DIVISION OF NAVOTAS CITY

Practical Research 1
(Quarter
1)
First Semester
Practical Research 1 for Senior High School
Alternative Delivery Mode
Quarter 1 & 2
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Elaine P. Nicolas Leonora R. Regodon, Veronica C. Aco Noemi M. Godoy
Charisma E. Latorre Christopher Ian N. Sengco Maria Theresa B. Pesimo Terry
Rose P. Agana Abegail C. Buenaventura Grace T. Balverde Jean Del Rosario
Regine P. Dacquigan Richelle Ann Cupcupin Vera Melanie Aquino Maricar De
Guzman
Editors/ Reviewer: Jean S. Catandijan Solitaire H. Cruz Rose Eden L. Cortez
Illustrator: Nonong B. Flores
Layout Artist: Hazel M. Santorce Kathrine May A. Cabacang
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Marco D. Meduranda, EPS in English
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
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 Table of Contents
QUARTER 1
What I Know ................................................................................1
Module 1......................................................................................2
Module 2......................................................................................9
Module 3......................................................................................15
Module 4......................................................................................19
Module 5......................................................................................23
Module 6......................................................................................27
Module 7......................................................................................30
Assessment ..................................................................................34

QUARTER 2

What I Know ................................................................................38

Module 8......................................................................................39
Module 9......................................................................................45
Module 10 ....................................................................................53
Module 11 ....................................................................................59
Module 12 ....................................................................................63
Module 13 ....................................................................................71
Module 14 ....................................................................................79
Module 15 ....................................................................................85
Assessment ..................................................................................92
Answer Key ..................................................................................93
References ...................................................................................94
 1. The following are the characteristics of a research, which of the following is NOT
considered as a characteristic?
A. Research exhibits careful and precise judgment.
B. Research is based on valid procedures and principles.
C. Research is presentation of thesis arguments because it starts with a
problem and ends with a problem.
D. Research is conducted in a methodological manner without bias using
systematic method and procedures.

2. What is the first step in conducting a research?

A. Analyze data
B. Design research
C. Review literature
D. Define the research problem

3. It focuses on entire group that shares a common culture where the group is
studied in its natural setting for an extended period of time, months to years.
A. validity B. reliability C. case study D. ethnography

4. This refers to the depth at which the research will be explored.

a. delimitation c. scope
b. research d. outline

5. It is a type of research problem that arises when there is a conflict about what people
consider ethical, moral, worthwhile, and/or desirable.
A. Conceptual problem
B. Action problem
C. Value problem
D. Subject problem

6. Which of the following DOES NOT refer to the author in the text?
A. The earth is the only planet with gravity (Bell, 2000,p. 11).
B. According to Bell, 2000, the earth is the only planet with gravity.
C. Bell (2000), argues that the earth is the only planet with gravity.
D. On the other hand, Bell (2000), states that earth is the only planet with
gravity (p.11).

7. If a work has six or more authors, only cite the first author’s last
name followed by et. al. for _______________.

A. First in-text citation

B. Second in-text citation
C. Subsequent citations
D. All in-text citations

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8. Which is NOT one purpose of citing literature?
A. Avoids plagiarism
B. Guides you through your research
C. Proves your points
D. Saves you from thinking

9. Why does a researcher conduct a literature review?

A. To familiarize themselves with the field.
B. They are required to by other researchers.
C. They are paid to review it.
D. To reproduce existing research.

10. What information must your ‘the review of literature’ have?

A. The use of all relevant sources and resources or evidence from the
literature.
B. The results obtained from the analysis of a literature topic.
C. The use of all relevant research instruments existing in the literature.
D. The results obtained from the application or research instruments and
data analysis.

MODULE 1

This module was designed and written with you in mind. It is here to help you
understand the nature of research. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.
The module is divided into two lessons, namely:
• Lesson 1 – The Importance, Characteristics and Ethics of Research
• Lesson 2 – Getting Acquainted with Researches

After going through this module, you are expected to:

1. share experiences and knowledge on research;
2. explain importance of research in daily life;
3. describe characteristics and ethics of research;
4. differentiate quantitative from qualitative research;
5. provide examples of research in areas of interest;
6. describe characteristics, strengths, weaknesses and kinds of qualitative
research; and
7. illustrate the importance of qualitative research across fields.

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 Lesson
1
The Nature of Research

LESSON 1.1 THE IMPORTANCE,

CHARACTERISTICS AND ETHICS
OF RESEARCH

WHAT IS THE IMPORTANCE OF RESEARCH IN DAILY LIFE?

Research is important in our everyday life because it:

1. Gives us a light to inquire about the right information.

2. Develops and attitude to not believe everything easily available and go on
one track.
3. Sharpens the brain and gives it a judicious vision to look.
4. Leads us to the ultimate philosophy of all the subjects and builds a graphic
vision of life.
5. Empowers us with knowledge and efficient learning of new things.
6. Helps us in understanding various issues of life in a larger manner.
7. Evolves us to mark out the thin line between truth and lie.
8. Opens news vistas of opportunity before us to pick and choose.
9. Makes good habits of reading, analyzing, thinking, and learning.

MEANING AND CHARACTERISTICS OF RESEARCH

Research is defined as the scientific investigation of phenomena which includes

collection, presentation, analysis and interpretation of facts that lines an individual’s
speculation with reality.
• Characteristics of Research

1. Empirical – research is based on direct experience or observation by the

researcher.
2. Logical – research is based on valid procedures and principles.
3. Cyclical – research is a cyclical process because it starts with a problem and
ends with a problem.
4. Analytical – research utilizes proven analytical procedures in gathering the
data, whether historical, descriptive, and experimental and case study.
5. Critical - Research exhibits careful and precise judgment.
6. Methodical - Research is conducted in a methodical manner without bias
using systematic method and procedures.
7. Replicability - The research design and procedures are replicated or repeated
to enable the researcher to arrive at valid and conclusive results.
Source: Calmorin and Calmorin, Research Methods and Thesis Writing.

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 • Process of research
1
•Select general problem

2
•Review the literature of the literature of the problem

3
•Select a specific research problem, question, or hyphothesis

4
•Collect data

5
•Analyze and present or display data

6
•Interpret the findings and state conclusions or generalizations regarding the problem

• Factors to consider in selecting a research problem

1. Researcher’s area of interest
2. Availability funds
3. Investigator’s ability and training

ETHICS IN RESEARCH

Ethics generally is considered to deal with beliefs about what is right or wrong, proper
or improper, good or bad. According to a dictionary definition (Webster ‘s
1968), to be ethical is to conform to accepted professional practice.

• Ethical considerations in conducting research

1. Objectivity and integrity

2. Respect of the research subjects’ right to privacy and dignity and
protection of subjects from personal harm
3. Presentation of research findings
4. Misuse of research role
5. Acknowledgement of research collaboration and assistance
6. Distortions of findings by sponsor

• Unethical considerations in conducting research

1. Deceiving a respondent about the true purpose of a study

2. Asking a respondent questions that cause him or her extreme
embarrassment; guilt emotional turmoil by remaining him or her of an
unpleasant experience.
3. Invading the privacy of a respondent
4. Studying the respondents or research subjects without their knowledge
5. When analyzing the data—revealing only part of the facts, presenting facts
out of context, falsifying findings or offering misleading presentation such
as lying with statistics
Source: Biglete, ―Ethical Considerations in Conducting Research

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Complete the Anticipation Guide below. Put an “X” in the space to indicate whether
or not you agree or disagree with the corresponding statement about the importance
of research.

A. Visit the site below. Read and analyze the given example of research by
answering the following questions that follow.

https://www.researchgate.net/publication/316698131_Implementation_statu
s_of_K12_Social_Studies_program_in_Philippine_public_schools

Questions:

1. What is the research about?

2. What are the processes used in the research study?
3. Did the researcher consider the ethics in conducting research?

B. Visit the site below. Evaluate the research through identifying if the
research follows the ethical considerations in conducting a research.

https://www.researchgate.net/publication/331411301_RESEARCH_WRITING
_ABILITY_OF_SENIOR_HIGH_SCHOOL_STUDENTS_AS_PERCEIVED_BY_TEA
CHERS_OF_SAMPLED_SCHOOLS_IN_QUEZON_CITY

Ethical Considerations Yes No

Objectivity and integrity

Respect of the research subjects’ right to privacy and
dignity and protection of subjects from personal harm

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Presentation of research findings
Misuse of research role
Acknowledgement of research collaboration and
assistance
Distortions of findings by sponsor

LESSON 1.2 Qualitative vs

Quantitative Researches

Qualitative Quantitative
Subjective Objective
Research questions answer what and Research questions answer how many
why or strength of relationship or difference
Literature review may be done as the Tests theory
study progresses
Develops theory Measurable
Interpretive Reports statistical analysis
Reports rich narrative, individual Basic element of analysis is numbers
interpretation
Basic element of analysis is
words/ideas
Researcher is part of the process Researcher is separate
Participants Subjects
Context dependent Context free
Reasoning is dialectic and inductive Reasoning is logistic and deductive
Describes meaning, discovery Establishes relationships and
causation
Table 1

Types of Qualitative Research

Phenomenology This qualitative research approach explores the world of the
participants by gaining thoughts, insights, and perceptions to a particular
phenomenon. In phenomenology, the participants relive their experiences in order
to obtain the very essence of these thoughts and perceptions.
Ethnography It is the direct description of a group, culture or community.
Nevertheless, the meaning of the word ethnography can be ambiguous; it is an
overall term for a number of approaches. Sometimes researchers use it as
synonymous with qualitative research in general, while at other times it‘s meaning
is more specific.
Grounded theory this qualitative research approach aims to generate a theory
from the data which are analyzed and interpreted inductively. The theory does not
start from the beginning but only surfaced after all the data have been analyzed
inductively. This is the result of thorough interviews and observations.
Case study This qualitative research approach presents a detailed analysis of a
specific case. Usually, a case is an individual, or one group of people or one school.
The researcher focuses only on one particular case.
Narrative Research This is a qualitative research that narrates the life
experiences of an individual told to the researcher or from available document or
material. This could either be biography or autobiography.

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 Table 2

Major Characteristics of Qualitative Research

Naturalistic inquiry Studying real-world situations as they unfold naturally;

non-manipulative, unobtrusive, and non-controlling; openness to whatever
emerges—lack of predetermined constraints on outcomes.
Inductive analysis Immersion in the details and specifics of the data to discover
important categories, dimensions, and interrelationships; begin by exploring
genuinely open questions rather than testing theoretically derived (deductive)
hypotheses.
Holistic perspective The whole phenomenon under study is understood as a
complex system that is more than the sum of its parts; focus is on complex
interdependencies not meaningfully reduced to a few discrete variables and
linear, cause-effect relationships.
Qualitative data Detailed, thick description; inquiry in depth; direct quotations
capturing people ‘s personal perspectives and experiences.
Personal contact and insight The researcher has direct contact with and gets
close to the people, situation, and phenomenon under study; researcher‘s
personal experiences and insights are important part of the inquiry and critical to
understanding the phenomenon.
Dynamic systems Attention to process; assumes change is constant and ongoing
whether the focus is on an individual or an entire culture
Unique case orientation Assumes each case is special and unique; the first level
of inquiry is being true to, respecting, and capturing the details of the individual
cases being studied; crosscase analysis follows from and depends on the quality
of individual case studies.
Context sensitivity Places findings in a social, historical, and temporal context;
dubious of the possibility or meaningfulness of generalization across time and
space.
Emphatic neutrality Complete objectivity is impossible; pure subjectivity
undermines credibility; the researcher ‘s passion is understanding the world in
all its complexity – not proving something, not advocating, not advancing
personal agenda, but understanding; the researcher includes personal experience
and empathic insight as part of the relevant data, while taking a neutral
nonjudgmental stance toward whatever content may emerge.
Design flexibility Open to adapting inquiry as understanding deepens and/or
situations change; avoids getting locked into rigid designs that eliminate
responsiveness; pursues new paths of discovery as they emerge.
Table 3

Strengths of Qualitative Research

1. Issues can be examined in detail and in depth.

2. Interviews are not restricted to specific questions and can be guided/redirected
by the researcher in real time.
3. The research framework and direction can be quickly revised as new information
emerges.
4. The obtained data based on human experience is powerful and sometimes more
compelling than quantitative data.
5. Subtleties and complexities about the research subjects and/or topic are
discovered that are often missed by more positivistic inquiries.

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 6. Data usually are collected from a few cases or individuals so findings cannot be
generalized to a larger population. Findings can however be transferable to another
setting.
Limitations of Qualitative Research
1. Research quality is heavily dependent on the individual skills of the researcher
and more easily influenced by the researcher's personal biases and idiosyncrasies.
2. Rigor is more difficult to maintain, assess, and demonstrate.
3. The volume of data makes analysis and interpretation time consuming.
4. It is sometimes not as well understood and accepted as quantitative research
within the scientific community
5. The researcher's presence during data gathering, which is often unavoidable in
qualitative research, can affect the subjects' responses. 6. Issues of anonymity and
confidentiality can bring/result to problems when presenting findings 7. Findings
can be more difficult and time consuming to characterize in a visual way.

Table 4

Activity 1
Determine which of the following statements are quantitative and which are qualitative.
Write
A – Qualitative B- Quantitative
________1. The cup had a mass of 454 grams.
________2. The temperature outside is 250ᶿC.
________3. It is warm outside.
________4. The tree is 30 feet tall.
________5. The building has 25 stories.
________6. The building is taller than the tree.
________7. The sidewalk is long.
________8. The sidewalk is 100 meters long.
________9. The race was over quickly.
________10. The race was over in 10 minutes.

Activity 2

A. Define the following types of research in your own words.

1. Ethnography
2. Phenomenology
3. Grounded Theory
4. Case Study
5. Narrative Research

B. Given the following topics, what type of research is the most appropriate to use?
___________________1. Working habits of a carpenter
___________________2. Attitude problem of a 16-year-old boy
___________________3. How a military general discipline his children
___________________4. Mental models of Chemistry among Chavacanos
___________________5. Story of a famous Mathematician

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 As a senior high student, how
do you think this lesson, Getting acquainted with researches, will help you. Explain in a
separate sheet of paper.

MODULE 2

This module was designed and written with you in mind. It is here to help you
understand how to respond appropriately and effectively to a speech act. The scope of
this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them can
be changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

1. define problem statement
2. distinguish the three basic types of research problem
3. distinguish the elements that make up a good problem statement
4. apply learning and thinking skills in understanding the problem statement
5. write a cohesive but brief problem statement

Lesson
Writing the Problem Statement
2

WHAT IS A PROBLEM STATEMENT?

A problem statement is the description of an issue currently existing which needs to

be addressed. It provides the context for the research study and generates the
questions which the research aims to answer. The statement of the problem is the
focal point of any research. A good problem statement is just one sentence (with several
paragraphs of elaboration.

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In 200 words or less (about 1-2 paragraphs), the researcher needs to convince the
reader that the study must be done. Society, or one of its institutions has some
pressing problem that needs closer attention. The problem statement will provide
evidence that the problem is serious and in need of further investigation. It will also
convince the reader/s that the problem can be solved with the methodology selected.

For example: “The frequency of job layoffs is creating fear, anxiety, and a loss of
productivity in labor workers.” While this problem statement is just one sentence, it
should be followed by a few paragraphs that elaborate on the problem. The paragraphs
could cover present persuasive arguments that make the problem important enough
to study. They could include the opinions of others’ (experts, professionals,
government officials, etc.) explanations of how the problem relates to business, social,
or political trends via presentation of data that demonstrates the scope and depth of
the problem.

A well-articulated statement of the problem establishes the foundation for everything

to follow in the research and will render less problematic most of the conceptual,
theoretical, and methodological obstacles typically encountered during the process.

WHAT ARE THE KEY COMPONENTS OF THE PROBLEM STATEMENT?

Problem statement often answers the following basic questions:

1. What is the overriding problem (in one sentence)?
2. What is the population and sample that are affected by this problem?
3. What type of study will this be?
4. What type of methodology will be used?
5. What type of data will be collected?
6. What possible outcomes are expected?
7.
These six questions could be summarized into the following three elements:

1. The problem itself, stated clearly and with enough contextual detail to establish
why it is important
2. The method of solving the problem, often stated as a claim or a working thesis
3. The purpose, statement of objective and scope of the project being proposed.

These elements should be brief so that the reader does not get lost. One page is enough
for a problem statement.

Criteria for research problem statements:

• The statement of the problem should clearly indicate what is to be investigated.
• The actual statement may be in a declarative or in a question form.
• The statement should indicate the variables of interest and the specific
relationship between the variables that are to be studied.
• Please note: In some qualitative methodologies, a statement of variables will
not be possible and should not be done. However, an explanation of the
qualitative methodology and the parameters of the research methodology
should be explained.

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WHAT IS THE ROLE OF PROBLEM STATEMENT?

The problem provides the context for the research study and typically generates
questions which the research hopes to answer. In considering whether or not to move
forward with a research project, you will generally spend some time considering the
problem. According to Merriam (1998), there are three basic types of research
problems: Conceptual problem, Action problem, and Value problem.

• Conceptual problem – two juxtaposed elements that are conceptually or

theoretically inconsistent. Example: “We would like the top undergrad students
to be teachers but the entry salary is not commensurate with the salaries these
students could earn.
• Action problem – arises when a conflict offers no clear choice of alternative
course of action. Undesirable outcome due to apparent lack of choices.
Example: “Hospital staff at PGH are required to wear personal protective
equipment when responding to a patient, but the gear is not always available.”
• Value problem – arises when there is a conflict about what people consider
ethical, moral, worthwhile, and/or desirable. Example: “Employee believe their
dress is a matter of freedom of choice but companies are requiring a dress code.”

In your proposal, the statement of the problem is oftentimes the first part to be read
with scrutiny. I am ignoring the title and the abstract because ideally a title should be
born out of a problem statement and an abstract should be a summary after the
problem has already been dealt with. The problem statement should, therefore, “hook”
the reader and establish a persuasive context for what follows.

You need to be able to clearly answer the question: “what is the problem?” and “why
is this problem worth my attention?” at the same time, the problem statement limits
scope by focusing on some variables and not others. It also provides an opportunity
for you to demonstrate why these variables are important.

HOW TO WRITE THE PROBLEM STATEMENT

The problem statement implies some question that your research will be answering.
Sometimes it is necessary to draft or pre-write for a while to discover what the point
will be (and often writers are unsure of their point until they have written the draft
proposal and discover the point near the end of the proposal).

When you set up to write a statement problem, you should know that you are looking
for something wrong… or something that needs close attention. Your problem
statement is the statement that makes a point about the issues and information you
are discussing, and is what the rest of the research hinges upon. It is not just your
topic, but what you are saying about your topic. In other words there must be a very
good communication between your topic and the problem statement.

The importance of the problem should receive considerable and persuasive attention
[note that importance is inevitably subjective and will vary from researcher to
researcher]. Nevertheless objectivity can be injected by answering questions such as
these:

• Is the problem of current interest? Is it topical?

• Is the problem likely to continue into the future?
• Will more information about the problem have practical application?

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 • How important, influential, or popular is this population?
• Would this study create or improve an instrument of some utility?
• Would this study substantially revise or extend existing knowledge
• Would this study create or improve an instrument of some utility?
• Would research findings lead to some useful change in best practice?
• Is there evidence or authoritative opinion from others to support the need for
this research?

The problem statement could close with a question. Typically, the question could
contain two variables, a measureable relationship, and some indication of population.
The purpose of the literature review that follows thereafter is to answer the research
problem question. If the literature cannot answer the question, the research is needed
to do so. An example question might be: this research poses the question, “What is the
relationship between farm productivity and farmer use of fertilizer?” The information
needed is (1) productivity levels and (2) some measure of fertilizer use. A bad example
might be:

“What is the best way to train for use of fertilizer?” This is insufficient because:
What are the variables?
What will be measured?
What relationship will be examined?

There should be a close relationship between the title of the proposal and the problem
statement question. For example, in the good example above. The tile of this research
project would be something like this: “Fertilizer use by small scale farmers in Bungona
province and their farm productivity”

Check the table below to help you better craft your problem statement.

Original problem or focusing question State the initial issue you are interested
in exploring, or write a focusing
question about the issue.
Stakeholders who are most affected by Who is most directly impacted by this
the problem problem? Alternately, who would benefit
the most if this problem were resolved.
Type of problem For example, skills, attitudes,
knowledge, or resources.
Suspected cause of problem Based on interviews, research, data
analysis, and/or root cause analysis,
what do you think is/are the most
significant cause(s) contributing to this
problem? What, if addressed, would
make the greatest impact on resolving
the problem? (Include specific evidence
– or a plan for getting specific evidence).
Goal for improvement and long-term The wishes, dreams, and general vision
impact describing how you envision your design
to impact the problem. You will write a
clearer, measurable goal statement later
on in the process. For now, stay with
your vision of what success could be.
Proposal for addressing the problem Plan your strategy for addressing the
problem. Use research, local knowledge,

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 and local expertise to guide you. (Note
sources if possible). This will become the
basis for subsequent action planning.
Final problem statement Tie the above statements into 3–5
coherent sentences that could be easily
understood by a wide range of
stakeholders.

Sample
Original problem or focusing question Too many students in San Roque are not
reading at grade level by grade 3. Many
studies have shown that if students are not
at grade level by year 3, they will continue
to struggle throughout their school years.
Stakeholders who are most affected Third grade students, teachers,
by the problem administrators, and parents in San Roque.
Type of problem We are proposing this is primarily
problems of resources: Without proper
resources, training programs suffer.
Schools are overcrowded and record-
keeping is not consistent.
Without good information about where our
kids are starting, we have no way of
knowing if our goals may be unattainable.
Suspected cause of problem Teachers don’t get sufficient training and
support in our reading programs.
Students’ reading levels are not measured
accurately in grades 3.
Goal for improvement and long-term We want all our third graders to read at
impact grade level or above.
Proposal for addressing the problem Start a teacher mentoring program in
reading.
Implement more rigorous reading
assessments in grades 3.
Final problem statement Many third grade students in Cleveland do
not read at grade level.
We believe that this is a result of teachers
not having sufficient training in our
reading program and not accurately
measuring students’ reading levels in
grades 3.
We want all third graders in our schools to
read at grade level or above.
We will start a teacher mentoring program
focused on reading and implement more
rigorous reading assessments in the
primary grades. At the same time, we will
implement a system that will more
accurately record and report student
reading ability in 3 throughout the system.

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A problem statement must pass the ROC test.

• Researchable – the problem can be answered by collecting and analyzing data

(doable).
• Original – the problem has not been done previously and creates new
knowledge. It can be repetitive study with new population/passage of time.
• Contributory – it has to make a difference in a profession or in a society

Directions: Use the template boxes, work though the boxes from the top to
bottom to craft a problem statement.

Original problem or focusing

question
Stakeholders who are most
affected by the problem
Type of problem

Suspected cause of problem

Goal for improvement and
long-term impact
Proposal for addressing the
problem
Final problem statement

Directions: Critically analyze the problem statements that follow. What could
make these statements better? Do this activity in a separate sheet of paper.

1. Emotional intelligence includes the ability to be aware and in control of one’s

own emotions, to be empathic with others, to motivate oneself, and to be
effective in intrapersonal and interpersonal relationships (Cooper & Sawaf,
1997; Gardner 1993, 1999; Goleman 1995, 1998; Mayer & Salovey 1997; Stein
& Book, 2000; Weisinger 1998). When human communication is involved,
emotional intelligence is involved (Rivera, 2000a, 2000b).

Attrition appears to be a serious problem in online learning, as the dropout rate

is more than twice that of traditional forms of learning (Flood, 2002; Lynch,
2001). Learning more about the relationship between emotional intelligence and
online learning might help offer an explanation for the unacceptably high
attrition rate of learners in online programs.

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 2. Bullying is one of the most critical issues facing middle school education. Beane
(2008), found that two in seven children is subjected to bullying behavior and
that it affects about ten million middle school children. Bullies who once
cornered their victims on the playground are now tormenting them online
(Blaire, 2009). E-mail messages and Web sites have increasingly become
vehicles to threaten, tease, and humiliate other students.

Yet, to date, there has been little, if any, formal evaluation of online bullying,
referred to by many as “cyberbullying”. Incidents of online bullying can be just
as hurtful as face to face bullying, yet are less likely to be detected or prevented
by adults. In order to be able to understand the complexities of online bullying,
it is important that a case study be conducted to determine the ill effects of
online bullying and examine a case where online bullying was detected and
dealt with.

MODULE 3

This module was designed and written with you in mind. It is here to help you
understand The Research Design. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

After going through this module, you are expected to:

1. define research design
2. identify the types of qualitative research design based on the given
topics/titles;
3. write titles/topics for the types of research design that are related to daily
life
4. discuss comprehensively each type of research design

Lesson
The Research Design
3

The research design refers to the overall strategy that you choose to integrate
the different components of the study in a coherent and logical way, thereby, ensuring
you will effectively address the research problem; it constitutes the blueprint for the

15
collection, measurement, and analysis of data. Note that your research problem
determines the type of design you can use, not the other way around!

The function of a research design is to ensure that the evidence obtained

enables you to effectively address the research problem as unambiguously as possible.
In social sciences research, obtaining evidence relevant to the research problem
generally entails specifying the type of evidence needed to test a theory, to evaluate a
program, or to accurately describe a phenomenon. However, researchers can often
begin their investigations far too early, before they have thought critically about what
information is required to answer the study's research questions. Without attending
to these design issues beforehand, the conclusions drawn risk being weak and
unconvincing and, consequently, will fail to adequate address the overall research
problem.

Reliability vs Validity: what’s the difference?

Reliability and validity are concepts used to evaluate the quality of research.
They indicate how well a method, technique or test measures something. Reliability
is about the consistency of a measure, and validity is about the accuracy of a
measure.

It’s important to consider reliability and validity when you are creating
your research design, planning your methods, and writing up your results, especially
in quantitative research.

Reliability Validity

What does it The extent to which the results can be The extent to which the results
reproduced when the research is really measure what they are
tell you? repeated under the same conditions. supposed to measure.
How is it By checking the consistency of results By checking how well the
assessed? across time, across different observers results correspond to
and across parts of the test itself. established theories and other
measures of the same concept.
How do they A reliable measurement is not always A valid measurement is
relate? valid; the results might be reproducible, generally reliable: if a test
but they’re not necessarily correct. produces accurate results,
they should be reproducible.

Understanding reliability vs validity

Reliability and validity are closely related, but they mean different things. A
measurement can be reliable without being valid. However, if a measurement is
valid, it is usually also reliable.

What is reliability?
Reliability refers to how consistently a method measures something. If the same
result can be consistently achieved by using the same methods under the same
circumstances, the measurement is considered reliable.

16
Example: You measure the temperature of a liquid sample several times under
identical conditions. The thermometer displays the same temperature every time, so
the results are reliable.

What is validity?
Validity refers to how accurately a method measures what it is intended to measure.
If research has high validity, that means it produces results that correspond to real
properties, characteristics, and variations in the physical or social world.

High reliability is one indicator that a measurement is valid. If a method is not

reliable, it probably isn’t valid.

Example: If the thermometer shows different temperatures each time, even though you
have carefully controlled conditions to ensure the sample’s temperature stays the
same, the thermometer is probably malfunctioning, and therefore its measurements are
not valid.

Types of Research Design

1. Case Study – a particular individual, program, or event is studied in depth for

a defined period of time.
Examples:
• Studying the effect of a new drug on a particular patient.
• Studying the effectiveness of a political campaign for a candidate.
• Studying the level of improvement in educational achievement on a
student when given a new multi-vitamin formula.

2. Ethnography - focuses on entire group that shares a common culture where

the group is studied in its natural setting for an extended period of time,
months to years.
Examples:
• Social media is used by 2.3 billion people and any one Internet user
has on average 5.54 social media accounts. queue
• What better way to understand a consumer’s natural behaviour than to see
what they see. Eye tracking has several applications in market research from
understanding shopper behaviour, to measuring marketing effectiveness, to
exploring how consumers interact with digital content. All that is required is
for participants to wear glasses which track their eyes movements as they
shop, browse the Internet, etc.
3. Phenomenological Study - a study that attempts to understand people’s
perceptions, perspectives, and understandings of a particular situation. In
other words, what is it like to experience such and such.
Example:

• The caregiver’s journey: a phenomenological study of the lived experienced

of leisure for caregivers in the sandwich generation who care for a parent
with dementia.

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 4. Grounded Theory Study - uses a prescribed set of procedures for analyzing
data that have been collected in the field rather than taken from research
literature.

Examples:

• A study of dental practices

• Interactions between building contractors and future home owners
• Management of a difficult pregnancy
• Experiences with chronic illness

5. Content and Discourse Analysis – requires an analysis or examination of the

substance or content of the mode communication (letters, books, journals,
video recordings, SMS, online messages, email, audio visual materials etc.)
used by a person, group, organization or any institution in communicating. A
study of language structure used in a medium of communication to discover
effects in the society.
Examples:

• The Negative Impact of Computers on Modern Language

• How to Best Communicate: Verbal or Non- Verbal

6. Historical Analysis – is the examination of primary documents to make you

understand the connection of past events to the present time. The results of
your content analysis will help you specify phenomenological changes in
unchanged aspects of society through years.

• Students Activism Since Marcos Era

• Philippines’ Political System: Then and Now

Directions: Write on the blank the type of each sample topic for research
design.

Case Study Ethnography Content Discourse Analysis

Phenomenological Grounded Theory Study Historical Analysis

No. Topics/Titles Types of

Research
Design
1. Behavioral Genetic Studies of ADHD
2. The Impact of Text Messaging: How Technology
Created A Linguistic Subculture
3. Social Inequality Reasons
4. Globalization Negative Role

18
 5. The Long Road to Becoming American: One Kenyan’s
Immigration Journey Filled with Perseverance
Discrimination, and Student Visa Restrictions
6. Post- traumatic Growth in Breast Cancer Patients
7. An Investigation of Salespeople’s Client Relationships
8. Gene Expression Omnibus Data to Fight Cancer

9. From Ground Zero: Rebuilding United States

10. Ethnographic Research Among Drinking Youth

Cultures: Reflections from Observing Participants

Directions: Choose two from the six types of qualitative research design. Think of a
possible topic that you can develop on a research about the realities of suffering that
happen globally in this time of covid-19 pandemic.

Four Types of Qualitative Research Topic that I am curious to explore

Design about this time of covid-19 pandemic

Phenomenological Study

Case Study

Grounded Theory Study

Ethnography

Content and Discourse Analysis

Historical Analysis

MODULE 4

This module was designed and written with you in mind. It is here to help you
understand how to respond appropriately and effectively to a research. The scope of
this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to

19
follow the standard sequence of the course. But the order in which you read them can
be changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

1. define scope and delimitation
2. distinguish scope and delimitation
3. demonstrate effective use of scope and delimitation in a research
4. apply learning and thinking skills in understanding scope and delimitation
5. reflect on your learning on scope and delimitation

Lesson Scope and Delimitation

4 of Research

Scope and Delimitation

Scope and delimitations are two elements of a research

paper or thesis. The scope of a study explains the extent to
which the research area will be explored in the work and
specifies the parameters within which the study will be
operating. For example, let's say a researcher wants to study the impact of mobile
phones on behavior patterns of elementary school children. However, it is not possible
for the researcher to cover every aspect of the topic.
So the scope will have to be narrowed down to a certain section of the target
population. In this case, the scope might be narrowed down to a group of 50 children
in grades 3-5 of one specific school. Their behavior patterns in school may have been
observed for a duration of 6 months. These would form the delimitations of the study.

Thus, delimitations are the characteristics that limit the scope and describe the
boundaries of the study, such as the sample size, geographical location or setting in
which the study takes place, population traits, etc. Additionally, the researcher might
also choose to use some research tools and methodologies to collect data but not
others. These delimitations might be imposed for practical reasons, such as lack of
time or financial resources to carry out a more thorough investigation. The delimitation
section of the study should explain why specific choices were made while others were
excluded and how this might affect the outcome of the research.

In the example mentioned above, the researcher might state why he/she chose to
study a sample population of 50 students, why he/she selected students from Grades
3-5 and not grades 1-2, and why he/she chose students of Billabong Elementary
Public School over other schools
Importance of Scope and Delimitation

20
Scope and Delimitations. It is important to narrow down your thesis topic and limit
the scope of your study. The researcher should inform the reader about limits or
coverage of the study. ... Delimitation is used to make study better and more feasible
and not just for the interest of the researcher.

How will you present the scope of your study?

The scope of a study explains the extent to which the research area will be explored in
the work and specifies the parameters within the study will be operating.
Basically, this means that you will have to define what the study is going to cover and
what it is focusing on. Similarly, you also have to define what the study is not going
to cover. This will come under the limitations. Generally, the scope of a research
paper is followed by its limitations.
As a researcher, you have to be careful when you define your scope or area of
focus. Remember that if you broaden the scope too much, you might not be able to do
justice to the work or it might take a very long time to complete. Consider the feasibility
of your work before you write down the scope. Again, if the scope is too narrow, the
findings might not be generalizable.

Example of Scope and Delimitation of the study

21
Directions: Study sample of scope and delimitation of research. Complete the table
as shown with entries called for.

SCOPE AND DELIMITATION

The study is a correlational research focusing on the association between the use of
social media and attention span of 50 senior high school students of De La Salle Araneta
University under the Humanities and Social Sciences strand in the first term of the
academic year, 2017-2018.

Furthermore, the study delimits itself to attention span in class and will not attempt
to measure this variable in other environment. Social media use will be limited to the use of
social networking sites and exclude the use of the internet by the respondents for
educational purposes.

Directions: Identify the boundaries of the study in terms of:

SCOPE
Respondents Objectives Facilities Area Time Issues to which
Frame research is
focused

Directions: State the delimiting factors of the study by:

Delimitation

Geographic location Age Sex Population size

22
Directions: Pretend that you are task to do a research in your Practical Research 1
subject. You are thinking of the best topic/subject for your paper. Complete the
details below about your research.

1. Topic of your Research

________________________________________________________________________________

2. Subject/Respondent/s

________________________________________________________________________________
3. Place/Locality

________________________________________________________________________________

4. Time Frame
________________________________________________________________________________

5. Scope and delimitation

________________________________________________________________________________

MODULE 5

This module was designed and written with you in mind. It is here to help you
understand the Significance of the Study. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

After going through this module, you are expected to:

1. define the significance of the study
2. identify the benefits and beneficiaries of research
3. distinguish the elements that make up a good significance of the study
4. apply learning and thinking skills in understanding the significance of the
study.
5. write a clear and cohesive significance of the study

23
 Lesson Significance of the Study
5

What is Significance of the Study?

In writing the introduction of the research, a section is devoted to the
significance of the study. This section, often referred to as the “rationale” is crucial,
because it is one place in which the researcher tries to convince an audience that the
research is worth doing. It should establish why the audience should want to read on.
It could also persuade someone of why s/he would want to support, or fund, a research
project.

The sole aim of Significance of the study is to show at a glance the contribution
of your research to the body of existing or nonexistent knowledge or give your
Supervisor/Reader an insight on how the study will be of benefit to them, your
immediate environment and people that make it up.

Significance of the study is usually positive. It rallies around ‘stand to gain’,

benefits and contributions.

In this part of the research, the researcher defines who will benefit out of the findings
of the study. He/She describes how the problem will be solved and specifically
pinpoints who will benefit from such findings or result. Usually the beneficiaries of the
study are those experts concerned about the problem, the administrators or policy
makers who make the decisions or implement programs, the subject themselves,
future researchers and those who are directly or indirectly affected by the problem.

QUESTIONS THAT SIGNIFICANCE OF THE STUDY SHOULD ANSWER

The significance of the study answers several questions:

• Why is this work important?

• What are the implications of doing it?
• How does it link to other knowledge?
• How does it stand to inform policy making?
• Why is it important to our understanding of the world?
• What new perspective will you bring to the topic?
• What use might your final research paper have for others in this field or in the
general public?
• Who might you decide to share your findings with once the project is complete?

PURPOSE OF THE SIGNIFICANCE OF THE STUDY

The researcher should think about how the research may resolve theoretical questions
in research area and how it may develop better theoretical models in the research area.

24
A researcher should also consider the possibility of influencing public policy and
change the way people do their jobs in a particular field, or how it may change the way
people live.

TECHNIQUES IN WRITING THE SIGINIFICANCE OF THE STUDY

There are two techniques to follow in writing significance:

A. Refer to the statement of the problem

Your problem statement can guide you in identifying the specific contribution of your
study. You can do this by observing a one-to-one correspondence between the
statement of the problem and the significance of the study.

For example, if you ask the question “is there a significant relationship between the
teacher’s teaching style and the students’ long quiz score in Mathematics?” then the
contribution of your research would probably be a teaching style or styles (among say,
three teaching styles you evaluated) that can help students perform better in
Mathematics. Your research will demonstrate that the teaching style really works. That
could be a groundbreaking approach that will change the way teachers teach
Mathematics.

B. Write from general to specific

Write the significance of the study by looking into the general contribution of your
study, such as its importance to society as a whole, then proceed downwards—towards
its contribution to individuals and that may include yourself as a researcher. You start
off broadly then taper off gradually to a specific group or person.

Coupled with reference to the problem statement, this effectively stimulates the mind
to think in a deductive mode, i.e., from general to specific. This writing approach is
similar to the Inverted Pyramid Approach.

For example, in the study on teaching style presented on A, you may write:
The findings of this study will redound to the benefit of society considering that
Mathematics plays an important role in Science and technologies today. The greater
demand for graduates with Mathematics background justifies the need for more
effective, life-changing teaching approaches. Thus, schools that apply the
recommended approach will be guided on what should be emphasized by teachers in
the school curriculum to improve students’ performance in Mathematics. For the
researcher (or researchers if it is a group study), the study will help them uncover
critical areas in the educational process that many researchers were not able to
explore. Thus, a new theory on learning Mathematics may be arrived at.

STUDY THIS SAMPLE

The Effects of SMS to the English Proficiency of Grade 11 Students of

San Roque National High School
(Research Title)
BENEFICIARIES EXPERT SUBJECT ADMINISTRATOR FUTURE
RESEARCHERS
EXAMPLE The The The School The Future
Teachers Students Administration Researchers
of English

25
 Significance of the Study
The results of this study will be beneficial to the following:
• The Students. They will be able to know the effects of SMS to their English
Proficiency. They will be more careful in using the correct English in
communicating.
• The Teachers of English. This study will give precautionary measures to the
teachers in handling different aspects of teaching English especially in
spelling and grammar.
• The School Administration. This study will make the school aware on the
proficiency level of the students in English and will help them coin
appropriate programs to cope with the needs of the students?
• The Future Researchers. This study will serve as a guide in conducting the
similar study.

Directions: Identify the beneficiaries of your study. State specifically and concisely
how they will benefit from your proposed research. Write your answer on separate
sheet.
Significance of the Study
(RESEARCH TITLE)
BENEFICIARIES BENEFITS

Directions: Critically analyze the significance of the study. What could make these
better?
This research is a modest contribution to the further study on the effectiveness
of Adopt-A-Child Program. In addition, the research will provide recommendations that
the researchers hope to positively impact the current Adopt-A-Child Program.
Particularly, the study have noteworthy contributions to:

• The Beneficiaries of program: to state the relationship between their allowance

and attendance.
• The Sponsors: to give data that would make them be aware of the contribution
of their support to the attendance of the beneficiaries.
• The Researchers: to contribute knowledge with regards to this program and to
help the school by knowing the effectiveness of Adopt-A-Child Program.

26
 MODULE 6

This module was designed and written with you in mind. It is here to help you
master the Nature of Practical Research 1. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

After going through this module, you are expected to:

select relevant literature

Lesson Learning from Others in

6 Reviewing Literature

Review of Related Literature and Studies

Definition

The RRL is the selection and the annotation of available documents both
published and unpublished. These documents contain ideas, data, and evidences
relevant to the topic that a person proposes to research on.

The RRL is the “use of ideas in the literature, to justify the particular
approach, the selection of methods, and demonstration that this research
contributes something new. (Hart 1998)”

27
 The sufficiency of related literature also gives the researchers a feeling of
confidence or that there is a sufficient reason to pursue the study.

As a class, refers to books, periodicals,

magazines, newspapers, legal reports, and
other published materials containing facts,
Literature laws, theories, and other documented
observation
Review

What is

Refers to theses, dissertations, and research

Related studies substantially characterized by the
Studies presence of the following parts; research
problems, hypotheses, objectives, related
literature, methodology, findings,
conclusions, recommendations, and
bibliography
Easy Steps in Writing Related Literature Studies

• The students should be able to identify the variables of the study, the
problems, the scope and delimitations and the methodology

• Write down on a separate sheet or on an index card the titles of the materials
researched. Write down call number, author, title, date of publication. These
will ease the student in finding the materials needed.

• Label your sources if it is Related Literature or Related Studies

• Arrange sources after reasonable search is made.

• Organize the RL and RS reviewed. Group the similar topics or related studies.

• Write a summative description of the research literature and studies. Take

note of the problem and scope and methodology.
• Compare the related studies reviewed with the current study. Always be aware
of the differences and similarities.

General Guidelines in Citing Related Literature Review and Studies

• The following are the characteristics of related literature and studies that the
researcher may cite, (Calderon, et. Al.)
1. The materials must be recent as possible.
2. Materials must be unbiased and objective as possible.
3. Materials must be relevant to the study.
4. Materials must be too few and not too many.

28
The review of the literature through written in most research format should be the
first step in any research. Why? The reason is, through this, researchers are able to
conceptualize the research problems, and titles. The RRL gives the researchers lots
of ideas and concepts on the topic he intends to research.

SQ4R of ACTIVE READING

In avoidance of PLAGIARISM…please take note
of the following: Survey, skimming, scanning
• DIRECT QUOTATION Question before and during reading
• PARAPHRASING
• SUMMARIZING Read
Recite in your own words
Records, take note, highlights
Review ideas

Answer the following questions below.

1. Give the purpose of literature review and studies.

________________________________________________________________________________
2. Give the general guidelines in citing related literature and studies.

________________________________________________________________________________

Do this!
Using the spaces below, discuss how the literature helps your research.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

29
 MODULE 7

This module was designed and written with you in mind. It is here to help you
master writing the Chapter 2 of your Research Paper and Citing Related Literature
using standard style. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course. But
the order in which you read them can be changed to correspond with the textbook you
are now using.

Learning Competency:

• Cites Related Literature using standard style

After going through this module, you are expected to:
1. Identify the purposes of citation
2. Use the standard style in citing your related literature

Lesson Citing Sources Using the Standard

7 Style

Citing Related Literature Using Standard Style

Once you have determined your topic, the next thing you need to do is to identify
relevant literature whether from books, journals, articles, etc. to help you prove the
ideas you want to point out.

Be reminded that a literature review is not a list of your sources or like a

bibliography. A literature review is a narrative that aims to help your reader
understand more about your topic.

Essentially, you have to figure out how to classify what you have gathered since
a literature review aims to provide a thorough background of your chosen topic and
guide your readers with the major gaps and findings so far regarding your topic. You
can sort your literature through grouping them by schools of thoughts, author’s
disciplinary approaches, research methods used, or many other ways. When you are
already done with the groupings of your literature gathered, you may now start crafting

30
your narrative or story about the relevance of these literature with your topic. And
most importantly, cite your sources properly! But the question is… how?
APA Style

APA (American Psychological Association) style is most repeatedly used within the
social sciences, in order to cite various sources. This is what research writers like you
use in writing literature reviews in their research papers. The APA Style follows these
format in writing in-text citations.

Image retrieved from https://libguides.uwf.edu/c.php?g=215199&p=1420983

Image retrieved from https://libguides.uwf.edu/c.php?g=215199&p=1420983

The following examples of the most common types of citations are adapted from the
6th edition (2010) of the APA manual. Note that this is not for in – text citation but
for citing your sources in the references section of your research paper.

31
Image retrieved from https://libguides.uwf.edu/c.php?g=215199&p=1420983

I
Image retrieved from https://libguides.uwf.edu/c.php?g=215199&p=1420983

32
 NAME IT!

Directions: Identify the parts of an article reference. Choose your answer from the
box below. Write your answer on the space after each item.

Author DOI URL

Date Volume
Title (Issue)
Publication Page Range

1. Balondo, L. ________________________
2. (2003) ________________________
3. Life of a Stranger ________________________
4. Vibal Publishing House ________________________
5. Pp.23-32 ________________________
6. doi:10.1027/1864-1105/a000089 ________________________
7. (23) ________________________
8. 13 ________________________
9. Maynite, A. ________________________
10. The Human Habitat ________________________
11. (2020) ________________________
12. The Year of the Pandemic ________________________
13. Pelayo, T. ________________________
14. Lucas, E. ________________________
15. Pp.123-124 _______________________

THE RIGHT WAY TO WRITE

Directions: Below are data which you need to rewrite in the form of APA style in-text
citation. Copy and answer this in your notebook. (3 pts. each)

Book with single Author’s name: Lyka Balondo

author Date: November 9, 2010
Title: The Effects of Smoking
Quoted: “Smoking kills not only the smoker but also the people in the
surroundings.”

33
Referring the author (your answer)

Author not referred (your answer)

Book with multiple Authors’ names: Divina Paloma, Lyka Balondo, Joyee Ferdiz
authors
Date: February 11, 2010
Title: The Possibility of Time Travel
Quoted: “Time travel is far from reality one hundred years ago. Today, with the
super power of technology, anything is possible.”

First in-text citation (your answer)

Subsequent reference (your answer)

Works with no author Author’s name: Unknown

Date: 2011
Title: “How to Address Insomia”
Quoted: “Insomia affects the well-being of a person.”

Citation (your answer)

Corporate Author Name: World Health Organization

Date: 2020
Title: Covid-19
Quoted: “Covid-19 is not airborne.”

First in-text citation (your answer)

Subsequent citations (your answer)

POST TEST
1. What is the first step in conducting a research?

A. Analyze data
B. Design research
C. Review literature
D. Define the research problem

2. The following are the characteristics of a research, which of the following is NOT
considered as a characteristic?
A. Research exhibits careful and precise judgment.
B. Research is based on valid procedures and principles.

34
 C. Research is presentation of thesis arguments because it starts with a
problem and ends with a problem.
D. Research is conducted in a methodological manner without bias using
systematic method and procedures.

3. It is a type of research problem that arises when there is a conflict about what
people consider ethical, moral, worthwhile, and/or desirable.
A. Conceptual problem C. Value problem
B. Action problem D. Subject problem
4. It focuses on entire group that shares a common culture where the group is
studied in its natural setting for an extended period of time, months to years.
A. validity B. reliability C. case study D. ethnography

5. This refers to the depth at which the research will be explored.

A. delimitation C. scope
B. research D. outline

6. What information must your ‘the review of literature’ have?

A. The use of all relevant sources and resources or evidence from the
literature.
B. The results obtained from the analysis of a literature topic.
C. The use of all relevant research instruments existing in the literature.
D. The results obtained from the application or research instruments and
data analysis.
7. Why does a researcher conduct a literature review?
A. To familiarize themselves with the field.
B. They are required to by other researchers.
C. They are paid to review it.
D. To reproduce existing research.

8. Which is NOT one purpose of citing literature?

A. Avoids plagiarism
B. Guides you through your research
C. Proves your points
D. Saves you from thinking
9. If a work has six or more authors, only cite the first author’s last
name followed by et. al. for _______________.

A. First in-text citation

B. Second in-text citation
C. Subsequent citations
D. All in-text citations

10. Which of the following DOES NOT refer to the author in the text?
A. The earth is the only planet with gravity (Bell, 2000,p. 11).
B. According to Bell, 2000, the earth is the only planet with gravity.
C. Bell (2000), argues that the earth is the only planet with gravity.
D. On the other hand, Bell (2000), states that earth is the only planet with
gravity (p.11).

35
 10. A narrative 5.
9. D Ethnography 4.
8. A theory
7. A Grounded 3.
6. A Case study 2.
C 5. Ethnography 1.
D 4. B.
C 3. ACTIVITY 2
C 2. 10. B 5. B
D 1. 9. A 4. B
8. B 3. A
What I Know PRETEST 7. A 2. B
6. A 1. B
A.
ACTIVITY 1
LESSON 2
MODULE 7 Module 3 What's More

References
Avilla (2016) Practical Research 1. Legaspi Village, Makati City: Diwa Learning System
Inc.
(Buensuceso, Dacanay, Manalo & San Gabriel; 2016) Practical Research 1 Teacher’s
Guide. Meralco Ave., Pasig City: Department of Education.
Qualitative VS quantitative Retrieved from https://study.com/academy/practice/
quiz-worksheet-qualitative-vs-quantitative-data-in-research-methods.html
Booth, Wayne et al. The Craft of Research, 4th ed., The University of Chicago Press,
2016.
Bwisa, Henry M. How to Write a Problem Statement. Jomo Kenyatta UP, 2008.
Morley, John. Academic Phrasebank, Manchester UP, 2014.
2016) Practical Research 1, Baraceros E. (pp. 80-93) Rex Bookstore Inc. Sampaloc
Manila
https://www.weetechsolution.com/blog/strengths-and-weaknesses-of-quantitative-
and-qualitative-research
(2016) Practical Research 1, Baraceros E. (pp. 80-93) Rex Bookstore Inc. Sampaloc
Manila
(2016) Practical Research 2, Faltado Ruben E., et. al. (pp.21-22) Lorimar Publishing
Inc. Quezon City
Booth, Wayne et al. The Craft of Research, 4th ed., The University of Chicago Press,
2016.

36
 DIVISION OF NAVOTAS CITY

Practical Research 1
(Quarter
2)
First Semester

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
PRE TEST

1. It is an act of using the ideas or writings of someone else as one's own without giving
proper credit.

a. plagiarism b. copyright c. paraphrase d. publication

2. What is a research design?

a. A way of conducting research that is not grounded in theory.
b. The choice between using qualitative or quantitative method.
c. The style in which you present your research findings e.g graph.
d. A framework for every stage of the collection and analysis.

3. A way to gather data by watching people, events, or noting physical characteristics

in their natural setting.
a. observation c. inference
b. interview d. collection

4. Which of these is the structure of Literature Review?

a. Thematic and Chronological
b. Timeline and chart
c. Latest to old order
d. Theories and studies

5. Which of the following is TRUE about literature review?

a. Helps you gathered all the data for your topic
b. Synthesizes major research studies that are relevant to the student's
research question.
c. Deals with the collection, classification, analysis, and interpretation of
numerical facts or data
d. Helps to give self-reflection to improve research

6. In writing a coherent literature review the following are the fundamental parts,
EXCEPT:
a. Topic Sentence / Thesis Statement
b. Supporting Details
c. Conclusion
d. Opinion

38
7. The following are the actions that should be avoided in writing a coherent literature
review, EXCEPT:
a. Vague Pronouns
b. Run on sentences / Sentence Fragments
c. Statistics and Facts
d. Random Ending

8. In writing the body of the literature review, the researcher can use the following tenses
of the verb, EXCEPT:
a. Past Perfect Tense
b. Present Tense
c. Past Tense
d. Present Perfect Tense

9. It is the last paragraph in your research paper that sums up the key points of your
discussion.

A. Recommendation
B. References
C. Summary
D. Conclusion

10. In this part, it is the opportunity of the researchers to present and discuss the
actions that future researchers should take as a result of the research.

A. Recommendation
B. References
C. Summary
D. Conclusion

MODULE 8

This module was designed and written with you in mind. It is here to help you
master the nature of Synthesizing information from related literature. The scope of
this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

39
 This module consists of the following topics:
1: Overview of Synthesizing
2: Different methods of Synthesizing Information from relevant literature
3: Determine unique characteristics or features of the Literature Review

After going through this module, you are expected to:

1. Know the overview of synthesizing information;
2. Learn the different methods of synthesizing information from
relevant literature;
3. Determine the characteristic or structure of literature review;
4. Synthesize the given information using both Summary table
and literature Review Synthesis Matrix;
5. Organize the relevant information through Thematic and
Chronological Literature chart.
6. Rate given relative information using checklist/ rating scale

Lesson Synthesize Information From

8 Relevant Literature

Overview of Synthesizing
Based on the website, libguides.cmich.edu, one of the key components of research
paper is the Literature review. This part synthesizes the major research studies that
are essential and relevant to the research question of students. Also, it indicates that
libraries in the university or campus have big contributions to the completion of data
in your research project. In that aspect, student should necessarily be
knowledgeable how to write literature review.

What is synthesizing? As this word being defined by the dictionary, it is the

combination of separate elements into a whole. Based on press.rebus website,
synthesizing is making a way to have connections among and between numerous and
varied sources. Furthermore, it is mentioned that literature review is not an
interpreted as bibliography or organized by the title, who wrote nor where it was
published. Relatively, it is grouped based on topic that gives a full view of relevant
literature to student’s research questions.

40
Methods of Synthesizing Information From Relevant Literature

According to (Garrard,2017), the collected papers should be critically

evaluated and weighed for appropriateness, adequacy and thoroughness before
including them to your literature review. Also, Bennard et al., 2014 mentioned that
although the means of varying summary, it is still required to make sure it will be
understood and found related and relevant to your topic and research questions.

There are some methods to be used in synthesizing information. These will be

useful and helpful to analyze, summarize, and compare and contrast the information
you have gathered.

These are the following methods:

Figure 1: Summary Table

Summary Table is helpful in comparing the theme so you can see the relationship
among ideas. Also, it helps you organize the information you have.

.
https://press.rebus.community/app/uploads/sites/101/2017/11/image2.png
For summary table template see
,http://blogs.monm.edu/writingatmc/files/2013/04/Synthesis-Matrix-Template.pdf
Figure 2: Literature Review Synthesis Matrix

http://libguides.cmich.edu/ld.php?content_id=3685886

40
In this matrix, there will be Source column and area on the left side to take the key
points you found in your reading. Through reading, you can write additional
information that relates to each of main ideas. Review the notes after you completed
the chart with common themes, areas of disagreement or gaps in the literature.

There are some unique features of Literature Review that you need to learn. There
are certain structures that you might consider in organizing your review.

The structures of Literature Review are Chronological Literature and Thematic

Literature.

Chronological literature Thematic Literature

• Chronological Literature - information is arranged sequentially in the

progression of time
• If your review follows the chronological method, you could write about
the materials above according to when they were published.
• By publication - Order your sources chronologically by publication.

• By trend- Another way to organize sources chronologically is to examine

the sources under a trend Then your review would have subsections
according to eras within this period. Therefore, using this method, you
would combine the recent studies to the latest studies.
• Thematic Literature Review- defines or describes theory or categories
significant to your research (focuses on broad to specific topics and ends with
a synthesis).

By determining these structures given, you can simply organize your review in what
preference you want to use. These both show a comprehensive content as well as
give you comparison from latest to previous information to clearly define your
research topic or question.

• Thematic reviews of literature are organized around a topic or issue,

rather than the progression of time. However, progression of time may
still be an important factor in a thematic review.
https://link.quipper.com/en/classes/557d0bde2def1b438600081c/courses
https://libguides.utdallas.edu/c.php?g=217710&p=1437811

41
 Activity. Let’s Synthesize Read and synthesize the given information using both
Summary Table and Literature Review Synthesis Matrix. Use a separate sheet of
paper.
Journal Article: https://cyberbullying.org/bullying-cyberbullying-sexual-orientation-lgbtq.pdf

Bullying, Cyberbullying, and LGBTQ Students

Sameer Hinduja, Ph.D. Justin W. Patchin, Ph.D.

Bullying, Cyberbullying, and Sexual Orientation/ Gender Identity

According to a 2017 report by the Gay, Lesbian, and Straight Educational Network
(GLSEN),6 “70.1% of LGBTQ students were verbally harassed at school for their sexual
orientation, 59.1% for their gender expression, and 53.2% for their gender. Relatedly, 28.3% of
LGBTQ students were physically harassed at school for their sexual orientation, 24.4% for their
gender expression, and 22.8% for their gender. Interestingly, sexual minority boys appear to be
bullied more frequently than sexual minority girls.7 These rates approximate what was found in
the 2017 YRBS, where 33.0% of gay, lesbian, and bisexual students had been bullied on
school property in the previous 12 months compared to 17.1% of heterosexual students.5

With regard to negative consequences, studies are clear that bullying among LGBTQ youth
is associated with various forms of emotional distress7,8 mental health issues,9-11 suicidal
thoughts and attempts,12-14 absenteeism,15 and substance use.16,17 Research also shows that
sexual minority youth may engage in bullying more so than their heterosexual counterparts,10,18
perhaps because they have been on the receiving end of harassment due to their sexual
orientation/identity.

Conference/blog: https://cyberbullying.org/bullying-assembly-programs-schools-need-
know
The Assembly as a Bullying Solution
Since schools know that bullying and cyberbullying is a problem on their campus and want to
do something about it, scheduling an assembly is often the very first idea that comes to their
mind. It makes sense, because they seem to be an easy-to-implement solution. Typically, a
school has a budget, they find a speaker (or just have one of their staff members do it), they
schedule the day and time, and they bring that person in to do his/her thing in the auditorium,
gymnasium, or cafeteria. This takes a lot less time and effort than all that is actually needed to
make a true difference. But at least it is something.
To be sure, there are a ton of options available for schools in this space. Just do a Google
search for “bullying assembly” or “cyberbullying assembly,” and you’ll find pages and pages of
people, many of whom are self-described “experts” (perhaps they are, I have no idea). Many
educators also receive unsolicited emails from speakers, encouraging them to check out their
web sites and skillsets, and consider hiring them to talk to their students. The speakers’ web
sites describe what makes their particular talks engaging, interactive, and motivating, and most
provide testimonials highlighting the benefit the assemblies provided to the school and
attendant students. All of this is good. Really good. There is definitely a need to reach kids with
a gripping and powerful message that cultivates empathy, induces intentional kindness and
respect towards one’s peers, and equips them to know exactly what to do if they – or someone
they know – is being targeted. And there is definitely a need for many speakers to be out there
doing their part to help. However, there are three points which we want to make to help inform
your implementation: 1. Assemblies must be used 42 as a single piece of a much broader effort
2. Consider the impact of the specific content 3. Take the time to find a great speaker to optimize
chances for success.
Summary Table:

Now you know how to synthesize information from the relevant literature, let’s
organize the literature given from the “What’s More” using the two structures
of Literature Review. Use your notebook in answering.
Activity 1.2
Organize the relative information sequentially based on time from latest to the
last studies.

43
TIME BY TIME

Activity 1.3
Organize the relative information based on category/ theory that describes
the study.
Theme Effort

44
 MODULE 9

This module was designed and written with you in mind. It is here to help you master
the how to write coherent review of literature. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

After going through this module, you are expected to:

1. select relevant literature;
2. cite related literature using standard style;
3. synthesize information from relevant literature; and
4. write coherent review of literature.

Lesson Writing Coherent Review of

9 Literature

What is Literature Review?

A literature review is not an annotated bibliography in which you summarize

briefly each article that you have reviewed. While a summary of the what you have
read is contained within the literature review, it goes well beyond merely
summarizing professional literature. It focuses on a specific topic of interest to you
and includes a critical analysis of the relationship among different works and relating
this research to your work. It may be written as a stand-alone paper or to provide a
theoretical framework and rationale for a research study (such as a thesis or
dissertation) (Rallis, 2018).

45
 Characteristics of a Literature Review
Willard (2019)
Literature Review NOT a Literature Review
situates your research focus x compilation of all materials
within the context of the related to your research field.
wider academic community in
your field
reports your critical review of x annotated list of books and
the relevant literature articles.
identifies sources that will be x summary of material without
helpful to your research, and critical commentary.
depending on the project,
provide background context
frameworks for your analysis
identifies a gap within the x narration about how your field
literature that your research developed.
will attempt to address

STEPS BY STEP GUIDE ON HOW TO WRITE A LITERATURE REVIEW

Galvan (2006)
STEP 1: Introduction
Not to be confused with a book review, a literature review surveys scholarly
articles, books and other sources (e.g. dissertations, conference proceedings) relevant to
a particular issue, area of research, or theory, providing a description, summary, and
critical evaluation of each work. The purpose is to offer an overview of significant literature
published on a topic.
STEP 2: Components
Similar to primary research, development of the literature review requires four
stages:
• Problem formulation—which topic or field is being examined and what are its
component issues?
• Literature search—finding materials relevant to the subject being explored
• Data evaluation—determining which literature makes a significant contribution to
the understanding of the topic
• Analysis and interpretation—discussing the findings and conclusions of
pertinent literature

Literature reviews should comprise the following elements:

• An overview of the subject, issue or theory under consideration, along with the
objectives of the literature review
• Division of works under review into categories (e.g. those in support of a
particular position, those against, and those offering alternative theses entirely)
• Explanation of how each work is similar to and how it varies from the others
• Conclusions as to which pieces are best considered in their argument, are most
convincing of their opinions, and make the greatest contribution to the understanding
and development of their area of research
In assessing each piece, consideration should be given to:
• Provenance—What are the author’s credentials? Are the author’s arguments
supported by evidence (e.g. primary historical material, case studies, narratives, statistics,
recent scientific findings)?
• Objectivity—Is the author’s perspective even-handed or prejudicial? Is contrary
data considered or is certain pertinent information ignored to prove the author’s point?

46
• Persuasiveness—Which of the author’s theses are most/least convincing?
• Value—Are the author’s arguments and conclusions convincing? Does the work
ultimately contribute in any significant way to an understanding of the subject?
STEP 3: Developing a search strategy

➢ Defining the topic – In order to begin your literature review you must first define
your research question. What is the purpose? What does it mean? What are the
key words? Are there other words which could be used, such as synonyms,
variations in spelling? What do you already know about the topic? What is the
scope? Do you need everything ever written in English on this topic, or just the
last ten years?
➢ Before beginning a search for information, it is important to develop a search
strategy that will most effectively locate useful, relevant information. This will often
involve breaking down an essay or research question into:
1. Compiling a list of keywords or key phrases: Analyzing the topic of an essay question
or research topic usually involves making a list of keywords or phrases. You will need to
include all the key concepts or ideas contained within the essay or research question. It
might be useful to include alternative ways of phrasing and expressing concepts and
ideas. Think about both general terms and very specific terms for broadening and
narrowing your search. The keyword or phrase is the basic unit of any search. You may
find it helpful to consult subject dictionaries and encyclopedias, or a textbook glossary for
the common terminology of the subject area. The use of an index and/or thesaurus is
also advisable to establish the useful terms.
2. Entering your search into appropriate search tools. There are hundreds of research
tools and a librarian can suggest a list of ones to try for your topic. Then,
3. Evaluating your results to determine whether you need to employ various strategies
to broaden, narrow or otherwise modify your research.
STEP 4: Identifying Resources
Information is available in a number of formats. It is important for you to
understand the significance of various formats so that you know what will best suit your
information requirements. When you know what types of resources you are interested in
you can revisit the search tools or find more. What type of resources are most appropriate
for your needs?
❖ Books
❖ Reference Materials
❖ Journal Articles
❖ Conference Papers
❖ Dissertations
❖ Technical Reports
❖ Patents
❖ Internet

47
 Vague Pronouns
- most sentences are
strangers to what came before

LINKING WORDS / PHRASES CAN ENHANCE FLOW, IF USED

STRATEGICALLY

Here are some examples:

48
 ORDER COMPARISON AND ADDITION AND
CONTRAST REINFORCEMENT

first similarly furthermore

secondly likewise moreover
next on the other hand also
meanwhile conversely in addition
later however in fact
then yet indeed
afterwards
finally

EXAMPLES EFFECT / RESULT SUMMARY /

CONCLUSION

for example therefore in brief

for instance thus overall
consequently in conclusion
as a result to conclude
hence

ONLY QUOTE DEFINITIONS

The principle of comparative advantage is based on the belief that

“everyone does best when each concentrate on the activity for which he or she is
relatively most productive” (Frank & Bernanke, 2001, p. 23).

…. or REALLY MEMORABLE PHRASES

As Mundell (2002, p. 4) argued, “If it’s right for Europe to scrap its National
currencies, why is it wrong for other countries to do the same thing?”

Note:

As in the above examples, copy as few words as possible and put these inside
“…..”
after your own introductory phrase.

In APA, quotations need full citations, including page numbers.

Most of the literature review consist of summary and comment on theories

and research studies and / or findings.

The four-step process is the most effective way to summarize:

Step 1: Highlight the relevant information

49
 A strength-based model can be a suitable approach to social work practice
with migrants, families and communities (Sisnerous et al.,2008). This approach is
focused on the strengths, possibility and resilience of individuals and their
families, rather than addressing their deficits and weaknesses (Saleebey, 2006) For
Korean migrants, the transnational community is vital source of strength,
opportunities, resilience and belonging. To meet the needs of migrants and their
families, it is important for practitioners to work with groups, organizations
and other institutions at the community level (Berg-Weger, 2010). This
community-level social work practice, based on the strengths-based approach, can
be extended to macro practice in the transnational context within which Korean
clients are positioned. The roles of social work practitioners with migrant
communities can range from empowering clients and their families, to utilizing
the community’s own resources, and to promoting the participation and
inclusion of migrant clients in their host society. (p.38)

Step 2: Turn this into brief notes

➢ One application of the strengths-based approach is in SW with Korean

migrants
➢ Focus on resilience, ops, belonging
➢ Work with groups + insistent at communication level
➢ Empower clients, use communication, promote inclusion
+ partnership

Step 3: Close the original text

Step 4: Expand your notes into one or more linked sentences

ACTIVE VOICE OR PASSIVE VOICE

You should use, where appropriate, both active and passive voice.

As a general rule, use active voice unless there is no reason not to.

USE REPORTING VERBS

Argue Find Prove

Assert Maintain Purport
Assume Note Recommend
Challenge Object Refute
Claim Persuade Reject
Contend Propose Remark
Contradict Emphasize Suggest
Describe Establish Support
Dispute Examine

50
VERB TENSES:

PAST TENSE

Report the contents, findings or conclusion of past research

Examples:

➢ Heberfield (1998) showed that the velocity of many enzyme reactions

was slowed down if the end product had an increased paramagnetism.
➢ Allington (1999) found that the temperatures varied significantly over
VERB TENSES:
time.
PRESENT TENSE

A statement about what the thesis, chapter or section does

Examples:

➢ This thesis presents a report of an investigation into….

➢ This chapter thus provides a basis for the next ….
➢ In this section, the results from the first set of experiments are
reported ….

A statement of a general accepted scientific fact

Examples:

➢ There are three factors that control the concentration of aluminum in

seawater.
➢ The finite rate coefficients have an effect on heat transfer through a
horizontal porous layer.

A review of current research work, or research work of immediate

relevance to your study

Example:

➢ Schulze (2002) concludes that hydraulic rate has a significant effect on

future performance.

Comments, explanations and evaluative statements made by you when

you are reviewing previous studies

Examples:

➢ Therefore, this sequential approach is impractical in the real world

where projects are typically large and the activities from one stage may
be carried out in parallel with the activities of another stage.
➢ The reason for this anomalous result is that the tests were done at low
hydraulic rates at which the plastic packing was not completely
wetted.

51
 VERB TENSES:

PRESENT PERFECT TENSE

In citations where the focus is on the research area of several authors

Examples:

➢ Several studies have provided support for the suggestion that the
amount of phonological recording that is carried out depends on
orthographic depth (Frost, 1994; Smart et al, 1997; Katz & Feldman,
2001, 2002).
➢ Joint roughness has been characterized by a number of authors
(Renger, 1990; Feker & Rengers, 1997; Wu & Ali, 2000)

To generalize about the extent of the previous research

Examples:

➢ Many studies have been conducted in this field.

➢ Few researchers have examined this technique.
➢ There has been extensive research into ….

Activity 1.1 Expand these notes into link sentences to create a sample
literature review.

❖ Within social work practice in New Zealand / Aotearoa, the strength-based model
has been used to inform services for Korean migrants.

❖ This has resulted in an approach comprising close collaboration with community

organizations in order to build on migrants’ existing strengths, such as resilience
and a sense of belonging.

❖ It has been argued that by drawing upon these community resources, social
workers can both empower individual clients and promote broader social
inclusion and participation (Hong-Jae, & Anglem, 2012).

52
Rewrite the following statements into a logical literature review. Underline the topic
sentence/ thesis statement, box the supporting details, and highlight the
conclusion.

They are also associated with numerous cardiovascular benefits, such as

decreased inflammation and platelet adhesion, increased endothelial nitric oxide
activity, and improved blood lipid profile (Babu & Liu, 2008).

Catechins, derived from both green tea (Mukhtar & Ahmad 2000) and red wine
(Waterhouse, 2002), are a family of flavonoid polyphenols associated with chemo-
preventive effects on colon, skin, lung, prostate, and breast cancers (Butt & Sultan,
2009).

These considerations have led to renewed interest in strategies to moderate the

perception of bitterness and astringency elicited by these and related functional
ingredients. (Gaudette, N.J., & Pickering, G.J., 2012)

Although the addition of catechins and other polyphenols can increase the
functionality of a product, they can also elicit significant levels of bitterness and
astringency (Peleg at al., 1999) – attributes generally associated with lower
consumer acceptance (Lesschaeve & Noble, 2005) – which may reduce the uptake
of these products in the market and place limits on the concentration of
polyphenolic compounds that can be used in their formulation.

MODULE 10

This module was designed and written with you in mind. It is here to help you master
the nature of Practical Research. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

After going through this module, you are expected to:

1. Identify the ethical standards in writing related literature;
2. Observe the ethical standards in writing related literature ; and
3. Write related literature with proper ethical standard.

53
 Lesson Ethical Standards in Writing
10 Related Literature

Ethics defined as a method, procedure, or perspective for deciding how to

act and for analyzing complex problems and issues.

Ethical norms also serve the aims or goals of research and apply to people
who conduct scientific research or other scholarly or creative activities. There is even
a specialized discipline, research ethics, which studies these norms.

There are several reasons why it is important to adhere to ethical norms in

research.

First, norms promote the aims of research, such as knowledge, truth, and
avoidance of error. For example, prohibitions against fabricating, falsifying, or
misrepresenting research data promote the truth and minimize error.

Second, since research often involves a great deal of cooperation and

coordination among many different people in different disciplines and institutions,
ethical standards promote the values that are essential to collaborative work,
such as trust, accountability, mutual respect, and fairness. For example, many
ethical norms in research, such as guidelines for authorship, copyright
and patenting policies, data sharing policies, and confidentiality rules in peer review,
are designed to protect intellectual property interests while encouraging
collaboration. Most researchers want to receive credit for their contributions and do
not want to have their ideas stolen or disclosed prematurely.

Third, many of the ethical norms help to ensure that researchers can be
held accountable to the public.

Fourth, ethical norms in research also help to build public support for
research.
Finally, many of the norms of research promote a variety of other
important moral and social values, such as social responsibility, human rights,
animal welfare, compliance with the law, and public health and safety. Ethical lapses
in research can significantly harm human and animal subjects, students, and the
public. For example, a researcher who fabricates data in a clinical trial may harm or
even kill patients, and a researcher who fails to abide by regulations and guidelines
relating to radiation or biological safety may jeopardize his health and safety or the
health and safety of staff and students.

54
 PLAGIARISM – PARAPHRASE – COPYRIGHT

Plagiarism is theft
Plagiarism is defined as using the ideas or writings of someone else as one's own without
giving proper credit.*
In the process of doing a research project you will find supporting material in works written
by others. It's okay to borrow and build upon the ideas of other people, but you need to
correctly credit the writers and the sources.
If you don't credit the author, you are committing plagiarism.
When in doubt about whether or not to cite, always cite.
*The American Heritage Dictionary of the English Language. (Boston: Houghton Mifflin, 2007)

Two Types of Plagiarism

Accidental Intentional

Paraphrasing poorly Pre-written papers

Quoting Poorly Copying directly (without quote or citation)
Inaccurate citations Copyrighted work
Having someone else do the work

When have you plagiarized?

It is plagiarism when you:
• Fail to give credit to the author even if you paraphrase someone else's work.
• Change a few words from a passage without giving the original author credit.
• Borrow facts, statistics, or other material without giving credit, unless the information
is common knowledge for that class.
• Buy or use a research paper written by someone else.
• Copy passages from the web, a book, or an article and insert them into your paper
without citing them.
• Reproduce any type of multimedia (graphics, audio, video), computer code, music
compositions, graphs, or charts from someone else's work without giving the original
creator credit.
• Build on someone else's idea or phrase to write your paper without giving the original
author credit.
• Submit your own paper in more than one course without the permission of the teacher.
This is called self-plagiarism.
Five tips for avoiding plagiarism
1. Use your own ideas. It should be your paper and your ideas should be the focus.
2. Use the ideas of others sparingly--only to support or reinforce your own argument.
3. Use quotation marks when directly stating another person's words.
4. A good strategy is to read and analyze supporting ideas, then "close" the book/article
and write a summary of the points you plan to use.
5. When taking notes, include complete citation information for each item you use.
Information you do not need to cite
There are two types of information you can use without citing a source:

55
 1. Common knowledge. Think of common knowledge as information that is known to the
students and professor in a specific class. This would be the information everyone in
a class has been exposed to through the textbook and the lectures.
2. Your own ideas, discoveries, and reasoning.

Paraphrasing is putting the information you read into your own words. Paraphrasing is
not simply rearranging or rewording the original passage. Paraphrasing is extracting the
main point from a quote and rephrase it in your own words. Also known as “indirect
quotations”.

Paraphrasing consists of reading the original passage, understanding what the original
author is saying, and then expressing your understanding of these ideas in your own words.

Even if you are using your own words, the ideas are being still taken from someone else so
they must be cited.

A copyright is a set of legal rights that an author has over his work for a limited period of
time. Copyright ensures that the person who created the product is reimbursed for his
intellectual work. Books, music, images, sound files, and many other things are copyrighted.

Granted, it is easy to download songs from the web or make copies of a book instead of buying
it. But no matter how easy it is, those works are copyrighted to give economic incentive to the
creators of these works. In other words, if we don't buy the song or book, oftentimes the
creator goes unpaid for his work.

What is not covered by copyright?

Although most information is protected by copyright, there is an exception. Works within
the public domain can be reproduced or used by anyone. Even though you can use these
materials for free, you still must credit the author by citing your sources.

56
Here are examples of public domain sources:

Activity: On the space provided, write PARAPHRASE if the statement used

paraphrasing and PLAGIARISM if the statement committed plagiarism.
________________1. Original Passage: Despite its origin in scientific research and
educational pursuits, it did not take long for marketers, advertisers, and public
relations practitioners to find the Internet. What they found was an uncharted land
that rivaled their wildest dreams. More than a decade later the Web remains the least
regulated of all mass media. Although the dot com bust of the early 2000s slowed
the commercial expansion of the web, we are beginning to witness a strong rebound
in every area, including online advertising. Today, the one feature that best defines
the web is its unrelenting commercialism. *

Summary: Although it was originally used in scientific research and education,

marketers, advertisers and PR people quickly found the Internet. They were happy
to discover a medium that was mostly unregulated and still is more than ten years
later. Although there was a slowdown a few years ago due to the dot-com bust,
commercial use of the web is increasing again; one of the most obvious aspects of
today's web is commercialism.

*Ebersole, Samuel E. "On Their Own: Student's Academic Use of the Commercialized Web." Library
Trends 53.4 (Spring 2005): 530-38. Academic Search Elite. Web. 13 Sep. 2010.

___________________2. Original Passage: Despite its origin in scientific research and

educational pursuits, it did not take long for marketers, advertisers, and public
relations practitioners to find the Internet. What they found was an uncharted land
that rivaled their wildest dreams. More than a decade later the web remains the least
regulated of all mass media. Although the dot com bust of the early 2000s slowed
the commercial expansion of the web, we are beginning to witness a strong rebound
in every area, including online advertising. Today, the one feature that best defines
the web is its unrelenting commercialism. *
Summary: Although it began as a non-commercial medium, its relative lack of
regulation quickly made the Internet attractive to business. Despite some ups and
downs, commercial use of the web is now obvious and pervasive (Ebersole, 2005).

57
*Ebersole, Samuel E. "On Their Own: Student's Academic Use of the Commercialized Web." Library
Trends 53.4 (Spring 2005): 530-38. Academic Search Elite. Web. 13 Sep. 2010.

_______________________3. Original Passage: Frodo is no Arthur, and that, in a

way, is Tolkien's point. He is a little man, not a national hero. The glorious days of
epic and romance are long past, and the actions of hobbits, of ordinary people caught
in extraordinary circumstances have superseded the larger-than-life heroes, their
deeds, their chivalry and courtly valor. Nevertheless, the same poignance and sense
of loss pervade both stories.*

Paraphrase: The character of Frodo is not much like King Arthur, because Tolkien
is making that a point. As a hobbit Frodo is an ordinary person who lives long after
the days of romantic, epic heroes. Although he lives through amazing events, Frodo
is still ordinary, not larger-than-life. Nonetheless, both Tolkien’s writings and the
stories of Arthur share a sense of loss.

* Flieger, Verlyn. Interrupted Music: the Making of Tolkien's Mythology. Kent, OH: Kent State UP,
2005. Print.

Directions: Below are two original sources followed by quotations and paraphrases
of the original sources. Write PLAGIARIZED on the line if the quotation or
paraphrased passage is an example of plagiarism. Write OKAY on the line if the
quotation or paraphrased passage is not plagiarized. Be prepared to support your
answers.

Original Source Material: “Soccer is quickly gaining popularity in America. More

schools continue to add soccer to their list of competitive varsity sports. In fact, most
high schools that offer varsity soccer have a feeder program in the elementary and
intermediate grades so that players come to the sport with a good number of skills
and knowledge of the rules of the game.”
_____________________1. Soccer is being offered as a varsity sport at an increasing
number of American high schools. In order to have betterprepared varsity
participants, these school districts offer soccer programs to teach the basics to their
students in grades 1 through 8 (Krenkle).

_____________________2. Most high schools that offer varsity soccer have a feeder
program in the elementary and intermediate grades so that players come to the sport
with a good number of skills and knowledge of the rules of the game (Krenkle).

____________________3. “Soccer is quickly gaining popularity in America. More

schools continue to add soccer to their list of competitive varsity sports” (Krenkle).
_____________________4. In American schools today it is more common to see soccer
offered as a high school varsity sport. To better prepare their students, these school
districts frequently present their students in grades 1 through 8 with the opportunity
to learn soccer basics.

58
_____________________5. Soccer has become a popular sport in America, with more
schools adding soccer to their list of competitive varsity sports. The majority of high
schools offering varsity soccer have feeder programs in the earlier grades to teach
young players basic skills and the rules of the game (Krenkle).

MLA Citation: Krenkle, Cory M. "Soccer’s New Status." School Sports News 2 Feb. 2007.

MODULE 11

This module was designed and written with you in mind. It is here to help you
master the nature of Biology. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 1 – Review: Literature Review and Its Parts
• Lesson 2 – How to present written review of literature

After going through this module, you are expected to:

1. identify the essential parts of a literature review;
2. write coherent review of literature, and
3. present effectively a written review of literature.

Lesson Presenting Written Review of

11 Literature

What is a Literature Review?

The Literature Review is a written overview of major writings and other sources
on a selected topic. Sources covered in the review may include scholarly journal
articles, books, government reports, Web sites, etc. The literature review provides a
description, summary and evaluation of each source. It is usually presented as a
distinct section of a graduate thesis or dissertation.

59
 The review of related literature involves the systematic identification, location
and analysis of materials to the research problem.
As Torraco (2005) defines it, “The integrative literature review is a form of
research that reviews, critiques, and synthesizes representative literature on a topic
in an integrated way such that new frameworks and perspectives on the topic are
generated” (p.356). Ultimately, your review tells a story by critically analyzing the
literature and arriving at specific conclusion about it.

Engaging in this critical review contextualizes your study and include several
interrelated processes and goals:

Trace the etiology or history of the specific fields and topics related to your
study.
Cultivate familiarity with and expertise in specific areas of knowledge,
including issues and debates in the field.
Become familiar with and learn more about specific vocabulary, terminology,
and concepts in the field of interest.
Identify key theories or concepts related to the phenomenon and/or context
under study, and which of these will most appropriately frame and situate
your study.
Identify factors and influences related to the phenomenon and/or context to
be studied.
Offer new and possibly innovative perspective regarding conceptualization of
the research topic.
Offer new and possibly innovative perspective regarding development and/or
refinement of research questions.
Assist with developing an argument for the rationale and significance of your
research.
Purpose of the Literature Review

The purpose of the literature review is to provide a critical written account of the
current state of research on a selected topic:

Identify areas of prior scholarship

Places each source in the context of its contribution to the understanding of
the specific issue, area of research, or theory under review.
Describes the relationship of each source to the others that you have selected
Identify new ways to interpret, and shed light on any gaps in, previous
research
Points the way forward for further research.

Scope of Literature Review

As a general rule of the thumb, a literature review should represent the most current
work undertaken in a subject area, and usually a 5-year span from the present is a
tentative limit of coverage at most institutions, although this is something you will
need to check with your research teacher / adviser. For historical overviews,
however, you might reach beyond the 5-year span. The following general guidelines
can assist you:

60
 Avoid the temptation to include everything. Bigger is not necessarily better. A
concise, well-organized literature review that contain relevant information is
preferable to a review containing many studies that are only peripherally
related to your research problem.

When investigating a heavily researched and well-developed area, review only

those works that are directly related to your specific research problem.

When investigating a new little-research problem area, gather enough

information to develop and establish a logical framework for your study.
Therefore, review all studies related in some meaningful ways to your research
problem.

Components of the Literature Review

The literature review should include the following:

Objective of the literature review

Overview of the subject under consideration.
Clear categorization of sources selected into those in support of your
particular position, those opposed, and those offering completely different
arguments.
Discussion of both the distinctiveness of each source and its similarities with
the other.
Steps in the Literature Review Process

Preparation of a literature review may be divided into four steps:

1. Define your subject and the scope of the review.

2. Search the library catalogue, subject specific databases and other search tools
to find sources that are relevant to your topic.
3. Read and evaluate the sources and to determine their suitability to the
understanding of topic at hand.
4. Analyze, interpret and discuss the findings and conclusions of the sources
you selected.
5.
Evaluating sources

In assessing each source, consideration should be given to:

What is the author's expertise in this particular field of study (credentials)?
Are the author's arguments supported by empirical evidence (e.g.
quantitative/qualitative studies)?
Is the author's perspective too biased in one direction or are opposing studies
and viewpoints also considered?
Does the selected source contribute to a more profound understanding of the
subject?

61
 On the space provided, tell whether the literature review example is a GOOD REVIEW
or a BAD REVIEW.
___________________ Sexual harassment has many consequences. Adams, Kottke,
and Padgitt (1983) found that some women students said they avoided taking a class
or working with certain professors because of the risk of harassment. They also found
that men and women students reacted differently. Their research was a survey of
1,000 men and women graduate and undergraduate students. Benson and
Thomson's study in Social Problems (1982) lists many problems created by sexual
harassment. In their excellent book, The Lecherous Professor, Dziech and Weiner
(1990) give a long list of difficulties that victims have suffered.
____________________ The victims of sexual harassment suffer a range of
consequences, from lowered self-esteem and loss of self-confidence to withdrawal
from social interaction, changed career goals, and depression (Adams, Kottke, and
Padgitt, 1983; Benson and Thomson, 1982; Dziech and Weiner, 1990). For example,
Adams, Kottke, and Padgitt (1983) noted that 13 percent of women students said
they avoided taking a class or working with certain professors because of the risk of
harassment.
Source: Neuman, W. Lawrence. (2003). Social research methods: qualitative and
quantitative approaches, 5th ed, Allyn and Bacon, Boston.
http://www.rmit.edu.au/library/literaturereview#Exampleofagoodandbadreview

Tell whether the given statement is a BAD LITERATURE REVIEW or a GOOD

LITERATURE REVIEW. Write your answer in the provided box.

1. __________________________ 2. ___________________________
The following section similarly describes In another study, user acceptance for a
the various categories of technology that are Sony AIBO and a battery-driven toy dog was
commonly utilized in gesture based systems. compared at a geriatric health care facility
The limitations and common issues which housed patients with severe
encountered when using such technologies dementia[5] ... In general, the results revealed
are also discussed. Gesture recognition increased levels of social interaction in the
systems fall into two main categories: those presence of both the AIBO and the toy dog ...
that require motion sensing devices be A user study carried out at the University of
attached to the user (marker based), and Auckland in 2009 investigated age and
those that utilize spatial tracking (marker gender factors that influence acceptance of
less). robots in the healthcare industry [6].

62
 3. ___________________________ 4. _______________________
In order to obtain the choicest signals from 1. Principle of Semiotic Clarity: There should
the BCI system, the number and placement of be a 1:1 correspondence between semantic
the electrodes must be taken into constructs and graphical symbols. 2.
consideration. The best way to determine the Principle of Perceptual Discriminability:
most rewarding arrangement is by Different symbols should be clearly
experimenting, using varying placements. distinguishable from each other. 3. Principle
The most extensive research on electrode of Semantic Transparency: Use visual
placement was done by [5] where four electro- representations whose appearance suggests
displacement combinations were tested. their meaning. Evaluates information to
These used 4, 8, 16 and 32 electrode support an argument. E.g. Active video games
combinations respectively; this can be seen in can improve the physical activity of
Figure 1. On the other hand, [1] used 5 individuals and activity levels from active
bipolar electrodes placed at positions C3, Cz, video games are significant enough to be
C4, O1 and O2 considered as exercising, however because of
limitations of the studies such as having
minimal number of participants per study
(below 50) and the studies being carried out
in a short term (below 24 weeks), there is not
enough evidence to conclude that active video
games promote healthier behavior in the
future.

MODULE 12

This module was

designed and written with you in mind. You have already been acquainted with some
approaches in qualitative research. This module help you further understand the
different approaches and it will help you decide the most appropriate approach or
design for the study. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

63
 The module is divided into two lessons, namely:
• Lesson 1 – Chooses appropriate qualitative research designs.
• Lesson 2 – Describes sampling procedure and sample.
After going through this module, you are expected to:
1. explain qualitative research designs
2. describe qualitative research design
3. choose appropriate qualitative research design
4. describe sampling procedure and the sample

Lesson Qualitative Research Designs and

12 Description of Sample

Qualitative Research
Qualitative is a systematic subjective approach used to describe life
experiences and give them meaning.
Design is a word which means a plan or something that in conceptualized by
the mind.
Research design is the set of methods and procedures used in collecting and
analysing measures of the variables specified in the problem research. It is a
framework that has been created to find answer to research question. A choice of
research design requires you to finalize your mind on the purpose, philosophical
basis, and types of data of your research. (De May 2013)

Basically, the goal of qualitative research is to provide answers as to why

and how people come to make certain decision. There are several different
approaches to undertaking qualitative research.

Qualitative Research Design

What is Phenomenology?
This qualitative research approach explores the world of the
participants by gaining thoughts, insights and perceptions to a
particular phenomenon. The researcher tries to investigate an
individual’s thoughts, examines uniqueness of individual’s lives
situation and to find the common ground to every experience.

64
 Research Question Development
• What does existence of feeling or
experience indicate concerning the
phenomenon to be explored?
• What are necessary and sufficient
constituents of feeling or
experience?
• What is the nature of human
being?

Examples:
-Experience of the students who volunteer
in relief operation
-Experience of the teachers who are
teaching in a remote area

What is Ethnographic Research?

• is a qualitative research method that aims to get a holistic picture of
specific group, society, institution or any situation
• Studies the culture of one group by documenting the everyday experiences
of the people involved through in-depth interviews and continuous
participant observation.

Method
➢ To get detailed description of the group being study.
➢ Analysis of the group in terms of themes and construct.
➢ Interpretation of the researcher to the group as to meanings, symbols and
generalization.

Two Perspectives of Ethnographers:

1. Emic Perspective – means insider’s perspective of
reality.
2. Etic Perspective – means external objective on
reality. 65
 Examples:
- Social Media Analysis
- Eye Tracking Market Research
- Documentary

Method
What is Grounded - Data collection
Theory? (interview)
- Observation
This qualitative research - Record review
approach access to generate
theory from the data which
are analysed and interpret
inductively. Example:
- It is involves - Ground theory study
formulation, testing are the system of
and redevelopment of disciplines of skilled
propositions until a workers.
theory is developed. - How coaches
- It is used in discovery maintain discipline
what problem exist in among his team
social scene and how player.
person handle them.

What is Historical Research?

It describe and examine events of the past to understand the present
and anticipate potential future effects. As define by Fraenkel and
Wallen (2010), historical research is a systematic collection and
evaluation of data to describe, explain and understand event occur in
the past. The highlight of this approach is the events in the individual
life.

66
 What is Case Study?
This approach present a detailed analysis of a specific case. It is documented
study on a particular person, group, and institution or event. The case study is
done to analyse, construct or themes. Usually, these constructs or theme lead to
the identification of variable which is important for the discussion of the study. This
case is an individual, or one group of people or school. The researcher focuses
onlyon one particular case.

Examples:
Method
- You can perform a case
- Focus on the study on a student who
particular issue excel both in math and
science.
- Study someone you
probably know who - A student who is poor in
experienced the case reading and yet a black
or a group of minority belter in taekwondo.
in your school.

Sampling Procedure in Qualitative Research

After you have chosen the most appropriate qualitative research method to
use, the next step is to identify the participants of your study. In doing so,
sampling procedure is to be decided. It is not advisable to study the entire
population. This is why sample or the representative of the population is only
needed in the research.

Define Sampling
In research, sampling is a word that refers to your method or process of
selecting respondents or people to answer questions meant to yield data for a
research study. The chosen are constituent the sample through which you will
derive fact or evidence to support the claim or conclusion propound by your
research problem (Paris 2013).

Two Classes of Sampling

1. Probability Sampling
2. Non-Probability Sampling

67
Probability Sampling

• It involves all members listed in sampling frame representing a certain

population focused on by your study.

Sampling Error
• It depends on the size of the sample. The smaller the sample is the bigger
the number of sampling errors. Thus, choose to have a bigger sample of
responded to avoid sampling error. However, deciding to increase the size of
your sample is not easy. There are things you have to will over in finalizing
about the expenses for questionnaire and interview schedule and time for
reading respondent’s answer.

Types of Probability Sampling

• Simple Random Sampling is the best type of probability sampling through

which you can choose sample from a population. Here the only basis of
including or excluding a member is by chance or opportunity, not by any
occurrence accounted for by cause-effect relationship

Simple random sampling happens through any of these two methods: (Burns2012)
1. Have a list of all members of the population, write each name on a card,
and choose cards through a pure-chance selection.
2. Have a list of all members give a number to member and then use
randomized or un ordered number in selecting names from the list.

• Systematic Sampling this kind of probability sampling, chance and system

are the ones to determine who should compose the sample. For instance, if
you want to have a sample of 150, you may select a set of number like 1 to
15, and out of a list of 1500. Students, take every 15th name on the list until
you complete the total number of respondents to constitute your sample.

• Stratified Sampling the group comprising the sample is chosen in a way that
such group is liable to subdivision during the data analysis stage. A study
needing group analysis finds stratified sampling the right probability
sampling to use.

• Cluster Sampling this is probability sampling that makes you isolate a set of
persons instead of individual members to serve as sample members. For
example, if you want to have a sample of 120 out of 1000 students, you can
randomly select three selections with 40 students each to constituent the
sample.

Non – Probability Sampling

Sampling disregards random selection of subjects. The subjects are chosen
based on their availability or the purpose of the study and in some cases on the
sole discretion of the researcher. (Edmond2013)

68
Types of Non –Probability Sampling

Quotation Sampling – you resort to quota sampling

when you think you know the characteristics of the
target population very well.

Voluntary Sampling –since the subjects you expect

to participate in the sample selection are the ones
volunteering to constitute the sample, there is no
need for you to do any selection process.

Availability Sampling –the willingness of a person as your subject to

interest with you counts a lot in this non –probability sampling
method. If during the data-collection time, you encounter people
walking on a school campus, along corridors, and along the park or
employees lining up at an office, and these people show willingness to
respond to your questions then you automatically consider then as
your respondents.

Snowball Sampling –similar to snow expanding widely

or rolling rapidly, this sampling method does not give
a specific set of sample.

Purposive Sampling
Purposive sampling is a crucial step in qualitative
research process. This represents the group being
studied. You choose people whom you are sure
could corresponds to the objectives of your study,
like selecting those with rich experience or interest
in your study

One of the procedures commonly used in any qualitative research is

purposive sampling.
Purposive sampling is used when participants are grouped according to set of
criteria specified in your research, for example, varsity player in your school or
working students.
Creswell (2005) listed nine types of purposive sampling (cited in Fraenkel
and Wallen, 2010)
1. A typical sample or simple random sample is the typical representative of
that being studied such as a class of grade 11 students.

69
2. A critical sample is considered to be exceptional or unusual such as a group of
high achievers despite physical disabilities.

3. A homogenous sample is considered if all the members of the sample have

common characteristic or trait such as a group of singer, or same in age or
gender.

4. A theoretical sample is considered in helping the researcher to understand a

new concept or theory such as choosing a group of student leaders in assessing
student leadership.
5. An extreme case sample is considered if all the members of the group do not fit
with the general pattern or display extreme characteristics such as group of
high school students who achieve high grades despite poor social environment.

6. An opportunistic sample is chosen during the study to take advantage of new

conditions or circumstances that have arisen such as a group of grade 7
students who are the first to be involved in the implementation of K-12
curriculum.
7. A confirming sample is obtained to validate initial findings such as follow – up
interview of a group of teaches to verify the frequent absenteeism of students.

8. A maximal variation sample is selected to represent a wide perspectives or

characteristics such as a group of players who possess a wide variety of
behavior on the new policy of sport competition.

9. A snowball sample is selected as the need arise during the conduct of research
such as a group of school heads is needed because they were recommended
during the interviews of school principals.

Directions: Define the following approaches in your own words.

1. Ethnography ___________________________________________________
2. Phenomenology ________________________________________________
3. Historical _____________________________________________________
4. Grounded theory _______________________________________________
5. Case Study ____________________________________________________

Directions: Write P if the sentence talks about probability sampling otherwise

write NP. Write your answer on the space provided.

_____1. Checking every 10th student in the list.

_____2. Interviewing some people you meet on the campus.

_____3. Dividing 100 person into group

______4. Choosing subjects behaving like the majority numbers of NTC Town.

______5 Having people willing to be chosen as respondents.

70
Directions: Answer the following question briefly.
Part I.
1. What is the significance of sampling in a qualitative research?
2. Why do you think purposive sampling is commonly used in qualitative
research?
3. Which among the qualitative research design is most appealing to you? Why?
4. What is the role of the researcher in a historical research?
5. Can you use historical research if you if you want to study the effect of social
media to a Grade 3 pupil? Why or why not?
6. What do you think is the importance of ethnography?

Part II.
A. As a senior high student, which among the approaches to qualitative research
do you like to conduct? Why?

B. As Grade 11 student, how do you think this lesson Qualitative Research

Designs and Description of Sample will help you? Explain.

MODULE 13

This module was designed and written with you in mind. It is here to help you
master the nature of Biology. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 1 – Plans Data Collection, Data Gathering Instrument,
Analysis Procedure
• Lesson 2 – Presents written research methodology

71
After going through this module, you are expected to:
1. Follow steps in collecting data
2. Differentiate different instrument of Data Gathering
3. List various analysis procedure
4. Presents written research methodology

Lesson Plans Data Collection, Data

13 Gathering and Analysis Procedure

I. Plans Data Collection

How are you going to collect data for qualitative research?

What consideration you take into?

Qualitative data is descriptive, rather than numeric. It is less concrete and

less easily measurable than quantitative data. This data may contain descriptive
phrases and opinions.

There are many different techniques for collecting different types of qualitative
data, but there’s a fundamental process you’ll typically follow, no matter which
method of data collection you’re using. This process consists of the following five
steps.

1. Determine What Information You Want to Collect

• What details you want to collect?
• Decide what topics the information will cover, who you want to collect it
from and how much data you need.
• What you hope to accomplish using your data
Ex: you may decide to collect data about which type of articles are most popular
on your website among visitors who are between the ages of 18 and 34.

2. Set a Timeframe for Data Collection

• Formulating your plan for how you’ll collect your data.
• Establish a timeframe for your data collection.
Ex: you may want to set up a method for tracking that data over the long term.
You’ll track it over a defined period. In these instances, you’ll have a schedule
for when you’ll start and end your data collection.

72
 3. Determine Your Data Collection Method
• Choose the data collection method that will make up the core of your
data-gathering strategy.
• To select the right collection method, you’ll need to consider the type of
information you want to collect, the timeframe over which you’ll obtain it
and the other aspects you determined.

4. Collect the Data

• You can implement your data collection strategy and start collecting data.
• Be sure to stick to your plan and check on its progress regularly
• Create a schedule for when you will check in with how your data collection
is proceeding, especially if you are collecting data continuously.

5. Analyze the Data and Implement Your Findings

• Once you’ve collected all of your data, it’s time to analyze it and organize
your findings.
• The analysis phase is crucial because it turns raw data into valuable
insights.

Source: https://www.lotame.com/what-are-the-methods-of-data-collection/
II. DATA GATHERING INSTRUMENT

So, how do you go about collecting the data you need to meet your goals?

What method is appropriate for your goals?

What instrument you need to meet your result?

The right one to use depends on your goals and the type of data you’re
collecting. Here are some of the most common method of data collection.
A. INTERVIEW

• Interview is a data gathering technique that makes you verbally ask the
subjects or respondents questions to give answers to what your research study
is trying to look for.

• This data gathering technique occurs between you, the researcher, and your
respondents in a face-to-face situation.

• You speak directly with your respondent, individually or collectively by using

electronic and technological communication devices like the Internet, mobile
phones, e-mail, etc., interview can be considered as a modern tool of research.

• Be it a traditional or a modern type of interview, “it is a conversation with a

purpose” that gives direction to the question-answer activity between the
interviewer and the interviewee. (Babbie 2014, 137; Rubin 2011)

TYPES:
1. Structured Interview - is when all questions are prepared in advance.

73
 - requires the use of an interview schedule or a list of questions answerable
with one and only item from a set of alternative responses. (Using close-
ended questions)
2. Unstructured Interview - Is an interview in which there is no specific set of
predetermined questions, although the interviewers usually have certain
topics in mind that they wish to cover during the interview (using open-
ended questions)
3. Semi-Structured Interview
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.
After choosing one from the suggested answers, the respondents answer
another set of questions to make them explain the reasons behind their
choices. (Rubin 2012; Bernard 2013) (using both open and close ended
questions)

APPROACHES
1. Individual Interview - only one respondent is being interviewed.
2. Group Interview – the interviewer ask the question not to one person, but
to a group of people at the same time. It also call this as focus group
interview. (Denzin 2013; Feinberd 2013)
3. 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. . (Goodwin 2014; Barbour 2014)

STEPS IN CONDUCTNG AN INTERVIEW

B. OBSERVATION
• Observation is a technique of gathering data whereby you personally
watch, interact, or communicate with the subjects of your research.
• It lets you record what people exactly do and say in their everyday life
on Earth (Meng 2012)

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 • Watching and listening to your subjects then recording what you’ve
observed about them are the reasons many consider observation the
foundation of all research methods. (Letherby 2013; Snort 2013)

TYPES:
1. Participant Observation
The observer, who is the researcher, takes part in the activities
of the individual or group being observed. To record your
findings through this type of observation, use the diary method
or logbook.
2. Non-participation or Structured Observation
This type of observation completely detaches you from the target
of your observation. You just watch and listen to them do their
own thing, without you participating in any of their activities.
Recording of nonparticipation observations happens through the
use of a checklist. (Birks 2014)

METHODS
1. Direct Observation- This observation method makes you see or listen to
everything that happens in the area of observation. For instance,
things happening in a classroom, court trial, street trafficking,
and the like, come directly to your senses.
2. Indirect Observation - is also called behavior archaeology because, here,
you observe traces of past events to get information or a measure
of behavior, trait, or quality of your subject. Central to this
method of observation are things you listen to through tape
recordings and those you see in pictures, letter, notices, minutes
of meetings, business correspondence, garbage cans, and so on.
(Peggs 2013; Maxwell 2012)

C. QUESTIONNAIRE
• It is a paper containing a list of questions including the specific place
and space in the paper where you write the answers to the questions.
• This prepared set of questions elicits factual or opinionated answers
from the respondent’s through his or her acts of checking one chosen
answer from several options or of writing on a line provided for any
opinionated answer. (Babbie 2013)

TYPES
1. Postal questionnaire - this type of questionnaire goes to the respondent
through postal service or electronic mail
2. Self-administered questionnaire - This kind of questionnaire makes you
act as the interviewer and the interviewee at the same time. (Barbour
2014)

D. FOCUS GROUP INTERVIEWS

• Six to ten persons participate in the interview and because of the variety
of the variety and depth of opinions, views and perspectives shared.
• Very rich of source of data.

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III. ANALYSIS PROCEDURE

How do you analyze qualitative data?

Data analysis is a process of understanding data or known facts or assumptions

serving as the basis of any claims or conclusions you have about something. Your
primary aim in analyzing recorded data 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.

Is there any method to use in analysing the data?

The following are methods in analysing data.

METHODS

1. Thematic analysis
• When data is analyzed by theme, it is called thematic analysis.
2. Coding Analysis
• Reads data, marks segments within the data, each one of
which is labelled with a “code” – a word or phrase that suggests how
associated data segments address the research objectives.
3. Recursive Abstraction
• Summarizes the sets of data, then further summarize them,
resulting in a compact, distilled, easily understood analysis.

4. Content or Discourse analysis

• Counts words or phrases or coincidences of tokens within the
data, analyses phrases and exchanges in conversation
•
5. Computer Assisted Qualitative Data Analysis
• Uses programs in editing, revising and coding which allow for work
sharing, peer reviews and recursive examination of data through any of
the following qualitative data analysis software: MAXQDA, QDA, MINER,
NVIVO.

STEPS IN DATA ANALYSIS

Cresswell (1998) also suggest generic steps to follow in data analysis.

1. Organize and prepare the data analysis

• Transcribing interviews, optically scanning material, typing up field
notes and sorting or arranging data into different types.
2. Read through all the data
• What general idea are participants saying, and tone of ideas
3. Begin detailed analysis with coding process.
4. Use the coding to generate a description of the setting or people as well as
categories or themes for analysis
5. Decide how the description and themes will be presented.
6. Making an interpretation of data.
• This is what Lincoln and Guba (1985) call lesson learned.

LESSON 2. PRESENTS WRITTEN RESEARCH METHODOLOGY

How do you present research methodology? Is there any steps to follow?

How to write a research methodology?

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 You should discuss the methods you used to do your research. The
methodology chapter explains what you did and how you did it, allowing
readers to evaluate the reliability and validity of the research.

It should include:
• The type of research you did
• How you collected your data
• How you analyzed your data
• Any tools or materials you used in the research
• Your rationale for choosing these methods
The methodology section should generally be written in the past tense.
Step 1: Explain your methodological approach
• Begin by introducing your overall approach to the research.
• What research problem or question did you investigate?
For example, did you aim to systematically describe the characteristics of
something, to explore an under-researched topic, or to establish a cause-
and-effect relationship?

• And what type of data did you need to achieve this aim?
• Did you need quantitative data (expressed in numbers) or qualitative
data (expressed in words)?
• Did you need to collect primary data yourself, or did you use secondary
data that was collected by someone else?
• Did you gather experimental data by controlling and manipulating
variables, or descriptive data by gathering observations without
intervening?

Step 2: Describe your methods of data collection

• You should give full details of your data collection methods.

• Explain the tools, procedures and materials you used to gather data.
• Describe where, when and how the interviews were conducted? What
form did the interviews take (structured, semi-structured, and
unstructured)?
• Describe where, when and how you conducted the observation.
• What group or community did you observe and how did you gain access
to them?
• How did you record your data (e.g. audiovisual recordings, note-taking)?

Step 3: Describe your methods of analysis

• You should indicate how you processed and analyzed the data.
Avoid going into too much detail—you should not start
presenting or discussing any of your results at this stage.
• What analysis procedure you use? Did you use thematic
analysis, content analysis or discourse analysis?

Step 4: Evaluate and justify your methodological choices

• Your methodology should make the case for why you chose these particular
methods, especially if you did not take the most standard approach to your topic.
• Discuss why other methods were not suitable for your objectives, and show how
this approach contributes new knowledge or understanding.
• You can acknowledge limitations or weaknesses in the approach you chose, but
justify why these were outweighed by the strengths.

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Tips for writing a strong methodology
1. Focus on your objectives and research questions
2. Cite relevant sources
3. Write for your audience
4. Discuss obstacles

Source: https://www.scribbr.com/dissertation/methodology/

Directions: Check the sentence that expresses what is true about the given statement
and write X for untrue sentences.
______1. The methodology chapter allows readers to evaluate the reliability
and validity of the research.
______ 2. Analyzing data goes through coding and collating.
______ 3. Postal questionnaire is done through electronic email.
______ 4. Qualitative Data Analysis is prone to examining numbers.
______ 5. Collating is a way of bringing together the coded data.
______ 6. Making an interpretation of data is what Cresswell called as lesson
learned.
______7. In presenting written methodology, give less details of your data
collection methods.
______ 8. Indirect Observation is also called as behavior archaeology.
______ 9. Recursive Abstraction counts words or phrases.

______ 10. Coding is not for numerical data.

Think of one research problem for a doable qualitative research considering

the current situation. Construct research questions in guiding you in
collecting desired data. Select one data collection technique that suits to your
chosen topic and use sampling method in choosing your subjects or
respondents. Subject your collected data to analysis and find out if your
analysis answers your queries. Then, write a paragraph showing your data
analysis, descriptions of the data as your first part and interpretation of data
as your second part.

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 MODULE 14

This module was designed and written with you in mind. It is here to help you
master the nature of Research. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module will focus on data collection phase in research writing specifically
on the following:
• Observation and Interview Procedures and Skills
• Inference and Explanation of Patterns and Themes from Data
• Association of the Findings with Pertinent Literature

After going through this module, you are expected to:

1. Follow steps in collecting data through observation and interviews

2. Draw out patterns and themes from data
3. Gather relevant information with intellectual honesty

Observation and Interview Procedures

Lesson and Skills, and
14 Drawing out Patterns and Themes
from Data

Data Collection through Observation and Interviews

Data collection is a systematic method of collecting and measuring data

gathered from different sources of information in order to provide answers to relevant
questions. An accurate evaluation of collected data can help researchers predict
future phenomenon and trends.

The Interview involves collection of data through direct verbal interaction

between the interviewer and the respondent. The interview situation permits the

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researcher to adopt to the situation, working on follow-up leads, and obtaining more
data and greater clarity. Its limitation lies in the bias, either eagerness or
antagonism, that may arise between interviewer and respondent and may contribute
to biased results. (Manuel and Medel: 1985:57)

The following procedures and guidelines are basically similar in all types of
interviews (Metzler: 1989:15):

1. Define the purpose

2. Conduct background research
3. Request an interview appointment
4. Plan the interview
5. Meet the respondents
6. Ask your first question
7. Criteria in Question Writing
8. Analysis of the Interview

Interview is a qualitative method of data collection whose results are based on

intensive engagement with respondents about a particular study. Usually,
interviews are used in order to collect in-depth responses from the professionals
being interviewed.

Interview can be structured (formal), semi-structured or unstructured

(informal). In essence, an interview method of data collection can be conducted
through face-to-face meeting with the interviewee(s) or through telephone.

Observation

Observation method of information gathering is used by monitoring

participants in a specific situation or environment at a given time and day. Basically,
researchers observe the behavior of the surrounding environments or people that are
being studied. This type of study can be controlled, natural or participant.

The greatest asset of the observational technique is that it is possible to record

behavior as it occurs and yields data that pertain directly to typical behavioral
situations.

As a research technique, observation must always be directed by a specific

purpose. The planning for observation includes definition of specific activities or
units of behavior to be observed, the nature of the groups to be observed, the scope
of observation-individual or group, determination of the length of each observation
period, and decision about the tools to be used in making the observation and
recording.

A way to gather data by watching people, events, or noting physical

characteristics in their natural setting. Observations can be overt (subjects know
they are being observed) or covert (do not know they are being watched)

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 As lifted from the Duke University Online Library, the following types of
observation are classified as:
Participant Observation

• Researcher becomes a participant in the culture or context being observed.

• Requires researcher to be accepted as part of culture being observed in order
for success
Direct Observation

• Researcher strives to be as unobtrusive as possible so as not to bias the

observations; more detached.
• Technology can be useful (i.e video, audio recording).
Indirect Observation

• Results of an interaction, process or behavior are observed (for example,

measuring the amount of plate waste left by students in a school cafeteria to
determine whether a new food is acceptable to them).

Inference and Explanation of Patterns and Themes from Data

An inference is a process of drawing conclusions based on the evidence. On

the basis of some evidence or a “premise,” you infer a conclusion.
For example:

Based on this premise… You can infer…

Weather forecast says 80% chance of It’s a good idea to bring an umbrella
thunderstorms

There are over 40 million volumes in They probably have a copy of Plato’s
the university library Republic in circulation

Research patterns organize the know-how of the research activity. Each

pattern consists of the background of frequent problem, and the clue to find a
solution in the research activity.

A theme is generated when similar issues and ideas expressed by

participants within qualitative data are brought together by the researcher into a
single category or cluster. - This ‘theme’ may be labeled by a word or expression
taken directly from the data or by one created by the researcher because it seems
to best characterize the essence of what is being said.

Techniques to Identify Themes in Qualitative Data

1. Word Repetitions

Can be analyzed formally and informally. In the informal mode,

investigators simply read the text and note words or synonyms that people
use a lot. A more formal analysis of word frequencies can be done by
generating a list of all the unique words in a text and counting the number of
times each occurs.

81
2. Indigenous categories

Another way to find themes is to look for local terms that may sound
unfamiliar or are used in unfamiliar ways.

Understanding indigenous categories and how they are organized has

long been a goal of cognitive anthropologists. The basic idea in this area of
research is that experience and expertise are often marked by specialized
vocabulary. For example, Spradley (1972) recorded conversations among
tramps at informal gatherings, meals, card games, and bull sessions. As the
men talked to each other about their experiences, there were many references
to making a flop.

3. Key-words-in-context (KWIC) Key-words-in-context (KWIC)

KWIC is based on a simple observation: if you want to understand a

concept, then look at how it is used. In this technique, researchers identify
key words and then systematically search the corpus of text to find all
instances of the word or phrase. Each time they find a word, they make a copy
of it and its immediate context. Themes get identified by physically sorting the
examples into piles of similar meaning.

4. Compare and contrast

The compare and contrast approach is based on the idea that themes
represent the ways in which texts are either similar or different from each
other. Glazer and Strauss (1967:101_116) refer to this as the "constant
comparison method." [For other good descriptions of the technique see Glazer
(1978:56_72) and Strauss and Corbin (1990:84_95).] Typically, grounded
theorists begin by conducting a careful line-by-line analysis. They read each
line or sentence and ask themselves, "What is this about?" and "How does it
differ from the preceding or following statements?" This kind of detailed work
keeps the researcher focused on the data themselves rather than on
theoretical flights of fancy (Charmaz 1990).

5. Social science queries

Besides identifying indigenous themes—themes that characterize the

experience of informants— researchers are interested in understanding how
textual data illuminate questions of importance to social science. Spradley
(1979:199–201) suggested searching interviews for evidence of social conflict,
cultural contradictions, informal methods of social control, things that people
do in managing impersonal social relationships, methods by which people
acquire and maintain achieved and ascribed status, and information about
how people solve problems. Bogdan & Bilken (1982:156-162) suggested
examining the setting and context, the perspectives of the informants, and
informants’ ways of thinking about people, objects, processes, activities,
events, and relationships. "Moving across substantive areas," says Charmaz,
"fosters developing conceptual power, depth, and comprehensiveness"
(1990:1163).

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Thematic Analysis

Braun and Clarke (2006) define thematic analysis as: “A method for
identifying, analyzing and reporting patterns within data.” (p. 79)

Thematic analysis is a widely used method of analysis in qualitative research.

In 2006 Braun and Clarke published an article that described to novice researchers
how to use thematic analysis in a step-by-step manner. Braun and Clarke (2006)
state that thematic analysis is a foundational method of analysis that needed to be
defined and described to solidify its place in qualitative research.

The 6 Steps of Thematic Analysis

1. Familiarization with the data

This phase involves reading and re-reading the data, to become

immersed and intimately familiar with its content.
2. Coding
This phase involves generating succinct labels (codes!) that identify
important features of the data that might be relevant to answering the
research question. It involves coding the entire dataset, and after that,
collating all the codes and all relevant data extracts, together for later stages
of analysis.
3. Searching for themes

This phase involves examining the codes and collated data to identify
significant broader patterns of meaning (potential themes). It then involves
collating data relevant to each candidate theme, so that you can work with the
data and review the viability of each candidate theme.
4.Reviewing themes

This phase involves checking the candidate themes against the dataset,
to determine that they tell a convincing story of the data, and one that answers
the research question. In this phase, themes are typically refined, which
sometimes involves them being split, combined, or discarded.

5. Defining and naming themes

This phase involves developing a detailed analysis of each theme,

working out the scope and focus of each theme, determining the ‘story’ of each.
It also involves deciding on an informative name for each theme.

6.Writing Up

This final phase involves weaving together the analytic narrative and
data extracts and contextualizing the analysis in relation to existing literature.

Association of Findings with Pertinent Literature

Relating your research findings to a pertinent literature is very important in a

research. It will explain why you choose this specific method for your experiment and
why you choose the material. Relating your research findings to pertinent literature
can make your work credible and acceptable.

83
 The search for relevant sources should be systematic and the process should
be reported so that readers can see how the material was identified. Initial guidance
on relevant material can make use of expert advice, online searches, databases,
textbooks, and review articles. Sources should be critically analyzed and themes in
the literature identified. The review should conclude with specific research questions
that will be addressed by the research. Writing a literature review is an iterative
process – but the end-product needs to present a nice, neat logical argument
supporting the choice of topic and the research questions to be investigated.

To do this, a good literature review:

• refers to facts, reports, and authors to signpost the nature of the research and
its purpose;
• demonstrates the researcher’s familiarity with key ideas in the area of study;
• identifies the intellectual origins of the ideas underlying the proposed
research;
• identifies some element of newness and originality associated with the
research;
• describes the research objectives and provides a rationale for the research
questions.

Finally, the literature review should establish the precise remit for the
proposed research, leaving no room for ambiguity or misunderstanding. The
researcher needs to define terms and be explicit about the delimitations, so that what
is ‘on offer’ in terms of the proposed research is absolutely clear.

Activity. Developing an Observation Guide

Directions: Given the scenario below that happened in your workplace, create an
observation guide as a manifestation of collecting data through observation. Fill in
the table provided below.

You are part of the employees of Adventure Land, a local, high-thrill amusement
park. This meeting took place before operations for the day and at the start of the
summer “busy season”. Various types of employees were present including
management, daily operation employees, and new hires.

At exactly 8:00 am, the meeting started with a prayer led by the host of the
meeting. At 8:10 am, the head of the accounting department introduced the CEO of the
company. The CEO gave his opening remarks with a very inspirational message of
hope. His speech ended at exactly 8:45am. At 9:00 am, the five team leaders
distributed white envelopes to their respective area employees. Each area has ten
employees. One team leader mentioned that the envelopes contain a certain amount of
money for their salary increase for the past six months. At 9:30am, the Vice President

84
 of the company explained the half of the year progress of the company. She discussed
the details of improvement of each department. She also mentioned why the employees
received an increase in their salaries. Her speech ended at exactly 10:30am. The newly
hired employees then presented a fifteen-minute dance number for everybody’s
entertainment. The meeting officially ended at 11am.

Afterwards, the CEO announced that the employees of Adventure Land would
gather at the Conference Hall for a free lunch buffet.

TIME ACTIVITY BEHAVIOR

Example: Adventure Land employees meeting The host of the meeting led the
8:00am – 8:10am started opening prayer

Directions: Interview two members of your family. Ask him/her the following
questions. Prepare a summary of the data you have gathered from your interview.
Compare and contrast the answers of your interviewees.

1. What are your activities at home during this pandemic?

____________________________________________________________________________
2. What is your opinion about the Philippine government’s effort in solving this
pandemic?
____________________________________________________________________________
3. What are your realizations in life in this time of pandemic?
___________________________________________________________________________

MODULE 15

This module was designed and written with you in mind. It is here to help
you master the nature of Research. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard

85
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
At the end of the module, you are expected to:
a. draw conclusions from patterns and themes,
b. formulate recommendations based on conclusions, and
c. list references

Drawing Conclusions,
Lesson
Making Recommendations
15
and Listing References

The Conclusion section sums up the key points of your discussion, the essential
features of your design, or the significant outcomes of your investigation. As its
function is to round off the story of your project, it should:
• be written to relate directly to the aims of the project as stated in the
Introduction
• indicate the extent to which the aims have been achieved
• summarize the key findings, outcomes or information in your report
• acknowledge limitations and make recommendations for future work (where
applicable)
• highlight the significance or usefulness of your work.
Recommendation is generally included at the end of a General Discussion. It may
propose:
• action, or
• further research.

More specifically, recommendations may:

1. Recommend follow-up or future work that remains to be done, such as:
a. carrying out research which seeks to replicate or extend your study
b. carrying out new research which you were unable to attempt, but
feel is necessary
c. applying or considering the implications of your research

2. Reflexively caution or advise on problems, weaknesses, or omissions of your

own study. For example:
a. variables that still need to be examined more fully
b. weaknesses in your methodology, such as an unrepresentative or
small sample
c. the purpose here is so that other researchers can avoid the same
pitfalls.

86
 A reference list lists only the sources you refer to in your writing.

The purpose of the reference list is to allow your sources to be found by your
reader. It also gives credit to authors you have consulted for their ideas. All
references cited in the text must appear in the reference list, except for personal
communications (such as conversations or emails) which cannot be retrieved.

According to Paper Masters, an organization which provides custom research

paper writing services in the United States, there are generally three sections in the
conclusions and recommendations chapter as discussed below.
SECTION 1: CONCLUSION

This section gives you the opportunity to discuss the meaning of your results
beyond what they mean statistically; that is, you interpret the findings and indicate
what can be concluded from them. In your discussion, indicate whether the results
confirm, totally or in part, your original expectations or predictions. For each
hypothesis, indicate whether it was supported and why. Discuss any limitations
inherent in your research procedures. What implications do these limitations have
for the conclusions drawn from the results? You should also discuss the relationship
of your results to the original problem description:
1. Will any of the alternatives make a difference, help solve the problem, or
improve the situation?
2. What are the long-term as well as the short-term implications of your findings?
3. How do your findings relate to those of other researchers cited in the Literature
Review?

In some cases, the findings of several hypotheses may be interrelated. In that

situation, you might choose to discuss those findings together and explain the
interrelationships.

SECTION 2: RECOMMENDATIONS
Other recommendations may also be appropriate. When preparing this section,
remember that you must show how your results support them. A recommendation
for a preferred alternative should include:
1. Specifically stating what should be done, the steps required to implement the
policy, and the resources needed;
2. Discussion of the benefits to the organization and what problems would be
corrected or avoided;
3. Discussion of the feasibility of the proposed policy;
4. General statement about the nature and timing of an evaluation plan that
would be used to determine the effectiveness of the proposed policy.

In this section as well, you finally have the opportunity to present and discuss
the actions that future researchers should take as a result of your research. A well-
thought-out set of recommendations makes it more likely that the organization will
take your recommendations seriously. Ideally, you should be able to make a formal
recommendation regarding the alternative that is best supported by the study.
Present and discuss the kinds of additional research suggested by your research. If
the preferred alternative is implemented, what additional research might be needed?

87
 SECTION 3: REFERENCES

Whenever conducting research to write a paper, it is important to document

all sources. Citations give credibility and authority by showing proof of your research.
References help readers understand how you came to your conclusions and they
support your ideas. Citing resources will also avoid plagiarism, by crediting to those
who provided the research used to create a paper.

A blog from html.com provided a practical guide for students on how to

appropriately cite references when writing a thesis paper.

When to Cite a Source?

Include a citation whenever you can. If you are not sure whether or not to cite a
source, cite it. You should reference and cite whenever you:
1. Quote directly from a source.
2. Summarize or paraphrase another writer’s ideas, concepts or opinions.
3. Anywhere you find data, facts and information used in your paper.
4. Images, visuals, graphs and charts you use in your work.

When Not to Cite a Source?

You do not have to cite your source if the information you use is common
knowledge. For example, the first African American President of the U.S. is Barack
Obama; however, if you aren’t sure if it is common knowledge or not, go ahead and
cite it, just to be safe.

The Main Types of Sources

There are two main types of sources: primary and secondary.

1. Primary
Primary sources may be in their original form or digitized, or reprinted or
reproduced in some form. They are first-hand accounts of an event or period
in history, or original documents. Primary sources include:
A. Texts – Novels, letters, diaries, government reports, and
autobiographies. Images – Paintings, photographs and advertisements.
B. Artifacts – Sculptures, buildings and clothing.
C. Audio-Visual – Oral history like interviews, songs, films and photos.

2. Secondary
Secondary sources are written about primary sources and are one or more
steps away from the original source. They include discussions, comments and
interpretations regarding the primary source or original material. Examples of
secondary source materials are as follows:
A. Articles from magazines, journals, and newspapers.
B. Textbooks, histories and encyclopedias.
C. Book, play, concert and movie reviews, criticisms and commentaries.
D. Articles from scholarly journals that assess or discuss the original
research of others.

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Formatting Reference Entries

Reference entries should include the following information:

1. The name of the author(s)
2. The year of publication and, where applicable, the exact date of publication
3. The full title of the source
4. For books, the city of publication
5. For articles or essays, the name of the periodical or book in which the article
or essay appears
6. For magazine and journal articles, the volume number, issue number, and
pages where the article appears
7. For sources on the web, the URL where the source is located

ACTIVITY 1
Based on the findings below, conclude by outlining your own opinion and contrasting
it with the results of the survey. Use another sheet of paper for your answer. Be
guided by the graphic organizer provided on the next page.

Findings of the survey:

Use this graphic organizer to compare and contrast your opinions on the result of
the survey.

89
ACTIVITY 2
What is the difference between conclusion and recommendation? Use the graphic
organizer to show the answer.

RECOMMENDATION

CONCLUSION

Using what you have learned in a research report, and the notes that you have
gathered in the previous learning segments, you can now write the draft of your
research. Remember that writing is a recursive process. Do not be discouraged if you
have to gather more information to support the claims that you have stated in your
thesis statement. Also, you may be encountering a writer’s block; do not feel
frustrated if words evade you. Refer to the
I. Introduction
notes and outline you made earlier. These
A. Background information
tools will help you organize thoughts. Use the B. Objectives of the study
guide below in writing the draft of your C. Significance of the study
research report. D. Related Literature
II. Body
III. Conclusion
IV. Recommendation
V. References

90
 Read closely the scoring rubric below. Take note of what you need to
accomplish in order to achieve your target score.

91
 POST TEST

1. A way to gather data by watching people, events, or noting physical characteristics

in their natural setting.
a. observation c. inference
b. interview d. collection
2. It is an act of using the ideas or writings of someone else as one's own without
giving proper credit.
a. plagiarism b. copyright c. paraphrase d. publication
3. Which of these is the structure of Literature Review?
a. Thematic and Chronological c. Latest to old order
b. Timeline and chart d. Theories and studies
4. What is a research design?
a. A way of conducting research that is not grounded in theory.
b. The choice between using qualitative or quantitative method.
c. The style in which you present your research findings e.g graph.
d. A framework for every stage of the collection and analysis.
5. Which of the following is TRUE about literature review?
a. Helps you gathered all the data for your topic
b. Synthesizes major research studies that are relevant to the student's
research question.
c. Deals with the collection, classification, analysis, and interpretation of
numerical facts or data
d. Helps to give self-reflection to improve research
6. In writing a coherent literature review the following are the fundamental parts,
EXCEPT:
a. Topic Sentence / Thesis Statement
b. Supporting Details
c. Conclusion
d. Opinion
7. In writing the body of the literature review, the researcher can use the following
tenses of the verb, EXCEPT:
a. Past Perfect Tense
b. Present Tense
c. Past Tense
d. Present Perfect Tense
8. It is the last paragraph in your research paper that sums up the key points of
your discussion.

a. Recommendation
b. References
c. Summary
d. Conclusion

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9. The following are the actions that should be avoided in writing a coherent literature
review, EXCEPT:

a. Vague Pronouns
b. Run on sentences / Sentence Fragments
c. Statistics and Facts
d. Random Ending
10. In this part, it is the opportunity of the researchers to present and discuss the
actions that future researchers should take as a result of the research.

a. Recommendation c. Summary
b. References d. Conclusion

WHAT IS IT MODULE 9

1. a
2. d
3. a
4. a
5. b
6. d
7. c
8. a
9. d
10. a

MODULE 10 MODULE 11

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MODULE 12 MODULE 13 MODULE 14

MODULE 15 ASSESSMENT

10. a
9. c
8. d
Answer may vary 7. a
6. d
5. b
4. d
3. a
2. a
1. a

References

Galvan, J. (2006). Writing literature reviews: a guide for students of the behavioral
sciences (3rd ed.). Glendale, CA: Pyrczak Publishing.

Merriam-Webster’s Online Dictionary. (2006). Available:

http://209.161.33.50/dictionary/plagiarize

94
Kathy Black, Ph.D., is Hartford Geriatric Social Work Faculty Scholar and Assistant
Professor at the School of Social Work, University of South Florida at
Sarasota/Manatee. Available: https://www.socialworker.com/feature-
articles/practice/Considerations_in_Writing_a_Literature_Review/

(David B. Resnik J.D., 2015) retrieved from

https://www.niehs.nih.gov/research/resources/bioethics/whatis/

https://elcomblus.com/ethical-standards-in-writing-related-literature/

Retrieved from https://study.com/academy/practice/quiz-worksheet-avoiding-

plagiarism-in-your-writing.html

www.Library.rit.edu/liv/7-8
www.uis.edu/ct/wp-content /uploads/sites/76/2013/03/Avoid
pliagiarismQuizanswerkey.pdf
How to Write a Literature Review
Retrieved from https://library.concordia.ca/help/writing/literature-
review.php#:~:text=The%20literature%20review%20is%20a,and%20evaluation%20
of%20each%20source.
Write a Literature Review
UC Santa Cruz University Library
Retrieved from https://guides.library.ucsc.edu/write-a-literature-review
Differences between a good and a poor literature review
Retrieved from https://docs.google.com/document/
d/1UUYK_p6EgWaa32xXRN5HZIffoYDHlTk6qRjD8BUccKw/edit?pref=2&pli=1
What makes a good or bad literature review?
Retrieved from cs.aukland.ac.nz/course/compsci747s2c/lectures/Litreview.pdf
Literature Review: Conducting and Writing
Retrieved from Libguides.uwf.edu/c.php?g=215199&p=1420828
Thesis Writing – Reviewing the Literature
Retrieved from
health.qld.gov.au/_data/assets/pdf_file/0024/140649/lit_review.pdf
Nelia G. Prieto, Ph.D., Victoria C. Naval, DEM & Teresita G. Carey, D.A.L.L. (2017) :
Practical Research 1 for Senior High School.776 Aurora Blvd, cor. Boston Street,
Cubao, Quezon City, Metro Manila:Lorimar Publishing, Inc.

Esther L. Baraceros (2016) Practical Research 1. 856 Nicanor Reyes Sr. St.,
Sampaloc Manila:Rex Book Store, Inc.

95
For inquiries or feedback, please write or call:

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