Grade

11
PRACTICAL RESEARCH 1
Self-Learning Module for SHS
Quarter 4 - Module 1 – Week 1 & 2

Department of Education ● Republic of the Philippines

1
Practical Research 1 – Grade 11
Quarter 4 – Module 1 – Week 1 and 2
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Marlyn D. Tolosa
Editor: Jonalyn D. Gungon
Reviewers: Liza A. Alvarez, EPS – Research & Rosallio P. Oriarte Jr., SLRC
Illustrators: Renee Rose C. Reyes & Edison P. Clet
Layout Artist:
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso, EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña, EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon, EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP/Research)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde, EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera, EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio, PhD (EsP)
Dulce O. Santos, PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao, EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of Pasig

City
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TASKS TO BE SUBMITTED:
Lesson 1:
1. Activity 1 and 2 page 8 - 9

Lesson 2:
1. Post Test page 13 - 14

Lesson 3:
1. Activity 1 page 17

NOTE:
1. Write your answers on a sheet of paper. In case, you will use more than one paper,
kindly staple it.
2. Please follow the format on your answer sheet:
Name:
Grade & Section:
Subject:
Week:

3
 Lesson
Qualitative Research Design
1
EXPECTATIONS
This module aims to help you decide what design you are going to use
for your research paper.
After going through this module, you are expected to:
1. discuss the concept of the research designs;
2. familiarize oneself with the nature of each qualitative research
design; and,
3. conduct a doable or practicable research study based on one
qualitative research design.

RECAP
In the previous lesson you have learned writing the review of related
literature, as a review write the steps of writing a review of related literature in
your notebook.

The Steps of Writing a Review of Related

Literature

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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 LESSON
Research Design
This is a blueprint. A
blueprint is a guide for making
something. It's a design or pattern
that can be followed like what is the
measurement of height, width,
length, distance to build your
designed building, or a house.
Design is a word that means
a plan or something that is
conceptualized by the mind. It is a
result of a mental activity
characterized by an unfixed
formation of something but an
extensive interconnection of things.
Figure 1. Blueprint
Design in the field of research
serves as a blueprint or a skeletal framework of your research study. It includes
many related aspects of your research work. If you are working on the research,
what should be the content of your design? When you come up with a decision
to your choice of design, you have to finalize your mind on the following:

1. What is the purpose of the research based on your design?

2. What is your philosophical basis?
3. What is the type of data for your research?
4. What is the methods or technique in collecting and analyzing the
data?

Your research design is realized by any of these types of qualitative

research that has its data collection technique. Whether you think of them as
research types of research designs, just the same, you get to deal with the same
features or aspects involved in each type or design (Baraceros 2016, 85).

Types of Qualitative Designs

1. Case study
To do a research study based on this research design is to describe a
person, a thing, or any creature on the Earth for explaining the reasons behind
the nature of existence. Your aim is to determine why such a creature (person,
organization, thing, or event) acts or behaves, occurs, or exist in a particular
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manner. Your methods of collecting data for this qualitative research design are
interview, observation, and questionnaire. One advantage of the case study is
the capacity to deal with a lot of factors to determine the unique characteristics
of the entity (Meng 2012; Yin 2012).

2. Ethnography
A qualitative research design that involves a study of a certain cultural
group or organization in which the researcher, to obtain knowledge about the
characteristics, organizational setup, and the relationship of the group members,
must necessarily involve in their group activities. Since this design gives stress
to the study of a group of people, this is one special kind of a case study. The
only thing that makes it different from the latter is your participation as a
researcher in the activities of the group. This design requires your actual
participation in the group members’ activities while the case study treats you,
the researcher, as an outsider whose role is just to observe the group. Here in
ethnography design requires you to live with the subject in several months. This
aims at defining, describing, or portraying a certain group of people possessing
unique cultural traits (Walliman 2014).

3. Historical Study
This qualitative research design tells you the right research method to
determine the reasons for changes or permanence of things in the physical world
in a certain period (years, decades, or centuries). What is referred to in the study
as the time of change is not a time shorter than a year but a period indicating a
big number of years. This design differs from the other designs because of the
element SCOPE. The scope of coverage of the historical study refers to:
a. number of years covered;
b. the kind of events focused on; and
c. extend of new knowledge/discoveries resulting from the
historical study.
The data collecting techniques for a study following a historical research
design are biography or autobiography reading, documentary analysis, and
chronicling activities. Chronicling activities makes you interview people a time.
However, one drawback of historical studies is the absence, or loss of complete
and well-kept old that may hinder the completion of the study.

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4. Phenomenology
A phenomenon is something that 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, caregiving, defeat,
victory, and the like. This qualitative design makes you follow a research method
that will let you understand the ways of how people go to an inevitable event in
their lives. You are prone to extending your time in listening to people recount
their significant experiences to be able to get a clue or pattern of their techniques
to term with the positive or negative results of their life experiences. This aims
at getting a thorough understanding of an individual’s life experiences for this
same person’s realistic dealings with hard facts of life (Paris 2014).

5. Grounded Theory
A research study adhering to a grounded theory research design aims at
developing a theory to increase understanding of something in a psycho-social
context. Such a study enables you to develop theories to explain sociologically
and psychologically influence phenomena for proper identification of a certain
educational process. Occurring an inductive manner, wherein one basic category
of people’s action and interactions gets related to a second category; to the third
category; and so on, until a new theory emerges from the previous data (Gibson
201 14; Creswell 2012).
A return to the previous data to validate a newfound theory in a zigzag
sampling. Moving from category to category, a study using a grounded theory
design is done by a researcher wanting to know how people fair up in a process-
bound activity such as writing. Collecting data on grounded theory design is
through a formal, informal, or semi-structured interview, as well as analysis of
written works, notes, phone calls, meeting proceedings, and training sessions (
Picardie 2014).

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 ACTIVITIES
Activity 1
Directions: Match table A with the corresponding answer in table B. Write only
the letter your answer on a sheet of paper. (TO BE SUBMITTED)

A. Research Topics B. Qualitative Research Designs

___ 1. Depressed Bar Exams a. Grounded Theory
Failures
___ 2. Kurdish Wedding Rites b. Case Study
___ 3. Acquiring intercultural
Competence via SFG c. Historical Study
Grammar
___ 4. The Coming of Age of d. Phenomenological
Filipino Novel in English
___ 5. Ebola-stricken Babies e. ethnography
in Bataan

Activity 2
Directions: Decide what research design is appropriate for each situation, based
on what you learned about qualitative research design. Conduct a research
design by providing the answer to the following questions. Answers should be
written on a sheet of paper. (TO BE SUBMITTED)

a. What research design is appropriate for each situation?

b. What is the purpose of the research based on your design?
c. What is the method or technique in collecting and analyzing the data?

Example:
The grieving relatives of soldiers’ death in Marawi battle.

a. The best design for this is Phenomenological research design

b. This research design aims to understand the actions of the grieving
relatives as they deal or cope with their emotions from the loses of
their love ones.
c. To gather the data, I’ll have an unconstructed interview. Ex.
What do you do to cope with the pain of losing someone dear to
you?

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1. Spend half a year living with the people in Ilocos Norte.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. Know the extent of Filipinos’ penchant for white-collar jobs during the
Spanish era up to this period.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3. Discover the reasons for the excessive aggressiveness of Juan Dela

Cruz, a grade 4 pupil.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Lesson
Sample
2
EXPECTATIONS
This module aims to describe sample and population. It will also guide you
in planning your own qualitative research with the appropriate sample and
effective sample size.
After going through this module, you are expected to:
1. describe sample and population;
2. distinguish population and sample of qualitative research; and
3. formulate a qualitative research topic with an effective sample size.

9
 LESSON
In doing a qualitative research, it is not necessary to collect data from
everyone in your group of interest in order to get valid findings. Imagine if you
wish to study the differences in men’s and women’s college experiences in the
Philippines, would you expect to collect data from all college students across the
country? Even if it were possible, it will require a lot of time, resources, and effort
to accomplish.

If we are interested in a certain group of people, we often select just a few

members of this group and study them. From these selected people, we usually
come to some conclusions about the larger group where they belong. We use the
following terms to represent these groups of people in research studies:

 POPULATION is the cluster of people, events, things, or other phenomena

that you are most interested in. It is often the “who” or “what” that you
want to be able to draw conclusions about at the end of your study.
 SAMPLE is a subset of your population. It is the group (be it people,
events, etc.) from which you actually collect data or the group of
individuals who actually participate in your study.
 SAMPLING is the process or technique of choosing a sample from a
population to participate in the study. Different methods of sampling are
employed in qualitative research which will be further discussed in the
next module.
Thus, only a sample (that is, a subset) of a population (group of interest)
is selected for any given study. In some instances, the sample and population
may be identical, but more often they are not.

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POPULATION VS. SAMPLE IN RESEARCH STUDIES
Consider the research studies with their corresponding population and
sample as specified in the table.

Table 1. Population and Sample of Some Research Topics

Research Topic Population Sample
The effects of computer-assisted All first- and second- Ten percent of the first-
instruction on the reading grade children and second-grade
achievement of first- and in Metro Manila. children that
second-graders in Metro Manila. represents each city in
Metro Manila.
The attitudes of fourth-year All fourth-year Two hundred fourth-
teachers-in-training toward their students enrolled in year students selected
student teaching experience. teacher-training from those enrolled in
programs in the the teacher-training
Philippines. programs in the State
Universities in the
Philippines.
The effectiveness of a new All teachers in the Ten selected teachers
Philippine history textbook used district who are using who are teaching
by some of the teachers in the the textbook. Philippine history for
district. more than two years.

The more narrowly researchers define the population, the more they save
on time, effort, and (probably) money, but the more they limit generalizability.
That is why it is essential in research reports to describe the population and
sample in detail to determine the applicability of the research findings.

DETERMINING SAMPLE SIZE

In quantitative research, the goal would be to conduct a random

sampling that ensures the sample group would be representative of the entire
population, and therefore, the results could be generalized to the entire
population. On the other hand, the goal of qualitative research is to provide in-
depth understanding and therefore, targets a specific group, type of individual,
event or process. To accomplish this goal, qualitative research focus will be on
criterion-based sampling techniques to reach their target group.

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 The study’s research objectives and the characteristics of the study
population (such as size and diversity) determine which and how many people
to select. When determining sample size for qualitative studies, it is important
to remember that there are no hard and fast rules. There are, however, at least
three considerations:
1. The saturation or redundancy of the sample size must be considered.
Theoretical saturation is the point at which no new information is
emerging in the data. The size and pattern of the sample need to be
considered. Some interviews conducted might result to no significant
concepts.
2. The size of a sample is important to determine the difference within a
target population. Having a large sample size might assess the quantity
of distinction that will eventually denote the population of interest.
3. Approximation of a sample size grounded on the method of the study
may be used. The rules of thumb of effective sample size for each research
approach and data collection methods presented below are designed by
Dr. Bonie Nastasi in his presentation “Qualitative Research: Sampling &
Sample Size Considerations”.

Table 2. Rule of Thumb Based on Research Approach

Research Approach Rule of Thumb

Biography/ Case Study Select one case or one person
Phenomenology Assess 10 people. If you reach saturation
prior to assessing ten people you may use
fewer.
Grounded theory/ Assess 20-30 people, which typically is
ethnography/action enough to reach saturation.
research

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 Table 3. Rule of Thumb Based on Data Collection Method

Data Collection Method Rule of Thumb

Interviewing key informants Interview approximately five people
In-depth interviews Interview approximately 30 people
Focus Groups Create groups that average 5–10 people each.
In addition, consider the number of focus
groups you need based on ―groupings‖
represented in the research question. That is,
when studying males and females of three
different age groupings, plan for six focus
groups, giving you one for each gender and
three age groups for each gender.
Ethnographic Surveys Select a large and representative sample
(purposeful or random based on purpose)
with numbers similar to those in a
quantitative study.

POSTTEST

Directions: Read the statements carefully. Write the letter of the best answer in
a sheet of paper. (TO BE SUBMITTED)

1. What is sample in qualitative research?

A. It is your entire group of interest.
B. It is the group of individuals who actually participate in your study.
C. It is often the “who” or “what” that you want to be able to draw
conclusions about at the end of your study.
D. It is the group (be it people, events, etc.) that you want to be able to
draw conclusions about at the end of your study.

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2. How does sample differ from population?
A. Sample and population are almost the same and can be interchanged.
B. Sample is the group from whom conclusions are drawn at the end of
the study while population is the group of your interest.
C. Population is the larger group from whom conclusions are drawn at
the end of the study while sample is a subgroup of population from
which data are actually collected.
D. Sample is the larger group from whom conclusions are drawn at the
end of the study while population is a subgroup of the entire group of
interest from which data are actually collected.

3. A researcher would like to study the effect of the increasing number of

confirmed COVID19 cases and months of community quarantine in certain
places in the country to the mental health of Filipinos. From which group should
the researcher gather information?
A. Any Filipino from any part of the country
B. Filipinos living in cities or provinces under community quarantine
C. Confirmed COVID19 patients who recover from the disease in the
Philippines
D. Overseas Filipino workers who arrived in the country during the
community quarantine

4. Abigail wants to explore the childhood life of her claustrophobic friend that
might cause her to develop this condition. Which of the following is TRUE for her
sample and population?
A. The sample and population of her study are the same.
B. The population of her study is her friend but not the sample.
C. The sample of her study is her friend but not the population.
D. The sample of her study must be taken from a group of
claustrophobic patients.

5. A researcher would like to know how Filipino employees who lose their job
due to the pandemic start anew by conducting in-depth interview on willing
participants. What is the effective sample should size he/she used?
A. Interview approximately 30 people
B. Interview approximately five people
C. Create groups that average 5–10 people each.
D. Select a large and representative sample numbers similar to those in a
quantitative study.

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 Lesson
Sampling Procedures
3
EXPECTATIONS
This module aims to describe the various sampling procedures in
qualitative research. It will help you understand how these strategies are
employed in different research scenarios.

In this lesson, we will examine the various strategies or procedures that

qualitative researchers typically employ when sampling.

After going through this module, you are expected to:

1. describe the sampling procedures in qualitative research;
2. classify the sampling procedure for different research scenario; and
3. examine sample qualitative researches depicting its participants

LESSON

Let’s say that you want to start a qualitative research, but how do you
select the sample for your study? It is important to choose a sample
systematically to ensure the credibility of your research study.

Read closely the conceptual information on different sampling procedures

qualitative researchers undertake.

SAMPLING PROCEDURES IN QUALITATIVE RESEARCH

As there are difficulties in determining the sample size for a qualitative

research, so it is when it comes to selecting a sampling procedure or strategy.
The sampling procedure adopted by qualitative researcher is driven by the:1)
Research question(s)/purpose; 2) Time frame of your study; 3) Resources
available.

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 Sampling in qualitative research includes purposive sampling, quota
sampling, snowball sampling and convenience sampling procedures. The
reasons for a qualitative researcher to employ a particular sampling strategy are
discussed below.

1. Purposive Sampling. This is the most common sampling procedure, wherein

participants are selected according to pre-selected criteria based on the particular
research question. To perform this sampling, a researcher begins with specific
perspectives in mind that he or she wishes to examine and then seeks out
research participants who cover that full range of perspectives.

Example: A researcher is conducting a phenomenology to explore the

perspectives and experiences of patients with hypertension while living
with this disease. He selects only hypertensive patients to participate in
his study. Patients without hypertension were not included in the study.

2. Quota Sampling. In this sampling procedure, participant quotas are preset

prior to sampling. To perform this sampling, the researcher gathers data from
only those participants who meet certain characteristics that may include things
such as age, place of residence, gender, class, profession, marital status, etc.

Example: In a case study that compares the academic performance of

senior high school students in public and private schools, the researcher
divides a sample size of 500 students into grade levels and tracks taken
as follows; 250 students each for grade 11 and grade 12, 300 students
taking Academic track, 100 students taking TVL and 100 students taking
Sports and Arts.

3. Snowball Sampling. This sampling procedure is also called chain referral

sampling. To perform this sampling, the researcher recruits study participants
by asking prior participants to refer others who may be able to potentially
contribute or participate in the study. Thus, the researcher’s sample builds and
becomes larger as the study continues, much as a snowball builds and becomes
larger as it rolls through the snow. This method often helps researchers find and
recruit participants that may otherwise be hard to reach.

Example: A researcher who wanted to explore the lives of the previously

convicted people (“ex-convicts”) in terms of their social and emotional

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 context toward society started with an acquainted participant who then
refers his inmates as another potential subjects.

4. Convenience Sampling. This sampling procedure is also called haphazard

sampling and is most useful in exploratory research. To perform this sampling,
a researcher simply collects data from those people or other relevant elements
to which he or she has most convenient access.

Example: A fast food chain wants to improve the quality of its products
and services according to the customers’ feedback by conducting a brief
interview on those willing customers currently dining in.

ACTIVITIES
Activity 1
Directions: Identify the sampling method in each of the following situations.
Write your answer on a sheet of paper. (TO BE SUBMITTED)
1. A case study about students’ satisfaction with their living quarters on
campus was conducted by recruiting those students who stay in each
of the different types or locations of on-campus housing only. Those who
are living on student dorms/quarters but outside the campus were not
included.
2. A researcher who sought to examine a certain issue regarding same sex
marriage found a suitable participant for the study thru social media.
The participant is willing to be interviewed and even refers his
acquaintances who may also be potential subjects.
3. In a research conducted by a group of NGO volunteers regarding good
lifestyle of people, participants were recruited by asking people who
dress good and look healthy in a certain mall.
4. The supreme student government of the school would like to form a
group that will help fellow students to pass all their subjects within the
school year. They first determine the most common causes why
students fail in exams by conducting interviews from the two least
performing students for each section from each grade level.
5. An on-site reporter was able to gather information regarding the road
traffic accident that occurs just a few hours before he arrived at the
scene by interviewing the street vendors and pedestrians present during
the accident.
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