REVIEWER: PRACTICAL RESEARCH 1
FINALS relationships of the group members
LESSON 9: QUALITATIVE RESEARCH DESIGNS
HOW TO WRITE REVIEW OF RELATED LITERATURE
1. INTRODUCTION
-discuss briefly the research problem and the
significance of the study
2. BODY
-contains a narrative of relevant ideas and findings
found in the reports of other researchers that support
the present research problem.
-it may be helpful to make a topic outline as a guide in
organizing and writing the body of the literature review.
3. SYNTHESIS
-ties together the main ideas revealed in the review of
related literature.
-explains why the review is relevant and helpful to the
present research.
4. BIBLIOGRAPHY
-full bibliographic information of all the sources
mentioned in the review
-needed in building the References section of the
research paper
Determine the Research Design
1. CASE STUDY
-describe a person, thing or any creature on Earth for
the purpose of explaining the reasons behind the nature
of its existence
-determine why such creature behaves, acts, occurs, or
exists in a particular manner
2. ETHNOGRAPHY
-study of a certain cultural group or organization in
which you, the researcher, want to obtain knowledge
about the characteristics, organizational set-up, and
3. HISTORICAL STUDY
-aims to determine the reasons for changes or
permanence of things in the physical world for a certain
period
-time of changes is not a time shorter than a year but a
period indicating a big number of years
4. PHENOMENOLOGY
-focuses on the subjective experience of the individual
and seeks to understand the essence or structure of a
phenomenon from the perspective of those who
experienced them
5. GROUNDED THEORY
-developing a theory to increase your understanding of
something in a psycho-social context
-develop theories to explain socially and psychologically
influenced phenomena for proper identification of a
certain educational process
Lesson 10: Sampling Procedure and Sample
After deciding which design to use in a research study, it
is now time to decide WHERE or from WHOM to
COLLECT the needed data
POPULATION
-Complete group of persons, animals, or objects that
possess the same characteristics that are of the
researcher’s interest
2 KINDS OF POPULATION
1. TARGET POPULATION
2. ACCESSIBLE POPULATION
TARGET POPULATION
-Made up of all the research instruments that the
researcher would want his findings to be generalized to
ACCESSIBLE POPULATION 5. CRITERION SAMPLING
-Selects all cases that meet some predetermined
-group pf research elements within which the research
criterion
respondents will be taken from
6. CONVENIENCE SAMPLING
SAMPLE -Selects cases based on ease of accessibility
SAMPLE SIZES: CONSIDERATIONS
-Data collected from SOME MEMBERS OF THE
How do we determine the number of samples needed
POPULATION
in the study?
-A group of individuals that represents the What sample size will reach saturation or redundancy?
characteristics of a population -size of the sample must be large enough to leave the
researcher with “nothing left to learn”
SAMPLING-Focuses on an in-depth understanding of a
-no new concepts are emerging
phenomenon or situation
How large a sample size is needed to represent the
SAMPLING IN QUALITATIVE RESEARCH variation within the target population?
CRESSWELL (2013)
1. EXTREME or DEFIANT CASE SAMPLING
PHENOMENOLOGY-
-Focuses at highly unusual manifestations of the
1-10 SUBJECTS
phenomenon of interest
GROUNDED THEORY
-Select particular cases that would gather the most
20-30
information about a given research topic
CASE STUDY
EX.
4-5 RESPONDENTS
Group of patients in a psychiatric ward
ETHNOGRAPHY
-choose those with extreme cases of schizophrenia
1 CULTURE-SHARING GROUP
2. HOMOGENOUS SAMPLING
LESSON 11: INTERVIEW
Brings together people with similar backgrounds and
INTERVIEW
experiences
- a data gathering technique that makes you verbally
-reduces variation, simplifies analysis
ask the subject or respondents question to give
EX.
answers to what your research study is trying to look for
Study about a parenting program
--Done mostly in qualitative research studies
-CHOOSE all single-parent female head of households
3. TYPICAL CASE SAMPLING - aims at knowing what the respondents think and feel
-Focuses on what is typical, normal and/average about the topic of your research
4. SNOWBALL SAMPLING - one-on-one conversation with one person acting in the
-Done by asking relevant people if they know someone role of the interviewer and the other in the role of
or somebody fitted or is willing to participate in a study the interviewee.
-The interviewer asks questions, the interviewee
responds, with participants taking turns talking..
-usually involve a transfer of information from
interviewee to interviewer, which is usually the primary
purpose of the interview, although information
transfers can happen in both directions simultaneously.
Types of INTERVIEW
1. Structured
2. Unstructured
3. Semi-structured
STRUCTURED Interview
-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 emotion about the topic.
UNSTRUCTURED Interview
-the respondents answer the questions based on what
they personally think and feel about it
-There are no suggested answer. They purely depend on
the respondents decision-making skills, giving them
opportunity to think critically about the question.
SEMI-STRUCTURED Interview
-characteristics of the first two types
-you prepare a schedule or a list of questions that is
accompanied by a list of expressions from where the
respondents can pick out the correct answer.
-However, after choosing one from the suggested
answer, the respondents answer another set of
question to make them explain the reasons behind their
choices
Interview Approaches
1. Individual interview
2. Group interview
3. Mediated interview
Individual Interview
-Only one respondent
-Respondent prefers to have an individual interview
separate from the rest
-time-consuming type of interview because you have to
interview a group of interviewees one by one.
Group Interview
-you ask the question not to one person, but to a group
of people at the same time ..
-The group members take turn is answering the
question.
-This approach is often used in the field of business,
specifically in marketing research.
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
SYNCHRONOUS Mediated Interview
-you talk with the subjects through the telephone,
mobile phone, or online chat and also find time to see
each other.
-Real-time
ASYNCHORONOUS Mediated Interview
-only two persons are interviewed at a different time
through the internet, email ,facebook , twitter, and
other social network media.
-NON-REAL TIME
LESSON 12:
STEPS IN CONDUCTING AN INTERVIEW
STEP 1: GETTING TO KNOW EACH OTHER
-talk with each other to establish friendship and a
relaxed mood for both of you
-warm acknowledgment for each other
STEP 2: HAVING AN IDEA OF THE RESEARCH
-tell the respondents about the nature of the interview-
purpose, scope, importance
-enables them to anticipate not only the kind of
questions they will get to face, but also the appropriate
answers they will give
STEP 3: STARTING THE INTERVIEW
-open with a question to encourage the respondent to
talk about himself (age, family, current activities) and
other things which are interesting about him
-respondents’ answers help you get some clues about
his ways of responding to interview questions
-give you hints on the right ways to ask questions to
them
STEP 4: CONDUCTING THE INTERVIEW PROPER
-respondents’ answers help you get some clues about
his ways of responding to interview questions
-give you hints on the right ways to ask questions to
them
STEP 5:PUTTING AN END TO THE INTERVIEW
Signs of the approaching end of the interview work to
alert the respondent in winding up with his or her
talking.
STEP 6:PONDERING OVER INTERVIEW
AFTERTHOUGHTS
Gives the respondent the opportunity to ask questions
about the interview activity and let him have an idea
about what will happen in the interview results
REVIEWER: PRACTICAL RESEARCH 1
FINALS: PART 2
LESSON 12: CONTINUATION
Questionnaire
-Paper containing list of questions including the specific
place and space in the paper where you write the
answers to the questions
-Prepared set of questions which elicits factual and
opinionated answers from the respondents
Purposes of Questionnaire
1. discover people’s thoughts and feelings about the
topic of the research
2. assist the researcher in conducting an effective face-
to-face interview with respondents
3. help the researcher to plan how to obtain and record
the answers to your questions
4. make the analysis, recording and coding of data
easier and faster
Types of Questionnaire
1. Postal questionnaire
2. Self-administered questionnaire
Postal Questionnaire
-Goes to the respondent through postal service or
electronic mail
-accomplished questionnaires will be sent back to the
researcher
Self-administered Questionnaire
-Makes you act as the interviewer and interviewee at
the same time
-First, ask the questions either in person or on phone
Write the interviewee’s answers on a piece of paper
Advantages of Questionnaire
1. Cheap
2. Easy to distribute to respondents
3. Offers more opportunity for the respondents to
ponder on their responses
4. Enables easy comparison of answers
5. Has capacity to elicit spontaneous or genuine
answers from the respondents
Disadvantages of Questionnaire
1. Possibility that some questions you distributed
do not go back to you, and prevents you from
getting the desired response
2. Confusing and uninteresting questions to
respondents fail to elicit the desired responses
LESSON 13: DATA COLLECTION INSTRUMENT
INSTRUMENT --critical task for a researcher
CHARACTERISTICS OF A GOOD RESEARCH
INSTRUMENT
1. BRIEF BUT EFFECTIVE
2. GATHER INFORMATION OTHER THAN WHAT IS
AVAILABLE
3. ARRANGEMENT OF QUESTIONS --must be
sequenced in increasing difficulty
4. MUST BE VALIDATED AND EVALUATED
5. DATA COLLECTED SHOULD EASILY BE
TABULATED, ANALYZED AND INTERPRETED
COMMON DATA COLLECTION INSTRUMENTS
1. Documentary Analysis
-examine available resources or documents
(primary/secondary data)
2. Interview
--researcher personally asks the key informants about
things/information he needs from the subjects
3. Observation
-researcher tracks the subject’s behavioral change over
a specific period of time
TYPES OF OBSERVATION
1. NATURALISTIC OBSERVATION
-researcher observes the subjects in the natural setting
or actual environment
2. PARTICIPATIVE OBSERVATION
-researcher is required to be involved in the usual
activities of the subjects
3. NON-PARTICIPATIVE OBSERVATION
-subjects are taken away from their actual environment
and are subjected to “ideal” conditions by the
researcher
4. Questionnaire
-one of the most commonly used data collection
instrument
-easy to administer and could gather larger turn-out on
a single time
-requires respondents to answer a prepared set of
questions
5. FOCUS-GROUP DISCUSSION
-good way to gather people from similar backgrounds or
experiences together to discuss a specific topic of
interest
-guided by a moderator or group facilitator who
introduces the topics for discussion and motivates the
group to participate actively
Lesson 14: Data Analysis
Lesson 15:Drawing Conclusions
Data Analysis
-A process of understanding data or known facts or
assumptions serving as basis of any claims or
conclusions you have about something
-Your primary aim 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
CODING
-Act of using symbols (letters or words) to represent
arbitrary or subjective data(emotions,opinions,
attitudes) to ensure secrecy or privacy of the data
COLLATING
-Way of bringing together the coded data
-giving the data an orderly appearance is putting them
in a graph, specifically a table of responses
STAGES IN THE ANALYSIS OF QUALITATIVE DATA
STAGE 1: IMMERSION:
The researcher intensively reads or listens to materials,
assimilating as much of the explicit and implicit
meanings as possible.
STAGE 2: CATEGORIZATION
Systematically working through the data, assigning
coding categories
STAGE 3: REDUCTION
Questioning or interrogating the meanings or categories
that have been developed. Do some codes mean the
same thing?
STAGE 4: TRIANGULATION
Sorting through the categories. Deciding which
categories are recurring and are less significant or
invalid
STAGE 5: INTERPRETATION
Constructing model or using an established theory to
explicate the findings of the study
CONCLUSION
-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 those
experiences.
-The results of your sensory experience are factual data
to support the truthfulness of your conclusions.
Yang and Allison’s Conclusion Model
Move 1- Summarizing the Study
-Objectives of the study
-Enumerate the findings and their implications
Move 2- Evaluating the Study
-Indicating the significance/advantage
-indicating limitations
-Evaluating the methodology
Move 3- Deduction from the Research
-Recommending further study
Lesson 16:
Reporting and Sharing the Findings
The findings of your research must be reported to or
shared with others
Primary aim is to strengthen existing knowledge or
discover new ones for the improvement of the world
Bring your findings out to the readers
STRUCTURE/FORMAT OF THE RESEARCH REPORT
1. TITLE
-Information and description of the subject matter
-short catchy part of your paper
-must have the power to instantly attract the reader
-short and informative
-15 to 20 words
-meaningful, specific and reflective of the standards of
writing research title
-not a sentence
-not all are capitalized
-not in negative tone
-no jargons and acronyms
2. ABSTRACT
-concisely discusses the essential aspects of the paper
-background of the problem, objectives, significance,
research design, data collection, etc.
-100-150 word discussion of the salient parts of the
research paper

-explains in a nutshell all essential components of the

research paper

3. INTRODUCTION

-explains the background of the research problem

-states set of specific research questions

4. METHOD

-Types and sources of data as well as the method you

used in collecting and analyzing the data you gathered

5. FINDINGS

- Graphical presentation, statistical method or written

discussion

6. DISCUSSION AND CONCLUSION

- Findings resulting from thematically or theoretically

gathered and analyzed data with the capacity of leading
you to a valid conclusion

7. RECOMMENDATIONS

- To broaden the reader’s knowledge and

understanding of the area covered by the
research

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

- Copies of table, questionnaire, interview rates,

observation, checklist and other materials that
are indispensable or necessary in completing
your study.