Practical Research 1 Quarter-4 module-2 PDF

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Practical Research IQuarter 4: Week 3 & 4 Module 2:Research MethodologySHSPractical Research 1Grade 11 Quarter 4 – Week 3-4: Module 2: Research MethodologyFirst Edition, 2021Copyright © 2020La Union Schools DivisionRegion IAll rights reserved. No part of this module may be reproduced in any form...

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Practical Research I Quarter 4: Week 3 & 4 Module 2: Research Methodology

Practical Research 1 Grade 11 Quarter 4 – Week 3-4: Module 2: Research Methodology First Edition, 2021

Copyright © 2020 La Union Schools Division Region I

All rights reserved. No part of this module may be reproduced in any form without written permission from the copyright owners.

Development Team of the Module

Author: Jeffrey O. Ballesteros Editor: SDO La Union, Learning Resource Quality Assurance Team Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr. Schools Division Superintendent Vivian Luz S. Pagatpatan, Ph.D Assistant Schools Division Superintendent German E. Flora, Ph.D, CID Chief Virgilio C. Boado, Ph.D, EPS in Charge of LRMS Rominel S. Sobremonte, Ed.D, EPS in Charge of Science Michael Jason D. Morales, PDO II Claire P. Toluyen, Librarian II

Target Every human experience is a text to be read is one of the basic qualitative sayings which aims to describe and clarify experience as it is lived and constituted in awareness. It has something to do with how are you going to explore the experiences of one person to another person based from existing phenomenon or certain topic. 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 the topic. In this module, you are going to design your own research methodology based from the topic/problem of your chosen interest. You are going to learn what are the different data collection plan, data gathering instrument and analysis procedures. After going through this learning material, you are expected to attain the following objectives: Learning Competency: • •

Plans data collection, data gathering instrument and analysis procedures (CS_RS11Iva-c-3) Presents written research methodology (CS_RS11Iva-c-4)

Subtasks • • • •

Describe and explain the different parts of a research methodology in a Qualitative Research Explain the different processes involved in writing the research methodology Apply the different strategies used in data analysis and interpretation of a qualitative data Apply the guidelines in transcribing, coding, and theming the collected data

Lesson 1

Presents Research Methodology Jump Start

For you to understand the lesson well, do the following activities. Have fun learning and Goodluck!

I.

Experience Exposee! Read and underline the layer of human experience in the following qualitative research titles.

1.

Why did the Pen Stop Writing?: The Struggles of Drop-Out Students

2.

Ako’y Isang Sirena: A Phenomenological Study on the expectations and Frustrations of An LGBTQ+ Member

3.

First Blood, Double Kill: Understanding the Addiction of Mobile Legend Players

4.

My School, My Home: The Success Indicators of a True Eufemian

5.

A Teachers’ Diary: Stories of Happiness and Anxiety of a Retired Teacher

6.

If you prick me, do I not Bleed?: Representing the portrait of grief experiences from the lens of a Traditional Pabalat Art

7.

Killing Me Softly: The Struggles and Pain of Cancer Patients

8.

Direct from the horses’ mouth: understanding the needs preference, moods and frustrations of Filipino Elderly with Alzheimer’s diseases: Implications to disease literacy among caregivers

9

The Rise of Plantitos and Plantitas: A Threat to Ecological Disorder

10.

Why Did the Boat Sink?: The Reasons of Academic Failures

11.

Valiance Under the Gun: The Challenges of Physicians During Disease Treatment

12.

COVID Ka Lang! The Stories of Resiliency and Hope of Teachers During the Pandemic

13.

Bridge Over Troubled Water: The Challenges of Front liners in Combatting COVID-19

14.

The Unseen Battle: A Phenomenological study on the Experiences of Learners during Pandemic

15

As pliant as the bamboo: Unfolding the Self-concept, disposition and resilience of post- stroke Filipino elderly patients with residual paralysis from the lens of mask making

Discover Writing the Research Methodology of a Qualitative Research Writing the research methodology of your qualitative research is considered the most important process because it will direct your research as to how are you going to implement your study. The following questions below will be your guide in crafting your research methodology.

Whose Experience Which Layer of Human Experience

What to have after the journey

Start Here how to validate findings

Processes of Qualitative Research

How to analyse the gathered data

What Question to Ask

What Design to Have

How many selection

Where to source the data

I.

Writing the Research Design

You may choose from the following research designs: Qualitative Design Narrative Case Study Grounded Theory

Phenomenology

•

• •

Nature of Question asked Story-oriented

Focus of Question Asked Story

Selection/ Population

Product Realized

1-2

In-depth descriptive Process

Issue

1 to many

Process

Essence

Meaning

20 or more (Use theory of Saturation Point) 3 - 13 Collective description

Moderatum generalization Lessons learned Theory

Moderatum generalization is a modest, practical generalization based on personal experience that makes daily life possible through the resemblance of order and consistency to social interaction (Payne & Williams, 2005) The appropriate research design should be specified and described. Explain why this particular research design or procedure was chosen. Include likewise the research approach: qualitative. Discuss and explain its use.

Sample Research Design Why Did the Pen Stop Writing?: The Struggles of Drop-Out Students The case study method was utilized in this study. This design is a critical study of a particular situation and method used to constrict a very broad field of research into one easily researchable topic. According to Green and Thorogod (2009), it is an in depth study undertaken of one particular “case” which could be a site, individual or policy. Moreover, the role of the case study method in research becomes more prominent when issues with regard to education (Gulsecen and Kubat, 2006), sociology (Grasel and Schirmer, 2006) and community-based problems (Johnson, 2006), such as poverty, unemployment, drug addiction, and illiteracy are raised. To make it clearer, it is the thorough discussion of one certain phenomenon. This design is fitted for the study since it concentrates on the gathering of data with regard to the struggles of students who abandoned their schooling. In addition, qualitative research approach was used. Qualitative Research focuses on the description and interpretation that might lead to development of new concepts or theory, or to an evaluation of an organizational process which cannot be adequately expressed numerically ( Hancok et al, 2009). It aimed to get a better understanding about one’s personal experiences that are to be interpreted for the formulations of solutions that may be imposed. This approach is appropriate to the study since utilized qualitative techniques such as interview and observation to identify the struggles of the drop-out students

II.

Writing the Sources of Data Locale and Population of the Study

The following steps or guidelines in writing your sources of data. 1. Describe the place where the study will be conducted and the reason behind the choice. 2. Describe the human participants in the study and the sampling design to be used. Usually for qualitative approach, the theory of SATURATION POINT (a theory stating that when responses tend to repeat, then the saturation point is reached. Thus, there is no need to further cull out more data) is used to determine the number of respondents. Discuss the selection in details. 3. Usually purposive sampling and snowball sampling are used, although other sampling techniques can be used and basically it falls under non-probability sampling. Types of Non-Probability Sampling you may select from. a. Quota Sampling -using quota or a specific set of persons whom you believe to have the same characteristics of the target population. b. Voluntary sampling- no need to undergo selection process since the subject of your research volunteers himself/herself to undergo the study. c. Purposive sampling – selecting your participant with rich experience or interest in your study. d. Availability sampling- willingness of the people to take part in your study. e. Snowball sampling- free to obtain data from any group increasing the number of people you want to form the sample of your study. Sampling Designs Maximum Variation Sampling Homogeneous Sampling

Critical Case

Criterion Sampling

Involves the selection of participants with the most diverging forms of experience Involves the selection of participants from a particular subgroup whose experience is somewhat alike Involves the selection of participants whose experiences are particularly significant because of their intensity or irregularity Involves the selection of participants who meet some important predetermined criterion

4. It is important to take note that depth of responses is important than the number of responses for qualitative research.

Sample Why Did the Pen Stop Writing?: The Struggles of Drop-Out Students The population of this study was composed of junior and senior high school drop-out students during the school year 2015-2016. The study utilized purposive sampling and Snowball sampling technique in determining the participants. Black (2010) describes that purposive sampling is a nonprobability sampling method and it occurs when elements for the sample are chosen by the judgement of the researcher. The selection of respondents depends upon their characteristics and the will of the researchers.

III.

Writing the Instrumentation and Data Collection Instrumentation and Data Collection

In crafting your instrument in your research consider to describe the instrument/s to be used., what each will measure; how they are crafted to whom they will be administered and if possible, how they will be administered. Always present the tools and procedures to be used to test the validity of the interview guide questions. Reliability test is not required in the qualitative research. You may append the computation for the validity. Explain also how the data collection is done. Say for interview, how was the interview conducted? Was there a use of a video tape, recording etc.? The nature of central questions determines the overall research design; thus research questions should elicit what is expected based from the research design used in your study. Question Typologies Nature Design Story-Oriented Questions Questions about the life Narrative experiences of individual and they unfold over time In-depth Descriptive Questions about developing an Case Study Question in-depth understanding how different cases provide insight in an issue or unique issue Process Question Questions about experiences Grounded Theory over time or changes that stages or process Essence Question Questions about what is at Phenomenology essence that all person’s experience about a phenomenon

Sample Why Did the Pen Stop Writing?: The Struggles of Drop-Out Students To gather the necessary information from the identified students, the researchers asked the principal or the Guidance Counselor to provide a copy of the names of drop-out students. The researchers utilized the interview method to extract information form the participants. Relevant questions were formulated by the researchers to comply with necessary requirements to conduct the interview. The questions centered on the determining of struggles of drop-out students. The interview was conducted by the researcher themselves. They used audio recordings and video camera to record conversation between the interviewer and the interviewee to easily facilitate the recording of information. Also, the answers of the interviewee were jotted down by the interviewer. Validity of the Interview Questions. Before the conduct of the interview, the researchers let experts in the field Languages and Social Sciences to validate the questions that would be raised. The validators were a guidance counselor, an English teacher and a Filipino teacher to check the tagalog translations of the questions. If the questions were rated 3-5, then they were deemed appropriate for the collection of accurate data and information. The validity rating is 4.67 indicating high validity, which means that the interview questions were appropriate. Furthermore, the comments and suggestions of the validators were highly observed. IV.

Writing the Data Analysis

It is presented usually in thematic analysis of data exposition and interpretation will be used to analyzed the data. It indicated here also how the data gathered from the responses will be treated and presented Sample Why Did the Pen Stop Writing?: The Struggles of Drop-Out Students The data collected were subjected for the analysis in the development of a right and clear interpretation. The interview method wad used to determine the responses of drop-out students. The responses were transcribed carefully before they were subjected to cool and warm analyses to bring out the themes. Further, open and axial coding method was used in the over-all thematic analysis of the study. To this effect, a synthesizing diagram of the reasons why students dropped form school was crafted. Main Research Tools 1. Observation- a technique of gathering data whereby you personally watch, interact, communicate with the subjects of your research. 2. Interview- a data gathering technique that makes you verbally ask the subjects or participants questions to give answers to what your research study is trying to look for.

3. Documentary analysis – it uses a systematic procedure to analyze documentary evidence and answer specific research questions. The main treatment of qualitative data is through thematic analysis which can be generated from the gathered data using the different research tools. V.

Qualitative Da ta Analysis

Every human experience has its own morphology. Just like every individual has its own unique DNA. Qualitative data analysis is the process of examining and interpreting qualitative data to understand what it represents. Data analysis (what the data say) is an attempt by the researcher to summarize the collected data while data interpretation (what does it mean) is an attempt of the researcher to find meaning. Knowing the nature of a qualitative data, iterative process is a must in data analysis and interpretation. There is a repetition of each process es used in your study. For example, after you have gathered the data, you have created themes and yet it is not answering your research questions, you have to change the theme generated at the same time validate if that theme formed is appropriate to your research questions. This is the reason why qualitative research is a tedious process. You have to make sure that your data analysis and interpretation should really capture the human experiences you are trying to extract from your participants. How to Analyze? Depends on: a. What research questions drive your study b. Research questions is linked to methods chosen and types of analysis you apply Data Analysis during Collection Ask the following questions: a. Why do participants act as they do? b. What does this focus mean? c. What else do I want to know? d. What new ideas have emerged? e. Is this new information Data Analysis after Collection: Follow the iterative process: a. Become familiar with the data through reading and memoing Memoing is the act of recording reflective notes about what the researcher (fieldworker, data coder, and/or analyst) is learning from the data. They are notes by the researcher to herself or himself about some hypothesis regarding a category or property and especially relationships between categories. b. Exam the data in depth to provide detailed descriptions of the setting, participants and activities. c. Categorizing and coding pieces of data and grouping them into themes.

Data Analysis Strategies After gathering the data, you have to apply the process of transcribing and coding. Field notes compiled during an interview can be a useful complementary source of information to facilitate this process, as the gap in time and between an interview, transcribing, and coding can result in memory bias regarding non verbal or environmental context issues that may affect the interpretation of data. A. Transcribing and Checking Transcribing is a difficult process even for the most experienced transcribers, but it must be done to convert the spoken word to the written word to facilitate analysis. All audio recordings should be transcribed verbatim, regardless of how intelligible the transcript may be when it is read back. Lines of text should be numbered. Once the transcription is complete, the researcher should read it while listening to the recording and do the following: a. Correct any spelling or other errors b. Anonymize the transcript so that the participant cannot be identified from anything that is said (e.g. names, places, significant events) c. Insert notations for pauses, laughter’s, looks of discomfort d. Insert any punctuation, such as commas and full stops (periods) and include any other contextual information that might have affected the participant (e.g. temperature of the room and comfort of the room) Transcription Notation Notation ? . / , CAPS (0.5) …

>< : = [] {} ?? ITALICS H .h (( )) ( ) ^^ ^^

Meaning Rising intonation at the end of the sentence Falling intonation at the end of the sentence Rising and falling intonation within the text Continuing intonation (like in a list) Stress or emphasis on the text Pause in tenths of a second Short untimed pause Talk spoken slowly Talk spoken rapidly Lengthened syllable Word cut off (abrupt self-termination) Latched talk (no gap between two speakers) Overlap speech Backchannel Talk (someone who is being transcribed) Spoken softly Spoken loudly Audible breath Inward breath Outward breath Paralinguistic behavior (non-verbal behavior) Words spoken with laughter voice

Sample Transcript The participants (age late 50’s) had suffered from a chronic mental health illness for 30 years. The participant had become a “revolving door patient”, some who is frequently in and out of hospital. As the participant talked about past experience, the researcher asked:

1. What was the treatment like 30 years ago? 2. Umm(H)- well it was pretty much they could do what they wanted with you because I was put into the er, the er kind of system, I was on 3. endless section threes. 4. Really… 5. but what I didn’t realize until later was that if you haven’t actually posed a to someone or yourself they can’t really do that but I didn’t know 6. that. So wh-when(.h) I first went into the hospital they put me on the forensic ward ‘cause they said, “We don’t think you’ll stay here we think you’ll just 7. run-run away.” So they put me then onto the acute admissions ward and( -er)-I can remember one of the first things I recall when I got onto that 8. Ward was sitting down with (a er) a Dr XXX. He had a book this thick (gestures) and on each page it was like three q...