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11Practical Research1Quarter 4 – Week 3:Analyzing the Meaningof the Data GatheredSENIOR HIGH SCHOOL.Writers:Editor: Reviewer: Illustrator:Development Team of the Module Mary Ann C. Torres, MAED - Admin. & Supervision Jean G. Fabugais, MAED-ELT, TMC- Lorilyn N. Nudalo, EdD Lorilyn N. Nudalo, EdD ...

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SENIOR HIGH SCHOOL

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Practical Research 1 Quarter 4 – Week 3: Analyzing the Meaning of the Data Gathered

Practical Research 1 for Grade 11 Alternative Delivery Mode Quarter 4 – Week 3: Analyzing the Meaning of the Data Gathered First Edition, 2020 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 module 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. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writers:

Mary Ann C. Torres, MAED - Admin. & Supervision Jean G. Fabugais, MAED-ELT, TMC-1

Editor:

Lorilyn N. Nudalo, EdD Lorilyn N. Nudalo, EdD None

Reviewer: Illustrator:

Layout Artist/Typesetter:Richie C. Naingue/Josephine V. Austero Management Team: Senen Priscillo P. Paulin, CESO VRosela R. Abiera Fay C. Luarez, TM, EdD, PhDMaricel S. Rasid Nilita L. Ragay, EdDElmar L. Cabrera Anna Lee A. Amores, EdD

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Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental (035) 225 2376 / 541 1117 [email protected]

11 Practical Research 1 Quarter 4 – Week 3: Analyzing the Meaning of the Data Gathered

Introductory Message For the Facilitator: Welcome to Practical Research 1 Alternative Delivery Mode Module 7 on Analyzing the Meaning of the Data Gathered!

(ADM)

This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module:

Research is creating new knowledge Neil Armstrong

As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.

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For the Learner: Welcome to Practical Research 1 the Alternative Delivery Mode (ADM) Module 7 on Analyzing the Meaning of the Data Gathered! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: This will give you an idea of the skills or competencies you are expected to learn in the module.

WhatINeed t oKnow

This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.

WhatIKnow

This is a brief drill or review to help you link the current lesson with the previous one.

What ’ sI n

In this portion, the new lesson will be introduced to you in various ways; a story, a song, a poem, a problem opener, an activity or a situation.

What ’ sNew

This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.

Whati sI t

This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.

What ’ sMor e

This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson.

WhatIHaveLearned

This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns.

WhatICan Do

This is a task which aims to evaluate your level of mastery in achieving the learning

Assessment iii

competency.

Addi t i onalAct i vi t i es

In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned.

AnswerKey

This contains answers to all activities in the module.

At the end of this module you will also find:

Ref er ences

This is a list of all sources used in developing this module.

The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!

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TABLE OF CONTENTS

CONTENT

PAGES

TITLE PAGE

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INTRODUCTORY MESSAGE --------------------------------For the Facilitator --------------------------------For the Learner WHAT I NEED TO KNOW --------------------------------Learning Competency --------------------------------WHAT I KNOW Activity 1 WHAT’S IN Activity 2 WHAT IS IT WHAT’S MORE Activity 3 WHAT I HAVE LEARNED --------------------------------Activity 4 --------------------------------WHAT I CAN DO ---------------------------------------Activity 5 --------------------------------------ASSESSMENT Activity 6 ADDITIONAL ACTIVITIES ---------------------------------Activity 7

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GLOSSARY

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ANSWER KEYS

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REFERENCE LIST

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WhatINeedt oKnow Collection of data which you have done in Module 5 is only the beginning of your research process. Once you have collected all the information you needed, you have to organize them. Since your research is qualitative, this module focuses on “analysis” which is more concerned with the meaning of information gathered from different sources, such as notes/observation, recorded interview/transcripts, and/or focus group transcripts which will be explained in this module. Learning Competencies At the end of this module, you are expected to: 1. infer and explain patterns and themes from the data collected; 2. analyze and relate the findings with the pertinent literature; and 3. appreciate the process of analyzing the meaning of data gathered.

WhatIKnow Activity 1. Let’s check your prior knowledge… Directions: Read each item carefully. Write TRUE if the statement is true and FALSE if it is not true. Write your answers on your Activity Notebook. 1. 2. 3. 4. 5. 6. 7.

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Listening to your audios or reading your records is part of a formal system in analyzing data. Analysis is a prerequisite before concluding something. Grouping similar kinds of information together in categories is possible in evaluating data. In analyzing the data, relating different ideas and themes to one another is needed. The best way to organize data is to go back to your interview guide. It is not necessary to arrange the data since it is understandable and easy to analyze. Recognizing noticeable themes, repeated ideas, or verbal expression and patterns of belief that link people and settings together is the most intellectually challenging phase of the analysis. Results are more reliable when they are complete from numerous independent bases.

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Validity is enriched when they are confirmed by more than one “instrument” measuring the same thing. 10. The primary aim in analyzing the gathered facts is to find out if the recorded data exist to give answers to research questions.

What ’ sI n Activity 2. Let’s amplify your imagination… Directions: Answer the following in your notebook. 1. What would you like to become someday? You may choose one profession from among the pictures below:

LAWYER https://images.app.goo.gl/Q9EJs1mdBuD3FEU c6

JUDGE https://images.app.goo.gl/f5Bf5H9HRpG8ci r88

TEACHER https://images.app.goo.gl/Kd8WjCzfCW2j JVb2A

SURGEON https://images.app.goo.gl/AU6wn4Ssk7yo WgQD6

PRIEST BEAUTICIAN https://images.app.goo.gl/rVQygtsDm9aJRm x https://images.app.goo.gl/rVQygtsDm9aJR T7 mxT7

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2. List down as many as you can the qualities that you have and you don’t have as a person that you think are needed for your chosen profession. I have these…

I don’t have these…

Example:

Example: diligent

organized

3. What did you find out? Analyze your answers and write a simple inference if you could possibly able to reach your goal in life considering your qualities.

Whati sI t The starting point of data analysis in qualitative research is by “getting to know” your data. This can be done by listening to your audios or reading your transcripts (O’Connor & Gibson, 2003). After doing this, it will give you a general idea of what people are saying and what results you are looking for.

Formal Systems There are formal systems for analysis of qualitative data that have been developed in order to help researchers get at the meaning of their data more easily (Rubin & Rubin, 1995). These systems involve:  coding techniques for finding and marking the underlying ideas in the data;  grouping similar kinds of information together in categories; and  relating different ideas and themes to one another.

Manual Guide O’Connor & Gibson (2003) provided the researchers a manual to guide them in the process through a step-by-step guide to analyze qualitative

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interviews (O’Connor & Gibson, 2003). The components to this type of analysis include:    

organizing the data finding and organizing ideas and concepts building over-arching themes in the data ensuring reliability and validity in the data analysis and in findings  finding possible and plausible explanation for findings  an overview of the final step Step 1: Organizing the Data According to Huberman & Miles (1994, p.432) as cited by O’Connor & Gibson (2003), valid analysis is hugely aided by data displays that are focused enough to permit viewing of all full data set in one location and are systematically arranged to answer the research question at hand. The best way to organize data is to go back to your interview guide. Identify and differentiate between the questions/topics you are trying to answer, and those that were simply included in the interview guide as important, but for the moment, not essential. Once you have answered your original questions, look at other ideas and themes that have emerged from your data (surprises). Look at them in terms of how they relate to your questions and in terms of future research considerations. Data should be organized in a way that it is easy to look at, and that allows the researcher to go through each topic to pick out concepts and themes. Step 2: Finding and Organizing Ideas and Concepts As postulated by Marshall & Ross (1995), identifying salient themes, recurring ideas or language, and patterns of belief that link people and settings together is the most intellectually challenging phase of the analysis and one that can integrate the entire endeavor (Marshall & Ross, 1995, p.114).

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What to look for: Words/Phrases Used Frequently. Look for the words that are frequently used and keep a list of these words.

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Finding Meaning in Language. Sometimes, you will notice about the person’s perceptions, attitudes, and feelings about something simply by noticing the words they use to express themselves.

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Watch for the Unexpected. This is where you learn new things or things you didn’t expect to hear. It is important to always follow up when your participant seems to be going in a new or unexpected direction. These situations are called “rich points” (Asar, 1998) and are often valuable.

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Hearing Stories. Stories are a way for the interviewee to communicate the point of ideas or symbols indirectly. Many events, themes, and meanings can come out of a story. It is important to pay close attention to them and to their meanings.

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Coding and Categorizing Ideas and Concepts. Once you identified the words/phrases used frequently, as well as the coming from how the interviewee has expressed him/herself and the stories that he/she has told you, you have to organize these into codes or categories.

have ideas from ideas

Step 3: Building Over-Arching Themes in the Data Each of the response categories has one or more associated themes that give a deeper meaning to the data. Different categories can be collapsed under one main over-arching theme. Step 4: Ensuring Reliability and Validity in the Data Analysis and in Findings Validity: The accuracy with which a method measures what it is intended to measure (Schopper et al., 1993) and yields data that really represents “reality” (Goodwin et al., 1987). Validation does not belong in some separate stage of the investigation, but instead as an ongoing principle throughout the entire research process. Reliability: The consistency of the research findings (Kvale, 1996). Ensuring reliability requires diligent efforts and commitment to consistency throughout interviewing, transcribing, and analyzing the findings. As themes and patterns emerge from the data, it is important to go through the data, carefully searching for negative instances of the patterns. These are sometimes called “outliers” (Miles & Huberman, 1994). It is often too easy to discard these since they don’t fit into the patterns and themes of the data; however, it is just as important that these are carefully examined

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and that possible explanations for these outliers are thought out (Miles & Huberman, 1994). The dynamics of the interaction between the interviewer and the interviewee will be influenced by the personal characteristics of both parties. Differences in age, gender, education, background, and language will all have an effect on the outcome of the interview (Miles & Huberman, 1994). Triangulation: Findings are more dependable when they can be confirmed from several independent sources. Their validity is enhanced when they are confirmed by more than one “instrument” measuring the same thing.

Different types of triangulation  Triangulation from different sources: for example, interviewing different members of the community who can give different perspectives on a specific question or topic. Personal journals are also an example of this.  Triangulation from different methods: looking at the same questions/topics but trying to answer them using different research methods, such as surveys, focus groups, and individual interviews (often blending qualitative and quantitative methods).  Triangulation from different researchers: having two different researchers conduct the same interview, for example, or analyze the same data is a good way to test validity. What can you expect from triangulation? Corroboration of the findings: they are both valid and reliable. OR Inconsistent or conflicting findings: these can elaborate the findings and often lead to more complex and context-respective explanations. Through triangulation, it is not uncommon to find things that were missed in the original data collection process. Sometimes, it means that our assumptions were off base, and that we need to change our questions or do more research.

Obtaining Feedback from Participants The best way to examine the validity of the research findings and of the researcher’s interpretation of them is for the researcher to 17 6

go back and ask those individuals who participated in the study or who can speak on behalf of them. “Local informants can act as judges, evaluating the major findings of a study” (Denzin, 1978). Focus Groups: After all the interviews have been completed, a series of focus groups will be conducted in order to obtain feedback from community members on the accuracy, the validity, and the appropriateness of the research findings. The implications of the research findings and how the dissemination of information should be done will also be discussed.

External Validation of Coding Strategies Not only is it important to ensure validity in the research process and findings but also in the data analysis process. One way to do this is to compare how you (the researcher) have categorized and coded the results into themes with how a colleague would have done it. Randomly select a few passages from questions/topics that you have already coded and analyzed. Give the list of your codes/categories to a colleague as well as all of the responses for that question/topic. Have them code the responses and you can compare the coding with your own as a measure of validity and reliability of coding strategies. Remember, however, to always protect the identity of your participant, even if you are working with a trusted colleague.

Step 5: Finding Possible and Plausible Explanations for Findings So, What Did You Find?  Start by making a summary of your findings and your themes. Ask Yourself Some Questions  Are these findings what you were expecting, based on the literature?  Were there any major surprises in the findings?  How are they different/similar to what is stated in the literature from other similar studies? Important Sources to Answer Those Questions Literature Go back to the literature and compare your findings. This may also help you find possible explanations for them.

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An Overview of the Final Steps What are the Implications of the Findings? Once you have developed your over-arching themes, you need to think about the implications. Why is your work important, why should anyone pay attention to it? What are the implications within each community? How are the partners within the communities reacting to the findings? This is where the ACTION comes in from Participatory Action Research. The findings from the research should help us not only in identifying strategies to bring about change, or to be more responsive to a community’s needs, but also help us find realistic ways of implementi...