PRACTICAL RESEARCH 1

Quarter 1- Module 4:
Learning from Others and
Reviewing the Literature
 What I Know?

Choose the best answer from the choices given.

1. Examining or studying again concepts or ideas related to your research is
a. Meta-analysis b. Significance
c. Review of Related Literature d. Methodology
2. This referencing style is mostly used in social sciences
a. APA b. MLA
c. MPA d. Brownian
3. It is in this part where you display the identities or names of all writers or owners
of ideas that you incorporated in your research paper.
a. definition of terms b. references
c. in-text citation d. contents
4. The Review of Related Literature is rightfully done by ‘’copy and paste’’ activity.
a. Highly accepted in all researches c. Optional to some researches
b. Not accepted in all researches d. Depends on the researchers’ decision
5. Chapter 2 is the part of the research paper that contains the…
a. Background of the Study b. Significance of the Study
c. Scope and Limitation d. Review of Related Literature
6. To read the literature critically means:
a. to suggest the previous research was always poorly conducted
b. skimming through the material because most of it is just covering
c. evaluating what you read in terms of your own research questions
d. being negative about something before you read it.
7. It entails taking a phrase - either spoken or written - and restating it.
a. In-text citation b. paraphrasing
c. referencing d. synonym
8. Plagiarism is an act of
a. stealing and passing off intellectual properties as one's own
b. using someone else’s work without crediting the source
c. presenting as original and novel an idea or invention copied from an existing
source
d. all of the above
9. Which choice reveals what should not be included in the bibliography?
a. Age of the author b. Author’s name
c.Titles of the article d. The dates of the article
10. Which of the following does not provide credibility and value to your study?
a. Falsifying documents b. Integrity
b. Confidentiality agreement d. Privacy and disclosure contract
 Lesson Literature Review
1

Literature is an oral or written record of man’s significant experiences that are

expressed in an ordinary manner. It is conveyed directly or indirectly. Direct
expressions is in books, journals, periodic papers, and online reading materials.
Indirect expressions are not written or spoken at all but is mirror image of his
environment (Ridley 2012).
The Review of Related Literature is one of the main components of a research
study, specifically in the second chapter. It gives an overview of all the writings
relative to a specific topic (Prieto, Naval & Carey, 2017). Therefore, selecting the
right sources for the literature review is very important in producing a quality
research paper.

What’s In?

In the previous lessons, you learned the importance of understanding the value
of qualitative research: its kinds, characteristics, uses, strengths, weaknesses,
specificity, and the feasibility of the study. A good introductory page is a baseline
statement of what and how a paper should go fluidly. However, a review of related
literature will strengthen your claims of a systematic, purposeful, and well-defined
research paper. In this part, you will be exploring the process or reviewing related
literatures.

What Is It?

A review of related literature is the process of collecting, selecting, and reading

books, journals, reports, abstracts, and other reference materials. The following
information may be collected:

1. Background knowledge about the problem and associated ideas.

2. Theories that give details of the presence of the problem and certain variables
that is connected to the problem.
3. Data that prove the occurrence and gravity of the problem
4. Detailed and broad results of related studies
5. Gaps and recommendations for additional study specified in related studies

The significance and rationale of related literature and studies is to find out
the similarities and differences between the past and present studies, to get ideas
into the critical and controversial aspects of the problem. It helps recognize and
define a research problem. It gives the researcher a background analysis aspect,
which have been studied. It guides the researcher on what to do on the mechanism
of the research methods; this also provides the thoughts to advance with the study
until its conclusion. It avoids redundant duplication of a study. Moreover, reading
extensively will enrich your background knowledge on your research topic that will
enable you to establish a good groundwork or course of your research endeavor.
 What I Can Do?

Activity 1
Read other sources of information, at least three, related to your chosen
research topic in online libraries, databases, and other sources. Visit
webpages, journals, and similar on-line materials that has published theses or
dissertations. Cite portions of the articles that are close to your chosen interest
of study and provide what is asked.

Introduction: What is the topic of my literature review?

Example: Gender Inequality among TVL Learners
Answer:
___________________________________________________________________
Topic Sentence:
Example: The number of learners, quality of work, quantity of work, and types of
PPE.
Answer:_____________________________________________________________
My sources (works to be read, analyzed and cited)
(INDICATE THE AUTHOR, TITLE OF THE RESEARCH STUDY, AND SOURCE: If
it is from a website copy the URL)
Example: Bagale, S. (2016). Gender Equality and Social Inclusion in Technical and
Vocation Education and Training. Journal of Training and Development. from
https://doi.org/10.3126/jtd.v2i0.15435
Answer:
1.__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Body: What are the main points/arguments of my sources? How are these points
supported?
Example:
Source 1: Bagale found out that more women are included in the traditional technical
vocational programs, whereas there is poor participation in non-traditional areas.

Source 2: Mustapha pointed out that there is gender imbalance in the technical
vocational field.
Answer:
Source1:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Source 2:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Source 3:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Body: Similarities in (comparing) two or more of the articles:

Example: Bagale and Mustapha agreed that there are still gender inequalities in the
technical vocational field and that women are still concentrated in certain types of
area.

Answer:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Body: Differences in (contrasting) in two or more of the articles:

Example: Bagale and Mustapha disagree on the factors that contributes and are
affected by the gender inequality issues on technical vocational majors.

Answer:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Conclusion: Summarizing
Example: This literature review was conducted to analyze opposing perspectives on
gender inequality among technical vocational learners.

Answer:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Why is the topic of this literature review important and/or what should be the next
step of this study?
Example: Further research is needed to examine recent statistics on gender
inequality among TVL learners in the senior high schools of this division as
compared to others in this region.

Answer:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 Practical Research 1
Quarter 2 – Module 5:
Understanding Data and Ways to
Systematically Collect Data
Lesson
Qualitative Research Design
1

After having a research problem and hypothesis, you need to make an

outline of your research. This blueprint is what we called research design.
Research Design is a type of inquiry within qualitative, quantitative, and
mixed methods approach that provides specific direction for procedures.
Others have called them strategies of inquiry (Denzin & Lincoln, 2011). It
also includes collection of data, research timeline and respondents used.

What’s In?
In the previous lesson, you learned the importance of knowing and
writing Literature Review. You also learned ethical issues upon emerging into
research.
In this next lesson, it will focus on types and characteristics of a
qualitative research design. What is good in this type of research is that it is
open and flexible allowing researchers modify their design so easy.

What is it?

The following are types of Qualitative Research Design which could

be used as technique in collecting and analyzing data:

1. Case Study
- Analysis of persons, groups, events, decisions, periods, policies,
institutions or other systems that are studied holistically by one or more
methods. It investigates a phenomenon within its real-life context.

Advantages:
• More understanding on complex issue
• Apply variety of methodologies and sources to investigate a
research problem.
• Extend experience or add strength to what is already known
through previous research.
• Most widely used by social scientists to examine contemporary
real-life situations and provide the basis for the application of
concepts
• It can provide detailed descriptions of specific and rare cases.
Disadvantages:
• Intense exposure to the study may bias a researcher's
interpretation of the findings
• Design does not facilitate assessment of cause and effect
relationships.
• Vital information may be missing, making the case hard to interpret
• The case may not be representative or typical of the larger
problem being investigated.
Example:
In the study of Acosta, Imee and Alexander Acosta(2016) entitled “SEEING
THROUGH A MAGNIFYING LENS: A QUALITATIVE INQUIRY OF K-12 READINESS OF
FACULTY MEMBERS FROM HIGHER EDUCATION INSTITUTIONS IN THE PHILIPPINES”,
adoption of the 12-year program of formal basic education. This is the readiness of college
faculty members on how to deal the transition years of having no enrolees in college since
high school were being added with 2 years more.
This research provides a real-life understanding on the issue of k-12 implementation
on education.

2.Ethnography
-Study of cultural patterns of people and their perspective as a
group. It also involves their beliefs, values and attitudes.

Example:
In the study of Peter Gill (2008) entitled “THE EVERYDAY LIVES OF MEN: AN
ETHNOGRAPHIC INVESTIGATION OF YOUNG ADULT MALE IDENTITY” wherein
constructing the issue of men’s identities, men’s health and well-being .The researcher
describe in details the ways which masculinities were observed every day.
The researcher took two years as participant in observing the pattern within the two
groups engaging men’s social worlds, belongingness and sex relationships.

3.Ground Theory
- It is a development of theory directly based and grounded in data
collected by the researcher. It is an approach that generates and modifies a
theory.

Example:
Ilagan, Perla R. (2011) acquired an in depth understanding of the meaning of intimate
partner violence from the perceptions of Filipino men and women. A sample consisted of 37
Filipino women and 2 Filipino men who were recruited from a Barangay Center (Health
Center) in Manila, Philippines. Data were collected through semi-structured interviews. The
interviews were open-ended, in-depth, and audio-taped. The description of the study
participants was provided by the quantitative-descriptive data. Constant comparison method
was used in categorizing the narrative data and in examining the data for examples of similar
cases and themes.
The study revealed a rich and contextualized overview that lay a foundation for
understanding the perceptions and experiences of Filipino women and men living with
intimate partner violence. The data point to recurrent themes of poverty, gambling, alcohol
and drug use, poor communication skills, jealousy and philandering. Violation of the dignity of
a person that brought with it children as victims was implicated in the cycle of violence.

4. Narrative Inquiry
-These are tales of experience or imagination and come naturally to
human beings.
Example:
In the study of Theresa Andrea Nugent(2007) entitled “A NARRATIVE INQUIRY OF
TEACHERS’ PERCEPTIONS REGARDING THEIR PROFESSIONAL DEVELOPMENT
EXPERIENCES”, it describes what is happening or not from the viewpoint of the classroom
teacher towards their teaching experience to their students output. In this research, teachers
then reflect how they applied their learning to support student outcomes, the support that
students received and the barriers encountered. So in this research, there are stories
constructed by the researcher, respondents and the reader.
5. Phenomenology
-A phenomenon is something you experience on Earth as a person. It
is a sensory experience that makes you perceive or understand things that
naturally occur in your life such as death, joy, friendship, care giving, defeat,
victory, and the like.
-Comparing to ethnography, phenomenology aims at getting a
thorough understanding of an individual’s experience for the same person’s
realistic dealings with hard facts of life. Ethnography aims at defining,
describing or portraying a certain group of people possessing unique cultural
traits.
Example:
Vapor, Victor Rey Cui (2009) explored a new Philippine phenomenon that emerged
involving Filipino physicians who went back to school to take up nursing in the Philippines in
order to migrate to foreign countries to work as nurses. The purpose of his study was to
describe and to interpret the lived experiences of Filipino physician-turned nurses in the
United States. Phenomenology was used as research design, with data obtained from a
purposive sample of eight (8) self-identified physician-turned nurses in Las Vegas, Nevada.
Participants were interviewed using a single, open-ended central question. The audio
taped responses that described their lived experiences were eventually transcribed verbatim.
To interpret their experiences, clusters of themes were then generated using the Colaizzi's
(1978) method of Phenomenological Inquiry. The results of the study revealed that the
experiences of Filipino physician-turned nurses involved multidimensional issues, both in the
contexts of emigration and a professional shift from physician to nurse. Being the first of its
kind, this study will enlighten society of the lived experiences of Filipino physicians who
compromise professional integrity by working as nurses just to emigrate to the United States.
Furthermore, this research study will contribute to the existing literature on cross-cultural
adaptation, particularly involving role compromise in an unfamiliar social and cultural context.

Source: Sanders, "Application Of Colaizzi‘S Method: Interpretation Of An Auditable Decision Trail By A Novice
Researcher
 Lesson
Description of Sampling and Data Collection
2
Data Collection is very important in the aspect of research. Researcher
should choose the proper sampling method to answer what was asked in the
research problem. According to Alicia Tuovila(2020), sampling is a process
used in statistical analysis in which a predetermined number of observations
taken in larger population. The methodology used to sample from a larger
population depends on the type of analysis being performed.

What is it?

Types of Sampling: Sampling Methods

1. Probability Sampling
- is a sampling technique in which sample from a larger population are
chosen using a method based on the theory of probability.
For instance, a population of 1000 members, each of these members
will have 1/1000 chances of being selected to be a part of a sample. It gets
rid of bias in the population and gives a fair chance to all members to be
included in the sample.
a. Simple Random Sampling – method of collecting data where every
single member of a population is chosen randomly, merely by chance
and each individual has the exact same probability of being chosen to
be a part of a sample.
b. Cluster Sampling – a method where the researchers divide the entire
population into sections or clusters that represent a population. Clusters
are identified and included in a sample on the basis of defining
demographic parameters such as age, location, sex etc.
c. Systematic Sampling - a method where members of a sample are
chosen at regular intervals of a population. It requires selection of a
starting point for the sample and sample size that can be repeated at
regular intervals. This type of sampling method has a predefined interval
and hence this sampling technique is the least time-consuming.
d. Stratified Random Sampling - a method where the population can be
divided into smaller groups, that don’t overlap but represent the entire
population together. While sampling, these groups can be organized
and then draw a sample from each group separately.

2. Non-probability Sampling
- is reliant on a researcher’s ability to select members at random. This
sampling method is not a fixed or pre-defined selection process which
makes it difficult for all elements of a population to have equal opportunities
to be included in a sample.
a. Purposeful/Purposive Sampling
-is the most common sampling strategy. In this type of sampling,
participants are selected or sought based on pre-selected criteria
based on the research question.
 For example, the study may be attempting to collect data from
lymphoma patients in a particular city or county. The sample size may
be predetermined or based on theoretical saturation, which is the point
at which the newly collected data no longer provides additional
insights.
b. Quota Sampling
- is a sampling technique whereby participant quotas are preset
prior to sampling. Typically, the researcher is attempting to gather data
from a certain number of participants that meet certain characteristics
that may include things such as age, sex, class, marital status, HIV
status, etc.
For example , a cigarette company wants to find out what age
group prefers what brand of cigarettes in a particular city. He/she
applies quotas on the age groups of 21-30, 31-40, 41-50, and 51+.
From this information, the researcher gauges the smoking trend
among the population of the city.
c. Snowball Sampling
- is also known as chain referral sampling. In this method, the
participants refer the researcher to others who may be able to
potentially contribute or participate in the study. This method often
helps researchers find and recruit participants that may otherwise be
hard to reach.

Lesson Analysis of Procedures such as Survey, Interview,

3 and Observation

In research methods, collection of data is included which can be

interpreted or analyzed to answer hypothesis. This lesson presents data
collection in more detail, in particular how they work in practice, the purpose
of each, when their use is appropriate and what they can offer in students’
individual research.

What’s In?

In previous lesson, you have learned the characteristics of study of

sampling techniques and determined which and how many being selected.
You also knew the most common sampling methods used in qualitative
research such as purposive sampling, quota sampling, and snowball
sampling. In this new lesson, you will learn to analyze procedures in collecting
data thru Survey, Interview and Observation.
 What is it?
The following were analysis of procedures in collecting data:

Observation

is a technique of gathering data whereby you personally watch,

interact, or communicate with the subjects of yours.It is a systematic data
collection approach where researchers use all of their senses to examine
people in natural settings or naturally occurring situations.

Classification of Observational Method

1.Casual and Scientific Observation

- Casual involves observing the right thing at the right place and
also at the right time by a matter of chance or by luck while scientific
observation involves the use of the tools of the measurement, but remember
that all the observations are not scientific in nature.
2.Natural Observation
- involves observing the behavior in a normal setting, no efforts are
made to bring any type of change in the behavior of the observed.
3.Subjective and Objective Observation
-The subject refers to the observer whereas the object refers to
the activity or any type of operation that is being observed.
- Subjective observation involves the observation of the one’s own
immediate experience whereas the observations involving observer as an
entity apart from the thing being observed, are referred to as the
objective observation.
4.Direct and Indirect Observation
- Indirect method of observation involves studies of mechanical
recording or the recording by some of the other means like photographic or
electronic. Direct observation is relatively straighter forward as compared to
the indirect observation.
5.Participant and Non Participant Observation
- In participant observation,a researcher may interact with participants
and become part of their community . But in the non participant type of
observation, no participation of the observer in the activities of the
group takes place and also occurs no relationship between the researcher
and the group.
6. Structured and Unstructured Observation
-Structured observation works according to a plan and involves
specific information of the units that are to be observed and also about
the information that is to be recorded. But in the case of the unstructured
observation, observer has the freedom to note down what s/he feels is correct
and relevant to the point of study.
7. Controlled and Un-controlled Observation
- Controlled observations are the observations made under the
influence of some of the external forces and such observations rarely lead
to improvement in the precision of the research results. Un-controlled
observations are made in the natural environment and reverse to the
controlled.
8. Covert and Overt Observation
-Covert observations are when the researcher pretends to be an
ordinary member of the group and observes in secret. Overt observations are
when the researcher tells the group s/he is conducting research (i.e. they
know they are being observed)

Interview
-defined as a qualitative research technique which involves “conducting
intensive individual interviews with a small number of respondents to explore
their perspectives on a particular idea, program or situation.”Boyce, C. &
Neale, P. (2006)

Three different formats of interviews:

1. Structured interview- consist of a series of pre-determined questions
that all interviewees answer in the same order. Data analysis usually
tends to be more straightforward because researcher can compare
and contrast different answers given to the same questions.

2. Unstructured interview- are usually the least reliable from research

viewpoint, because no questions are prepared prior to the interview
and data collection is conducted in an informal manner. Unstructured
interviews can be associated with a high level of bias and comparison
of answers given by different respondents tends to be difficult due to
the differences in formulation of questions.

3. Semi-structured interview- contain the components of both, structured

and unstructured interviews. In semi-structured interviews, interviewer
prepares a set of same questions to be answered by all interviewees.
At the same time, additional questions might be asked during
interviews to clarify and/or further expand certain issues.

Source: Connaway, L.S.& Powell, R.P.(2010) “Basic Research Methods for Librarians” ABC-
CLIO

Survey
-is often used to assess thoughts, opinions, and feelings. If possible
the use of an already designed and validated survey instrument will ensure
that the data being collected is accurate. If you design your own survey it is
necessary to pilot test the survey on a sample of your target group to ensure
that the survey instrument is measuring what it intends to measure and is
appropriate for the target group.
 Data Collection Method in Survey:
1. Self-completion Survey
-this is via mail, email, the internet or SMS are generally the
least expensive ,particularly for a widespread sample. They allow
respondents time to consider their answers, refer to records or consult
with others (which can be helpful or unhelpful, depending on the
survey’s objectives). They also eliminate interviewer errors and reduce the
incidence of selected people (or units) being unable to be contacted. A
major disadvantage of self completion surveys is the potentially high non-
response.

2. Interviewer-based Surveys
- such as face-to-face or telephone surveys generally allow more
data to be gathered than self-completion surveys and can include the use
of more complex questionnaires. Interviewers can reduce non-response
by answering respondents’ queries or concerns. They can often pick up
and resolve respondent errors. Face-to-face surveys are usually more
expensive than other methodologies

Source:Kabir, Syed Muhammad Sajjad(2016). Methodsof data Collection. Basic Guidelines

for Research: An Introductory Approach for All Disciplines, Edition: First, Chapter: 9,
Publisher: Book Zone Publication, Chittagong-4203, Bangladesh, pp.201-275

What I can Do?

Activity 1. METHODOLOGY (Understanding Data and Ways to Systematically
Collect Data)

1. Indicate what RESEARCH DESIGN (can be found in LESSON 1) is applicable to the

Research Study that you will conduct. Explain why you choose that Research Design for
your study.

2. Indicate what SAMPLING and DATA COLLECTION METHOD (can be found in LESSON 2)
you will use and Explain why you choose that method

3. Indicate what SAMPLING PROCEDURE (can be found in LESSON 3) you will use to gather
the information you needed for your Research Study. Choose only 1 sampling procedure.

4. Design a simple interview sheet or questionnaire by using the guide questions you made
from the previous activity (MODULE 3 ADDITIONAL ACTIVITY)

4. Conduct an Interview or Survey using your interview sheet or questionnaire to at least 3

respondents and make sure to record all their answers for the next activity.
 Practical Research 1
Quarter 2 – Module 7:
Analyzing the Meaning of Data
Collection
Understanding Data and Ways to
Systematically Collect Data

Lesson
Drawing Conclusions
1

Conclusions is the first section of your Chapter 5. This section as

described by Prieto et al. (2017), is commonly composed of the inclusive
summary of findings of the research study. In this section, you can find facts
that were learned from the inquiry. Conclusion serves an important part in
making a research paper as it is the chance of the researcher to leave a
lasting impression.

What’sIn?
Concluding qualitative research needs the researcher to recall more
thoroughly the problem statement, objectives, and results and findings of your
analysis and how they connect and organize together. The aim is to integrate
them to come up a comprehensive, logical, and smart answer or explanation
to the research question. Research conclusion has its important roles and
purpose in a research study. These are commonly elaborated as the following:
a) it stresses out the importance of the thesis statement, b) it gives the written
work a sense of completeness, c) it leaves a final impression to the readers
and d) it demonstrates good organization.
Conclusions are inferences, deductions, abstractions, implications,
interpretations, general statements and/or generalizations based upon the
finding. It should appropriately answer the specific questions raised at the
beginning of the investigation in the order that they are given under the
statement of the problem.
When making the conclusion in qualitative research, it should be drawn
from the patterns and themes. Patterns and themes that were extracted from
the real-life experiences. In vanManen’s point of view, conclusions can be
best illustrated in literary works as poem, quote, and/ or songs as it conveys
emotions like making metaphors. Through metaphor like results can go
beyond a descriptive synthesis of data.
 Strategies or tips to writing conclusions:
1. Write in a manner that is comfortable to you and edit while writing.
2. Write to be understood. Do not write to impress or to sound smart.
Avoid highfalutin words to replace the common but clearer ones.
3. Write from an objective distance. Remember that you are writing a
formal academic paper.
4. Write in a fresh new style. In concluding your qualitative research, you
are supposed to present a new knowledge after all.
5. Conclusions should be formulated concisely, that is, brief and short,
yet they convey a meaningful and logical arguments. It is important
that conclusions have a conceptual significance and can imply,
indicate, or chart future research directions.

What I can Do?

Activity 1. DRAWING CONCLUSION
Direction: Analyze the data that you gathered from your Interview or survey
(look for similarities or differences from their answers, and their different point
of views). Make a conclusion based on the answers that you gathered from
your respondents during the survey or interview.

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