Inquiry Investigation and Immersion Quarter 1 PDF

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SHSInquiries, Investigation,and ImmersionQuarter 1: Module 4 – Lesson 1Understanding Data and Ways toCollect Data (Research Design)12SHS Applied Subject: Inquiries, Investigation and Immersion (3I’s) Quarter 1 Module 4 – Lesson 1: Understanding Data and Ways to Collect Data (Research Design)Republic...

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SHS Inquiries, Investigation, and Immersion Quarter 1: Module 4 – Lesson 1

Understanding Data and Ways to Collect Data (Research Design)

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SHS Applied Subject: Inquiries, Investigation and Immersion (3I’s) Quarter 1 Module 4 – Lesson 1: Understanding Data and Ways to Collect Data (Research Design) Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Regional Director: Gilbert T. Sadsad Assistant Regional Director: Jessie L. Amin

Development Team of the Module Writer: Juliet C. Saldo – Tapayas High School Editors: Fe F. Peralta – San Vicente National High School Edna F. Aladano - GMEVHS Reviewers: 1. Preciosa R. Dela Vega, EPS - English, SDO Camarines Sur 2. Jeanette M. Romblon, EPS I - English, SDO Masbate City Illustrators and Layout Artists: 1. Edmark M. Pado – Cabugao Elementary School 2. Mary Jane S. San Agustin – Fundado Elementary School

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Module

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Understanding Data and Ways to Collect Data Lesson 1 – Research Design

Most of us wanted to become successful in everything that we do. We understand that planning ahead of time can help us put things right at the right time. Planning is believed as one of the indicators that mark success. And apparently, it is the result that gives us the idea how effective the plan was. In like manner, research aims to gauge for a successful result. It involves understanding data and ways to collect data. This module will enlighten you to become successful in understanding data and data collection. In this connection, you are welcome in this Lesson 1 – Research Design.

Learning Target This lesson specifically aims to describe adequately research design, either in qualitative or quantitative research.

itative or quantitative. Qualitative Research - makes use of first person/textual/discursive in nature. Quantitative Research

en find they are not aware of the differences between Qualitative Research and Quantitative Research methods. Many mist

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In your own words, what is the difference between Qualitative Research and Quantitative Research? Write your answer on a separate sheet of paper or your notebook. 1. Define and compare the different kinds of Qualitative and Quantitative Research. 2. Illustrate the most interesting and creative research design you can think of. 3. Using a flow chart of your chosen design, illustrate the steps.

4. State the problem of your study. 5. After the discussion of the types of research, identify what type of research method is relevant to the current research problem. Consider the following questions in choosing sample. Which group of people (study population) are you interested in? From which you want to draw a sample? How many people do you need in your sample? How will you select these people?

Learning About It earch is also used to uncover trends in thought and opinions, and dive deeper into the problem. Qualitative data collection

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What to Know: Qualitative research study is not but one kind. But just as with quantitative methods, there are actually many varieties of qualitative methods. Similar to the way group usability testing methods, there are also a number of ways to segment qualitative methods. You may choose the appropriate qualitative research design in order to collect the needed data of the study. A popular and helpful categorization separate qualitative methods into five groups: ethnography, narrative, phenomenological, grounded theory, and case study. John Creswell outlines these five methods in Qualitative Inquiry and Research Design. While the five methods generally use similar data collection techniques (observation, interviews, and reviewing text), the purpose of the study differentiates them—something similar with different types of usability tests. And like classifying different usability studies, the differences between the methods can be a bit blurry. Here are the five qualitative methods in more detail. 1. Ethnography Ethnographic research is probably the most familiar and applicable type of qualitative method to UX professionals. In ethnography, you immerse yourself in the target participants’ environment to understand the goals, cultures, challenges, motivations, and themes that emerge. Ethnography has its roots in cultural anthropology where researchers immerse themselves within a culture, often for years! Rather than relying on interviews or surveys, you experience the environment first hand, and sometimes as a “participant observer.” For example, one way of uncovering the unmet needs of customers is to “ follow them home ” and observe them as they interact with the product. You don’t come armed with any hypotheses to necessarily test; rather, you’re looking to find out how a product is used. Source: https://www.snapsurveys.com/blog/qualitative-vs-quantitative-research/

2. Narrative The narrative approach weaves together a sequence of events, usually from just one or two individuals to form a cohesive story. You conduct in-depth interviews, read documents, and look for themes; in other words, how does an individual story illustrate the larger life influences that created it. Often interviews are conducted over weeks, months, or even years, but the final narrative doesn’t need to be in chronological order. Rather it can be presented as a story (or narrative) with themes, and can reconcile conflicting stories and highlight tensions and challenges which can be opportunities for innovation.

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For example, a narrative approach can be an appropriate method for building a persona. While a persona should be built using a mix of methods — including segmentation analysis from surveys -depth interviews with individuals in an identified persona can provide the details that help describe the culture, whether it’s a person living with Multiple Sclerosis, a prospective student applying for college, or a working mom. 3. Phenomenological When you want to describe an event, activity, or phenomenon, the aptly named phenomenological study is an appropriate qualitative method. In a phenomenological study, you use a combination of methods, such as conducting interviews, reading documents, watching videos, or visiting places and events, to understand the meaning participants place on whatever’s being examined. You rely on the participants’ own perspectives to provide insight into their motivations. Like other qualitative methods, you don’t start with a well-formed hypothesis. In a phenomenological study, you often conduct a lot of interviews, usually between 5 and 25 for common themes , to build a sufficient dataset to look for emerging themes and to use other participants to validate your findings. For example, there’s been an explosion in the last 5 years in online courses and training. But how do students engage with these courses? While you can examine time spent and content accessed using log data and even assess student achievement vis-a-vis in-person courses, a phenomenological study would aim to better understand the students experience and how that may impact comprehension of the material.

4. Grounded Theory Whereas a phenomenological study looks to describe the essence of an activity or event, grounded theory looks to provide an explanation or theory behind the events. You use primarily interviews and existing documents to build a theory based on the data. You go through a series of open and axial coding techniques to identify themes and build the theory. Sample sizes are often also larger—between 20 to 60—with these studies to better establish a theory. Grounded theory can help inform design decisions by better understanding how a community of users currently use a product or perform tasks. For example, a grounded theory study could involve understanding how software developers use portals to communicate and write code or how small retail merchants approve or decline customers for credit.

5. Case Study Made famous by the Harvard Business School, even mainly quantitative researchers can relate to the value of the case study in explaining an organization, entity, company, or event. A case study involves a deep understanding through multiple types of data sources. Case studies can be explanatory, exploratory, or describing an event. The annual CHI conference has a peer-reviewed track dedicated to case studies. For example, a case study of how a large multi-national company introduced UX methods into an agile development environment would be informative to many organizations. Source: https://www.snapsurveys.com/blog/qualitative-vs-quantitative-research/

What are typical qualitative research questions? Qualitative research, sometimes also referred to as naturalistic inquiry, is a distinct field of research with its own research philosophy, theory and methodology. If your desire is to perform a qualitative study, it will probably be a lot easier to develop your research question if you first become familiar with some of qualitative research’s basic principles. The qualitative paradigm suggests that there are multiple realities, and what we are researching are constructs. In qualitative research, generally the phenomenon is studied in its natural setting and the focus is on the participants’ (and also the researcher’s) view of the world. In other words, qualitative research usually does not happen in a lab, or while sitting at a desk. It generally requires going out, talking to people, observing what they do, as well as how they perceive and interpret things. Also, it does not aim to generalize findings to entire populations. Therefore, the research question that you ultimately choose guides your inquiry and reflects this stance. The vocabulary of your questions will usually suggest to the reader your intent to explore a certain phenomenon in its natural context. The process of developing qualitative research questions It is very unlikely that your first attempt to develop a good research question will be without hurdles. Every question usually undergoes a process of reflection and refinement before you get your question to its final version. It is usually helpful to share your draft question with others (mentor, advisor, colleagues, other students) so they can comment on it and help you improve and reach better clarity. For instance, a question ‘What challenges are encountered by people who switch careers later in life?’ could guide a qualitative inquiry, but this question would most likely require some further clarification. As it stands, it refers to a

broad group of people who might be difficult to capture in one single study. People can change careers for different reasons (e.g. illness, difficulty finding a job in their

primary profession, new life stage, joining a family business) so even a big sample of people could have experiences that vary significantly. We might want to consider narrowing this question down and focusing only on one group, for example: What special challenges are encountered by people who switch careers later in life due to not being able to perform their primary profession anymore because of age- related health issues? This group of participants could then be narrowed down even further to distinguish between different sub-groups of health issues (mental health, physical illness, accidents, etc.). The first question could serve as the overarching question, followed by sub-questions referring to different examples of health problems. The process of crafting a good research question can begin with writing down a qualitative purpose statement regarding your research. When accomplishing this try using words such as explore, understand, discover. Your purpose statement can also mention the participants and the research site. An example of a purpose statement would be: The purpose of this study is to explore how online tools can help with dieting. The purpose statement can then be used to develop your research question, which narrows down your purpose statement and makes it more specific. For the previous statement, the research question could be: What are the experiences of women aged 30 to 40 using smartphone applications for dieting? Examples of research questions for different qualitative methodologies Different types of studies go under the umbrella of qualitative research; each with its own philosophy and ways of looking at the world as well as various methods of interpreting data. Here are some qualitative research question examples that could be used through different qualitative approaches:

Grounded theory: What are the attitudes of elderly people with stroke towards the daily use of assistive devices and technolo Phenomenology: What role does the therapist’s spirituality play in the treatment of his or her patients? How do female high school teachers who have been physically assaulted by students overcome their fears so they can effectively teach? Ethnography: How do adolescent Latinas/Latinos conceptualize classroom participation processes shape active oral participation?

Narrative inquiry: How does a good everyday life come about when living with chronic rheumatic conditions? Case study: What strategies are being used by small businesses that have effective and viable workplace wellness programs? Source: Agee, J. (2009). Developing qualitative research questions: a reflective process. International Journal of Qualitative Studies in Education. 22(4), 431-447. Worthington, M. (n.d.) Differences between phenomenological research and a basic qualitative research design. Retrieved from http://a1149861.sites.myregisteredsite.com/DifferencesBetweenPhenomenological ResearchAndBasicQualitativeResearchDesign.pdf

Top 4 Methods / Types of Quantitative Research

rvey questions from the respondents using the various types like online surveys, online polls paper questionnaires, etc and

ause and effect equation between the two or more than two variables, where the one variable will be dependent on other

nerally used in the field of natural sciences or in the field of social sciences as in those areas various statements are there w

#4 – Correlation Research Correlation Research conducted for establishing a relationship between the two closely associated entities for knowing the impact of one on other and the changes which eventually observed. It is carried for giving value to the naturally occurring relationships. For this research minimum, two different groups will be required. Source: https://www.wallstreetmojo.com/quantitative-research/

What are typical quantitative research questions?

Quantitative research questions are generally used to set the scene for an entire study or industry report. For quantitative business research it is imperative that the research questions used allow your respondents to answer succinctly. With that in mind there are three common types of quantitative research questions: 1. Descriptive research questions 2. Comparative research questions 3. Relationship-based research questions Let’s take a look in greater detail at the typical formats you can use when preparing quantitative market research questions. Descriptive research questions Descriptive survey questions are designed to uncover a respondent’s response towards a particular question or variable. Put simply, it’s the easiest way to quantify the particular variable(s) you’re interested in on a large scale. Common descriptive research questions will begin with “How much?”, “How regularly?”, “What percentage?”, “What time?”, “What is?” Primarily, a descriptive research question will be used to quantify a single variable, but there’s nothing stopping you covering multiple variables within a single question. Here are a few examples to get you started: Question How often do you buy mobile apps for fitness purposes? How much would you be willing to pay for a men’s lifestyle magazine? How regularly do you go abroad for a holiday?

Variable Number of mobile apps bought The cost respondents would be willing to pay for a men’s lifestyle magazine Number of times respondents go on holiday abroad

Demographic Smartphone users Fitness enthusiasts Men aged 18-40

Families & adults aged 18-and-over

Comparative research questions Comparative survey questions are designed to help you identify clear differences between two or more groups based on one or more variables. For instance, a typical comparative research question will begin by asking respondents for the “difference between” a particular variable e.g. mobile apps bought between two or more groups e.g. teenage boys and teenage girls.

On the whole, a comparative research question will only be used to quantify a single variable, but depending on the needs of your market research it’s plausible to use two or more if necessary. Here are few examples for you to consider: Question What is the difference in the daily calorie intake between men and women in London? What are the differences in attitudes towards online banking between Millennial adults and older people? What is the difference in the number of landline telephone calls made between Millennial adults and older people?

Variable Daily calorific intake

Demographic Men based in London Women based in London

Attitudes towards online banking

Millennial adults Adults born prior to 1982

Number of landline telephone calls made

Millennial adults Adults born prior to 1982

Relationship-based research questions A relationship-based research question can be misleading to some as it doesn’t mean you’ve got to ask respondents about their love life! Here, the term relationship is used more to describe an association or trend between two or more variables within one or more demographic groups. Examples of relationship-based research questions include: Question What is the relationship between gender and A Level exam results amongst 6th Form students? What is the relationship between disposable income and location amongst young adults? What is the relationship between job satisfaction and salary amongst London residents?

Dependent variable Gender

Disposable income Job satisfaction

Independent variable A Level exam results Location

Salary

Demographic 6th Form students Young adults

London residents

Source: https://www.bl.uk/business-and-ip-centre/articles/what-are-typicalquantitative-research-questions

Sampling is a process through which the researcher selects a portion or segment from the population at the center of the researcher’s study. The population is a group of persons or objects that possess some common characteristics that are of interest to the researcher, and about which the researcher seeks to learn more. Two groups of population: Target population is composed of the entire group of people or objects to which the researcher wishes to generalize the findings of the study. Accessible population is the portion of the population to which the researcher has reasonable access. Subjects are individuals or entities which serve as the focus of the study. Respondents are individuals or groups of people who actively serve as sources of information during data collection. Elements refer to subjects of the study who are...