquisitive, you tend to act
like scientists who are inclined to think logically or systematically in seeking evidence
to support their conclusions about something. Beginning with whatever experience
or background knowledge you have, you proceed like scientists with your inquiry by
imagining, speculating, interpreting, criticizing, and creating something out of what
you discovered.
4 • PRACTICAL RESEARCH 1
Inquiry elevates your thinking power. It makes you think in different ways,
enabling you to arrive at a particular idea or understanding that will motivate you
to create something unique, new, or innovative for your personal growth as well as
for the world. Inquisitive thinking allows you to shift from one level of thought to
another. It does not go in a linear fashion; rather, it operates in an interactive manner.
Solving a problem, especially social issues, does not only involve yourself but
other members of the society too. Hence, inquiry, as a problem-solving technique,
includes cooperative learning because any knowledge from members of the society
can help to make the solution. Whatever knowledge you have about your world bears
the influence of your cultural, sociological, institutional, or ideological understanding
of the world. (Badke 2012)
Activity 1
Activity 2
Directions: PAIR WORK. Some of the following questions will require more complex
thinking while some demand simple or less thinking. Put a check (ü) on the
questions that require more complex thinking and put an X to those that trigger
simple and less thinking.
������� 1. What’s the color of your gown?
������� 2. Who bought your gown?
������� 3. Why are some graduating students not willing to wear gowns?
������� 4. Which memo are you talking about?
������� 5. Do you agree that Mr. Cruz was the one who wrote the memo?
������� 6. Which article seems intriguing to the graduates?
������� 7. What is inside the pocket of the green gown?
������� 8. Who owns the gown?
������� 9. How can the gown make you look more attractive?
������� 10. Should you wear a gown during the graduation ball?
Activity 1
Activity 2
Directions: GROUP WORK. Form a group of four members. Choose any of the
following group activities.
1. Speculations: Recall the hottest issue in town. Prove how inquisitive you
are by raising top-level probing questions about it.
2. Role-Playing: Two will act as police authorities investigating a criminal
case while the other two will play the role of suspected law violators. Ask
probing questions.
UNIT I – NATURE OF INQUIRY AND RESEARCH • 7
Find time to visit your municipal hall and inquire about the holding of inquisitions
in your area. Ask how you can witness such investigative activity. Make a brief report
explaining or describing facts and information you have gathered about it and their
connection with what you have learned about Inquiry.
Activity 2: Email
Create an essay about inquiry-based learning and email this to some of your
teachers, classmates, or friends. Request them to send also their comments or reactions
about your email on inquiry.
Nature
LESSON 2 of Research
Connecting Concepts
Linking Old and New Knowledge
8
UNIT I – NATURE OF INQUIRY AND RESEARCH • 9
7. Hone_____________________________________________________________
Hone your reading skills by spending more time in reading books.
8. Superb___________________________________________________________
For the actor’s superb performance, he won an award.
9. Ins and outs_______________________________________________________
First, know the ins and outs of marriage before deciding to tie the knot with
him.
10. Trigger___________________________________________________________
Say a line on love to trigger off a conversation between those two people.
Directions: PAIR WORK. Have a conversation with your seatmate about one topic
familiar to both of you. Use the newly learned words in your conversation.
Stirring Up Imagination
Directions: Picture Analysis. Examine these different scenic places. Which of these
places interest you the most? Why? Would you like to know more about them?
How do you think will you be more knowledgeable about your favorite or most
loved places?
Meaning of Research
In college, you involve yourself in varied school activities such as academic
contests, sports fests, elocution contest, music festivals, college week celebrations, art
exhibits, research work, debate competitions, and many more. All of these activities
are aimed to let you develop a well-rounded personality. But one or two of them gave
emphasis in honing a particular ability (e.g., making you excel in mathematics, science,
arts, music, and many more).
One school activity that every college student has to excel in is research. This is a
hallmark of a university or college education. Your research abilities reflect the quality
of your school. If you graduate from a school with superb knowledge of research work,
you can tell yourself that, “I am a product of a quality college or university.” Hence,
the greatness of a higher education institution depends on how knowledgeable its
faculty and students are about the ins and outs of research; more so, on the application
of this to their everyday life for the progress of the whole world.
What is research? A number of books on research define this term in many
ways, but such varied definitions boil down to the primary meaning of this word,
which is:
Research is a process of executing various mental acts for discovering and
examining facts and information to prove the accuracy or truthfulness of your
claims or conclusions about the topic of your research. Research requires you to
inquire or investigate about your chosen research topic by asking questions that will
make you engage yourself in top-level thinking strategies of interpreting, analyzing,
synthesizing, criticizing, appreciating, or creating to enable you to discover truths
about the many things you tend to wonder about the topic of your research work.
(Litchman 2013)
Research is analogous to inquiry, in that, both involve investigation of something
through questioning. However, the meaning of research is more complicated than
inquiry because it does not center mainly on raising questions about the topic, but
also on carrying out a particular order of research stages. Each stage of the research
process is not an individual task because the knowledge you obtain through each
stage comes not only from yourself but other people as well. Thus, similar to inquiry,
research involves cooperative learning.
Central to research is your way of discovering new knowledge, applying
knowledge in various ways as well as seeing relationships of ideas, events, and
situations. Research then puts you in a context where a problem exists. You have
to collect facts or information, study such data, and come up with a solution to the
problem based on the results of your analysis. It is a process requiring you to work
logically or systematically and collaboratively with others.
To sum up your concepts about the nature of research, the following will give
you the characteristics, purposes, classification, types of, and approaches to research.
(Badke 2012; Silverman 2013; De Mey 2013)
UNIT I – NATURE OF INQUIRY AND RESEARCH • 11
Characteristics of Research
1. Accuracy. It must give correct or accurate data, which the footnotes, notes,
and bibliographical entries should honestly and appropriately documented
or acknowledged.
2. Objectiveness. It must deal with facts, not with mere opinions arising from
assumptions, generalizations, predictions, or conclusions.
3. Timeliness. It must work on a topic that is fresh, new, and interesting to the
present society.
4. Relevance. Its topic must be instrumental in improving society or in solving
problems affecting the lives of people in a community.
5. Clarity. It must succeed in expressing its central point or discoveries by using
simple, direct, concise, and correct language.
6. Systematic. It must take place in an organized or orderly manner.
Purposes of Research
1. To learn how to work independently
2. To learn how to work scientifically or systematically
3. To have an in-depth knowledge of something
4. To elevate your mental abilities by letting you think in higher-order thinking
strategies (HOTS) of inferring, evaluating, synthesizing, appreciating,
applying, and creating
5. To improve your reading and writing skills
6. To be familiar with the basic tools of research and the various techniques of
gathering data and of presenting research findings
7. To free yourself, to a certain extent, from the domination or strong influence
of a single textbook or of the professor’s lone viewpoint or spoon feeding
Types of Research
1. Based on Application of Research Method
Is the research applied to theoretical or practical issues? If it deals with
concepts, principles, or abstract things, it is a pure research. This type of re-
search aims to increase your knowledge about something. However, if your
intention is to apply your chosen research to societal problems or issues,
finding ways to make positive changes in society, you call your research,
applied research.
2. Based on Purpose of the Research
Depending on your objective or goal in conducting research, you
do any of these types of research: descriptive, correlational, explanatory,
exploratory, or action.
12 • PRACTICAL RESEARCH 1
Approaches to Research
After choosing your topic for research, what is your next move? In other words,
how are you going to approach or begin your research, deal with your data, and
establish a connection among all things or activities involved in your research? There
are three approaches that you can choose from.
The first is the scientific or positive approach, in which you discover and measure
information as well as observe and control variables in an impersonal manner. It
allows control of variables. Therefore, the data gathering techniques appropriate for
this approach are structured interviews, questionnaires, and observational checklists.
Data given by these techniques are expressed through numbers, which means that this
method is suitable for quantitative research.
The second approach is the naturalistic approach. In contrast to the scientific
approach that uses numbers to express data, the naturalistic approach uses words.
This research approach directs you to deal with qualitative data that speak of how
people behave toward their surroundings. These are non-numerical data that express
truths about the way people perceive or understand the world. Since people look
at their world in a subjective or personal basis in an uncontrolled or unstructured
manner, a naturalistic approach happens in a natural setting.
Is it possible to plan your research activities based on these two approaches?
Combining these two approaches in designing your research leads you to the third one,
called triangulation approach. In this case, you are free to gather and analyze data using
multiple methods, allowing you to combine or mix up research approaches, research
types, data gathering, and data analysis techniques. Triangulation approach gives
you the opportunity to view every angle of the research from different perspectives.
(Badke 2012; Silverman 2013)
Activity 1
Directions: INDIVIDUAL WORK. Express your judgment or decision about each line
by checking the box representing your choice. On the lines provided, write your
reasons to justify your agreement or disagreement on the given statement.
1. Your zero or poor knowledge of research means you are not in a quality
school.
Agree Disagree
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
14 • PRACTICAL RESEARCH 1
Agree Disagree
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Agree Disagree
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Agree Disagree
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Agree Disagree
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Activity 2
Activity 1
a. Theory of Relativity
b. University Belt Street Foods
c. Landline vs. Cellphone
d. Reasons Behind Tuition Fee Increases
e. Manila Flash Flood Solutions
f. College Assessment Practices
g. Critical Thinking and Creative Thinking in Learning-Teaching
Situations
h. The Why and How of Internet Use
i. Effects of Korean Telenovelas on Filipino TV Viewers
j. Digital Age
k. Teaching Through PowerPoint Presentations
l. Archimedes’ Principle of Buoyancy
16 • PRACTICAL RESEARCH 1
Activity 2
Directions: GROUP WORK. Form a group of three. Think of your own topics for each
research type. Keeping in mind what you have learned from this lesson, come
to an agreement about the reasons to justify the specific research type for each
chosen topic.
Activity 3
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 a 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 effects of such object or place to some people. To discover
facts and information about the object of your interest is to work collaboratively with
some people, for the answers to your questions about your topic do not come only
from yourself but from others as well. Here lies the importance of qualitative research.
It promotes people’s interdependence or interpersonal relationships that the world
needs for solving its societal problems.
Connecting Concepts
Linking Old and New Knowledge
Directions: INDIVIDUAL WORK. You will encounter the following words in the
reading selection that you will read a few minutes from now. Recall whatever
previous knowledge you have about them to know their meanings. Get clues also
from how they were used in the sentences.
19
20 • PRACTICAL RESEARCH 1
1. Premium – Which must you put a premium on, good reputation or material
wealth?
2. Emanating – Feelings that are emanating from the orphan reflect his social
indifference.
3. Constantly – Pray constantly as if it was an act of breathing and eating.
4. Fixated − Don’t allow yourself to be fixated on such line of thinking.
5. Abound − Cultivate an area abound with earthworms for hamburger
production.
6. Vision − He has a vision in life that makes him see himself sitting in a palace.
7. Gear − To whom will he gear such ironical line, to Brutus or Augustus
Caesar?
8. Yield − Watering it daily will make that tree yield fruits.
9. Diverse − You may choose one from those diverse Chinese products.
10. Indispensable − In general, rice is indispensable to Filipinos like pizza is to
Italians.
Directions: GROUP WORK. Form a triad. Exchange ideas with one another about the
hottest issue in town. Use the newly learned words in your conversation.
Stirring Up Imagination
BRAINSTORMING SESSION
Directions: How knowledgeable are you about your surroundings? How can you
know more about people, places, and things in this world? Share with your
classmates some ways and techniques you know about becoming knowledgeable
about a lot of things in this world such as those within your own world, among
your friends, schoolmates, loved ones, and so on.
What do you know about qualitative research as a method of understanding
your surroundings better?
QUALITATIVE RESEARCH
or unique. Try looking at the people around you. Perhaps, you are interested in
knowing these people’s ideas, views, feelings, attitudes, or lifestyle. The information
these people give you reflect their mental, spiritual, emotional, or social upbringing,
which in turn, show how they view the world.
Resulting from internal aspects, people cannot measure worldviews but can
know them through numbers. Obtaining world knowledge in this manner directs you
to do a research called Qualitative Research. This is a research type that puts premium or
high value on people’s thinking or point of view conditioned by their personal traits.
As such, it usually takes place in soft sciences like social sciences, politics, economics,
humanities, education, psychology, nursing, and all business-related subjects.
Subjectivity in qualitative research is true, not only for an individual or a group under
study, but also for you, the researcher, because of your personal involvement in every
stage of your research. For instance, during interviews, you tend to admire or appreciate
people’s ideas based on their answers or your observations and analysis of certain objects.
By carefully looking at or listening to the subject or object in a natural setting, you become
affected by their expressions of what they think and feel about a topic. (Coghan 2014)
In a qualitative research, the reality is conditioned by society and people’s
intentions are involved in explaining cause-effect relationships. Things are studied
in their natural setting, enough for you to conclude that qualitative research is an
act of inquiry or investigation of real-life events. Giving you more concepts about a
qualitative research are the following paragraphs that comprehensively present the
elements or characteristics, types, and advantages of this kind of research (Silverman
2013; Litchman 2013; Walliman 2014; Suter 2012):
4. Specificity to generalization
Specific ideas in a qualitative research are directed to a general
understanding of something. It follows an inductive or scientific method
of thinking, where you start thinking of particular or specific concept that
will eventually lead you to more complex ideas such as generalizations or
conclusions.
5. Contextualization
A quantitative research involves all variables, factors, or conditions
affecting the study. Your goal here is to understand human behavior. Thus,
it is crucial for you to examine the context or situation of an individual’s
life—the who, what, why, how, and other circumstances—affecting his or
her way of life.
6. Diversified data in real-life situations
A qualitative researcher prefers collecting data in a natural setting like
observing people as they live and work, analyzing photographs or videos as
they genuinely appear to people, and looking at classrooms unchanged or
adjusted to people’s intentional observations.
7. Abounds with words and visuals
Words, words, and more words come in big quantity in this kind of
research. Data gathering through interviews or library reading, as well as
the presentation of data analysis results, is done verbally. In some cases, it
resorts to quoting some respondents’ answers. Likewise, presenting people’s
world views through visual presentation (i.e., pictures, videos, drawings,
and graphs) are significantly used in a qualitative research.
8. Internal analysis
Here, you examine the data yielded by the internal traits of the subject
individuals (i.e., emotional, mental, spiritual characteristics). You study
people’s perception or views about your topic, not the effects of their physical
existence on your study. In case of objects (e.g., books and artworks) that are
subjected to a qualitative research, the investigation centers on underlying
theories or principles that govern these materials and their usefulness to
people.
Activity 1
Directions: INDIVIDUAL WORK. Explain the concepts you have learned by answer-
ing the following questions.
1. What comes to your mind the moment you hear qualitative research?
__________________________________________________________________
__________________________________________________________________
2. If you want to conduct a research study about your favorite restaurant in
town, what method of qualitative research is appropriate for your study?
Explain your choice.
__________________________________________________________________
__________________________________________________________________
UNIT II – QUALITATIVE RESEARCH AND ITS IMPORTANCE IN DAILY LIFE • 25
Activity 2
Directions: Name the type of qualitative research best suited for the following topics.
1. The Mangyans’ Burial Practices��������������������������������������
2. Relatives of Typhoon Victims����������������������������������������
3. The Effectiveness of the K–12 Curriculum ����������������������������
26 • PRACTICAL RESEARCH 1
Activity 1
Directions: GROUP WORK. Form a group of five. Using a Manila paper, do any of the
following activities.
A. Do a semantic map showing your imagination of the way a researcher
conducts his or her ethnographic research in a certain place.
B. Sketch the varied observational activities the researcher will do to gather
data about this topic: “The Favorite Brand of Sardines of Residents in the Happy
Nook Subdivision.”
C. Draw a table with three columns where you can list down topics of your
own for a qualitative research. The first column is for the topic, second, for
the purpose, and third, for the type of qualitative research to be used.
Mulling over these things, think of one good topic you can research on qualitatively.
But before doing an actual research, write a descriptive essay about the application
of qualitative research on your chosen topic. Let your teacher or classmates have an
idea of your thoughts or plans on a qualitative research by giving them a copy of
your descriptive essay that explains the connection of your topic with all the essential
things you have learned about qualitative research.
LESSON 4 Qualitative Research in Different
Areas of Knowledge
Connecting Concepts
Linking Old and New Knowledge
Directions: INDIVIDUAL WORK. Using the other words in the cluster as clues, give
the meaning of the underlined word in each set.
1. granted, yielded, given, imparted
2. real, true, certain, actual
3. ethical, decent, moral, righteous
4. essential, basic, necessary, indispensable
5. dichotomy, opposition, separation, division
6. mutual, symbiotic, reciprocal, complementary
7. believed, derived, concluded, deduced
Directions: Do the KIM (Key, Information, Memory). Complete the following grid
with ideas or pieces of information indicated by the headings.
28
UNIT II – QUALITATIVE RESEARCH AND ITS IMPORTANCE IN DAILY LIFE • 29
4. indispensable
5. dichotomy
6. symbiotic
7. deduced
Stirring Up Imagination
What course would you like to take after finishing high school? Are you interested
in becoming a businessman, an engineer, a nurse, a lawyer, a doctor, a teacher, or other
professions? How do you think is research done in these areas of discipline?
another. The naturalistic approach focuses on discovering the real concept or meaning
behind people’s lifestyles and social relations.
Unlike the scientific approach that makes you express and record your findings
quantitatively, which means in numerical forms, the naturalistic approach lets you
present things qualitatively through verbal language. Using words rather than
numbers as the unit of analysis, this second research approach concerns itself with
qualitative data—one type of data that exists in abundance in social sciences, which to
others exists as soft sciences. Considered as soft sciences are Anthropology, Business,
Education, Economics, Law, Politics, and all subjects aligned with business and all
those focused on helping professions such as, Nursing, Counseling, Physical Therapy,
and the like. (Babbie 2013)
Having the intention to collect data from people situated in a natural setting,
social researchers use unstructured interviews and participant observations. These
two data gathering techniques yield opinionated data through the use of open-ended
questions and actual participation of the researcher in the subjects’ activities. Collecting
data through these subjective-prone research methods indispensably results in the
gathering of qualitative data.
All in all, from a social science researcher’s viewpoint, these qualitative data
resulting from naturalistic approach of research serves as the basis for determining
universal social values to define ethical or unethical behavior that society ought to
know, not only for the benefit of every individual and community but also for the
satisfaction of man’s quest for knowledge. (Sarantakos 2013; Ransome 2013)
In the field of Humanities, man’s social life is also subjected to research studies.
However, researchers in this area give emphasis not to man’s social life, but to the
study of the meanings, significance, and visualizations of human experiences in the
fields of Fine Arts, Literature, Music, Drama, Dance, and other artistically inclined
subjects. Researches in these subjects happen in any of the following humanistic
categories:
1. Literature and Art Criticism where the researchers, using well-chosen
language and appropriate organizational pattern, depend greatly on their
interpretative and reflective thinking in evaluating the object of their study
critically.
2. Philosophical Research where the focus of inquiry is on knowledge and principles
of being and on the manner human beings conduct themselves on earth.
3. Historical Research where the investigation centers on events and ideas that
took place in man’s life at a particular period.
Activity 1
Directions: PAIR WORK. With your partner, think of the correct expression to complete
each sentence.
1. Numerical data are true for the _____________ approach.
2. For the naturalistic approach, ________ is the unit of analysis.
3. The focus of social research is _________ for the common good.
4. _________ is the focus of a humanistic research.
5. Quantitative is to scientific approach; ___________ to naturalistic approach.
6. A researcher in Humanities studies his subject with the use of his __________.
7. Playgrounds, classrooms, workplaces make up the __________ to yield
qualitative data.
8. Laboratory experiments give way to a ________ way of collecting data.
9. Hard sciences present research findings in __________ forms.
10. _________ is to hard sciences; subjectivity is to soft sciences.
Activity 2
Directions: With the same partner, check the right column representing your decisions
about each statement in the first column. Accomplish the last column, too.
Activity 1
Directions: Categorize the given research topic inside the triangle representing the
science under which such chosen topic is researchable. Write only the number of
the topic inside the triangle.
UNIT II – QUALITATIVE RESEARCH AND ITS IMPORTANCE IN DAILY LIFE • 33
Research Topics
1. Iron Contents of Oregano Plants
2. Aling Bebs: A Filipino Centenarian
3. Electrical Wirings of a Japanese Car
4. Microorganisms in a Canal
5. Parents’ Views About the K–12 Curriculum
6. St. Joseph’s Grade 8 Teachers’ Questioning Techniques
7. Medicinal Elements of Guava Leaves
8. Historical Development of Filipino Novels in English
9. Muslim Wedding Rites
10. The Nature of Ebola Virus
Activity 2
Directions: Name the specific subject under which each topic in the triangle may
prosper as the focus of research work. Do this with your partner. Also, opposite
each subject, give the importance of researching on such topic in a person’s
daily life.
Connecting Concepts
Linking Old and New Knowledge
35
36 • PRACTICAL RESEARCH 1
NOVELTY
CONTEMPORARY
UNRAVEL
MULLING OVER
Stirring Up Imagination
Directions: Examine the following list of topics. If you decide to talk or write about
any of these topics, which among them would you like to focus on? Why do you
like that and not the others?
1. Systemic Functional Grammar
2. Forensic Linguistics
3. Social Media Network
4. Ho Chi Minh City
5. Mt. Kilimanjaro
6. Ku Klux Klan
7. Philippines’ Underground River
8. Climate Change
9. The Digital Era
10. Carcinogenic Foods
38 • PRACTICAL RESEARCH 1
Activity 1
Activity 2
Directions: PAIR WORK. Put a check () under the column of the right descriptive
word for each number.
Highly Hard-to-
Research Topics Controversial Vague Narrow Broad
Technical Investigate
Activity 1
Directions: INDIVIDUAL WORK. Check the title that appears to be the best in terms
of narrowing down a broad topic.
1. _______ Symptoms of AIDS
_______ Physical Symptoms of AIDS
_______ Acquired Immune Deficiency Syndrome or AIDS
Activity 2
Directions: Use numbers 1 to 5 to show the order of these topics if you narrow them
down from general to the most limited topic.
1. _______ Man’s Personality
_______ The Right Lobe of the Brain
_______ The Five Aspects of Personality
_______ The Intellectual Aspect of a Person
_______ Brain Components
Activity 3
Directions: GROUP WORK. As you work in a triad, narrow down each of the following
general subjects to make it a good research topic.
1. General subject: Communications
NARROWED _________________________
Narrowed further _________________________
Narrowed further _________________________
Narrowed further _________________________
Narrowed further _________________________
Narrowed further _________________________
Narrowed further _________________________
2. General subject: The Philippine Government
NARROWED _________________________
Narrowed further _________________________
Narrowed further _________________________
Narrowed further _________________________
Narrowed further _________________________
Narrowed further _________________________
Narrowed further _________________________
44 • PRACTICAL RESEARCH 1
Concepts Learned 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 5.0
Interesting topic
Vague topic
Hard-to- investigate-topic
Narrow topic
Timely topic
Relevant topic
Highly technical topic
Broad topic
Topic-selection pointers
Sources of suitable research
topics
Connecting Concepts
Linking Old and New Knowledge
Directions: INDIVIDUAL WORK. From the box, choose the expression that
corresponds to the meaning of the italicized word in the sentence.
Sentences
1. You will be perplexed by something you know nothing about.
2. Their closeness stems from their two-month togetherness in the 2015 Climate-
Change Summit in Alaska.
3. Why don’t you give me a clue to that conundrum you want me answer
instantly?
4. Coming from different cultural backgrounds, you can’t have an alignment of
beliefs and ideas about that matter.
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46 • PRACTICAL RESEARCH 1
Directions: Write a paragraph with seven to ten sentences about an interesting topic
to you. Use some of the newly learned words in your short composition and give
an interesting title to your work. Write this on the lines provided.
Stirring Up Imagination
What immediately comes to your mind the moment you hear these two words:
PROBLEM and QUESTION? How would you compare and contrast the two? In the
space below, make an appropriate graph (e.g., table or a Venn diagram) to show their
similarities and differences.
Research Questions
The research problem enables you to generate a set of research questions. However,
your ability to identify your research problem and to formulate the questions depends
on the background knowledge you have about the topic. To get a good idea of the
problem, you must have a rich background knowledge about the topic through the
RRL (Review of Related Literature), which requires intensive reading about your topic.
Apart from having a clearer picture of the topic, it will also help you in adopting an
appropriate research method and have a thorough understanding of the knowledge
area of your research.
A research problem serving as an impetus behind your desire to carry out a research
study comes from many sources. Difficulties in life are arising from social relationships,
governmental affairs, institutional practices, cultural patterns, environmental issues,
48 • PRACTICAL RESEARCH 1
marketing strategies, etc. are problematic situations that will lead you to identify one
topic to research on. Centering your mind on the problem, you can formulate one
general or mother problem of your research work. (Punch 2014)
To give your study a clear direction, you have to break this big, overreaching,
general question into several smaller or specific research questions. The specific
questions, also called sub-problems, identify or direct you to the exact aspect of the
problem that your study has to focus on. Beset by many factors, the general question
or research problem is prone to reducing itself to several specific questions, seeking
conclusive answers to the problem.
The following shows you the link among the following: research problem,
research topic, research question, and the construction of one general question and
specific questions in a research paper.
Research Problem: The need to have a safer, comfortable, and healthful walk or
transfer of students from place to place in the UST campus
Research Topic: The Construction of a Covered Pathway in the UST Campus
General Question: What kind of covered path should UST construct in its campus?
Specific Questions:
1. What materials are needed for the construction of the covered pathway in
the UST campus?
2. What roofing material is appropriate for the covered path?
3. In what way can the covered pathway link all buildings in the campus?
4. What is the width and height of the covered path?
5. How can the covered path realize green architecture?
Research questions aim at investigating specific aspects of the research problem.
Though deduced from the general or mother question, one specific question may lead
to another sub-problem or sub-question, requiring a different data-gathering technique
and directing the research to a triangulation or mixed method approach. Referring to
varied aspects of the general problem, a set of research questions plays a crucial part
in the entire research work. They lay the foundation for the research study. Therefore,
they determine the research design or plan of the research. Through sub-questions,
you can precisely determine the type of data and the method of collecting, analyzing,
and presenting data.
Any method or technique of collecting, collating, and analyzing data specified by
the research design depends greatly on the research questions. The correct formulation
of research questions warrants not only excellent collection, analysis, and presentation
of data, but a credible conclusion as well. (Layder 2013)
Hence, the following are things you have to remember in research question
formulation. (Barbie 2013; Litchman 2013; Silverman 2013)
UNIT III – IDENTIFYING THE INQUIRY AND STATING THE PROBLEM • 49
Activity 1
Ask one another thought-provoking questions about the text you have read.
Your recitation grade will depend on the quality of your questions and answers. Thus,
remember the HOTS (higher-order thinking strategies) of interpretative, critical,
integrative/synthesis, and creative thinking as you formulate your questions. Have a
draft of your questions on the lines provided to prepare yourself for asking questions
worth 10 points each.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Activity 1
Directions: INDIVIDUAL WORK. Put a check mark (✓) in the box that represents your
judgment on the quality of the research question asked about the following research
problem or topic: “Promoting Intercultural Competence through SFG or Systemic
Functional Grammar.” Justify your choice by writing your reasons, comments,
reactions, etc.
Research Questions
1. Is SFG a contemporary language theory?
Correct Incorrect
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Correct Incorrect
UNIT III – IDENTIFYING THE INQUIRY AND STATING THE PROBLEM • 51
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Correct Incorrect
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Correct Incorrect
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Correct Incorrect
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Correct Incorrect
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Correct Incorrect
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
52 • PRACTICAL RESEARCH 1
Correct Incorrect
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Correct Incorrect
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
10. What are the effects of SFG on the cultural practices of future graduates
of UST?
Correct Incorrect
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Activity 2
Directions: PAIR WORK. Keeping in mind what you learned in this lesson, do the
following with your partner.
1. On a piece of paper, make a list of some problems in your environment that
need immediate solutions.
2. Choose one problem in the list. Based on this problem you selected, identify
your research topic, give or describe the justifications/reasons behind
your decision to do a research work, and mention, too, the benefits and the
beneficiaries of your research work
3. Formulate one general or “mother” question to reflect your research problem
or topic.
4. Banking on whatever background knowledge you have about your chosen
topic, formulate five research questions or sub-problems that are closely
related to the general question.
UNIT III – IDENTIFYING THE INQUIRY AND STATING THE PROBLEM • 53
Introduction
You want to discover truths about an animate creature or an inanimate thing
you find wonderful or puzzling. Thinking speculatively, you tend to bombard your
mind with varieties of questions about the object of your curiosity. Where do you get
the answers to your questions? Get them from yourself and from other published
written works containing people’s ideas, facts, and information about your subject
matter. Aligning what you already know with what others know or have already
done about your chosen topic indicates the timeliness and relevance of your work.
Moreover, reading extensively about your subject matter enables you to obtain a rich
background knowledge that will help you establish a good foundation or direction of
your research work.
Connecting Concepts
Linking Old and New Knowledge
Directions: INDIVIDUAL WORK. Give the meaning of the underlined word in each
sentence. Be guided by the contextual clues.
1. Your facial expressions and gestures could easily convey your reactions to
his statement. ________________
55
56 • PRACTICAL RESEARCH 1
Directions: Use the newly learned words in narrating one incident in your life. Try
combining or mixing them up in only one sentence. Write them on the lines
provided.
UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 57
Stirring Up Imagination
Directions: PICTURE ANALYSIS. Examine the picture above. What comes to your
mind upon seeing it? Explain.
Nature of studies Inquiry-based techniques Wide and thorough search for all
involving several studies studies
Quality appraisal Reviewers’ views Assessment checklists
Summary Narrative Graphical and short summary
answers
Activity 1
Activity 2
Directions: Explain each expression the way you understood them in relation to research.
1. Related Literature _ ________________________________________________
__________________________________________________________________
Activity 1
Directions: PAIR WORK. In the space provided, give a graphical presentation of the
sequential acts of a systematic review of literature.
Activity 2
Directions: GROUP WORK. Form a group of four. Imagine you are guest speakers in
a seminar titled, “RRL or Review of Related Literature: The Key to a Successful
Research.” Have a division of work. See to it that you divide the speaking parts
equally among the four of you.
_____________________________________________________________________
UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 63
Connecting Concepts
Linking Old and New Knowledge
Directions: PAIR WORK. Using the other words in the cluster as clues, give the
meaning of the underlined word.
1. subject to, disposed to, liable, susceptible
2. merely, purely, only, just
3. mergers, fuses, unites, combines
4. inclination liking, penchant, prone
5. per individual, single, per, one
6. avoid, prevent, refrain, shun
7. empty, devoid, nothing, zero
TITTLE-TATTLE
Directions: Use the newly learned words in a chat with your seatmate.
Stirring Up Imagination
FLASHBACK… FLASHBACK… FLASHBACK…
65
66 • PRACTICAL RESEARCH 1
ook back into one period of your life when you were so eager or
L
desirous to know someone or something in this world. What did you
do to satisfy your want to know more about such person or thing? In
the space provided, write a brief memoir on your knowledge seeking.
Your search for knowledge happens in every stage of your research work, but
it is in the research stage of review of related literature where you spend considerable
time searching knowledge about the topic. Exposed to various sources of knowledge
and conditioned by a timeframe of the research work, it is necessary that you adopt a
certain method in reviewing or reading varied works of literature that are related to
your research problem or topic. Going methodical in your review of related literature
means you have to go through the following related stages of the process of review of
related literature that are true for any style of review (traditional or systematic) that
you want to adopt. (Lappuci 2013; Robyler 2013; Freinbell 2012)
article with a bibliographical list that begins with the author’s name like the following
examples is not good.
Aquino (2015) said...
Roxas (2016) stated…
Perez (2017) wrote...
Mendoza (2018) asserted...
Examples of better article openings manifesting critical thinking through analysis,
comparison and contrast of ideas and findings are as follows:
One early work by (Castro, 2017) proves that...
Another study on the topic by (Torres, 2017) maintains that...
The latest study by (Gomez, 2018) reveals that...
A research study by (Rivera, 2017) explains that...
Coming from various books on literature review writing are the following transitional
devices and active verbs to link or express authors’ ideas in your paper. Using correct
words to link ideas will make you synthesize your literature review, in a way that
evidence coming from various sources of data, will present an overall understanding
of the context or of the present circumstances affecting the research problem.
o Transitional devices – also, additionally, again, similarly, a similar opinion,
however, conversely, on the other hand, nevertheless, a contrasting opinion,
a different approach, etc.
o Active verbs – analyze, argues, assess, assert, assume, claim, compare,
contrast, conclude, criticize, debate, defend, define, demonstrate, discuss,
distinguish, differentiate, evaluate, examine, emphasize, expand, explain,
exhibit, identify, illustrate, imply, indicate, judge, justify, narrate, outline,
persuade, propose, question, relate to, report, review, suggest, summarize.
Activity 1
Directions: PAIR WORK. Write the letter of the word or phrase in column B that
corresponds in meaning to the expression in column A.
A B
������� 1. Theme or theory a. Some paragraphs but one
article per par.
������� 2. Wikipedia b. Lacking in well-learned ideas
������� 3. Websites c. Comparing-contrasting two
findings
������� 4. HOTS d. Elicits opinions on the topic
70 • PRACTICAL RESEARCH 1
Directions: Write T if the sentence is true and F, if it is false. Then, underline the part
that makes the sentence false and write the correct word/s on the line provided.
������� 1. Doing a literature search alone proves that literature review
writing is an interconnected process.
������� 2. Editing by readers contributes to the inferiority of Wikipedia as a
source of information.
������� 3. Much editing by readers happens in grey literature.
������� 4. Bibliographical list is not a good way to begin an article.
������� 5. A researcher is discouraged from using this opening: One study
by (Lim, 2017) asserts that...
������� 6. Being an interconnected process, literature review stages affect
one another.
������� 7. HOTS take place extensively in Literature-review reading and
writing.
������� 8. Primary source is better than secondary source.
������� 9. Similarly, also, on the other hand are good article openings.
������� 10. You begin your review of related literature by peer-reviewed
journals.
UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 71
Activity 1
Directions: GROUP WORK. Form a group of three. Pretend that you are guest speakers
in a conference who will talk about each stage of the RRL, titled “Enhancing
Students’ Research Skills.” Take turns in playing the role of a conference speaker.
Activity 2
Directions: GROUP WORK. Form a group of five, agree on one thing you want
to know more. Ask three questions about this puzzling thing, and then list
down as many sources of information as you can through which you can obtain
knowledge to answer your questions.
Such information about your chosen topic may come from your school library
and research databases and other online resources such as the DAAI, ACM,
ERIC, CINAHL, PROQUEST, EBSCOHOST, etc. Read the articles found in these
sources of information, and then synthesize or summarize them into one coherent
written discourse or composition to shed light on your research questions.
POSTER MAKING
Create a poster reflecting the three stages of Review of Related Literature. Invite
more students to attend a conference on research by displaying your finished poster in
a conspicuous place in your classroom. Label your poster with a caption or a general
title reflecting the theme or idea of the conference. Likewise, provide each colorfully
illustrated RRL stage with a catchword or short, eye-catching expression.
LESSON 9 Standard Styles in Review
of Related Literature,
Citation, or References
Connecting Concepts
Linking Old and New Knowledge
Directions: INDIVIDUAL WORK. Using contextual clues, give the meaning of the
underlined word in the sentence
1. Those are my words that you want to appear in your book. Hence, you
must give them the proper citation in your work to tell the readers of my
ownership of the ideas behind the language structures.
2. Refusing to acknowledge the presence of the Iranian guest, he turned the
microphone to somebody, and then left the stage.
3. People, topic, place, and time, among others, make up the context of
communication.
4. Judiciously, the buyer analyzes and criticizes the item before he decides to
say yes to the seller.
5. A flower is generally known as a part of a plant, but varied connotations by
every individual have been given to this blossom.
Directions: On the lines provided, use each newly learned word in a sentence.
73
74 • PRACTICAL RESEARCH 1
Stirring Up Imagination
SPECULATE... SPECULATE... SPECULATE...
How will you compare the text in the frame with an essay you encountered in the
past? Why does this text look like this?
The following are the three terms used to express your appreciation for or
recognition of people’s ownership of borrowed ideas (Sharp 2012):
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, periodicals, etc. from where the borrowed ideas came from
3. Citation or In-text Citation – references within the main body of the text,
specifically in Review of Related Literature
The third one, citation, is the focus of this lesson. Citation, also
called in-text citation, has many purposes and style, which are as follows
(Badke 2012):
Purposes of Citation
1. To give importance and respect to other people for what they know about
the field
2. To give authority, validity, and credibility to other people’s claims,
conclusions, and arguments
3. To prove your broad and extensive reading of authentic and relevant
materials about your topic
4. To help readers find or contact the sources of ideas easily
5. To permit readers to check the accuracy of your work
6. To save yourself from plagiarism
Styles of Citation
1. Integral Citation
This is one way of citing or referring to the author whose ideas appear
in your work. You do this by using active verbs like claim, assert, state, etc.
to report the author’s ideas. Using these types of verbs somehow expresses
the author’s mental position, attitude, stand, or opinion in relation to the
information referred to. This is the reason integral citation is often used in
social sciences or any subjects belonging to the soft sciences.
Examples of Integral Citation:
APA MLA
One study by Manalo (2015) reveals... One study by (Manalo 70)
The latest work by (Lee, 2015) asserts... The latest work by (Lee 123)
According to Abad et al. (2015) context is... According to (Abad et al.: 54)
2. Non-integral Citation
In contrast to integral citation that reflects the author’s personal
inclinations to a certain extent, this second citation style downplays any
76 • PRACTICAL RESEARCH 1
Patterns of Citation
1. Summary. The citation in this case is a 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 aspects 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.
3. Short Direct Quotation. Only a part of the author’s sentence, the whole
sentence, or several sentences, not exceeding 40 words, is what you can
quote or repeat in writing through this citation pattern. 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.
Example:
Contexts is influenced by these four factors: “language, culture,
institutions, and ideologies.” (Aranda, 2015, p.8)
4. Long Direct Quotation or Block Quotation, or Extract. Named in many ways, this
citation pattern makes you copy the author’s exact words numbering from
40 up to 100 words. Under APA, the limit is eight lines. Placed at the center
of the page with no indentation, the copied lines look like they compose a
stanza of a poem.
Example:
The latest study by (Hizon, 2015) reveals the social nature of language.
Stressing this nature of language, he says:
anguage features result from the way people use language to meet their
L
social needs. In their interactions, they use language to describe, compare,
agree, explain, disagree, and so on. Each language function requires a certain
UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 77
set of language features like nouns for naming, adjectives for comparing,
verbs for agreeing, prepositions for directing, and conjunctions for connecting
ideas. (p. 38)
You should quote judiciously because having so many quoted words
or lines in your paper signals your lack of understanding of such part of the
text. Besides, frequent copying of the author’s words indicates your lack of
originality in conducting your research work. To avoid negative connotations
about direct quotations in your paper, have in mind the following reasons
to justify your act of quoting or repeating in writing other people’s words.
(Ransome 2013)
Plagiarism
Plagiarism is an act of quoting or copying the exact words of the writer and
passing the quoted words off as your own words. The leading act of plagiarism is
78 • PRACTICAL RESEARCH 1
using the words of the original text in expressing your understanding of the reading
material. The right way to avoid plagiarism is to express the borrowed ideas in your
own words. (Ransome 2013)
Taking ownership of what do not belong to you is a criminal act that
is punishable by imprisonment and indemnity or payment of money to
compensate for any losses incurred by the owners of expressions that you
copied without their permission. The safest way to avoid plagiarism is to
be aware of the fact that the copied words are not yours. If you want these
words to appear in your paper, you must reveal the name of the author
in your paper, including the pieces of information (title, date, place of
publication, publisher, etc.) about the book from where you copied the
words. (Hammersely 2013)
Nowadays, due to the proliferation of “Grey Literature” or unpublished
reading materials or of non-peer reviewed online publications, many reading
materials as sources of information for research studies appear questionable
as to how qualitative, credible, and authoritative they are. Notwithstanding
the doubtful reputation of these grey literature, to free yourself from any
guilt of plagiarism, you must identify in your paper the owners of any
idea, word, symbol that you quoted or copied verbatim, summarized, or
paraphrased. (Sharp 2012; Gray 2013)
Activity 2
Directions: Based on what you have finished reading, explain or clarify what you
mean about the following lines.
1. Be judicious in quoting words.
2. Apply honesty and courtesy in Literature-review writing.
3. A stanza-like part of a text possibly appears in your paper.
4. You can’t personally say, “Thank you” to the authors, but can have other
ways to express your gratitude to them.
5. Quotations indicate lack of the paper’s originality.
6. You don’t have an absolute freedom to quote the words of the author.
UNIT IV – LEARNING FROM OTHERS AND REVIEWING THE LITERATURE • 79
Directions: PAIR WORK. Together with your partner, do these two things about each
sentence or paragraph. First, identify the citation style used; second, comment on
the accuracy of each text based on what you learned about in-text citation. Write
your answers on the lines provided.
1. Many gave their comments about the medicinal powers of ampalaya. For
instance, the latest study by Santos and Gomez revealed that the juice of this
vegetable can be a good cure against diabetes.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. De Jesus and Roces felt that one research study by (Collanto and Fernandez
p. 88) and Vallejo, 2015 validated Meneses findings on the Ebola virus.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. According to William Smith, the K–12 curriculum is the key to the Philippines
success in this era of globalization. Agreeing on this, Mariano (2016) in his
latest book said, “Any opposition against the immediate implementation
of K–12 curriculum must not be entertained by the government agencies in
charge of monitoring the operation of this educational program.”
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Activity 2
Directions: Get three books or journals with citations. Explain to your partner the
nature of each citation such as its style and pattern.
Spending months or years in gathering facts and information about your research
topic may turn in voluminous amount of data. However, such data of great size can be
valuable only in so far as they result from standard- or criterion-based data-collection
methods. Dealing with a lot of qualitative data such as people’s beliefs, opinions, views,
feelings, or attitudes about a particular topic requires you to devise a systematic way
of identifying, classifying, and organizing facts and information coming from people
you interviewed or observed. Unless you adopt principled methods of collecting data,
you cannot come up with understandable or question-free research findings.
Connecting Concepts
Linking Old and New Knowledge
Directions: PAIR WORK. Together with your partner, give the meaning of the word
in the middle of the Frayer Model Map below. Writing your ideas about the word
under the heading in every quadrant will help you arrive at the meaning of the
word. More ideas on this word are given by the sentence below the graph. See the
example below.
81
82 • PRACTICAL RESEARCH 1
Definition/Meaning Characteristics
conceptualize
Examples Non-examples
Sentence – Let an architect conceptualize the house you want the carpenters to
construct next year.
Definition/Meaning Characteristics
obvious
Examples Non-examples
Definition/Meaning Characteristics
drawback
Examples Non-examples
Definition/Meaning
Characteristics
inevitable
Examples Non-examples
Sentence – Since you did not review well, your flunking in the exams is
inevitable.
84 • PRACTICAL RESEARCH 1
Definition/Meaning Characteristics
entails
Examples Non-examples
Directions: Find a partner. Give a sentence expressing the idea behind the newly
learned word. Let your partner guess the new word referred to by your sentence.
A correct guess from your partner means giving him or her the chance to construct
a sentence about a newly learned word that you, in turn, must identify. Do this
alternatively.
Stirring Up Imagination
Definition
Design is a word which means a plan or something that is conceptualized
by the mind. As a result of a mental activity characterized by unfixed formation
of something but an extensive interconnection of things, a design in the field of
research serves as a blueprint or a skeletal framework of your research study. It
includes many related aspects of your research work. A choice of a research design
requires you to finalize your mind on the purpose, philosophical basis, and types of
data of your research, including your method of collecting, analyzing, interpreting,
and presenting the data. It is a plan that directs your mind to several stages of your
research work. (De Mey 2013)
There are five research designs that are commonly used in a qualitative research,
but these are also labelled as types of qualitative research by some books on qualitative
research because when you speak of a research design, you plan your methods or
techniques in collecting and analyzing data. Your research design is realized by any
of these types of qualitative research that has its own data collecting technique: case
study, ethnography, historical study, phenomenology, and grounded theory. Whether
you think of them as research types or research designs, just the same, you get to deal
with the same features or aspects involved in each type or design.
Types
In addition to what Lesson 3 has already explained about these research designs,
this present lesson discusses these as qualitative research designs detailing both your
plan and method or technique on doing your research study.
1. Case Study
To do a research study based on this research design is to describe a
person, a thing, or any creature on Earth for the purpose of explaining the
reasons behind the nature of its existence. Your aim here is to determine
why such creature (person, organization, thing, or event) acts, behaves,
occurs, or exists in a particular manner. Usually, a case study centers on an
individual or single subject matter. Your methods of collecting data for this
qualitative research design are interview, observation, and questionnaire.
One advantage of case study is its capacity to deal with a lot of factors to
determine the unique characteristics of the entity. (Meng 2012; Yin, 2012)
2. Ethnography
A qualitative research design called ethnography involves a study
of a certain cultural group or organization in which you, the researcher,
to obtain knowledge about the characteristics, organizational set-up, and
relationships of the group members, must necessarily involve you in their
group activities. Since this design gives stress to the study of a group of
people, in a way, this is one special kind of a case study. The only thing that
makes it different from the latter is your participation as a researcher in the
activities of the group.
86 • PRACTICAL RESEARCH 1
individual’s life experiences for this same person’s realistic dealings with
hard facts of life while the second aims at defining, describing, or portraying
a certain group of people possessing unique cultural traits.
Focusing on people’s meaning and making strategies in relation to their
life experiences, phenomenology as a qualitative research design finds itself
relevant or useful to people such as teachers, nurses, guidance counselors,
and the like, whose work entails giving physical and emotional assistance or
relief to people. Unstructured interview is what this research design directs
you to use in collecting data. (Paris 2014; Winn 2014)
5. Grounded Theory
A research study adhering to a grounded theory research design
aims at developing a theory to increase your understanding of something
in a psycho-social context. Such study enables you to develop theories to
explain sociologically and psychologically influenced phenomena for proper
identification of a certain educational process. Occurring in an inductive
manner, a research study following a grounded theory design takes place
in an inductive manner, wherein one basic category of people’s action and
interactions gets related to a second category; to third category; and so on, until
a new theory emerges from the previous data. (Gibson 2014; Creswell 2012)
A return to the previous data to validate a newly found theory
is a zigzag sampling. Moving from category to category, a study using a
grounded theory design is done by a researcher wanting to know how
people fair up in a process-bound activity such as writing. Collecting
data based on this qualitative research design called grounded theory
is through formal, informal, or semi-structured interview, as well as
analysis of written works, notes, phone calls, meeting proceedings,
and training sessions. (Picardie 2014)
7. This cliché—When you are in Rome, do what the Romans do—is true for
a. case study c. phenomenology
b. historical study d. ethnography
8. The who, what, why, and how of your research study are determined by
your research
a. data c. question
b. title d. design
Activity 2
9. Do you know of one who has done a research based on one of the qualitative
research designs?
10. If you were to conduct a study, on which qualitative research design would
you like to base your research work? Justify your point.
Directions: PAIR WORK. Facing each other, alternate roles in reading each of the
following statements and in reacting to and commenting on the meaning of the
sentence based on what you learned about choosing appropriate qualitative
research designs. Grade each other’s performance.
1. Spend half a year living with the people in Ilocos Norte.
2. Have patience, time, and interest in listening to battered wives and raped
victims.
3. Know the extent of Filipinos’ penchant for white-collar jobs during the
Spanish era up to this period.
4. Give a verbal account or portrayal of the kindergarten pupils of St. Paul
College.
5. Discover the reasons for the excessive aggressiveness of Dino Cruz, a grade
4 pupil.
Activity 2
Activity 3
Directions: Choose the qualitative research design that both of you can enact or play out.
Connecting Concepts
Linking Old and New Knowledge
Directions: Choose the letter of the word that corresponds in meaning to the italicized
word in the sentence. Be guided by the contextual clues.
1. Doing business is my parents’ way to derive our family income.
a. keep c. display
b. get d. budget
2. Name the islands that constitute the town of Hundred Islands in Pangasinan.
a. represent c. compose
b. advertise d. popularize
3. To land as top-paying is the impetus behind his desire to graduate as
cumlaude.
a. clue c. force
b. reward d. secret
4. The cabinet members are ready to tackle issues propounded by the
businessmen.
a. questioned c. contrasted
b. forwarded for mailing d. written for recording
92
UNIT V – UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA • 93
Directions: Pantomime something that will lead to or express the meaning of one new
term. Let your partner guess the target term and use such term in a sentence.
Swap roles later.
Stirring Up Imagination
Accomplish the following KWL Chart about Sampling. For now, do KW without
looking at the main reading material of this lesson; the L, after reading the text.
What I Already Know What I Want to Know What I Learned
94 • PRACTICAL RESEARCH 1
SAMPLING
Definition
In research, sampling is a word that refers to your method or process of selecting
respondents or people to answer questions meant to yield data for a research study. The
chosen ones constitute the sample through which you will derive facts and evidence to
support the claims or conclusions propounded by your research problem. The bigger
group from where you choose the sample is called population, and sampling frame is the
term used to mean the list of the members of such population from where you will get
the sample. (Paris 2013)
History
The beginning of sampling could be traced back to the early political activities
of the Americans in 1920 when Literary Digest did a pioneering survey about the
American citizens’ favorite among the 1920 presidential candidates. This was the very
first survey that served as the impetus for the discovery by academic researchers of
other sampling strategies that they categorized into two classes: probability sampling
or unbiased sampling and non-probability sampling. (Babbie 2013)
Non-Probability Sampling
Non-probability sampling disregards random selection of subjects. The subjects
are chosen based on their availability or the purpose of the study, and in some
cases, on the sole discretion of the researcher. This is not a scientific way of selecting
respondents. Neither does it offer a valid or an objective way of detecting sampling
errors. (Edmond 2013)
96 • PRACTICAL RESEARCH 1
Directions: INDIVIDUAL WORK. On the line before each number, write the letter of
the expression in the box that corresponds to the expression outside the box.
UNIT V – UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA • 97
k. whole-nation subject
Activity 2
Directions: Write P if the sentence talks about probability sampling; otherwise, write NP.
_______ 1. Checking every 10th student in the list
_______ 2. Interviewing some persons you meet on the campus
_______ 3. Dividing 100 persons into groups
_______ 4. Choosing subjects behaving like the majority members of NPC Town
_______ 5. Choosing a group of subjects among several groups
_______ 6. Choosing subjects capable of helping you meet the aim of your study
_______ 7. Choosing samples by chance but through an organizational pattern
_______ 8. Letting all members in the population join the selection process
_______ 9. Having people willing to be chosen as respondents
_______ 10. Matching people’s traits with the population members’ traits
98 • PRACTICAL RESEARCH 1
Activity 1
Directions: INDIVIDUAL WORK. Using the space below, categorize the sampling
methods using a graph.
SAMPLING METHODS
Directions: Form a group of six, then subdivide the group into two smaller groups.
One of the small groups will alternate in giving their explanations or descriptions
about expressions in relation sampling (i.e., sample, sampling frame, population,
probability sampling, different sampling techniques, and so on). The other group
will take the task of guessing the correct terms referred to. Exchange roles later.
Every correct answer will earn you five points. Submit your score sheet to your
teacher at the end of the activity.
7. Sampling errors
8. Sampling frame
9. Population
10. Pure chance selection
LESSON 12 Observation
Connecting Concepts
Linking Old and New Knowledge
Directions: INDIVIDUAL WORK. Put a plus sign (+) under the feature related to the
word on the left side and a minus sign (–) under a feature not related to the word.
Be guided by the use of each word in the sentence below the table.
101
102 • PRACTICAL RESEARCH 1
Whereby
Authenticity
Facilitate
Divulge
Entity
Biased
Derogatory
Sentences
1. Please give me that piece of paper whereby I can write your message.
2. Its authenticity is proven by its inclusion of the list of Amorsolo’s
award-winning masterpieces.
3.
Your wide vocabulary will facilitate your understanding of
Shakespeare’s poems.
4. Don’t be anxious for I will never divulge your long-time secret to them.
5. It’s not a spirit but an entity that you must learn to interpret.
6. Those nice words to the Filipinos, not to the Ebola-stricken Africans,
indicate her biased attitude toward the former.
7. Derogatory remarks will discourage them from joining the conference.
Directions: Using the newly learned words, write a short paragraph on the lines
provided about one topic close to your heart. Use as many newly learned words
as you can.
UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 103
Stirring Up Imagination
What thoughts are running in your mind about the pictures in the box?
Camera
Telescope
Cell phone
Magnifying glass
Window glass
Microscope
104 • PRACTICAL RESEARCH 1
Reading glass
Sunglass
OBSERVATION
Definition
Observation is a technique of gathering data whereby you personally watch,
interact, or communicate with the subjects of your research. It lets you record
what people exactly do and say in their everyday life on Earth. Through this data
gathering technique, proofs to support your claims or conclusions about your topic
are obtained in a natural setting. Witnessing the subjects manages themselves in a
certain situation and interpreting or expressing your thoughts and feelings about
your observation, you tend to deal with the observation results in a subjective
manner. Some say this element of subjectivity makes observation inferior to other
techniques. (Meng 2012)
This is not so, according to others, your presence as the researcher in the area where
the subjects are situated, give authenticity to everything you get to observe among the
subjects. Watching and listening to your subjects then recording what you’ve observed
about them are the reasons many consider observation the foundation of all research
methods. Realistically speaking, this is logical, for sensation precedes perception.
Observation is the central method in qualitative types of research, most especially,
ethnography, in which you observe the lifestyle of a cultural group. (Letherby 2013;
Snort 2013)
Types
1. Participant Observation
The observer, who is the researcher, takes part in the activities of the
individual or group being observed. Your actual involvement enables
you to obtain firsthand knowledge about the subjects’ behavior and the
way they interact with one another. To record your findings through this
type of observation, use the diary method or logbook. The first part of the
diary is called descriptive observation. This initial part of the record describes
UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 105
the people, places, events, conversation, and other things involved in the
activity or object focused on by the research. The second part of the diary
is called the narrative account that gives your interpretations or reflections
about everything you observed.
2. Non-participation or Structured Observation
This type of observation completely detaches you from the target of
your observation. You just watch and listen to them do their own thing,
without you participating in any of their activities. Recording of non-
participation observations happens through the use of a checklist. Others call
this checklist as an observation schedule.
These two observation types, participation and non-participation, can
occur in either of the covert or overt observation models. The first lets you
observe the subjects secretly; that is, you need to stay in a place where the
subjects don’t get sight of or feel your presence, much less, have the chance
to converse with you. The second permits you to divulge things about your
research to the participants. (Birks 2014)
Methods of Observation
1. Direct Observation
This observation method makes you see or listen to everything that
happens in the area of observation. For instance, things happening in
a classroom, court trial, street trafficking, and the like, come directly to
your senses. Remember, however, that to avoid waste of energy, time, and
effort in observing, you have to stick to the questions that your research
aims at answering. What you ought to focus your attention to during the
observation is specified by your research problem in general as well as your
specific research questions.
2. Indirect Observation
This method is also called behavior archaeology because, here, you
observe traces of past events to get information or a measure of behavior,
trait, or quality of your subject. Central to this method of observation are
things you listen to through tape recordings and those you see in pictures,
letter, notices, minutes of meetings, business correspondence, garbage
cans, and so on. Indirect observation takes place in the following ways.
(Peggs 2013; Maxwell 2012)
2. Spot Sampling
This was done first by behavioral psychologists in 1920 with a focus on
researching the extent of children’s nervous habits as they would go through
their regular personality development. For a continuous or uninterrupted
focus on the subjects, you record your observations through spot sampling
in an oral manner, not in a written way.
Named also as scan sampling or time sampling, spot sampling comes
in two types: time allocation (TA) and experience sampling. In TA sampling,
what goes into the record are the best activities of people you observed in
undetermined places and time. Experience sampling, on the other hand,
lets you record people’s responses anytime of the day or week to question
their present activities, companions, feelings, and so on. Data gathering in
this case is facilitated by modern electronic and technological gadgets like
cell phone, emails, and other online communication methods or techniques.
(Peggs 2013; Ritchie 2014)
Advantages
1. It uses simple data collection technique and data recording method.
2. It is inclined to realizing its objectives because it just depends on watching
and listening to the subjects without experiencing worries as to whether or
not the people will say yes or no to your observation activities.
3. It offers fresh and firsthand knowledge that will help you come out with an
easy understanding and deep reflection of the data.
4. It is quite valuable in research studies about organizations that consider
you, the researcher, a part of such entity.
Disadvantages
1. It requires a long time for planning.
2. Engrossed in participating in the subjects’ activities, you may eclipse or
neglect the primary role of the research.
3. It is prone to your hearing derogatory statements from some people in the
group that will lead to your biased stand toward other group members.
Activity 1
Activity 2
Activity 3
Directions: Which among these topics can lend itself to observation technique?
Explain your choice.
1. K-12 Goals, Theories, and Methodologies
2. Historical Development of Cell Phones
3. Philippine Bridges in Metro Manila
4. Shoe Styles of UST Freshmen Architectural Students
108 • PRACTICAL RESEARCH 1
Activity 1
Activity 2: A Visionary
Directions: Visualize any previous observation you did in your life to expand your
knowledge about such thing. Using the space below, make a semantic map or
scene-by-scene drawing of your observations.
UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 109
Connecting Concepts
Linking Old and New Knowledge
Directions: PAIR WORK. Scan the main reading material of this lesson to find the
differently printed words listed below. Based on their uses in the text, give their
meanings. Be guided by the contextual clues.
1. Inevitable_______________________________________________________
2. Alternative______________________________________________________
3. Pegged_________________________________________________________
4. Downside_______________________________________________________
5. Salient__________________________________________________________
6. Preoccupied_____________________________________________________
7. Profuse_________________________________________________________
8. Emanating______________________________________________________
9. Foretell_________________________________________________________
10. Wind Up________________________________________________________
110
UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 111
TITTLE-TATTLE
Directions: Have a chat with your partner about any topic both of you love to talk
about. Use some or all of the newly learned words in your conversation.
Stirring Up Imagination
Which of these two have you already experienced, interviewing people or being
interviewed by people? Describe this experience.
INTERVIEW
Definition
In research, interview is a data gathering technique that makes you verbally
ask the subjects or respondents questions to give answers to what your research
study is trying to look for. Done mostly in qualitative research studies, interview
aims at knowing what the respondents think and feel about the topic of your
research.
Traditionally viewed, this data gathering technique occurs between you, the
researcher, and your respondents in a face-to-face situation. In this case, you speak
directly with your respondent, individually or collectively. On the other hand, by
using electronic and technological communication devices like the Internet, mobile
phones, e-mail, etc., interview can be considered as a modern tool of research. All
in all, be it a traditional or a modern type of interview, “it is a conversation with a
purpose” that gives direction to the question-answer activity between the interviewer
and the interviewee. (Babbie 2014, 137; Rubin 2011)
Types
1. Structured Interview
This is an interview that requires the use of an interview schedule or a
list of questions answerable with one and only item from a set of alternative
responses. Choosing one answer from the given set of answers, the
respondents are barred from giving answers that reflect their own thinking
or emotions about the topic. You, the researcher, are completely pegged at
the interview schedule or prepared list of questions.
2. Unstructured Interview
In this type of interview, the respondents answer the questions based
on what they personally think and feel about it. There are no suggested
112 • PRACTICAL RESEARCH 1
Approaches
1. Individual Interview
Only one respondent is interviewed here. The reason behind this one-
on-one interview is the lack of trust the interviewees have among themselves.
One example of this is the refusal of one interviewee to let other interviewees
get a notion of or hear his or her responses to the questions. Hence, he or
she prefers to have an individual interview separate from the rest. This is a
time-consuming type of interview because you have to interview a group of
interviewees one by one.
2. Group Interview
In this interview approach, you ask the question not to one person,
but to a group of people at the same time. The group members take turns
in answering the question. This approach is often used in the field of
business, specifically in marketing research. Researchers in this field, whose
primary aim in adhering to this interview approach is to know people’s
food preferences and consumer opinions; they also call this as focus group
interview. The chances of having some respondents getting influenced by the
other group members are one downside of this interview approach. (Denzin
2013; Feinberd 2013)
3. Mediated Interview
No face-to-face interview is true for this interview approach
because this takes place through electronic communication devices such
as telephones, mobile phones, email, among others. Though mediated
interview disregards non-verbal communication (e.g., bodily movements,
gestures, facial expressions, feelings, eye contact, etc.), many, nonetheless,
consider this better because of the big number of respondents it is capable
of reaching despite the cost, distance, and human disabilities affecting the
interview.
It is a synchronous mediated interview if you talk with the subjects
through the telephone, mobile phone, or online chat and also find time
UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 113
Questionnaire
A questionnaire is a paper containing a list of questions including the specific
place and space in the paper where you write the answers to the questions. This
prepared set of questions elicits factual or opinionated answers from the respondent’s
through his or her acts of checking one chosen answer from several options or of
writing on a line provided for any opinionated answer. (Babbie 2013)
Purposes of a Questionnaire
1. To discover people’s thoughts and feelings about the topic of the research
2. To assist you in conducting an effective face-to-face interview with your
respondents
3. To help you plan how to obtain and record the answers to your questions
4. To make the analysis, recording, and coding of data easier and faster
UNIT VI – FINDING ANSWERS THROUGH DATA COLLECTION • 115
Types of Questionnaire
1. Postal questionnaire
As the name connotes, this type of questionnaire goes to the respondent
through postal service or electronic mail. It is through the mail or postal
system that the accomplished questionnaires will be sent back to the
researchers. In some cases, the researcher can personally collect finished
questionnaires.
2. Self-administered questionnaire
This kind of questionnaire makes you act as the interviewer and the
interviewee at the same time. First, you ask the questions either in person
or through phone; then, you will be writing the interviewee’s answers on a
piece of paper. A questionnaire like this fits a structured kind of interview.
(Barbour 2014)
Advantages
1. It is cheap as it does not require you to travel to hand the questionnaires to
a big number of respondents in faraway places.
2. It entails an easy distribution to respondents.
3. It offers more opportunity for the respondents to ponder on their responses.
4. It enables easy comparison of answers because of a certain degree of
uniformity among the questions.
5. It has the capacity to elicit spontaneous or genuine answers from the
respondents.
Disadvantages
1. There is a possibility that some questions you distributed do not go back to
you, and this prevents you from getting the desired rate of response.
2. Confusing and uninteresting questions to respondents fail to elicit the
desired responses.
3. Owing to individual differences between the selected subjects and
those in the population, in general, the questionnaire is hard up in
obtaining unbiased results to represent the characteristics of the target
population.
4. It prevents you from being with the respondents physically to help them
unlock some difficulties in their understanding of the questions.
116 • PRACTICAL RESEARCH 1
Activity 1
Directions: INDIVIDUAL WORK. Read through the text then, fill in the blanks with
the correct answers.
1. A 1 consists of a set of 2 that is prepared by the 3 before
having an 4 with the interviewee. Answering the questions with 5 makes
the question fit for unstructured interview. On the other hand, answering them
with facts makes the questionnaire good for 6 interview.
2. Refusal to let others know of one’s answer is the reason behind the holding
of 7 but agreeing with others on their answers to questions
is one disadvantage of 8 . These two interview approaches,
9 and 10 , are different from the 11 approach in that,
this last approach makes use of 12 . Involving at the same time a
group of respondents makes the mediated approach, 13 ; having just
14 respondents separately from each other, makes it 15 .
Activity 2
Directions: Without going back to the reading material about Interview, and by using
your own words, compare and contrast the following:
Activity 1
Directions: Recall one research topic or research problem you specified in Lesson 6,
including two specific questions related to this research problem. Pretend you
have already chosen a set of respondents. Formulate a set of interview questions
to elicit answers to your specific questions. Keep in mind the guidelines for
formulating effective interview questions.
Activity 2
Using a certain method of collecting and analyzing data, you get to gather varied
world perceptions from different people. Through all these diverse opinions coming
from a set of people, you are able to 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.
Connecting Concepts
Linking Old and New Knowledge
Directions: PAIR WORK. Pick from the box below the word or phrase that corresponds
to the meaning of the italicized word in the sentence.
stick together
with respect to not to mention
119
120 • PRACTICAL RESEARCH 1
gathering friendly
summarize main idea
extra hard, exact examine, study
symbol
Sentences
1. I have nothing to say vis-a-vis to the school’s new policy on scholarships.
2. I need more time to collate those photocopied pages of the book.
3. The synthesis of the award-winning literary piece is one-third of the original text.
4. Adhere to the school policies; otherwise, transfer to another school.
5. Taking a medical course is mentally challenging let alone the big amount of
money involved in it.
6. Do you understand the matrix that is composed of number and words
between parallel lines?
7. You need patience and determination to go through that rigorous activity.
8. A skillful driver can easily interpret traffic codes.
9. Analyze the object the way psychologists study human behavior.
10. “Trees” is the title of the poem and its central theme is “love and take care of
trees for they are beneficial to mankind.”
PANTOMIME
Directions: Act out one of the newly learned words. Let your partner guess the word
referred to by the pantomime and use it in a sentence, too. Unless your partner comes
out with the correct answer and sentence, he or she cannot exchange roles with you.
UNIT VII – ANALYZING THE MEANING OF THE DATA AND DRAWING CONCLUSIONS • 121
Stirring Up Imagination
What would you like to become someday? If you were one of the following, how
would you put something into an in-depth study?
a lawyer an agriculturist a scientist a writer
a judge a philatelist a biologist a physical therapist
a teacher an engineer a medical technologist an architect
a surgeon a nurse a businessman a restaurateur
an electrician a pharmacist a priest a beautician
a poet a musician an accountant an actor
DATA ANALYSIS
Nature
Data analysis is a process of understanding data or known facts or assumptions
serving as the basis of any claims or conclusions you have about something. You collect
these data in many ways: observation, interview, documentary analysis, and research
instruments like questionnaires, tests, etc. Your primary aim in analyzing recorded
data is to find out if they exist or operate to give answers to the research questions you
raised prior to your acts of collecting them.
In analyzing data, you go through coding and collating. Coding is your act of using
symbols like letters or words to represent arbitrary or subjective data (emotions,
opinions, attitudes) to ensure secrecy or privacy of the data. Collating, on the other
hand, is your way of bringing together the coded data. Giving the data an orderly
appearance is putting them in a graph, specifically a table of responses.
Data Matrix
The term “data matrix” is also used to name this table of responses that consists
of table of cases and their associated variables. This data matrix is of two types: the
profile matrix that shows measurements of variables or factors for a set of cases or
respondents and the proximity matrix that indicates measurements of similarities and
differences between items. Under proximity matrix, if the measurements show how
alike things are, it is called similarity matrix. If they show how different they are, it is
called dissimilarity matrix. (Denzin 2013)
are expressed in words, and these words serve as the unit of analysis in a qualitative
type of research. You examine these subjective data to understand how related or
relevant they are to your research problem or specific research questions.
You collect qualitative data through interviews, observations, or content analysis and
then subject them to data analysis. In your data collecting activities, you indispensably
experience a lot of things vis-a-vis the sources of data, such as their sizes, shapes, ideas,
feelings, attitudes, and so on. If you record these data through verbal language or graphic
means, you get to immerse yourself in a qualitative data analysis, not quantitative data
analysis, for the latter deals with data expressed in numerical forms. (Layder 2013)
Qualitative data analysis is a time-consuming process. It makes you deal
with data coming from wide sources of information. It is good if all the data you
collected from varied sources of knowledge work favorably for your research
study, but, ironically, some of these may not have strong relation to your research
questions. Data analysis in a qualitative research is a rigorous act of a thematic or
theoretical organization of ideas or information into a certain format that is capable
of presenting groups of responses. Analyzing the data and synthesizing them based
on one principal idea, theory, or pattern demand a lot of time and effort, let alone,
the methodical ways you have to adhere to in presenting the results as long written
discussions containing verbal or graphical explanations of your findings. (Letherby
2012; Silverman 2013; Litchman 2013)
Activity 1
Activity 2
Directions: Check the sentence that expresses what is true about qualitative data analysis.
______ 1. It is a time-saving analysis of data.
______ 2. Its unit of analysis is large language structures like paragraphs.
______ 3. It centers its analysis on opinionated knowledge.
______ 4. It is prone to examining numbers.
______ 5. It cannot use data matrices.
______ 6. It examines verbal language as well as non-verbal language.
______ 7. It puts into codes abstract qualities of people.
______ 8. It analyzes data first before it collects them.
______ 9. Exempted from qualitative-data analysis are prose and non-prose
materials.
______ 10. Coding is not for numerical data.
124 • PRACTICAL RESEARCH 1
Activity 3
Directions: On the lines provided, write the number of every unchecked sentence
in Activity 2. Then, opposite this number, write your reason for not checking
such sentence.
Activity 1
Directions: Put a check mark () under Agree if the research question is answerable
by a qualitative data analysis; otherwise, put a check mark under Disagree. Then,
accomplish the last column to justify your choice.
Activity 2
Directions: Without going back to the pages explaining data analysis and qualitative
data analysis, compose a short text titled Qualitative Data Analysis on the following
lines.
100 95 93 90 88 86 83 81 75 60
Topics
A – Research questions in relation to data analysis results
B – Emotions, attitudes, and views as subjective data
C – Qualitative data analysis as time-consuming process
D – Coding of data with letters
E – Words as unit of analysis
F – Orderliness of data through data matrices
G – Themes or theories as bases of data synthesis
H – Steps in data analysis
I – Reasons for coding data
J – Verbal language and graphs in qualitative data analysis
Connecting Concepts
Linking Old and New Knowledge
Directions: INDIVIDUAL WORK. Circle the letter of the word that is similar in
meaning to the underlined word in the sentence.
1. I can say that, by and large, with the involvement of all community members,
the Climate-Change conference will be successful.
a. minimally c. shortly
b. generally d. individually
2. Those negative comments may debunk the capacity of the delegates to hold
a successful conference.
a. affect maliciously c. doubt continuously
b. silence totally d. question critically
3. I’m giving you this registered land title to warrant the payment of my arrears.
a. justify c. express
b. ensure d. record
127
128 • PRACTICAL RESEARCH 1
Directions: Engage yourself in a chat with your partner about any topic both of you
find interesting. Use the newly learned words in your conversation.
Stirring Up Imagination
Game of Senses: Have fun in experiencing each of these now!
Then, give your conclusion about each experience.
Touch your hair, your face, your neck, your arms…
Conclusion ____________________________________________________________
����������������������������������������������������������������������
ouch the cover of your book, the pages of your notebook, the surface of your
T
chair, the screen of your cell phone or music player...
Conclusion ____________________________________________________________
����������������������������������������������������������������������
Listen to sounds coming from someone or something...
Conclusion ____________________________________________________________
����������������������������������������������������������������������
Smell the people and things around you...
Conclusion ____________________________________________________________
����������������������������������������������������������������������
Look at your surroundings—people, things, places, etc.
Conclusion ������������������������������������������������������������
What made you arrive at such conclusion? What then is the meaning of conclusion?
DRAWING CONCLUSIONS
Meaning of Conclusion
Conclusion is a type of inferential or interpretative thinking that derives its
validity, truthfulness, or reasonableness from your sensory experience. Touching,
seeing, hearing, tasting, and smelling things around you lead to a particular conclusion
about each of those experiences. The results of your sensory experience are factual
data to support the truthfulness of your conclusions.
Drawing Conclusions
In your research work, your next move after analyzing the data you have
gathered is drawing conclusions. This makes you form conclusions that arise from the
factual data you encountered and analyzed. Any conclusions drawn or deduced by
you from facts or statements resulting from logical thinking rather than from another
assumption, prediction, or generalization are the only ones included in the conclusion
section of your research paper. (Decilo 2014)
Any conclusion that you give about what you found out through your analysis of
the data you collected is a “warranted conclusion,” which explains how the evidence
or findings resulting from your data analysis stands to prove or disprove your
conclusion. And, by and large, the best kind of proof to back up your conclusion is
one that is factual and logical or given by correct reasoning. Downplaying, much less,
excluding warrants from this section of your paper reserved specifically for stating
conclusions about your findings makes your readers cast doubts about the credibility
or genuineness of your conclusions. (Thomas 2013, 38).
Research is about discovering things and engaging yourself in an exchange of
theoretically supported ideas with those in the academic world. And you state all
your discoveries in the conclusion section of your research paper. But it is not merely
making your conclusions visible in your paper, but also making these related with the
claims or arguments of varied research studies and written works you’ve subjected to
your RRL or review of related literature. Creating a link between your discoveries and
your review of literature indicates the ability of your paper to expand or enhance any
existing knowledge about your research study. (Harding 2013)
Thinking of research as the means by which you, as a member of academic
institution, debate or argue with others on some principles in any area of knowledge,
you have to write the conclusion section of your paper with conviction. Convinced
of the validity of your findings to prove your conclusions, you must confidently state
how your conclusions work to debunk or contradict existing theories, correlative
assumptions, and published works. Conversely, your conclusions must obviously
provide sufficient evidence to justify their alignment with or its support for recent
theories and research findings. Most importantly, your conclusions must present your
judgment of the truthfulness of your findings and your assessment of their capacity to
answer either positively or negatively your research hypotheses or research questions.
(Silverman 2013; Morgan 2014)
130 • PRACTICAL RESEARCH 1
Activity 1
Activity 2
7. Would you rather avoid revealing the findings of your paper that run
counter to previous research findings than discuss them extensively with
others? Why? Why not?
8. In research, what conclusion sounds detrimental or damaging to others?
9. Are you playing the role of a debater in writing the conclusion of your
paper? Justify your point.
10. How could you help your classmates create a good conclusion section of
their paper?
Activity 1
Directions: INDIVIDUAL ACTIVITY. Check () the column with the heading that
expresses your judgment about the following purported evidence to prove a
conclusion.
Activity 2
Directions: Write in the middle of the graph one conclusion you have about a
person, thing, event, and so on. Keeping in mind the best evidence rule, let your
graph surround your conclusion with statements to prove the soundness of the
conclusion. A sample conclusion that you can replace with another one (optional)
appears in the middle of the graph.
UNIT VII – ANALYZING THE MEANING OF THE DATA AND DRAWING CONCLUSIONS • 133
Connecting Concepts
Linking Old and New Knowledge
Directions: PAIR WORK. Give the meaning of the underlined word in each sentence.
Be guided by the contextual clues.
135
136 • PRACTICAL RESEARCH 1
1. Summarize the text in a nutshell by using the fewest possible number of words.
Meaning _________________________________________________________.
2. Throw the useless portion of the object but keep the salient part of it.
Meaning___________________________________________________________.
5. Criticizing the story thematically makes you draw from the text some
insights or world perceptions to serve as your guiding philosophy in life.
Meaning _________________________________________________________.
GUESSING GAME
Directions: One gives a sentence expressing the idea behind the newly learned word.
The other one guesses the new word referred to. Swap roles later.
Stirring Up Imagination
How do you share your new discoveries about the world with your loved ones
or friends living far away from you? Is it through Facebook, Twitter, Instagram, email,
or other ways?
Is there a certain format you have to adhere to in reporting or sharing about your
findings?
What do you think could guarantee the truthfulness of things you display in
these social media network?
discover new ones for the improvement of the world. Hence, you have to bring
your findings out to the readers in a way that you must communicate things you
procedurally performed and things you found out through your principled data
collecting and analysis methods. Your report about the findings of your research study
must adhere to a standard structure or format that has the following elements: (Corti
2014; Braun 2013; Remlen 2011)
Structure or Format of the Research Report
1. Title
The title gives information and description of the subject matter of the research.
Being the short catchy part of your paper that has the power to instantly attract a
reader, it must contain keywords to predict the content and tone of the research
paper. An attention-getting kind of a title is short, informative, made up of only 15 to
20 words. Owing to this essential role of a research title, you must think of one that is
meaningful, specific, and reflective of the standards of writing research titles like: the
title is not a sentence; not all capitalized; and not negative in tone. In addition, jargons
and acronyms are a big no-no to research title writing.
2. Abstract
The abstract concisely discusses the essential aspects of your paper such as the
background of the problem, objectives, significance, research design, data collection
technique, data analysis method, discussions of the findings, scope, conclusions,
among others. Giving 100- to 150-word discussions of the salient parts of the research
paper, your abstract suffices as the summary of your research report. Since an abstract
explains in a nutshell all essential components of the research paper, it usually comes
to its written form only after the final stage of the research work.
3. Introduction
This part explains the background of the research problem, states a set of specific
research questions, and of optional hypotheses or assumptions. The purpose of this
section is to let the readers see the connection of the purposes of your research questions
not only with the current world condition, but also with theoretical principles that
underlie your topic and other aspects of your research.
4. Method
This section explains the types and sources of data as well as the method you used
in collecting and analyzing the data you have gathered. Doing this part accurately
enables the readers to determine how objective and ethical you were in conducting
the research and how possible it could be for them to replicate your research study for
validation purposes.
5. Findings
Present as findings of your study those that you have analyzed and commented
on. There are several ways of doing this: by means of graphical presentation, statistical
method, or written discussion.
138 • PRACTICAL RESEARCH 1
7. Recommendations
To broaden the readers’ knowledge and understanding of the area covered by
the research, recommend or let the readers positively consider some activities they
can possibly do to extend, modify, replicate, or validate the findings of your research
work.
8. References
Follow a standard documentary style. Alphabetize, identify, and list down in this
section all sources of knowledge you used in carrying out your study.
9. Appendix
This contains copies of table, questionnaires, interview rates, observation
checklist, and other materials that are indispensable or necessary in completing your
research study.
MLA Style
MLA stands for Modern Language Association and it has this other name,
Humanities Style. This referencing style is often used in literature, history, and arts.
It provides bibliographic citation in notes that correspond to reference number in the
body of the paper. These notes are called footnotes when they are printed at the foot of
the page; notes or endnotes (sometimes, back notes) when they are printed at the back
of the book, at the end of a chapter, or at the end of an article in a journal. Some authors
prefer using endnotes rather than footnotes to economize space, time, and effort of the
artist and to make the paper appear more physically presentable.
UNIT VIII – REPORTING AND SHARING THE FINDINGS • 139
In using footnotes or notes, you number the notes consecutively from number 1
throughout each chapter or article. Place the note number at the end of the sentence,
of a clause, and right after a quotation. Do not put the number at the end or within a
chapter title or at a subheading because this suggests negligence in organization.
Notes to charts, tables, and other graphs make use of symbols, letters, and,
sometimes, numbers. These notes on graphs, which are numbered independently in
the text, must be placed below the table or illustration, not at the foot of the page or at
the end of the book or article. Notes consisting of explanations or elaborations of the
discussions in the text are called substantive or discursive notes.
For the MLA documentary notes, the same number and arrangement of the pieces
of book information as those in the bibliography; only that, in notes, write the author
before his or her family name.
Citations or in-text citations under the MLA system just require the presence of
the family name of the author plus the number of the page where the information is
found. The page number immediately comes after the author’s name; with just one
space provided to separate the two.
Abbreviations are commonly used in documenting data through the MLA system.
The following are some examples of abbreviations that you do not need to document
for they exist as common knowledge: (Russell 2013; Corti 2014; Remlen 2011)
UNIT VIII – REPORTING AND SHARING THE FINDINGS • 141
2. Documentary Notes
The same as the entries in a bibliography or references, except that, here, the
first name precedes the family name of the author.
Josie Cruz, G. Mt. Pinatubo Quezon City: GB Press. 2016.
Manolo De Guzman. Naming of typhoons.
3. Bibliography/References
One author
Cruz, Josie A. Mt. Pinatubo Lahar. (Quezon City: GB Press. 2016).
Paras, Beth M. The Philippine Eagle. (Adarna Publishing House. Manila:
2016).
142 • PRACTICAL RESEARCH 1
Two Authors
Oteza, Nina C. and David, Jose L. Climate Change. (Baguio City: KLM Co.
2018).
Reyes, Mario R. and Cortez, Josie M. Collegiate Athletic Competitions.
(Manila: National Bookstore, 2016).
Three Authors (List the names in the order they appear on the title page.)
Samson, Esther N. et al. Philippine Trial Courts. (Quezon City: Rex Bookstore,
2016).
Norman, Vivian. et al. Entry-level Workers’ Pay. (Pasig City: Hope Press.
2016).
(If the identity of the author is guessed, a question mark follows the
name before the closing bracket.)
Popular Magazines
Suratos, Mila. “The Ilocano Dishes,” Panorama, March 2016, pp. 23–26.
Roldan, Arnold. “Banana Leaves.” World Mission, May 8, 2016, p. 8.
Newspapers
News items from daily papers are rarely listed in a bibliography.
Rather, the name of the paper may be given either in the general
alphabetical list or in a separate section devoted to the newspapers.
Interviews
Interviews are best cited in texts or notes. It is not necessary to include
them in a bibliography, but if they are listed, the entries should appear
in this manner:
Arnaiz, Earl A. “Room for Rent” (Manila: SSG Press, 2016) filmstrip.
Online Materials
1. Signed article in a magazine
Davis, Robert. “Email Craze.” Interactions. July 2016. http://www.inter.
com/Jol/labor.htm/.
3. Article in Journal
“Systemic Functional Grammar.” English Forum. 38.7 (2016). 18 May 2016.
http://www.jhu.edu/English Studies Journal/vol.83/83.1 strethson.
html.
4. Article in Newspaper
Leonardo, Jerome. “Japan and the 2009 Tsunami.” New Daily Life Star. 21
December 2017. http://www.nytimes.com/2016/26 world/28 MIDE.
html.
5. An Editorial
“Vatican City: Pope’s Residence.” Editorial. Philippine Daily Inquirer. July 7,
2016. http://www.a-pinq.com/ed/2016/24/po4.html.
6. Online books
Litchten, Feona D. American Pragmatics Organization. (2014). 2nd AMPRA
Conference/Photos http://androgers.smugmug.com/Linguists/
AMPRA-2.
UNIT VIII – REPORTING AND SHARING THE FINDINGS • 145
7. CD-ROM/Diskette
Amante, Peter B. “Stem-Cell Treatment.” Manila Post News Bank. April 2017:
TI Manila Post News Bank.CD-ROM. News Bank. April 2017.
“Maharishi.” The Oxford English Dictionary. 2nd ed. CD-ROM. Oxford UP,
2017.
APA Style
The APA (American Psychological Association) is also called Author-Date Style.
This is often used by researchers in the field of natural science and social sciences. The
APA style uses space and time; MLA, not much. However, nowadays, for economic
reasons, more and more researchers, regardless of their area of specialization, prefer
to use the APA style.
There are two parts of the APA referencing style that are essential: in-text citation
or citation and reference list. The first part, which is enclosed in parentheses, is found
in the body of the text; the second part, at the end of the book. In contrast to the MLA
style that gives complete biographical information in the footnotes or endnotes, the
APA style gives only brief information in the text citation, but gives the full biographical
details in the reference list.
Under the APA system, the items in the References are arranged alphabetically.
You do not need to number them. For each entry under the title, References, write
the book information in this order: full author’s surname and first name and middle
name initials (optional, middle name initial), date of publication, title of the book or
periodical, place of publication, and the publisher. If there are several entries written
by the same author, to avoid repetition of names, use a 3 em dash in place of the first
name.
Use the following punctuation marks for every entry under the APA system:
period after the author’s name and title; colon after the place of publication; comma
after the publisher and after volume and number if it is a periodical material. End
every entry with a period. Italicize the title and capitalize only the initial word of the
title. Unless a word in the title is a proper noun, all words in the title are written in
small letters. For periodicals, enclose the title of the article with quotation marks but
underline the title of the periodical.
Citations or in-text citations under the APA system make you write inside the
parentheses only the family name of the author; followed by the year of publication,
and if some words were copied verbatim; next is the number of the page where the
copied words of the author are found. Another APA style of citation is writing the
family name of the author separately from the copyright date. In this case, only the
date is enclosed in parentheses. (Russel 2013; Burns 2012)
146 • PRACTICAL RESEARCH 1
2. Bibliography/References
One author
Fajardo, J. A. 2016. The Ebola Virus. Quezon City: GB Press.
Perez, B. M. 2017. The Philippine Constitution: The highest law of the land.
Manila: Adarna Publishing House.
Two Authors
Oropesa, N. C. and David, J. L. 2017. Palawan penal colony. Baguio City:
KLM Company.
Reynoso, M. R. and Saballa, J. M. 2017. Academic freedom. Manila: National
Bookstore.
Three Authors (List the names in the order they appear on the title page.)
Revilla, C. A., Bautista, C. C., and Vinuya, G. F. 2017. Boy scout jamborees.
Pasay City: ABC Press.
Manaloto, J. D., Gracia, B. C., and Ferrer, S. V. 2017. The victims of super-typhoon
Yolanda. Quezon City: Abiva Publishing House.
Three or More Authors (Use the name of the first author listed on the title page.)
Sonora, E. N. et al. 2016. Regional trial courts. Quezon City: Rex Bookstore.
Sevilla, V. et al. 2016. Labour strikes. Pasig City: Hope Press.
Anonymous Author (If the authorship of a work is known but not revealed on the
title page, the name is given in brackets.)
[Valerio, E.]. The millennium condominium craze. 2016. Nowhere: Nonesuc
Press.
[Valderon, L.]. Non-verbal language. 2016. Nowhere: Nonesuch Publication.
UNIT VIII – REPORTING AND SHARING THE FINDINGS • 147
Popular Magazines
Salvador, M. March 2016. “The Chinese Dishes,” Panorama, pp. 23–26.
Olarte, A. May 8, 2016. “Catholicism in Asia.” World Mission, p. 8.
Newspapers
Abad, C. S. “Gated subdivisions in Caloocan City,” 2016. Philippine Daily
Inquirer. 7 May.
Manila Bulletin. 2017. Editorial, 2 December.
Malaya. 2016. Editorial, 18 July.
Interviews
Ballesteros, F. April 2016. “K-12 curriculum: Interview with Felicitas
148 • PRACTICAL RESEARCH 1
Online Materials
1. Signed article in a magazine
Duterte, R. July 2016. “ Social-media networks.” Personality growth. http://
www.inter.com/Jol/labor.htm/.
3. Article in Journal
“Linguistic competence. 18 May 2016.” English Forum. http://www.jhu.
edu/English Studies Journal/vol.83/83.1 strethson.html.
4. Article in Newspaper
Lepanto, J. “globalization vs. climate change.” 21 December 2016. New
Daily Life Star. http://www.nytimes.com/2016/26 world/28 MIDE.
html.
5. An Editorial
“Political Dynasty in the Philippines. 7 July 2016.” Editorial. Philippine
Daily Inquirer. http://www.a-pinq.com/ed/2016/24/po4.html.
UNIT VIII – REPORTING AND SHARING THE FINDINGS • 149
6. Online books
Litchten, F. D. 2016. American pragmatics. http: AMPRA 2
etext2014/14w0310txtz.
De Gracias, J. G. 15-20, May 2017. “Collaborative language activities” dialog
ERIC AED23376.
CD-RM/Diskette
Dizon, P. B. April 2016. “Herbal treatment.” Manila Post News Bank. TI Manila
Post News Bank.CD-ROM. News Bank.
“Domestic helper.” 2016. The Oxford English Dictionary. 2nd ed. CD-ROM.
Oxford UP.
Activity 1
7. Capitalizes only the initial word and proper nouns in the title of a paper
under the referencing style
a. MLA c. APA
b. Harvardian d. Vancouver
8. All authors appearing in the body of the paper must be listed in the
a. endnotes c. References
b. Bibliography d. footnotes
Activity 2
2. How can your readers get an understanding of all important aspects of your
research paper in a short period of time?
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5. Describe the link between the APA citation and the reference list.
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������������������������������������������������������������������
9. What comes to your mind about research papers and academic books with
no bibliography or reference list?
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������������������������������������������������������������������
10. How do you prove your appreciation for the authors’ expertise and honesty
in relation to your research study?
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������������������������������������������������������������������
Activity 1
Directions: The following are pieces of information about each reading material.
Examine each set of data. If each group is correctly written, put a check mark
before it; otherwise, rewrite the whole thing correctly on the lines provided below.
������� 1. Regalado, Willy P. Electrical Gadgets, 4th edition: 2017. Manila
Publishing House.
152 • PRACTICAL RESEARCH 1
Activity 2
Directions: Choose two among the following sets of information on reading materials.
Using the APA and MLA referencing styles, write what you’ve chosen as entries
in a bibliography and reference list.
1. Title: The Varsitarian
Article: Being a Political Science Student
Author: Daffodil B. Garra
Publisher: UST Publishing House
Volume: 38
Pub. date: May 2, 2017
Pub. place: Manila
UNIT VIII – REPORTING AND SHARING THE FINDINGS • 153
5. Date: 2018
Publisher: U.P. Press
Author: Dr. Hilario V. David
Pub. place: Quezon City
Title: Long-distance Education
3. I know (very much, very little, nothing) about APA and MLA in-text citation.
4. My knowledge about an effective sharing of my research discoveries is
(excellent, so little, so poor).
5. Now, I know how to apply the APA and the MLA referencing style in my
written work in (excellent, average, poor) manner.
Babbie, E. 2014. The Basics of Social Research. 6th ed. USA: Wadsworth-Cengage Learning.
Badke, W. B. 2012. Teaching Research Process: The Faculty Role in the Development of Skilled
Student Researchers. New Delhi: CP Chados Publishing.
Barbour, R. 2014. Introducing Qualitative Research: A Student Guide. Los Angeles: Sage.
Bazeley, P. 2014. Qualitative Data Analysis. Los Angeles: Sage.
Bernard, R. 2013. Social Research Method: Qualitative and Quantitative Approach. Los
Angeles: Sage.
Birks, M., and J. Mills. 2014. Qualitative Methodology: A Practical Guide. Los Angeles:
Sage.
Bloomberg, L., and M. Volpe. 2012. Completing Your Qualitative Dissertation: A Road
Map from Beginning to End. Los Angeles: Sage.
Braun, V., and V. Clarke. 2013. Successful Qualitative Research: A Practical Guide for
Beginners. Los Angeles: Sage
Burns, A., and R. Bush. 2012. Basic Research Method. 3rd ed. New York: Pearson.
Clow, K., and K. James. 2014. Essentials of Marketing Research: Putting Research into
Practice. Los Angeles: Sage.
Coghan, D., and T. Branneick. 2014. Doing Action Research in Your Own Organization. 4th
ed. Los Angeles: Sage.
Corti, L. et al. 2014. Managing and Sharing Research Data: A Guide To Good Practice. Los
Angeles: Sage.
Creswell, J. 2014. Research Design: Qualitative, Quantitative, and Mixed Method Approaches.
4th ed. Los Angeles: Sage.
Decilo, P. 2014. Achieving Impact in Research. Los Angeles: Sage.
De Mey, L., Dr. and Dr. D. Smith. 2013. Advanced Research Methods. London: Sage.
Denzin, N., and Y. Lincoln, eds. 2013. Collecting and Interpreting Qualitative Materials.
Los Angeles: Sage.
Dixon, J., and R. A. Singleton. 2013. Reading Social Research Studies in Inequalities and
Deviance. Los Angeles: Sage.
Edmonds, A., and T. Kennedy. 2013. An Applied Reference Guide to Research Designs:
Qualitative, Quantitative, and Mixed Method. Los Angeles: Sage.
Emmel, N. 2013. Sampling and Choosing Cases in Qualitative Research. Los Angeles: Sage.
Feinberg, F., T. Kinnear, and J. Taylor. 2013. Modern Marketing Research: Concepts,
Methods, and Cases. Australia: Cengage Learning.
155
156 • PRACTICAL RESEARCH 1
Fraenkel, J., N. Wallen, and H. Hyun. 2012. How to Design and Evaluate Research in
Education. USA: McGraw Hill.
Gibson, B., and J. Hartman. 2014. Rediscovering Grounded Theory. Los Angeles: Sage.
Goodwin, J., and K. Goodwin. 2014. Research Methods: Designing and Conducting
Research With A Real-World Focus. Los Angeles: Sage.
Gorard, S. 2013. Research Design: Creating Robust Appreciation for the Social Research. Los
Angeles: Sage.
Grbich, C. 2013. Qualitative Data Analysis. Los Angeles: Sage.
Hammersley, M., and A. Traianou. 2012. Ethics in Qualitative Research: Controversies and
Context. Los Angeles: Sage.
Harding, J. 2013. Qualitative Data Analysis from Start to Finish. Los Angeles: Sage.
Hollway, W., and T. Jefferson. 2013. Doing Qualitative Research Differently: A Psychological
Approach. Los Angeles: Sage.
Jesson, J., L. Matheson, and F. Lacy. 2011. Doing Your Literature Review: Traditional and
Systematic Techniques. Los Angeles: Sage.
Kubicek, J. n.d. “Inquiry-Based Learning.” Canadian Journal of Learning and Technology.
www.ericdigect.org.
Lapan, S., M. Quartaroli, and F. Riemer. 2012. An Introduction to Research Methods and
Designs. USA: Jossey-Bass, A Wiley Imprint.
Lappuci, R., and A. K. Haghi. 2013. Education for A Digital World. Toronto: Apple
Academy Press.
Letherby, G., J. Scott, and M. Williams. 2013. Objectivity and Subjectivity in Social
Research. Los Angeles: Sage.
Litchman, M. 2013. Qualitative Research in Education: A University’s Guide. 3rd ed.
London: Sage.
Maxwell, J. A. 2012. A Realistic Approach for Qualitative Research. Los Angeles: Sage.
McBride, D. M. 2013. Process of Research in Psychology. Los Angeles: Sage.
McLeod, L. C. 2012. What School Needs to Know About Digital Technologies and Social
Media. USA: Jossey-Bass.
Meng, K. J. 2012. Marketing Research for Beginners: A Practical Guide (Handbook).
Singapore: Cengage Learning.
Morgan, D. L. 2014. Integrating Qualitative and Quantitative Methods: A Pragmatic
Approach. Los Angeles: Sage.
Packers, M. 2011. The Science of Qualitative Research. New York: Cambridge University.
Paris, J., and M. Winn. 2014. Humanizing Research: Decolonizing Qualitative Inquiry With
Youth and Communities. Los Angeles: Sage.
REFERENCES • 157
Peggs, K., B. Snort, and J. Burridge. 2013. Observation Method. Los Angeles: Sage.
Picardie, C., and K. D. Masick. 2014. Research Methods (Designing and Conduction
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Punch, K. F. 2014. Introduction to Social Research Qualitative and Quantitative Approaches.
3rd ed. London: Sage.
Ransome, P. 2013. Ethics and Values in Social Research. New York: Palgrave Macmillan.
Remlen, D., and G. Van Ruzzin. 2011. Research Method in Practice: Strategies for Description
and Causation. Los Angeles: Sage.
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Angeles: Sage.
Russell, B. 2013. Social Research Methods: Qualitative and Quantitative Approaches. Los
Angeles: Sage.
Sarantakos, S. 2013. Social Research. 4th ed. New York: Palgrave Macmillan.
Schreiber, J. K., and K. Ashner-Self. 2011. Educational Research. USA: John Wiley
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Sharp, J. 2012. Success With Your Educational Research Project. Los Angeles: Sage.
Silverman, D. 2013. Doing Qualitative Research. 4th ed. London: Sage.
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Sage.
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Tracy, S. J. 2013. Qualitative Research Methods: Collecting, Evaluating, Crafting Analysis,
and Communicating Research Impact. UK: Wiley-Blackwell.
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158 • PRACTICAL RESEARCH 1
ONLINE SOURCES
http://www.thirteen.org/edonline.conceptcomponents2htclass/inquiry
http://www.neiu.edu/~middlemodules/...Amazon
http://wilderdom.com/research?QualitativeVErsusQuantitativeResearch.html
http://www.ericdigect.org
http://www.ehow.com/how-8245008-write-title-research
Index
A integral citation, 75
abbreviations, 140–141 non-integral citation, 75–76
abstract, 137 patterns, 76–77
acknowledgment, 75 purposes, 75
action research, 12 styles, 75–76
active verbs, 69 clarity, 11
accuracy, 11 cluster sampling, 95
American Psychological Association coding, 121
(APA), 77, 145–149
collating, 121
analysis, 3
conceptual review, 58
appendix, 138
conclusion, 129
application of research method, 11
drawing conclusion, 129
applied research, 11
content analysis, 23
availability sampling, 96
contextualization, 22
continuous monitoring, 105
B
cooperative learning, 10
background of the problem, 47
correlational research, 12
bibliography, 75, 140
critical review, 58
block quotation, 76
Bruner, Jerome, 4
D
data, 12, 13
C
measurement of data, 12
case study, 22, 85
non-numerical data, 12, 13
choosing a research topic, 38–39
primary data, 12
availability of information, 38
secondary data, 12
interest in the subject matter, 38
data analysis, 121
limitations on the subject, 38
results, 21
personal resources, 39
data gathering, 22
timeliness and relevance of the topic, 38
collection methods for qualitative
citations or references, 74, 75, 140
research, 22–23
159
160 • PRACTICAL RESEARCH 1
L population, 94
learning, 3 positive approach, 13, 29
library, 67 postal questionnaire, 115
limitations, 38 primary data, 12
literature, 57 primary sources, 67
and art criticism, 30 probability sampling, 94
sources, 67 problem, 10
Literary Digest, 94 problem-solving, 3
profile matrix, 121
M
punctuation marks, 140
mediated interview, 112
pure research, 11
method, 137
purposive or judgmental sampling, 96
MLA documentary notes, 140
Modern Language Association Q
(MLA), 77, 138–145
qualitative data, 30
multi-method research, 21
qualitative data analysis, 121–122
qualitative research, 12, 21, 101
N
advantages, 24
naturalistic approach, 13, 29–30
definition, 20–21
non-probability sampling, 95
designs, 85
O disadvantages, 24
objectiveness, 11 subjectivity, 21
observation, 104 types, 22–23
methods, 105–106 qualitative researcher, 22
types, 104–105 quantitative data, 29
online resources, 71 quantitative research, 12, 21
opening sentences, 68–69 questionnaire, 114
advantages, 115
P
disadvantages, 115
paraphrase, 76
purposes, 114
phenomenology, 23
types, 115
philosophical research, 31
quota sampling, 96
plagiarism, 78
162 • PRACTICAL RESEARCH 1
R sources, 39–40
recommendations, 138 topics to be avoided, 39
references, 75, 138 reporting and sharing the findings,
136–137
APA style, 145–149
review of related literature, 47, 57
methods of referencing, 77
poor literature review writing, 68
MLA style, 140–145
process, 66–68
relevance, 11, 38
reading the source material, 68
research, 1, 10, 129
search for the literature, 67
action research, 12
writing the review, 68
analogous to inquiry, 10
purposes, 57–58
application of research method, 11
structure, 60
applied research, 11
styles or approaches, 58
approaches to research, 13
systematic review of literature, 59–60
characteristics, 11
traditional review of literature, 58,
correlational research, 12
59–60
explanatory research, 12
writing an excellent review, 68–69
exploratory research, 12
multi-method research, 21 S
purposes, 11 sampling, 94
qualitative research, 12 sampling error, 94
quantitative research, 12 scientific approach, 13, 29
types, 11 scientific method of thinking, 22
research design, 85 scoping review, 58
research problem, 47 secondary data, 12
research process, 10, 21 secondary sources, 67
research questions, 47–49 self-administered questionnaire, 115
formulating research questions, 49 semi-structured interview, 112
research report, 135 short direct quotation, 76
format, 137 similarity matrix, 121
research study, 87 simple random sampling, 95
research topic SMART, 49
guidelines, 38–39 snowball sampling, 96
INDEX • 163
T Z
theory of connected experiences for zigzag sampling, 87
exploratory and reflective thinking, 4 Zone of Proximal Development (ZPD), 4
thinking strategies, 3